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Curriculum Area LO Title Level Supplier Description
How to provide healthy catering for:Ethnic minority
groupsVegetarians. People on gluten-free diets. People with
Catering Healthy catering for all 2&3 act diabetesPeople with a food allergy
This unit provides the learner with an opportunity to
investigate:Regional cuisines Commonly used foodsCooking
Catering Thai cuisine 2&3 act methods Eating habits Religious and cultural influences
This unit describes:the changing pattern of meals and
menustrends in the development of menuschanges in service
stylesthe impact made by influential chefshow social and
Catering The history of the modern menu 2&3 act economic factors affected the menus of the time
This unit describes:the changing pattern of meals and
menus,trends in the development of menus,changes in service
styles,the impact made by influential chefs,how social and
Catering The history of the modern menu - Knowledge 2&3 act economic factors affected the menus of the time
This unit describes:the main features of a table d'hýte menu
the main features of an ý la carte menu the difference
between lunch and dinner menus dishes which are suitable for
a table d hýte menu dishes which are suitable for an ý la carte
Catering Types of menu 2&3 act menu
InvestigateThe importance of food in the maintenance of
health.Incorporating healthier alternatives into the dishes you
prepare.The Balance of Good Health.The principles of
Catering Catering for healthy eating 2&3 act preparing healthy dishes.
Identify the correct way to deal with a customer who has a
Catering Dealing with a customer complaint 2&3 act complaint
Identify the correct way to deal with a poor performance
Catering Dealing with a performance problem 2&3 act problem.
Identify the correct way to deal with a customer who has a
Catering Dealing with a serious complaint 2&3 act complaint.
Catering Developing an individual 2&3 act Identify the correct way to develop an individual for promotion
Identify potential hazards to food safety and list high-risk
foodsClassify food hazards as biological, chemical or
physicalDefine food hazards as being inherent (naturally
occurring) or the result of additional contamination.Explain
how bacteria can become a biological hazard through
Catering Food Hazards 2&3 act multiplication or survival
Identify groups of people who are vulnerable to food-related
illness.Explain the difference between food poisoning and food-
borne disease.Name bacteria that are commonly responsible
Catering Food related illness 2&3 act for food-related illness.
This unit tests the learner s knowledge of basic food safety
Catering Food safety quiz 2&3 act and hygiene issues
Identify the high-risk aspects in the preparation stage.Identify
the high-risk aspects in the cooking stage.
Catering HACCP - preparation and cooking 2&3 act
Identify hazards to food safety at the purchasing stage.State
the factors to consider when choosing a supplier.State factors
that make a suitable supplier.State the purpose of a purchase
specification.Complete a HACCP control chart for the
Catering HACCP - purchasing 2&3 act purchasing stage
Describe the process for receiving goods.Create a plan to use
Catering HACCP - receiving 2&3 act when receiving goods
Describe the hazards that may occur when serving food.State
the conditions required for hot holding.Describe the
requirements when chilling foods after cooking.State the
conditions for reheating
Catering HACCP Holding and serving 2&3 act
State what HACCP stands for and what the HACCP system of
food safety is. Describe the origins of HACCP. List and explain
the seven principles of the HACCP system. Describe the
Catering HACCP Overview 2&3 act principles of hazard analysisIdentify Critical Control Points
Describe the process for storing dry, chilled and frozen
goods.Create a plan to use when storing dry, chilled and
Catering HACCP Storage 2&3 act frozen goods.
How to promote healthier eating by correct:ingredient
selectionstorage and food preparation practicesservice and
Catering Healthier catering practices 2&3 act presentation of food.
This unit describes various aspects of Indian cuisine
including:Regional cuisinesCommonly used foodsCooking
methodsEating habitsReligious and cultural influences
Catering Indian cuisine 2&3 act
Use last weeks sales figures to estimate food costs for the
coming week.Describe the importance of controlling
costs.Describe the main ways of controlling costs.Describe
common sources of wastage.Compare this weeks figures with
predictions to evaluate performance.
Catering Keeping food costs under control 2&3 act
InvestigateThe organisation of a commercial kitchenDifferent
roles within the kitchenHow traditional kitchen organisation
Catering Kitchen organisation 2&3 act may be applied to make present day needs.
Understand and describe the principles of kitchen planning.
Understand and describe the workflow in a typical kitchen.
Explain the Health and Safety aspects that must be taken into
Catering Kitchen planning Workflow 2&3 act consideration when planning a kitchen.
The organisation of the larder. The organisation of the pastry
room.The function and responsibilities of the larder and pastry
room.The relationship between the kitchen and these two
Catering Larder and pastry 2&3 act areas of preparation
Identify the correct way to encourage a staff member to
maintain operational standards.
Catering Maintaining operational standards 2&3 act
This unit provides the learner with an opportunity to
investigate:How marketing is different from sales.The
marketing mix and how you can use it to determine your
marketing strategy.The importance of Market Research.How
SWOT analysis can be used as part of a marketing strategy.
Catering Marketing 2&3 act
State the principles of Menu Engineering. Describe how the
performance of different dishes can be classified by Menu
Engineering.Identify actions to enhance the performance of
Catering Menu Engineering 2&3 act dishes in each classification.
Describe the rules for sequencing dishes on a menu.Place the
dishes for each course in the traditional sequence for writing
Catering Menu sequencing 2&3 act on a menu
Describe how menu items can be priced to meet given profit
targets.Explain the importance of sales mix.Modify selling
prices and sales mix to see the effect on gross profit.
Catering Menus and profits 2&3 act
This unit describes:different types of catering establishments
the concept of target customers how menus are designed to
attract specific customers
Catering Menus are for markets 2&3 act
Identify the correct way to deal with conflict and encourage
team rapport.
Catering Resolving conflict 2&3 act
Investigate the five most commonly used selling techniques
Catering Selling 2&3 act service staff use. See some examples of each sales technique
Categorise a number of complaints against the Service
Recovery Model.Determine what approach you should take to
deal with the problem.Decide how you should respond to a
customer with a complaint or problem.
Catering Service Recovery Model 2&3 act
This unit describes:the financial aspects of a menu the
elements of sale control by gross profit or margin relevant
calculations relating to the financial aspects of menu planning
Catering The financial structure of a menu 2&3 act
Describe the procedures to follow in the event of an accident.
Construction Accident procedures 3 act Calculate the cost of an accident in the workplace.
Carry out calculations using trigonometry based on the results
of a survey.
Construction Angles of elevation and depression 3 act
Use Simpson's rule to calculate the volume of an irregular
shape. Make an estimate of the resources needed to complete
a construction project.
Construction Areas and volumes of irregular shapes 3 act
State why it is necessary to calculate mean girth.Calculate the
mean girth of a number of different shape structures.
Construction Calculating mean girth 3 act
Carry out a site inspection to identify features of the
environment that need to be considered. Prepare a simple
action plan to deal with specific issues. Justify the action plan
in terms of short- and long-term environmental benefits.
Construction Environmental audit (site inspection) 3 act
Make an assessment, in environmental terms, of the
suitability of a green field and a brown field site. Identify the
advantages of building on a green field site or a brown field
site. Recognise the features of the natural environment that
need to be protected.
Construction Environmental impact assessment 3 act
Discover what sustainable construction methods and materials
Construction Guided tour of a house 3 act can be incorporated into the design of a house
Recognise the difference between hazard and risk.Identify
potential hazards and their associated risks for a number of
given scenarios.Select appropriate control measures for some
given scenarios.
Construction Hazards and risks 3 act
Define the term thermal conductivity. Calculate the rate of
heat flow through a material. Calculate the quantity of heat
loss through a material.
Construction Heat transfer calculation 3 act
Identify the elements required to calculate the amount of
general room lighting required.Calculate the number of lights
required for a given work area.
Construction Inverse square law and cosine law 3 act
Define what is meant by landscape design. Consider what
features should be incorporated in a landscape design to meet
a given design brief. Carry out a landscape design for a given
development project.
Construction Landscape design 3 act
Identify the elements required to calculate the amount of
general room lighting required.Calculate the number of lights
required for a given work area.
Construction Lighting design calculation 3 act
Identify the weights that can be handled safely. Recognise the
correct methods of manual handling. Consider alternative
methods for handling loads safely. Propose an effective lifting
methodology for a given task.
Construction Manual handling 3 act
Identify the standard units of terminology used in lighting
Construction Measurement of light 3 act calculations. State the relationship between each of the units.
Define terms associated with sound and hearing.State the
decibel level at which hearing protection must be
worn.Recognise how hearing can be damaged by excessive
Construction Nature of sound 3 act
Describe the effect of noise on the ear. State what the four
action levels are in terms of decibel ratings and what each
level represents. Recognise what control measures can be
used.
Construction Noise at work 3 act
Describe how a building project is prepared prior to planning
approval and tender. Recognise the contribution of members
of the design team to the planning process. Create an outline
sketch and a scale drawing.
Construction Preparation of plans 3 act
Describe the most commonly used construction methods for
the walls, floors and roof of a house. Identify the components
used in the construction of the walls, floors and roof of a
house. Compare traditional and modern methods of
construction for the primary elements of a building.
Construction Primary elements of a building 3 act
Discover how gas is supplied to a building. Discover how
electricity is supplied to a building. Discover how
communications are supplied to a building. Learn some key
facts about the three systems.
Construction Primary service utilities: gas, electricity, communications 3 act
Identify and describe how water is supplied to a building.
Identify and describe three types of waste water and how they
Construction Primary service utilities: water 3 act are discharged from land or buildings.
Describe and interpret important concepts relating to the
stress and strain of materials.Using a given formula, make
stress calculations for given materials.Using a given formula,
Construction Properties of materials 3 act make strain calculations for given materials.
Give reasons why the public need to be protected during
building works. Recognise control measures to be used to
protect the public in the event of building works in public
areas. Identify areas of risk to the public in a number of given
scenarios.
Construction Protection of the public 3 act
Define a radian.Convert degrees to radians and vice
versa.Calculate the area and arc length of a sector using
radians and degrees.
Construction Radians, areas of sectors and arc length 3 act
Describe the most commonly used construction methods for
the doors, windows, internal walls and staircases of a house
Describe the internal finishes used in the construction of a
house State the advantages and disadvantages of different
Construction Secondary elements of a building 3 act materials used in the construction of a house.
State Simpson's rule. Apply Simpson's rule to estimate a
surface area. Compare Simpson's rule to another method of
calculation.
Construction Simpsons rule 3 act
Recognise the methods by which sound travels through a
building.Provide solutions to a number of acoustical problems
with buildings.
Construction Sound transmission 3 act
Identify the basic structural forms which are commonly used
for building construction. State the advantages and
disadvantages of each type of structural form. Identify the
structural form for different types of buildings.
Construction Structural forms 3 act
Describe the various ways in which the activities of the
construction and built environment may benefit or harm the
natural environment.Explore the advantages of sustainable
construction techniques.Evaluate the effectiveness of a range
of alternative construction materials.
Construction Sustainable construction 3 act
Construction The design process 3 act List the steps in the design process. Prepare a design brief.
Identify which specialists to refer to at specific stages in a
building project.Discover the roles and responsibilities of key
members of the design team.
Construction The design team 3 act
Understand the factors which affect planning decisions and
the processes to be followed. State what the two levels of
planning permission are
Construction The planning process 3 act
Recognise the different heat resistance values of building
materials.ý Calculate heat energy loss from the wall of a
building.
Construction U-value calculation 3 act
Given a workplace scenario, recognise unsafe items or
working practices. Match types of access and working
platforms to specific tasks.
Construction Workplace access 3 act
State the purpose of the Construction (Design and
Management) Regulations and when they are applied.Identify
the roles and responsibilities of the design and construction
Construction Construction (design and management) regulations 3 act team members with regard to health and safety.
Identify the source areas of the major air masses.Identify
where air masses form.Describe how air masses change
Geography Air masses 3 act location with the seasons
Explain what makes a wilderness region special.Explain some
of the processes which are shaping the mountain and valley
Geography Altai-Sayan - Biodiversity and people 3 act landscapes.
Evaluate the roles of different factors and processes shaping
Geography Altai-Sayan - Landscape analysis 3 act the mountain and steppe landscape
A set of three separate activities relating to anticyclones and
depressions. (Winter, Summer and Anticyclones and
depressions) Activity 1 Winter weather Activity 2 Summer
weatherý Predict the weather conditions in different parts of
the British Isles based on synoptic charts. Explain how
different air masses control the weather. Describe the weather
along fronts. List the hazards associated with the
winter/summer weatherActivity 3 Anticyclones and
depressions Explain how anticyclones and depressions form.
Identify fronts and air masses on synoptic charts. Describe
how anticyclones and depressions change with time. Describe
the relationships between cloud types, air masses and fronts
Geography Anticyclone and depressions - Activity 3 act associated with depressions and anticyclones
Evolution of mid latitude depressions Cold and warm fronts.
Occluded fronts. Typical weather in Britain.Explain weather
phenomena associated with variations in air pressure: sea
Geography Anticyclone and depressions knowledge 3 act breezes, Coriolis effect, upper airflow and surface weather
Geography Caravan game 3 act Run a cliff top caravan park successfully and make a profit.
A case study of the issues of managing a Heritage Coastline.
The first section (Visit) is a photographic resource. It contains
themed topics (Landscape, Biodiversity, Pollution,
Flamborough Village, Agriculture, Fishing, Visitor
Management, Recreation, Transport) through which should be
read before commencing the management activity.The second
section is an activity that enables students to identify
Geography Change at Hengistbury 3 act management problems and suggest appropriate solutions
A quiz where learners can test their knowledge on changing
Geography Changing sea levels 3 act sea levels
This unit was developed to utilise a variety of learning styles
to develop and assess geographical skills, namely map and
photograph interpretation. The activities tackle understanding
of both eustatic sea level rise and isostatic sea level change
through photo interpretation and also eustatic sea level rise
through map interpretation.Although there is no progression
through the activities each one can be used independently to
meet particular needs and will help develop the overall idea
that current landscapes have changed and are still changing
as a result of global and local sea level change.Within the
activities students are required to interact with the resources
leading to the development of thinking skills and increased
motivation. The instant feedback allows students to evaluate
and assess their own responses at each stage.Differentiation
is built into the interaction and feedback and the activities can
be used for students of all abilities. More able students can
develop their responses with free text entry and less able
Geography Geography - Changing sea levels - Coasts 3 act students are fully supported with material and guidance.
This unit was set up to take advantage of the fact that sea
level change is a growing concern on the human environment
as a result of global warming and as such is newsworthy and
relevant. It provides an opportunity for students to develop an
understanding that sea levels have actually been changing for
some considerable time and are not a recent phenomenon.
Also that these long-term changes have resulted in the
development of a number of features around the coasts and
along the rivers of the world which may have an impact upon
human civilisation.Each section interprets evidence from
Geography Changing sea levels - Knowledge 3 act maps, cross-sections and images from around the world.
This unit was developed to utilise a variety of learning styles
in order to develop interest and engagement of students in an
area of the specification that can be taught in a visual
manner.Material is presented in a way in which allows the
students to develop photograph interpretation skills and map
analysis.Although there is no progression through the
activities each one can be used independently to meet
particular needs and will help develop the overall idea that
current landscapes have changed and are still changing as a
result of global and local sea level change.Within the activities
students are required to interact with the resources leading to
the development of thinking skills and increased motivation.
The instant feedback allows students to evaluate and assess
their own responses at each stage.Differentiation is built into
the interaction and feedback and the activities can be used for
students of all abilities. More able students can develop their
responses with free text entry and less able students are fully
Geography Changing sea levels - Rivers 3 act supported with material and guidance.
This two-part activity enables the learner to analyse the
impact of coastal defences on erosion rates on the coastline
Geography Coastal defences at Mappleton 3 act adjacent to Mappleton
This particular learning unit is a virtual field trip designed to
provide a case study of a classic hard rock coastline. It
provides a case study of hard rock coastal erosion at
Flamborough Head.The activity is one of a series of learning
units that examine hard and soft rock coastal processes and
the issues associated with their management. Knowledge 1
describes how a blowhole develops. It contains a case study
and an animation showing the development
process.Knowledge 2 describes how a wave cut platform
develops. It contains two case studies and an animation
Geography Coastal landforms and processes 3 act showing the development process.
A set of three activities using diagrams and questions to aid
understanding of: how wind direction affects the height of
waves and the direction of long shore drift. factors controlling
rapid erosion of soft rock coastlines how wave refraction
Geography Factors of coastal erosion 3 act affects coastal erosion
This learning unit provides a case study of the issues of
managing a Heritage Coastline. The first section (Visit) is a
photographic resource. It contains themed topics (Landscape,
Biodiversity, Pollution, Flamborough Village, Agriculture,
Fishing, Visitor Management, Recreation, Transport) through
which should be read before commencing the management
activity.The second section is an activity that enables students
to identify management problems and suggest appropriate
Geography Flamborough Head management 3 act solutions
Geography Flood management - Halstead 3 act No description available
Describe some of the changes that occur from the core to the
periphery of a large country - such as the Russian Federation
Interpret photographic evidence which show the contrasts
Geography From Moscow to Mongolia 3 act between Moscow and a remote rural location
This activity enables learners to vary the factors influencing
the processes of mass movement in order to evaluate their
impacts on the cliffs. Explain how factors influence cliff
Geography Holderness 3 act recession. Apply this knowledge to reduce cliff erosion.
This unit focuses on the factors that affect the annual regime
of a river:Activity 1 focuses on the soil water budget to
identify how and why variations in the soil water store
occur.Activity 2 focuses on the annual regime of a river to
identify how variations in precipitation and the soil water
store give rise to seasonal variations in dischargeActivity 3
focuses on the annual regime of the Rhone to show how
human and physical factors affect the seasonal
discharge.Knowledge 1 explains annual regime, using the
river Ribble in Lancashire as an example.Knowledge 2
explains soil water budget, using Athens in Grece as an
Geography Hydrology 3 act example.
Describe the weather associated with the Inter-tropical
convergence zone (ITCZ)Explain why the ITCZ migrates with
the seasonsIdentify the position of the ITCZ and forecast the
Geography Inter-tropical convergence zone 3 act potential behaviour of an easterly wave
Identify potential areas of stability and instability over the
British Isles. Explain the potential effects of urban heat
islands on convective activity. Explain how environmental
Geography Lapse rates 3 act lapse rates determine the stability of air masses.
Identify the biotic (living) and abiotic (non-living) components
of the steppe ecosystem Describe how the steppe ecosystem
Geography Life on the Steppes 3 act functions
This learning unit provides a case study of the issues of
managing a Heritage Coastline. The first section (Visit) is a
photographic resource. It contains themed topics (Landscape,
Biodiversity, Pollution, Flamborough Village, Agriculture,
Fishing, Visitor Management, Recreation, Transport) through
which should be read before commencing the management
activity.The second section is an activity that enables students
to identify management problems and suggest appropriate
solutions.Five knowledge (stand-alone sections) describe
different types of coastal defences - Cliff regrading and
drainage, Gabions, Groynes, Sea walls and Rock armour.A
Quiz (stand-alone section) tests the learner s understanding
Geography Management of coastal erosion 3 act of cliff foot and cliff face defences.
This unit is about the factors that affect the discharge and
characteristics of a river channel.The unit has three
activities:Activity 1 focuses on the impact of severe storms on
the discharge of a river to identify the importance of rainfall,
amount and ground saturation.Activity 2 is about analysing
the advantages and disadvantages of the various strategies
that are commonly used for flood management.Activity 3 is
about identifying how human activity affects the channel
characteristics of a river. Knowledge 1 is about flood
management strategies.Knowledge 2 is about hydrological
processes.Knowledge 3 explains storm hydrographs.All of the
material in this learning unit is from Chelmsford (Essex) and
in particular how the October 2000 storms affected the River
Geography Managing hydrological processes 3 act Chelmer which runs through the centre of the town
This unit focuses on what plates are, what happens at plate
margins and how the resulting hazards are distributed.
Activity 1 is about the structure of the planet as it applies to
Plate Tectonics and mechanisms of plate movement.Activity 2
demonstrates plate movement and gives an idea of the rate of
motion. The types of relative movement at plate margins and
the resulting geologic hazards are explored.Knowledge 1
describes the structure of the earth.Knowledge 2 lists the
seven major plates in the world. Knowledge 3 explains why
Geography Plate tectonics 3 act plates move and how
An activity to enable learners to: Assess the extent to which
the River Horner fits the Bradshaw Model. Describe and
interpret a soil water budget. Explain how and why the
Geography River field study - River Horner 3 act characteristics of the River Horner change downstream.
Identify key salt marsh speciesExplain the formation of salt
Geography Salt marsh - Blackwater 3 act marshesRecord and interpret fieldwork data
Geography Snow Leopard - Virtual expedition 3 act
Express opinions on the need for Snow Leopard
conservationRecall the main threats to the Snow Leopards
Geography Snow Leopards 3 act survivalIdentify some possible solutions
This unit is based on a virtual field trip to study fluvial
landforms and processes along British rivers.The activity
enables learners to: Observe and record the changes in
landforms found along a typical British river. Observe and
record the changes in processes acting along a typical British
river. Classify and summarise the landforms and processes
observedThe knowledge sections provide supporting
Geography Virtual field trip along British rivers 3 act information.
This learning unit uses a virtual scenario approach, asking the
learner to assist an inexperienced receptionist to deal with an
angry visitor. To do this, the learner is presented with a
number of decision points where they have to decide on the
correct course of action. If the learner chooses an incorrect
course of action, they see the negative consequences or
outcome and feedback is given. They are then taken on to a
further screen to see what they should have done. To help
them complete the task, the learner can select an on-screen
helper of their choice and have access to a company
procedure for dealing with visitors. At the end there is a
Summary for the learner to print out and keep. It would be
useful for learners to work through this unit more than once in
order to benefit from the feedback provided by the wrong
Office Administration Dealing with an angry visitor 1&2 act answers.
This learning unit is based around a case study of a fictitious
company called The Games Company. The learner is
introduced to the company and some of the staff who work
there at the start of the unit. This information can be accessed
again at any time via an on-screen button. The Receptionist of
the company then takes the learner through some basic
telephone skills like greeting a caller in the correct tone,
transferring calls and the concepts of blocking or facilitating
callers. The case study forms the basis for the example
incoming calls and is needed to answer specific questions in
the unit. There is also a Press Release about a new game
being developed and this is utilised in the same way. At the
Office Administration Dealing with telephone callers (2) 1&2 act end there is a Summary for the learner to print out and keep
This learning unit uses a virtual scenario approach, asking the
learner to assist an inexperienced receptionist to deal with a
lengthy telephone call. To do this, the learner is presented
with a number of decision points where they have to decide
on the correct course of action. If the learner chooses an
incorrect course of action, they see the negative
consequences or outcome and feedback is given. They are
then taken on to a further screen to see what they should
have done. To help them complete the task, the learner can
select an on-screen helper of their choice and have access to
a company procedure for dealing with telephone calls. At the
end there is a Summary for the learner to print out and keep.
It would be useful for learners to work through this unit more
than once in order to benefit from the feedback provided by
Office Administration Dealing with telephone calls (1) 1&2 act the wrong answers.
This learning unit uses a virtual scenario approach, asking the
learner to assist an inexperienced receptionist deal with a
visitor. To do this, the learner is presented with a number of
decision points where they have to decide on the correct
course of action. If the learner chooses an incorrect course of
action, they see the negative consequences or outcome and
feedback is given. They are then taken on to a further screen
to see what they should have done. To help them complete
the task, the learner can select an on-screen helper of their
choice and have access to a company procedure for dealing
with visitors. At the end there is a Summary for the learner to
Office Administration Dealing with visitors (1) 1&2 act print out and keep.
This learning unit uses a virtual scenario approach, asking the
learner to assist an inexperienced receptionist deal with a
visitor who has a problem with an appointment. To do this,
the learner is presented with a number of decision points
where they have to decide on the correct course of action. If
the learner chooses an incorrect course of action, they see the
negative consequences or outcome and feedback is given.
They are then taken on to a further screen to see what they
should have done. To help them complete the task, the
learner can select an on-screen helper of their choice and
have access to a company procedure for dealing with visitors.
At the end there is a Summary for the learner to print out and
keep. It would be useful for learners to work through this unit
more than once in order to benefit from the feedback provided
Office Administration Dealing with visitors (2) 1&2 act by the wrong answers.
This learning unit is split into two micro units. The first is a
short tutorial section giving the leaner an awareness of some
of the issues people with a physical impairment have to face
in their daily lives. Quick activities for the learner to try help
to consolidate this. The second part of the unit is much larger
and uses the virtual scenario approach, asking the learner to
assist an inexperienced receptionist deal with a visitor who is
hearing impaired and a wheelchair user. To do this, the
learner is presented with a number of decision points where
they have to decide on the correct course of action. If the
learner chooses an incorrect course of action, they see the
negative consequences or outcome and feedback is given.
They are then taken on to a further screen to see what they
should have done. To help them complete the task, the
learner can select an on-screen helper of their choice and
have access to a company procedure for dealing with visitors.
At the end there is a Summary for the learner to print out and
Office Administration Dealing with visitors with a physical impairment 1&2 act keep.
This learning unit allows learners to move around a business
clicking on each of the departments to find out what sort of
tasks they typically undertake. There is also a quiz for the
learner to check their understanding. In this quiz they take
the role of a receptionist, directing incoming calls to the
correct department by selecting buttons on a large on-screen
telephone.To provide maximum flexibility in how this learning
unit is used the learner can use it in two ways:The learner can
work through the information on each department and then
look at the quiz. Or, they can go straight to the quiz and
access the information on each department only if they have
difficulty answering a question. There is an Information button
Office Administration Departments in a business 1&2 act on each quiz question allowing them to do this.
This learning unit begins with a tutorial section showing the
learner the different types of resources available. The learner
can then practise choosing the right resource to use to find
out specific information. To enliven this task and engage the
learner it is presented as a card game. There is a dealer and
the learner is playing against two opponents in turn. If they
answer correctly then they take a chip from the opponent. The
number of chips they win determines their score. ý The game
has questions at two levels. Learner s can choose to answer
questions at Level 1, or 2. It is envisaged that people will
move through the levels as they successfully complete a set of
questions. No feedback is given, so if a learner doesn t
achieve a good score they are encouraged to repeat the
questions before moving to the next level. ý There is lots of
ways in which you can use this game in the classroom. For
example, you may wish to set a pass mark for moving on to
Office Administration Finding resources 1&2 act the next level with the class.
This learning unit uses an activity-based approach to address
health and safety issues in a fun and interactive way. Health
and safety in an office explores an office and identifies the
risks and hazards present. The micro-unit Health and safety in
an office - regulations asks the learner to identify the areas in
an office environment that are covered by Health and Safety
Regulations and answer a question about each area. The last
micro-unit is called Health and safety in an office (accessible),
which covers the same learning objectives as the one above
but presents the information in a way that is suitable for
Office Administration Health and safety in an office 1&2 act screen reader users.
This learning unit asks the learner to have a go at processing
the incoming mail for a fictional company, the Kool-Clothes
Mail Order Ltd. It starts with some knowledge screens which
cover such issues as: date stamping mail, how to deal with
enclosures, the procedure to follow if remittances are received
and what to do if you receive a suspicious parcel.The learner
is then asked to identify how they would process seven items
that the company receives in the post. For each one they must
decide whether to: Accept it?, Open it?, Date stamp front?,
Date stamp back?, Advise addressee of missing contents?,
Record in Remittances book?, Call Supervisor?, Complete
Circulation list?, Prioritise delivery? or Normal delivery?Full
feedback is given to the learner on their choices before they
Office Administration Incoming mail 1&2 act move on to the next question.
This learning unit allows a learner to practise interpreting
correction signs to make proofreading amendments to a draft
letter. A cartoon strip sets the scene, which is that a couple
have returned from a weekend away, and are writing a letter
of complaint to their hotel. The draft letter has been proofread
and there are 15 corrections to make. Through a series of
questions the learner is asked to interpret the correction signs
to make the changes needed. By the end of the series of
questions the learner has changed the draft document into a
letter ready to send. They are then given and opportunity to
view it and see the outcome of the complaint.
Office Administration Interpreting correction signs 1&2 act
This learning unit introduces the learner to correction signs
through a tabbed information screen. They are then given a
series of sentences and have to identify which correction sign
to use. The learner can refer back to the Information screen at
any time. Learners can attempt the questions in two ways:
The first option is to click on the on-screen Hint button which
will tell them what the error is. The learner can then
concentrate on finding the right correction sign to notate this.
The second option is for the learner to ignore the Hint button
and work out for themselves what the error is and then select
Office Administration Introduction to correction signs 1&2 act the right correction sign to notate this.
This learning unit uses a virtual scenario approach, asking the
learner to assist an inexperienced receptionist to prioritise the
tasks she is being asked to do by other members of staff. To
do this, the learner is presented with a number of decision
points where they have to decide on the correct course of
action. If the learner chooses an incorrect course of action,
they see the negative consequences or outcome and feedback
is given. They are then taken on to a further screen to see
what they should have done. To help them complete the task,
the learner can select an on-screen helper of their choice. In
addition they can get some guidance by clicking on the on-
screen Tasks/Policy button. At the end there is a Summary for
the learner to print out and keep. It would be useful for
learners to work through this unit more than once in order to
Office Administration Juggling Demands 1&2 act benefit from the feedback provided by the wrong answers.
This learning unit asks the learner to consider how an
employee's behaviour might impact on a caller/visitor's image
of a company. Section 1 gives an introduction to what is
meant by maintaining the company image.Sections 2 - 8 give
examples of a number of situations where a caller/visitor's
perception of the company might be damaged or enhanced by
what they see and hear. These situations include:responding
to a request when you are busy, receiving a call from a
customer that an order has not arrived and handling a
potentially unreasonable request .Each section gives a
different scenario and then asks the learner to indicate what
impact they think this will have on the caller/visitor's image of
a company. The options are: enhanced their perception of the
company, maintained their image of the company (no better,
no worse) or damaged their image of the company A
summary is given at the end of each short section giving
Office Administration Maintaining the company image 1&2 act some advice on the topic being addressed.
This learning unit allows the learner to explore the main
functions and features of a fax machine. To do this the learner
can move freely between questions, knowledge screens,
examples, top tips and animations/illustrative graphics.These
elements are grouped into three areas: Meet the machine
(basic introduction to the equipment), Key features (quick
explanation of main functions) and Daily usage (hints and tips
on using the equipment including maintenance and health and
safety).A quick self-test at the end allows the learner to check
that they have viewed and understood all the information.
Office Administration Meet the Fax Machine 1&2 act Clicking on the quiz button accesses this.
Office Administration Meet the Franking Machine 1&2 act No description available
This learning unit allows the learner to explore the main
functions and features of a photocopier. To do this the learner
can move freely between questions, knowledge screens,
examples, top tips and animations/illustrative graphics.These
elements are grouped into four areas: Meet the machine
(basic introduction to the equipment), Key features (quick
explanation of main functions), Daily usage (hints and tips on
using the equipment) and Health and safety (safety issues
and some guidance on maintenance).A quick self-test at the
end allows the learner to check that they have viewed and
understood all the information. Clicking on the quiz button
Office Administration Meet the Photocopier 1&2 act accesses this
This unit contains a short tutorial section introducing the
learner to different types of office layouts and identifying the
advantages and disadvantages of each type. There are some
questions towards the end of this unit to consolidate their
learning. This is an activity where the learner can have a go at
arranging the layout of an office. The learner has to follow a
strict brief from a company and make sure that they arrange
the office to suit the staff needs. The learner can compare
their layout to a model answer with rationale. This unit asks
the learner to arrange the layout of an office. The learner has
to follow a strict brief from a company and make sure that
Office Administration Office ergonomics - office 1&2 act they arrange the office to suit the staff needs.
This unit explains why it is important to sit in an adjustable
chair correctly. It gives the learner the opportunity to adjust a
chair at a workstation until the user is comfortable. This unit
asks the learner to arrange the layout of a reception desk to
make it practical and attractive for the receptionist to use. The
learner can compare their final layout to a model answer with
rationale. The model answer is only one way to arrange the
desk. The learner should be encouraged to try as many
different layouts as possible. This unit asks the learner to
arrange the layout of a reception desk to make it practical and
attractive for the receptionist to use. This is a highly visual
activity, which encourages the learner to play around with the
wall colour, floor covering and lighting in a reception to create
an aesthetically pleasing and welcoming environment.
Learners, again, should be encouraged to try lots of different
Office Administration Office ergonomics - reception desk 1&2 act combinations.
This learning unit contains 25 questions that will test the
learner's knowledge identifying the right postal service to use
to send a number of different letters and parcels in the UK and
overseas. It will also test the learner's knowledge on
compensation for lost or damaged parcels.The quiz is in the
form of a jigsaw with each piece corresponding to a question.
The questions are in one of these three areas: Sending mail in
the UK, Sending mail Overseas and Compensation.Before the
learner starts the quiz they are advised to complete some
research on preparing outgoing mail at the Royal Mail
website.At the end of the quiz, a final score is shown together
Office Administration Postal services quiz 1&2 act with a breakdown of the score obtained in each of the areas
This learning unit contains 25 questions that will test the
user's knowledge about various aspects of packaging,
securing, addressing and weighing outgoing mail. It will also
test the learner's knowledge on prohibited items e.g. what you
they can and cannot send. The quiz is in the form of a jigsaw
with each piece corresponding to a question. The questions
are in one of these four areas: Choosing and securing
packaging, Addressing packaging, Weighing and Prohibited
items. At the end of the quiz, a final score is shown together
Office Administration Preparing outgoing mail quiz 1&2 act with a breakdown of the score obtained in each of the areas
This learning unit provides a series of knowledge screens and
a quiz to allow the learner to check their understanding. The
learning unit covers receiving mail by these five methods:
Redirection, Keepsafe, Po Box, Poste Restante and Local
Collect. Before the learner starts the quiz they are advised to
complete some research on preparing outgoing mail by
visiting the Royal Mail website (www.royalmail.com). The ten
quiz questions ask the learner to apply their newly acquired
Office Administration Receiving mail 1&2 act knowledge to a series of practical situations
This learning unit uses an activity-based approach, asking the
learner to take the role of a Personal Assistant. The task is to
schedule a day of appointments for a busy executive called
Pippa Morgan. The learner is given her existing schedule and
then receives requests for meetings that are needed, or
changes to existing arrangements. These come in the form of
answer phone messages, e-mails, requests from Pippa herself
or from other Pas. The learner can experiment with different
timeslots for each meeting until they are confident that they
have the correct schedule. They can get feedback at any time
by clicking on the Happy with schedule button. Pippa then
gives feedback on how impressed she is or not! The learner
has the opportunity to keep amending the schedule until they
are successful. A model answer with rationale is also provided
Office Administration Scheduling a diary 1&2 act for them to compare their ideas against
This learning unit uses an activity-based approach, asking the
learner to schedule a day of appointments for a busy dentist.
The learner is given the existing schedule and then receives
nine telephone calls from patients asking them to either
cancel or schedule an appointment. The goal for the learner is
to give each patient who calls a timeslot at a time that is
convenient for them. The learner can experiment with
different timeslots for each patient until they are confident
that they have the correct schedule. They can get feedback at
any time by clicking on the Happy with schedule button. This
tells the learner how many patients they have made happy. If
it is not all of them, they have the opportunity to keep
retrying until they are successful. A model answer with
rationale is also provided for them to compare their ideas
Office Administration Scheduling appointments 1&2 act against
This learning unit addresses how to strike a healthy balance
between having too little, and too much stock, in a
stockroom.There is a short series of knowledge screens and a
quiz to allow the learner to check their understanding. The six
quiz questions ask the learner to apply their newly acquired
Office Administration Stock control 1&2 act knowledge to a series of practical situations.
This is a tutorial based learning unit which uses a small case
study to take the learner through the process of distribution
and ordering. Using a menu structure the learner clicks on
each step of the process to learn about what is involved. They
can also view the relevant forms. The learner is asked to
Office Administration Stockroom distribution and ordering 1&2 act interpret information on the forms as part of the case study.
This learning unit gives an introduction to each of the main
methods of storing or indexing information. To help enliven
the information real life examples are actually used wherever
possible. The first small unit gives a brief introduction. The
main units are the two on alphabetical filing methods. These
include the rules of alphabetical filing with examples to aid
understanding. The learner then has the option to access a
question on each rule which allows then to practise applying
the rule to a set of data. This has been included to allow the
learner to consolidate their understanding. The micro-units on
numerical, geographical and other storage methods are much
smaller and just provide a brief introduction to each method.
It is envisaged that this will be used in conjunction with The
Filing game, which will allow the learner to practise using the
Office Administration Storage of information 1&2 act alphabetical filing rules on various data.
This is an activity asking the learner to have a go at storing a
delivery of stock in a graphical on-screen stockroom. There
are some simple guidelines to follow and the learner can move
items around until they are happy with their choices. The
learner can compare their final layout to a model answer with
rationale. The model answer is only one way to store the
stock. The learner should be encouraged to try as many
Office Administration Storage of stock 1&2 act different layouts as possible
This learning unit allows learners to try out a variety of outfits
to decide what might be suitable to wear in different types of
workplaces. These are a Trendy hairdressing salon, a Youth
centre, a Solicitors office, a Hip advertising agency, a
Children s crche and a Construction Company. Feedback is
given on whether the chosen hair, tops and
trouser/skirt/shoes are suitable. The learner is encouraged to
explore lots of different looks. There are two versions of the
Office Administration The dressing right games 1&2 act game, one for males and one for females.
This learning unit allows the learner to practice applying the
alphabetical filing rules learned in the previous learning unit
to different data sets. To enliven this task and engage the
learner it is presented as a card game. There is a dealer and
the learner is playing against two opponents in turn. If they
answer correctly then they take a chip from the opponent. The
number of chips they win determines their score. The game
has questions at three levels. Learner s can choose to answer
questions at Level 1, 2 or 3. It is envisaged that people will
move through the levels as they successfully complete a set of
questions. No feedback is given, so if a learner doesn t
achieve a good score they are encouraged to repeat the
questions before moving to the next level. There is lots of
ways in which you can use this game in the classroom. For
example, you may wish to set a pass mark for moving on to
Office Administration The filing game 1&2 act the next level with the class
This learning unit asks learners to be answer a series of ten
questions about their personal hygiene. The questions are
grouped into these four areas: Hair care, Personal hygiene,
Dental hygiene and Clothes care. Based on their answers the
learner receives feedback at the end in each of these areas.
This attempts, in a humorous way, to point out any areas they
need to address and suggestions as to how they could do that.
Given the sensitive nature of this subject, this is not
something that should be given to a class but should be used
Office Administration The looking good quiz 1&2 act as a resource with individuals as appropriate
This learning unit starts of with a brief introduction to what a
positive image means. Learners are then asked a series of ten
questions to help them assess what sort of image they project
to other people. This is not about what they physically look
like but how they interact with colleagues and customers. For
example, the questions address issues such as whether they
get shy talking to visitors or telephone callers and whether
they think people are generally a nuisance. The learner is
given feedback at the end based on their responses. The
feedback is divided into strengths and weaknesses with some
action points for them to turn current weaknesses into
strengths. Before starting learners on this unit it would be
useful to stress to them the importance of giving honest
Office Administration The positive image quiz 1&2 act answers to the questions.
This knowledge based learning unit allows the learner to find
the answer to five important time management questions.
These are: How do I actually spend my time?, How can I
prevent myself being distracted?, Is it possible to stop people
or things interrupting me?, How can I stop myself
procrastinating? and How can I organise my workspace?These
questions are shown on a menu screen. The learner clicks on
each one to see a short tutorial section. This is followed by a
summary and a quiz. At the end of the quiz there is a
checklist of actions. This is called a Reminder list and the
learner ticks the actions they intend to take. They can then
Office Administration Time management (2) 1&2 act print this off using the print functionality in their browser
This learning unit asks the learner to view information about
the Copyright Designs and Patents Act and then answer a
series of ten questions. The questions as the learner to apply
the principles of the Act to a number of different situations.To
enliven this subject the learning unit is presented as a Travel
Game. The game starts in the United Kingdom and
encourages the learner to travel further around the world. The
more questions they answer correctly, the further around the
world they will go. The challenge is to get to the final
destination.Feedback is given at the end of each question and
also at the end of the Game. If the learner receives a low
score they are given the chance to re-start the unit again to
Office Administration Travel Game - Copyright 1&2 act see if they can make it to the final destination.
This learning unit asks the learner to view information about
the Data Protection Act and then answer a series of fifteen
questions. These questions ask the learner to apply the
principles of the Act to a number of different situations.To
enliven this subject the learning unit is presented as a Travel
Game. The game starts in the United Kingdom and
encourages the learner to travel further around the world. The
more questions they answer correctly, the further around the
world they will go. The challenge is to get to the final
destination. Feedback is given at the end of each question and
also at the end of the Game. If the learner receives a low
score they are given the chance to re-start the unit again to
see if they can make it to the final destination.
Office Administration Travel Game - Data Protection 1&2 act
Office Administration Time management - how good are you? 1&2 act No description available
Describe the main characteristics of three designs:
Independent, Repeated and Matched. Identify the advantages
and disadvantages of each type of design. Identify the most
appropriate design for specific research questions. Identify the
Psychology Alternative designs 3 act type of design used in specific pieces of research
Describe the main characteristics of three levels of data -
Nominal, Ordinal, and Interval / Ratio. Identify the level of
Psychology Alternative levels of measurement 3 act data in particular pieces of research.
Psychology Bodily rhythms and sleep 3 act Introduction to bodily rhythms
Identify the differences found by Raine (1997) in PET scans of
murderers and non-murderers.Describe and recognise the
differences in PET scans for murderers and non-
murderers.Evaluate the findings and methodology of the
Psychology Brain abnormalities in murderers 3 act Raine (1997) study.
Identify the conditions associated with a Chi Square test
Psychology Chi Square test 3 act Calculate a Chi square value based on input data.
Identify the criteria for use of a specific test. Identify the
appropriate test calculation when specific examples of
research are given. Identify the relevant test for your
Psychology Choosing a statistical test 3 act particular data.
Describe the identikit process as used by the police with
witnesses.Experience the problems faced by witnesses when
trying to recall information accurately when using this
technique.Evaluate the different techniques using
psychological theories.
Psychology Eyewitness evidence and facial recognition 3 act
Describe the pattern of activity, perception and ability of a
typical brain with the corpus callosum intact. Describe the
pattern that exists with the corpus callosum cut. Identify the
differences in brain activity, perception and ability before and
after surgery on the corpus callosum. Describe the procedure
Psychology Hemisphere disconnections and unity 3 act and findings of the Sperry study.
Experience the role of a participant in a picture-based study
similar to the Loftus and Palmer video study. Describe the
procedures used by Loftus and Palmer and Loftus and Zaani.
Describe the findings of Loftus and Palmer. Recognise how the
Psychology Human memory and leading questions 3 act experiments relate to the three stages of memory
Define independent and dependent variables. Identify the
independent variables and dependent variables in specific
Psychology Identifying independent / dependent variables 3 act pieces of research
Define the terms illusion and perception. Explain the five main
types of illusion and what causes them. Explain how illusions
have influenced theories of perception. Describe the difference
Psychology Illusions 3 act between top down and bottom up theories of perception.
Describe the difference between visual, auditory and semantic
processing.Describe the difference between shallow and deep
processing.Describe the effect of the level of processing on the
Psychology Levels of processing 3 act recall of memory.
Explain what is meant by the term statistical significance.
Explain what is meant by differing levels of significance, for
Psychology Levels of statistical significance 3 act example, 0.05.
Name and describe specific areas of the brain associated with
particular skills and abilities, e.g. Brocas and Wernickes areas.
Identify the difference in function between each hemisphere of
the brain. Discuss the implications of lateralisation and
Psychology Localisation and lateralisation in the brain 3 act localisation in the brain
Identify the conditions associated with a Mann-Whitneytest
Psychology Mann-Whitney test 3 act Calculate a value based on input data
Provide a bank of easily-accessible resources for students and
tutors to demonstrate characteristics of memory.
Psychology Memory test resources 3 act
Describe the history of methods of investigating the brain.
Describe studies of accidental damage and its effects.
Describe and recognise the images associated with different
scanning techniques. List the strengths and weaknesses of
Psychology Methods of investigating the brain 3 act each technique
Describe the stages of the processing identified by the Multi-
store memory model, with particular reference to short-term
memory (STM) and long-term memory (LTM).Identify the
differences between STM and LTM in terms of duration and
Psychology Multi-store memory model 3 act capacity
Identify the various parts of a neuron and the synaptic
pathway. Describe how neurotransmitters such as Dopamine
and Serotonin can affect behaviour. List some examples of
drugs, both medical and recreational, that affect
neurotransmitter release and re-uptake. Discuss the role of
neurotransmitters in behaviour, and how this relates to
Psychology Neurons and neurotransmitters 3 act reductionism
Define what is meant by the different perspectives and
approaches in psychology.State the six approaches to
psychology: Cognitive, Social, Cognitive-Developmental,
Physiological, Psychodynamic and Behavioural /Learning.
Psychology Perspectives on psychology 3 act Evaluate the strengths and weaknesses of each approach.
Identify cues to perspective used in 2D images and 3D
perception.Explain the term 'depth cue'.Identify the depth
cues considered in the Deregowski study.Experience how the
Psychology Pictorial perception and depth cues 3 act alteration of depth cues can influence perception
This learning unit describes Bartlett's 'war of ghosts' study. It
provides a learner with the original story, allowing them to
perform the experiment for themselves. The learning unit also
provides the learner with the results of the experiment
performed using serial reproduction. The results of the
experiment are explained using schemas and reconstructive
Psychology Reconstructive memory 3 act memory.
Define holistic and reductionist. Identify reductionist
explanations and holistic explanations. Discuss the strengths
Psychology Reductionism 3 act and weaknesses of the reductionist and holistic approaches
Identify the conditions associated with a related samples t-
Psychology Related samples t-test 3 act test Calculate a t-test value based on input data
Define what is meant by the following terms: alternative
hypothesis, experimental hypothesis, null hypothesis, one-
tailed and two-tailed hypothesis. Define what is meant by the
term operationalisation. Identify a good hypothesis and a
bad hypothesis. Construct a good hypothesis with
Psychology Research hypotheses / operationalisation 3 act measurable and clearly defined variables
Identify the advantages and disadvantages of research
methods in the following categories: experiment, observation,
interview, case study, content analysis, questionnaire and
correlational analysis. Identify the most appropriate research
Psychology Research methods 3 act method for specific given circumstances.
Describe the procedure of Schacter and Singers 1962 study of
Cognitive, Social and Psychological determinants of emotional
Psychology Schacter and Singers study of emotion 3 act state. Describe the findings of this study
Summarise Selye's GAS. Identify the three phases in Selye's
GAS. Describe how stress affects a person physically both
Psychology Selyes general adaptation syndrome (GAS) 3 act internally and externally. Evaluate Selye's theory
Identify the conditions associated with a Spearman s rank
Psychology Spearmans rank correlation test 3 act correlation test Calculate a value based on input data
Describe the following theories of emotion: James-Lange
theory, Cannon-Bard theory and Schacter and Singer s
cognitive labelling theory. Evaluate the theories in terms of
Psychology Theories of emotion 3 act how they may be supported or contradicted
Describe the following theories of forgetting related to short-
term memory: decay, displacement and interference.Describe
the following theories of forgetting related to long-term
Psychology Theories of forgetting 3 act memory: retrieval failure, repression, interference and decay.
Identify the conditions associated with an unrelated samples t-
Psychology Unrelated samples t-test 3 act test Calculate a t-test value based on input data
Identify the conditions associated with a Wilcoxon test
Psychology Wilcoxon signed ranks test 3 act Calculate a value based on input data.
A learning object designed for Level 3 students of Biology
and/or Sport Science. It explores the nature, effects and
management of anxiety and stress in sport. The learning
object defines arousal, anxiety and stress. It outlines the
types and components of anxiety, explores some theoretical
explanations of anxiety and their application to sport, and
examines the impact and management of anxiety and stress.
The learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 3) and Scottish (Highers) Biology
and Sport Science curricula.
Psychology Anxiety and stress 3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It explores the psychology of
leadership. The learning object defines leadership and
explains the role of leadership in sport.The object describes
and compares different theories of leadership, including
Chelladurai’s multidimensional model. The learning object
may be used as part of a group classroom activity, or as part
of the individual study programme of the learner. The content
of the object has been designed to apply equally to the
English (Level 3) and Scottish (Highers) Biology and Sport
Science curricula.
Psychology Effective leadership 3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It introduces the psychological factors
that affect groups such as teams. The learning object
describes the characteristics of group behaviour, the factors
that can hinder a team’s performance and explores the
strategies that help create an effective team. The learning
object may be used as part of a group classroom activity, or
as part of the individual study programme of the learner. The
content of the object has been designed to apply equally to
the English (Level 3) and Scottish (Highers) Biology and Sport
Science curricula.
Psychology The effective team 3 Workshop
In this section on facial bones and muscles you will learn
Hair & Beauty Anatomy 1 - Facial bones and muscles 2 BBC about the structural make-up of the head and face.
In this section on blood, the lymphatic system and nerves you
Hair & Beauty Anatomy 2 - Nerves, Blood and Lymph 2 BBC will see an overview of the major systems of the face.
In this section you will learn the parts of the circulatory
Hair & Beauty Anatomy 3 - Circulation 2 BBC system and how the system functions.
In this section on the effects of massage you will gain a
Hair & Beauty Anatomy 4 - The effects of massage 2 BBC general understanding of the principles of massage.
In this section on the molecular structure of hair you will
Hair & Beauty Perming 1 - The Molecular Structure of Hair 2 BBC receive an overview of the chemistry of hair.
In this section on the perming process you will gain an
Hair & Beauty Perming 2 - The Perming Process 2 BBC overview of the way a perm affects hair.
In this section on the neutralisation stage you will receive an
Hair & Beauty Perming 3 - Neutralisation 2 BBC understanding of this part of the perming process
In this section on consultation you will see details about how
Hair & Beauty Perming 4 - Consultation 2 BBC to gather and give information to clients.
In this section on analysis you will learn how to determine the
Hair & Beauty Perming 5 - Analysis 2 BBC most appropriate hair treatment for a client.
In this section on selecting a treatment you will gain an
overview of the possibilities available to you when considering
Hair & Beauty Perming 6 - Selecting a treatment 2 BBC hair treatment.
In this section on aftercare and troubleshooting you will learn
how to look after hair post-perm and what to do if things go
Hair & Beauty Perming 7 - Aftercare and Troubleshooting 2 BBC wrong.
In this section on skin structure you will receive an overview
of the physical construction of skin.
Hair & Beauty Skin 1 - Structure 2 BBC
In this section on the functions of the skin you will learn what
Hair & Beauty Skin 2 - Functions 2 BBC the skins does for the body.
In this section on skin types you will receive an understanding
Hair & Beauty Skin 3 - Types 2 BBC of the various skin types and conditions.
In this section on consultation you will see details about how
Hair & Beauty Skin 4 - Consultation 2 BBC to gather and give information to clients about their skin.
MSS1/E3.1 Add and subtract sums of money using decimal
Basic Skills Adding money 1 ctad notation
Ws/L1.1 learn how to use a range of conjunctions
Basic Skills Conjunctions 1 ctad
N2/E3.3 Read, write and understand decimals up to two
decimal places in practical contexts
Basic Skills Decimal measures 1 ctad
Ww/L1.1 understand some rules for doubling consonants with
suffixes
Basic Skills Double consonants 1 ctad
Slr/L1.1 listen for and identify relevant information from a
recorded message
Basic Skills Listen carefully 1 ctad
Rt/L1.2 learn how language and other features are used in
persuausive texts
Basic Skills Making your point 1 ctad
HD1/E3.3 Make observations and record numerical
Basic Skills Market research 1 ctad information using a tally
N2/E3.3 Read, write and understand decimals up to two
decimal places in practical contexts
Basic Skills Measuring height 1 ctad
N2/E3.3 Read, write and understand decimals up to two
decimal places in practical contexts
Basic Skills Measuring weights 1 ctad
MSS1/E3.1 Add and subtract sums of money using decimal
notation
Basic Skills Money and calculators 1 ctad
Slr/L1.4 provide verbal feedback when listening to others
Basic Skills On the phone 1 ctad
HD1/E3.3 Make observations and record numerical
information using a tally
Basic Skills Questionnaires 1 ctad
Rt/L1.1 learn how meaning can be implied as well as stated
Basic Skills Read between the lines 1 ctad
MSS1/E3.1 Add and subtract sums of money using decimal
notation
Basic Skills Subtracting money 1 ctad
Slr/L1.4 provide non verbal feedback and confirmation when
listening to others
Basic Skills Use your head 1 ctad
Ws/L1.3 learn about two ways of formatting and punctuating
items in a list
Basic Skills Using lists 1 ctad
HD1/E3.3 Make observations and record numerical
information using a tally
Basic Skills Using tallies 1 ctad
Rt/L1.2 learn how language and other textual features are
used in written instructions
Basic Skills Writing Instructions 1 ctad
Some guidance on writing good exam essays on language and
ideology.
English Language Language and ideology, Exam techniques 3 epic
The relationship between gender and language use.
English Language Language and ideology, Mens and womens language use 3 epic
English Language Language and ideology, Political correctness 3 epic Political correctness in language
An overview of the contents of the Language and ideology
module, with some pointers to activities and further
English Language English Language - Language and ideology, Tutor resources 3 epic information
A discussion of how children acquire language.
English Language Language change and identity, Child language acquisition 3 epic
A timeline of key influences on the development of the English
English Language Language change and identity, English through the ages 3 epic language
Some guidance on writing good exam essays on language
change and identity.
English Language Language change and identity, Exam techniques 3 epic
The diversity of the origins of words and the factors behind
language change.
English Language Language change and identity, Language change 3 epic
An overview of the contents of the Language change and
identity module, with some pointers to activities and further
information.
English Language Language change and identity,Tutor resources 3 epic
Some issues in conversation analysis.
English Language Spoken Language, Conversation analysis 3 epic
Some guidance on writing good exam essays on spoken
language.
English Language Spoken language, Exam techniques 3 epic
A discussion of different speech genres.
English Language Spoken language, Genres of speech 3 epic
An overview of the contents of the Spoken language module,
English Language Spoken language, Tutor resources 3 epic with some pointers to activities and further information
Some guidance on writing good essays.
English Language Systematic frameworks for analysis, Essays 3 epic
Some guidance on writing good exam essays on systematic
frameworks for language analysis.
English Language Systematic frameworks for analysis, Exam techniques 3 epic
Systematic frameworks for analysis, Grammar one, grammatical A discussion of various grammatical categories.
English Language categories 3 epic
A discussion of key grammatical elements: phrases, clauses
Systematic frameworks for analysis, Grammar two, phrases, and sentences.
English Language clauses and sentences 3 epic
English Language Systematic frameworks for analysis, Phonetics and phonology 3 epic Some key elements of phonetics and phonology
A discussion of key issues in semantics.
English Language Systematic frameworks for analysis, Semantics 3 epic
Semiotics and the meaning and use of signs.
English Language Systematic frameworks for analysis, Signs and meaning 3 epic
An overview of the contents of the Systematic frameworks for
analysis module, with some pointers to activities and further
English Language Systematic frameworks for analysis, Tutor resources 3 epic information
Circular motion and oscillations, Demonstration of free, forced and A demonstration of free, forced and damped vibrations.
Physics damped vibrations 1&3 epic
A demonstration of circular motion using a fairground ride as
Circular motion and oscillations, Demonstration of the centripetal an example.
Physics force 1&3 epic
Physics Circular motion and oscillations, The motion of a simple pendulum 1&3 epic The theory of the simple pendulum
An overview of the contents of the Circular motion and
oscillations module, with some pointers to activities and
further information.
Physics Circular motion and oscillations, Tutor resources 1&3 epic
An introduction to the concepts of conductance, conductivity
Physics Electricity, Conductivity and resistivity 1&3 epic and resistivity.
Physics Electricity, Exam techniques 1&3 epic Some guidance on writing good exam answers on electricity.
How different conditions change the electrical properties of
materials.
Physics Electricity, Resistance change of a thermistor and an LDR 1&3 epic
An overview of the contents of the Electricity module, with
some pointers to activities and further information.
Physics Electricity, Tutor resources 1&3 epic
Some guidance on writing good exam answers on fields and
forces.
Physics Fields and Forces 1 Exam techniques 1&3 epic
An explanation of a force field in terms of Faraday s idea of
field lines.
Physics Fields and Forces 1, Electric field lines in uniform fields 1&3 epic
Fields and Forces 1, Newtons Universal Law of Gravitational An introduction to the law of gravitational attraction.
Physics Attraction 1&3 epic
Newton s Universal Law of Gravitational Attraction made
Fields and Forces 1, The gravitational field strength at different plausible.
Physics distances from the earths surface 1&3 epic
An overview of the contents of the Fields and forces 1 module,
with some pointers to activities and further information.
Physics Fields and Forces 1, Tutor resources 1&3 epic
A demonstration of how Coulomb s Law can be verified in the
laboratory.
Physics Fields and Forces 1, Verification of Coulombs law 1&3 epic
Some guidance on writing good exam answers on fields and
forces.
Physics Fields and Forces 2, Exam techniques 1&3 epic
Physics Fields and Forces 2, Principles of a cyclotron 1&3 epic An introduction to the principles behind particle accelerators
An introduction to the principles of different radiation
detectors.
Physics Fields and Forces 2, Principles of different radiation detectors 1&3 epic
An overview of the contents of the Fields and forces 2 module,
with some pointers to activities and further information.
Physics Fields and Forces 2, Tutor resources 1&3 epic
An introduction to electron diffraction through its application
Quantum phenomena, Demonstration of the electron diffraction in electron microscopes.
Physics phenomenon 1&3 epic
A demonstration of the photoelectric effect via its application
in digital cameras.
Physics Quantum phenomena, Demonstration of the photoelectric effect 1&3 epic
Some guidance on writing good exam answers on quantum
phenomena.
Physics Quantum phenomena, Exam techniques 1&3 epic
An overview of the contents of the Quantum phenomena
module, with some pointers to activities and further
information.
Physics Quantum phenomena, Tutor resources 1&3 epic
Some guidance on writing good exam answers on radioactivity.
Physics Radioactivity, Exam techniques 1&3 epic
An introduction to the concept of radioactive half life via a
medical application.
Physics Radioactivity, Experimental determination of the half life 1&3 epic
An introduction to the basic properties of ionising radiation.
Physics Radioactivity, Properties of alpha, beta and gamma radiation 1&3 epic
An overview of the contents of the Radioactivity module, with
Physics Radioactivity, Tutor resources 1&3 epic some pointers to activities and further information.
A description of the principle of the conservation of linear
Physics Rectilinear motion, Conservation of linear momentum 1&3 epic momentum
Some guidance on writing good exam answers on rectilinear
Physics Rectilinear motion, Exam techniques 1&3 epic motion.
An experiment to measure the acceleration of free fall.
Physics Rectilinear motion, Measuring the acceleration of free fall 1&3 epic
An overview of the contents of the Rectilinear motion module,
Physics Rectilinear motion, Tutor resources 1&3 epic with some pointers to activities and further information.
An exploration of the diffraction of water waves and light
waves.
Physics Waves, Diffraction of water waves and light waves 1&3 epic
Some guidance on writing good exam answers on waves.
Physics Waves, Exam techniques 1&3 epic
An introduction to the polarisation of transverse waves.
Physics Waves, Polarisation of transverse waves 1&3 epic
An introduction to stationary waves, using as an example the
Physics Waves, Stationary waves 1&3 epic production of musical notes
An overview of the contents of the Waves module, with some
pointers to activities and further information.
Physics Waves, Tutor resources 1&3 epic
A discussion of conflict theories of crime and deviance.
Sociology Crime and deviance, Conflict theory 3 epic
A discussion of consensus and control theories of crime and
deviance.
Sociology Crime and deviance, Consensus and control theories 3 epic
Some guidance on writing good exam essays on crime and
deviance.
Sociology Crime and deviance, Exam techniques 3 epic
Key elements of the labelling theory of crime and deviance.
Sociology Crime and deviance, Labelling theory 3 epic
Some issues connected with the attempt to measure crime
rates.
Sociology Crime and deviance, Measuring crime 3 epic
Sociology Crime and deviance, Thinking about crime and deviance 3 epic A discussion of the social construction of crime and deviance
A timeline of key studies on crime and deviance.
Sociology Crime and deviance, Timeline of key studies on crime and deviance 3 epic
An overview of the contents of the Crime and deviance
module, with some pointers to activities and further
information.
Sociology Crime and deviance, Tutor resources 3 epic
A discussion of the scientific status of sociology and the main
methodological approaches in the sociological tradition.
Sociology Research methods, Can sociology be scientific? 3 epic
Some guidance on writing good exam essays on research
methods.
Sociology Research methods, Exam techniques 3 epic
The different characteristics of quantitative and qualitative
methods in social research.
Sociology Research methods, Quantitative and qualitative methods 3 epic
A discussion of the different approaches adopted by
sociologists to the study of suicide, revealing the particular
Sociology Research methods, Studying suicide 3 epic character and focus of different methodologies
A timeline of key studies on research methods.
Sociology Research methods, Timeline of key studies on research methods 3 epic
An overview of the contents of the Research methods module,
with some pointers to activities and further information.
Sociology Research methods, Tutor resources 3 epic
An overview of crime trends in the UK.
Sociology Social change, Crime rates 3 epic
An overview of the link between social class and trends in
educational achievement in the UK.
Sociology Social change, Educational attainment 3 epic
Some guidance on writing good exam essays on social change.
Sociology Social change, Exam techniques 3 epic
An overview of the globalisation debate.
Sociology Social change, Globalisation 3 epic
Trends in life expectancy in the UK and its relationship with
gender and social class.
Sociology Social change, Life expectancy, gender and social class 3 epic
Trends in religious belief and church attendance in the UK.
Sociology Social change, Secularisation 3 epic
A timeline of significant historical, political and cultural
events, and innovations in science/technology that have
helped shape the modern world.
Sociology Social change, timeline 3 epic
An overview of the contents of the Social change module, with
Sociology Social change, Tutor resources 3 epic some pointers to activities and further information.
Trends in the relationship between voting behaviour and
social class in the UK.
Sociology Social change, UK voting behaviour 3 epic
Trends in the distribution of wealth and income in the UK.
Sociology Social change, Wealth and income distribution in the UK 3 epic
Trends in the economic position of women in the UK labour
market.
Sociology Social change, Women in the workforce 3 epic
Some guidance on writing good exam essays on sociological
theory.
Sociology Sociological theory, Exam techniques 3 epic
Some key elements of feminist theory.
Sociology Sociological theory, Feminism 3 epic
Some key elements of functionalist theory.
Sociology Sociological theory, Functionalism 3 epic
Some key elements of interpretative theory.
Sociology Sociological theory, Interpretative theory 3 epic
Some key elements of Marxist theory.
Sociology Sociological theory, Marxism 3 epic
Some key elements of postmodernist theory.
Sociology Sociological theory, Postmodernism 3 epic
A timeline presenting some of the leading sociologists
associated with different traditions/ideas from the early
nineteenth century to the present.
Sociology Sociological theory, Timeline of key thinkers 3 epic
An overview of the contents of the Sociological theory module,
with some pointers to activities and further information.
Sociology Sociological theory, Tutor resources 3 epic
An examination of changing conjugal roles.
Sociology The family, Changing conjugal roles 3 epic
A discussion of ways of defining the family and identifying its
core characteristics.
Sociology The family, Defining the family 3 epic
Some guidance on writing good exam essays on the family.
Sociology The family, Exam techniques 3 epic
A survey of different theoretical perspectives on the family.
Sociology The family, Perspectives on the family 3 epic
A discussion of the wide range of family types found in
contemporary societies.
Sociology The family, The diversity of family types 3 epic
A timeline of key studies on the family.
Sociology The family, Timeline of key studies on the family 3 epic
An overview of the contents of the Family module, with some
pointers to activities and further information.
Sociology The family, Tutor resources 3 epic
Hints on writing good essays.
Sociology Writing good essays, Essays 3 epic
The Geometry module comprises three learning units, each
with a series of screens to present the material to the
students.
- Lines I - Lines II - Graph sketching
Key Skills Coordinate geometry 3 Granada
The learner is formally introduced to definite integration,
followed by a worked example.
The application of definite integration to area between a curve
and coordinate axes is briefly explained. Learning of definite
integration is enabled by a process of worked examples
followed by interactive ‘multi-choice’ examples (with worked
solutions). The learner consolidates prior learning on
integration, indices and surds to attempt more challenging
exam-style questions. Learning is consolidated by worked
examples followed by interactive self-assessment questions
(with worked solutions if needed).
Key Skills Definite integration 3 Granada
The slope of the tangent at a point is the slope of a curve at
that point. Drawing tangents is unreliable, so an algebraic
method is found by drawing a series of chords from one point,
calculating their slopes and looking at the limit when the
Key Skills Derivative as gradient of tangent/limits 3 Granada chord is zero length
Many situations can be expressed as a differential equation.
Integrating can give a family of curves as possible 'answers';
these are the general solution. To find a particular solution,
more information is needed. Some boundary conditions will
apply and these will lead to a value for the constant of
integration.
Key Skills Differential equations 3 Granada
This topic introduces differentiation of powers of x, and
includes applications to problems involving tangents, normals
and stationary points
Key Skills Differentiation 3 Granada
This section covers the differentiation of powers of x, their
sums, differences and linear multiples. It goes on to cover the
application of this skill in a variety of contexts, and to
introduce higher derivatives.
Key Skills Differentiation of powers of x, sums and differences 3 Granada
This series of screens is designed to help you to develop your
skills in essay writing. It looks the structure of essays, and
how to edit and redraft your essays until you feel it is worthy
of your portfolio.
Key Skills Essay writing 3 Granada
This section introduces the general idea of graph sketching,
including \"standard\" curves and transformations of them.
Key Skills Graph sketching 3 Granada
This series of screen is designed to help you to develop your
skills in taking part in group discussions. It addresses the
requirements of the Key Skills Level 3 Communications
Standards in group discussions and invites you to consider
Key Skills Group discussions 3 Granada your own strengths and weaknesses.
Introduction to why different types of software are used.
Key Skills How software can be used 3 Granada
This section introduces the idea of increasing and decreasing
functions and the application of calculus to this idea.
Key Skills Increasing and decreasing functions 3 Granada
Integration can be thought of as the reverse of differentiation;
working out what you need to differentiate to reach the
'question' gives you the 'answer'. Except with indefinite
integration, there is a constant of integration to remember
and this gives a family of curves as the answer to integration
Key Skills Indefinite integration 3 Granada problems.
The first section shows how integration is the reverse process
of differentiation. The student is given the general rule for
indefinite integration of expressions in the form ‘a multiplied
by x to the power of n’ where ‘a’ is a constant. This rule is
applied to a variety of examples.
The second section shows the student how to solve basic
differential equations. The third section shows the process of
definite integration and allows the student to practise
examination style questions. The fourth section shows how
definite integration can be applied to finding areas under
curves; between curves or between lines and curves.
Key Skills Integration 3 Granada
This interactive course covers a range of IT skills, set within
the real-life scenario of The Wood Company: using word
processing software to produce reports; using spreadsheets to
perform ‘what if?’ queries and generate charts; and using
databases to analyse data. The Wood Company is the
backdrop for all challenges, activities and explanations.
Guidance is also included on how to prepare your portfolio,
and what to expect in the Key Skills Level 3 IT test.
Key Skills Key Skills Information Technology Level 3 3 Granada
This course covers the main topics for Key Skills
Communication at Level 3: group discussions; making
presentations; reading extended texts; writing essays,
reports, letters and memos. Group dynamics are studied.
Videos of exemplar presentations show good and poor practice
in action. Help is given in how to structure essays, reports,
letters and memos. Guidance is also included on how to
prepare your portfolio, and what to expect in the Key Skills
Level 3 Communications test.
Key Skills Key Skills: Communication Level 3 3 Granada
This series of screens is designed to help you to develop you
skills in letter writing and memo writing. It looks at both
formal and informal letters, and explains how to structure
letters, and offers the opportunity to comment on sample
letters.
Key Skills Letters and memos 3 Granada
This section introduces basic coordinate geometry concepts
including calculation of:- distance between two points,
midpoint of a line segment, equation of a straight line and
intersection point of two lines.
Key Skills Lines I 3 Granada
This section introduces the relationship between the gradients
of parallel and perpendicular lines, and how to use it.
Key Skills Lines II 3 Granada
This series of screen is designed to help you to develop your
skills in preparing, giving and evaluating oral presentations. It
addresses the requirements of the Key Skills Level 3
Communications Standards in making formal presentations
Key Skills Making presentations 3 Granada and offers exemplar presentations for you to study.
This section covers the following topics:
- Trig equations by factorizing - Trig identities - Using
identities 1 - Using identities 2 - Deciding how to tackle an
equation
Key Skills More trigonometric equations 3 Granada
Key Skills Portfolio example: Readability 3 Granada This section presents the portfolio exemplar: 'Readability'.
This section presents the portfolio exemplar: 'The Walk'.
Key Skills Portfolio example: The walk 3 Granada
This section helps you to prepare you for the Application of
Key Skills Preparing for the test 3 Granada Number Key Skills test at Level 3.
This series of screens focuses on what you need to include in
your portfolio and how you can keep track of evidence as you
create it. It analyses the Key Skills Standard for Level 3
Communications to check exactly how much evidence you
Key Skills Preparing your portfolio 3 Granada need to generate.
In this section you will be helped to plan an activity that
covers all the component parts of Level 3 Key Skills in
Key Skills Producing your own activity 3 Granada Application of Number.
This series of screen addresses the requirements of the first
component of the Key Skills Level 3 Communications
Standards and is designed to help you to develop your skills in
reading and synthesising information.
Key Skills Reading extended texts 3 Granada
This series of screens is designed to help you to develop your
skills in report writing. It focuses on not only report writing
but also the preparation of support material like references
Key Skills Report writing 3 Granada and bibliographies, appendices and summaries.
This section covers the following topics:
- Defining sin, cos and tan - Properties of sin, cos and tan -
Angles of more than 360 degrees. - Negative angles - Graphs
of sin, cos and tan - Transformations of y = sin x - Questions -
Radians
Key Skills Sine, Cosine and Tangent 3 Granada
This section presents a mix of quizzes and explanations of
topics within scale and proportion.
Key Skills Skills: Scale and proportion 3 Granada
This section presents a mix of quizzes and explanations of
topics within statistics.
Key Skills Skills: Statistics 3 Granada
This section covers the concept of a stationary point, including
details on the three types of stationery point and how to
distinguish them using gradient and second derivative tests.
Key Skills Stationary points 3 Granada
This section formally introduces the idea of a tangent and a
normal to a curve, and explains how their equations are
calculated. It also gives examples of exam-style questions on
this topic.
Key Skills Tangents and normals 3 Granada
A series of tasks that involves setting up a database and
producing three reports from that data.
Key Skills The Wood Company databases 3 Granada
A series of tasks that involves generating a bar chart and a
pie chart from a spreadsheet that has already been created.
Key Skills The Wood Company graphs 3 Granada
Introduction to a real-life scenario: The Wood Company.
Key Skills The Wood Company Information 3 Granada
This series of screens presents a challenge: to create a
spreadsheet to meet the needs of The Wood Company.
Key Skills The Wood Company spreadsheets 3 Granada
A series of tasks in using word processing software to produce
draft and final reports, which involves setting up a table, use
standard features for page layout, and techniques such as cut
and paste.
Key Skills The Wood Company word processing 3 Granada
This sections covers the following topics:
- CAST diagrams - Special angles - Using CAST diagrams for
all angles - CAST diagrams for Radians - Using CAST
diagrams for harder questions
Key Skills Trigonometric equations 3 Granada
The first section initially examines the definition of sine,
cosine and tangent for any angle between 0 and 360 degrees.
The student is then shown how to sketch these three
trigonometric ratios and simple transformations of these
ratios. Finally, the radian is defined and conversions between
this measure and degrees are discussed.
The second section shows how CAST diagrams are used to
solve basic trigonometric equations in both degrees and
radians. The third section extends solving trigonometric
equations to those equations where factorising or basic
trigonometric identities are required. A summary of the
Key Skills Trigonometry 3 Granada different strategies is given.
Integrating between two values gives the area between the
curve and an axis. The area between a curve and the y-axis is
found by integrating x with respect to y - rather than y with
respect to x. Area above/right of the axis is positive; that
below/left of it is negative.
Key Skills Using integration 3 Granada
This section explains the importance of number skills in
everyday life, and how Application of Number is different from
maths.
Key Skills Welcome to Application of Number 3 Granada
This series of screens outlines the importance of
communication skills, and introduces the role of
Key Skills Welcome to Communication 3 Granada communication and the Communication Key Skills Standard.
An introduction to Key Skills Information Technology Level 3: -
The importance of information for decision making - An
overview of the Key Skills Standard - Introduction to real-life
scenario: The wood comapny
Key Skills Welcome to Information Technology 3 Granada
Key Skills What can you do? 3 Granada
The failure of the provisional government and the success of
the Bolsheviks.
History 1917, the year of revolution 3 technophobia
War Communism and the NEP
History Building a new economy, 1919 1924 3 technophobia
The Bolshevik conduct of the First World War and the
establishment of revolutionary structures.
History Consolidating the revolution, 1917 1918 3 technophobia
The Civil War and its consequences.
History Consolidating the revolution, 1919 1920 3 technophobia
Facts and circumstances of Stalin's assumption of power.
History From Lenin to Stalin 3 technophobia
Resources to support the teaching and learning of Germany
1920-1938
Contains resources on the following areas: The End of the War
The 'German Revolution' and the Treaty of Versailles The
Weimar Republic Right-wing reaction and the background to
anti-Semitism The rise of National Socialism The Nazis
achieve power, 1932-1933 The Nazis in government
Investigating Hitler Responses to the Nazi regime
History Germany Resources 1 3 technophobia
Resources to support the teaching and learning of Germany
1920-1938
Contains resources on the following areas: The End of the War
The 'German Revolution' and the Treaty of Versailles The
Weimar Republic Right-wing reaction and the background to
anti-Semitism The rise of National Socialism The Nazis
achieve power, 1932-1933 The Nazis in government
Investigating Hitler Responses to the Nazi regime
History Germany Resources 2 3 technophobia
Irish issues, 1895-1905 : First part of a two-part discussion of
the Irish issue
History Irish Issues, 1895-1905 3 technophobia
The Kronstadt Rebellion, and responses to other opposition.
History Internal opposition, 1919 1922 3 technophobia
Focus on the relationship between the Fuhrer and the people
History Investigating Hitler 1 3 technophobia
Focus on territorial ambitions and their justification
History Investigating Hitler 2 3 technophobia
Irish issues, 1895-1905 : First part of a two-part discussion of
the Irish issue
History Irish Issues, 1906 1914 3 technophobia
First part of a two-part presentation of British foreign policy,
naval development, alliances and interaction with Europe
History Origins of World War 1, 1895 1905 3 technophobia
Second part of a two-part presentation of British foreign
policy, naval development, alliances and interaction with
Europe
History Origins of World War 1, 1906 1914 3 technophobia
No Description Available
History Preferences and system test 3 technophobia
The Nazis and racial policies
History Race and resistance 1 3 technophobia
Resistance in Germany 1933-39
History Race and resistance 2 3 technophobia
The developing pattern of resistance to reform during the
History Resisting change, the seeds of revolution 3 technophobia reigns of the Alexanders, and its social consequences
Background to the appeal of National Socialism and race-
driven politics
History Right wing reaction and the background to anti Semitism 3 technophobia
Resources to support the teaching and learning of Russia
1860-1928
Contains resources on the following areas: Serf and Tsar -
19th century Russia Resisting change - the seeds of revolution
The Last Tsar The Tsar’s War The effects of the War 1917 -
the year of revolution Consolidating the revolution Internal
opposition, 1919-1922 Building a new economy, 1919-1924
From Lenin to Stalin
History Russia Resources 3 technophobia
Broad explanation of Russian society and economy from 1860-
1890.
History Serf and Tsar, 19th century Russia 3 technophobia
The background to Liberalism: Whigs, Tories and New
Liberalism.
History The Background to Liberalism 3 technophobia
Resources to support the teaching and learning of Britain
1895-1918
Contains resources on the following areas: The background to
Liberalism The Liberals in power, 1906-1914 Irish issues,
1895-1905 Irish issues, 1906-1914 The social agenda, 1906-
1914 Votes for women Origins of World War One, 1895-1905
Origins of World War One, 1906-1914
Basic Skills Britain Resources 3 technophobia
Social and economic effects of the war in Russia
History The effects of the War 3 technophobia
The final year of the war, the nature and effect of the
Armistice.
History The End of the War 3 technophobia
Freikorps, Spartacists and the elements of the Treaty - the
background to political conflict.
History The German Revolution and the Treaty of Versailles 3 technophobia
Economic and industrial modernisation under Nicholas II.
History The Last Tsar 1 3 technophobia
Russia's status in the world and the Russo-Japanese War.
History The Last Tsar 2 3 technophobia
The 1905 Revolution and the Dumas.
History The Last Tsar 3 3 technophobia
Elections, Parliament, constitutional issues
History The Liberals in Power, 1906 1914 3 technophobia
1932 presidential election, Hitler becomes Chancellor,
Reichstag fire
History The Nazis achieve power, 1932 1933 3 technophobia
Consolidation of power, 1933-1934
History The Nazis in government, 1933 1934 3 technophobia
Using absolute power - focus on legislation and social change
History The Nazis in government, 1935 1938 3 technophobia
Early organisation, growth of specific groups, emergence of
powerful individuals
History The rise of National Socialism, 1920 1927 3 technophobia
Tracking a deliberate movement to gain power, and the
means adopted
History The rise of National Socialism, 1928 1932 3 technophobia
Successes and failures - noting the governments
achievements, but setting out how it disappointed (excluding
women's suffrage issues)
History The Social Agenda, 1906 1914 3 technophobia
The military conduct of the First World War to the abdication
in 1917.
History The Tsars War 3 technophobia
Politics and economy of the Weimar Republic, 1920-1923
History The Weimar Republic, 1920 1923 3 technophobia
Politics and economy of the Weimar Republic, 1924-1928
History The Weimar Republic, 1924 1928 3 technophobia
Politics and economy of the Weimar Republic, 1928-1933
History The Weimar Republic, 1928 1933 3 technophobia
Women's suffrage 1867-1918
History Votes for Women 3 technophobia
This unit looks at abbreviations and the way they are used in
different settings and situations. The user will find out about:
The different ways abbreviations are made. How to read
abbreviations. How to find out their meanings.
Basic Skills Abbreviations 1&2 technophobia
This assignment is about preparing a presentation to give at
work, using bar charts. The user will be asked to: Check some
bar charts to see if they are correct. Construct a bar chart of
their own for the presentation.
Basic Skills Accidents at work 1&2 technophobia
This unit looks at the way words called adjectives are used to
make writing more interesting. By completing the activities
the user will learn: How to recognise adjectives. When and
how to use adjectives in different types of writing. The
difference between positive and negative adjectives.
Basic Skills Adjectives in descriptions 1&2 technophobia
This unit looks at words known as adverbs. The user will find
out: How adverbs can tell them more about the way things
are done. How adverbs can tell them more about when things
are done. How an adverb can work together with another
adverb. How an adverb gives extra meaning to a verb.
Basic Skills Adverbs 1&2 technophobia
This unit looks at the use of the apostrophe. The user will find
out about: How apostrophes are used to replace letters to
shorten words. Words that change when they are shortened
with apostrophes. The difference between apostrophes
showing that words are shortened and apostrophes showing
that something belongs to someone or something.
Basic Skills Apostrophes for omission 1&2 technophobia
In this unit the user will find out about area. By completing
the activities the user will learn: What is meant by 'area'. How
to calculate the area of square and rectangular surfaces. How
to record area.
Basic Skills Area 1&2 technophobia
This assignment is about working out bonuses and percentage
changes in people's salaries. The user will be asked to: Work
out a bonus. Work out a percentage increase in salary. Work
out a percentage decrease in salary.
Basic Skills Bonuses and pay rises 1&2 technophobia
This assignment is about buying a new car. The user will be
asked to: Show their understanding of large whole numbers.
Round some whole numbers. Calculate the amount of interest
they will be charged on a car loan. Estimate what size loan
they can afford to repay.
Basic Skills Buying a car 1&2 technophobia
This unit looks at percentage decreases and percentage
increases. By completing the activities the user will find out:
What is meant by a 'percentage decrease'. How to calculate a
percentage decrease. What is meant by a 'percentage
increase'. How to calculate a percentage increase.
Basic Skills Calculating percentage increases and decreases 1&2 technophobia
In this assignment the user will be asked to calculate the cost
of a new product. They will be asked to: Calculate the costs of
different parts of the new product. Round the costs of the
parts of the new product to the nearest whole number of
pence.
Basic Skills Calculating the cost of a new product 1&2 technophobia
This unit looks at time. By completing the activities the user
will learn: How to calculate time durations.
Basic Skills Calculating time durations 1&2 technophobia
This assignment is about checking and changing articles
before they are printed in the company newsletter. The user
will be asked to: Change singular words to plural words. Add
the correct suffixes to words. Add the correct prefixes to
words. Choose rhyming words.
Basic Skills Checking for mistakes 1&2 technophobia
This assignment is about checking a monthly wage slip. The
user will be asked to: Round some of the amounts in the wage
slip. Recognise the deductions or negative numbers on the
wage slip. Estimate the amount of money they should be paid.
Basic Skills Checking your wage slip 1&2 technophobia
This unit looks at choosing a scale for a graph. By completing
the activities the user will find out: How bar charts and line
graphs can be used to mislead or persuade as well as to
inform. How to choose a sensible scale that suits the purpose
Basic Skills Choosing a scale for a bar chart or line graph 1&2 technophobia of a bar chart or line graph.
This unit looks at choosing a scale for a graph. By completing
the activities the user will find out: How bar charts and line
graphs can be used to mislead or persuade as well as to
inform. How to choose a sensible scale that suits the purpose
Basic Skills Choosing a title and labels for a bar chart or line graph 1&2 technophobia of a bar chart or line graph.
This assignment is about choosing a birthday present from a
catalogue for a young family member. The user will be asked
to: Check the contents page. Use the index to find the page
they need. Choose the most suitable present. Find out about
paying for it.
Basic Skills Choosing from a catalogue 1&2 technophobia
This assignment is about designing a poster to advertise a
health and safety awareness meeting. The user will be asked
to: Select a persuasive heading. Choose relevant details.
Choose a supporting image. Use suitable language for an
explanation.
Basic Skills Come and join us 1&2 technophobia
The following activities look at fractions, by completing them
the user will find out: How to compare and order unit
fractions. How to compare and order non-unit fractions. How
to compare and order mixed numbers.
Basic Skills Comparing fractions 1&2 technophobia
This unit looks at picking out and following the main points in
a text. By completing the activities the user will find out: The
difference between main points and supporting information
(extra information to back up the main points). How to
recognise common words and phrases (groups of two or more
words) used to introduce main points and supporting
information.
Basic Skills Contents and index 1&2 technophobia
This unit looks at converting between fractions and decimals.
By completing the activities the user will find out: How to
change a fraction into a decimal by using place value. How to
Basic Skills Converting between fractions and decimals 1&2 technophobia change a fraction into a decimal by using division.
This unit looks at converting between grams and kilograms.
The user will find out: How grams and kilograms relate to one
another. How to convert measurements in grams to
kilograms. How to convert measurements in kilograms to
grams.
Basic Skills Converting between grams and kilograms 1&2 technophobia
This unit looks at converting between millilitres and litres. The
user will find out: How millilitres and litres relate to one
another. How to convert measurements in millilitres to litres.
How to convert measurements in litres to millilitres.
Basic Skills Converting between millilitres and litres 1&2 technophobia
This unit looks at converting between millilitres and litres. The
user will find out: How millilitres and litres relate to one
another. How to convert measurements in millilitres to litres.
How to convert measurements in litres to millilitres.
Basic Skills Converting between millimetres, centimetres and metres 1&2 technophobia
This unit looks at converting time between hours and minutes.
By completing the activities the user will find out how to:
Convert minutes to hours. Convert hours to minutes. Find the
method of conversion that suits them best.
Basic Skills Converting units of time 1&2 technophobia
This assignment is about preparing to build a wooden bird
table as part of a design and technology project. The user will
be asked to: Measure the length of some wood. Convert the
length of the wood from metres to centimetres and
millimetres.
Basic Skills Design and technology project 1&2 technophobia
This assignment is about a DIY project. The user will be asked
to: Calculate the area of tiles and carpet required for different
parts of the house. Measure a wall where they're going to put
up a new cupboard. Select some wood to make the cupboard.
Calculate how much wood they need to make some shelves.
Mark the position where they will place a handle.
Basic Skills DIY kitchen project 1&2 technophobia
This assignment is about a DIY project. The user will be asked
to: Calculate the area of tiles and carpet required for different
parts of the house. Measure a wall where they're going to put
up a new cupboard. Select some wood to make the cupboard.
Calculate how much wood they need to make some shelves.
Mark the position where they will place a handle.
Basic Skills DIY kitchen project 1&2 technophobia
This unit looks at estimating using rounding. By completing
the activities the user will find out: What is meant by
'estimating'. When it is useful to make estimates. How to use
Basic Skills Estimation 1&2 technophobia rounding to make estimates.
This unit looks at recognising facts and opinions. By
completing the activities the user will find out: The difference
between a fact and an opinion. How to identify some different
types of opinion. How a writer's choice of words indicates a
particular opinion.
Basic Skills Fact and opinion 1&2 technophobia
This unit looks at finding fractions of amounts. By completing
the activities the user will learn: How to find parts of whole
amounts. How to solve problems involving fractions.
Basic Skills Finding fractions of amounts 1&2 technophobia
This unit looks at picking out and following the main points in
a text. By completing the activities the user will find out: The
difference between main points and supporting information
(extra information to back up the main points). How to
recognise common words and phrases (groups of two or more
words) used to introduce main points and supporting
information.
Basic Skills Finding information 1&2 technophobia
This unit looks at finding percentages of amounts. By
completing the activities the user will find out: How to
calculate percentages of amounts using a calculator. How to
calculate percentages of amounts using equivalent fractions.
Some quick ways for finding a percentage of an amount.
Basic Skills Finding percentages of amounts 1&2 technophobia
The activities in this unit will show the user how to calculate
one type of average called the 'arithmetical average'. It is also
known as the 'mean'.
Basic Skills Finding the mean 1&2 technophobia
In this unit the user will learn how to find the range in a set of
data. By completing the activities the user will learn: How to
calculate the range. How to use the range to compare
different sets of data.
Basic Skills Finding the range 1&2 technophobia
This assignment is about understanding fire safety
information. The user will be asked to: Read and follow
information about fire fighting equipment. Follow instructions
for using a fire extinguisher. Follow the fire drill. Use a map to
work out an alternative route out of a building.
Basic Skills Fire 1&2 technophobia
This unit looks at picking out and following the main points in
a text. By completing the activities the user will find out: The
difference between main points and supporting information
(extra information to back up the main points). How to
recognise common words and phrases (groups of two or more
words) used to introduce main points and supporting
information.
Basic Skills Following the main points 1&2 technophobia
This assignment is about choosing food for an evening with a
European theme. The user will be asked to: Read a menu and
become familiar with the items on it and how to pronounce
them. Recognise abbreviations.
Basic Skills Food glorious food 1&2 technophobia
This unit looks at equivalent (equal value) percentages,
fractions and decimals. By completing the activities the user
will find out: How percentages, fractions and decimals are
related. Which percentages, fractions and decimals have the
same value.
Basic Skills Fraction, decimal and percentage equivalents 1&2 technophobia
This assignment is about doing a garden makeover. The user
will be asked to: Calculate the perimeter of a garden and a
lawn. Work out the volume of gravel required for a path. Work
out the volume of concrete required to build foundations for a
summer house. Work out the ratio for a given mix of cement,
sand and gravel. Work out the correct amount of cement,
sand and gravel to mix for the foundations.
Basic Skills Garden makeover 1&2 technophobia
This assignment is about choosing a fun-filled holiday for a
group of 18-19 year olds. The user will be asked to: Choose
the brochure. Choose a resort. Find a suitable hotel.
Basic Skills Getting away from it all 1&2 technophobia
This unit looks at using a glossary to find the meaning of
specialist words. By completing the activities in this unit the
user will find out: Where to find a glossary. How to find words
in a glossary. How to check that they understand the meaning
of specialist words.
Basic Skills Glossary specialist words 1&2 technophobia
This assignment is about going on holiday. The user will be
asked to: Calculate various journey times. Weigh their
luggage. Check whether their luggage is within the required
weight limits.
Basic Skills Going on holiday 1&2 technophobia
This unit looks at the different ways in which texts can be set
out or organised to give information. By completing the
activities the user will learn: How to recognise the way the
layout of a text can be used to give information. How to use
layout to give information.
Basic Skills Layout and format 1&2 technophobia
This unit looks at recognising letter patterns in words to help
with pronunciation. The user will find out about: The
pronunciation of particular word patterns. Examples of word
patterns that are spelt differently but sound the same.
Examples of word patterns that are spelt the same but sound
different.
Basic Skills Letter patterns 1&2 technophobia
This assignment is about following instructions to prepare a
meal for friends. The user will be asked to: Read a table to
find out how to defrost meat. Find out the meaning of words
used in recipes. Read information on food packets. Follow a
recipe.
Basic Skills Making a meal of it 1&2 technophobia
This unit looks at making notes from written material. The
user will find out about: Some methods of writing down
information quickly. Making a summary of the main points.
Recognising the types of information to leave out of notes.
Basic Skills Making notes 1&2 technophobia
This unit looks at capacity. By completing the activities the
user will find out: What is meant by capacity. What units are
used to measure capacity. How to read labelled and
unlabelled divisions on a scale to measure capacity.
Basic Skills Measuring capacity 1&2 technophobia
This unit looks at measuring length. By completing the
activities the user will learn: How to read labelled and
unlabelled divisions on rulers and tape measures. Different
ways of giving the same length.
Measuring length 1&2 technophobia
This unit looks at measuring weight. By completing the
activities the user will learn: How to read labelled and
unlabelled divisions on scales for measuring weight.
Basic Skills Measuring weight 1&2 technophobia
This unit looks at writing memos and e-mails. By completing
the activities the user will find out about: Using a memo
Basic Skills Memos and e-mails 1&2 technophobia format. Using appropriate language. Writing an e-mail.
This unit looks at multiplying and dividing decimals by 10 and
100. By completing the activities the user will learn: What
happens to decimals when they multiply and divide them by
10 and 100. Some quick methods for multiplying and dividing
decimals by 10 and 100.
Basic Skills Multiply and divide decimals by 10 and 100 1&2 technophobia
This unit looks at multiplying and dividing whole numbers by
10 and 100. By completing the activities the user will learn:
What happens to whole numbers when they multiply and
divide by 10 and 100. Some quick methods for multiplying
and dividing whole numbers by 10 and 100.
Basic Skills Multiply and divide whole numbers by 10 and 100 1&2 technophobia
This unit looks at negative numbers. The user will find out:
What is meant by 'negative' numbers. How to recognise
'negative' numbers. How negative numbers are used in
everyday life.
Basic Skills Negative numbers 1&2 technophobia
This assignment is about reading and preparing information to
be included in a newsletter at work. The user will be asked to:
Make some articles easier to read. Check details. Put
statements in the correct section. Cut an article down (edit
the article to make it shorter).
Basic Skills News and views 1&2 technophobia
This unit looks at the use of nouns and personal pronouns in
reading and in following the meaning of a text. The user will
find out about: Nouns and personal pronouns. The difference
between subject and object pronouns.
Basic Skills Nouns and personal pronouns 1&2 technophobia
This unit looks at writing and presenting points in a sensible
order, so that the reader can follow them.By completing the
activities the user will find out about: The use of the topic
sentence. Key words and phrases they can use to link or show
the order or sequence of their points.
Basic Skills Ordering points in a paragraph 1&2 technophobia
This assignment is about organising a trip from work. The
user will be asked to: Proofread an e-mail to make sure that it
is written in the correct tense. Choose relevant information.
Write a list of jobs to be done.
Basic Skills Organising a work trip 1&2 technophobia
This unit looks at words that we use in the English language
that have been borrowed from other languages. By completing
the activities the user will find out about: The variety of
borrowed words in the English language. How to pronounce
some words they may come across. How to work out the
meaning of borrowed words from the other words around
them.
Basic Skills Origins of words 1&2 technophobia
This assignment is about using and selecting information from
memos to pass on information to other people at work. The
user will be asked to: Make a list of information to be passed
on to others. Make a list of jobs to do in order of their
importance. Help a new member of staff to complete a memo.
Write a short message. Complete an e-mail.
Basic Skills Passing it on 1&2 technophobia
This unit looks at perimeter. By completing the activities the
user will learn: What is meant by 'perimeter'. How to calculate
the perimeter of any shape. A quick way to calculate the
perimeter of a square. A quick way to calculate the perimeter
of a rectangle.
Basic Skills Perimeter 1&2 technophobia
This unit looks at how the user can recognise language that is
designed to persuade them to do or think something. By
completing the activities the user will find out: How
persuasive texts try to catch their eye. The kinds of language
persuasive texts use to convince them of a point of view.
Basic Skills Persuasive language 1&2 technophobia
This assignment is about researching information on a
haunted hotel for a Halloween party. The user will be asked
to: Recognise the adjectives used to build atmosphere. Add
descriptive words to make a ghost story more interesting.
Recognise a picture from a description. Answer questions as
part of a quiz. Complete a postcard.
Basic Skills Picture this 1&2 technophobia
This assignment is about finding information to organise a trip
for the members of a youth club. The user will be asked to:
Look at a list of websites and locate the one with relevant
information. Find information on a website. Use a bus
timetable.
Basic Skills Planning a trip 1&2 technophobia
This unit looks at plotting information on a bar chart. By
completing the activities the user will learn: What information
to include on the horizontal axis. How to plot information
against the scale on the vertical axis.
Basic Skills Plotting a bar chart 1&2 technophobia
This unit looks at plotting information on a line graph. By
completing the activities the user will learn: What information
to show on the horizontal axis. What information to show on
the vertical axis. How to plot information on a line graph.
Basic Skills Plotting a line graph 1&2 technophobia
This unit looks at predicting the meaning of unfamiliar words
in particular contexts. By completing the activities the user
will find out: How to use clues in titles and sub-headings to
predict meaning. How to use clues in text to predict meaning.
Basic Skills Predicting meaning 1&2 technophobia
This unit looks at root words and the groups of letters that can
be added in front of them. By completing the activities the
user will find out about: How to recognise a root word. How to
recognise a prefix added to a root word. How they can use the
meaning of a prefix to work out the meaning of a word.
Basic Skills Prefixes 1&2 technophobia
This assignment is about proofreading a personal statement
for a CV. The user will be asked to check the grammar, in
terms of correct use of tenses and subject-verb agreement,
and also the spelling.
Basic Skills Proofreading 1&2 technophobia
This unit looks at proofreading writing for spelling errors. The
user will find out how to: Use different ways to spot spelling
errors. Use a spellchecker on a computer.
Basic Skills Proofreading for spelling 1&2 technophobia
This unit looks at ratio and proportion. By completing the
activities, the user will find out: What is meant by 'ratio' and
'proportion'. How to increase and decrease amounts in direct
proportion.
Basic Skills Ratio and proportion 1&2 technophobia
This unit looks at reading information on bar charts. By
completing the activities the user will learn: How to extract
and interpret information from a bar chart. How to use a scale.
Basic Skills Reading a bar chart 1&2 technophobia
This unit looks at reading information on line graphs. By
completing the activities the user will learn: How to extract
and interpret information from a line graph. How to use a
scale.
Basic Skills Reading a line graph 1&2 technophobia
This unit looks at reading pie charts. By completing the
activities the user will learn: How to obtain information from a
pie chart.
Basic Skills Reading a pie chart 1&2 technophobia
This unit looks at choosing a scale for a graph. By completing
the activities the user will find out: How bar charts and line
graphs can be used to mislead or persuade as well as to
inform. How to choose a sensible scale that suits the purpose
of a bar chart or line graph.
Basic Skills Reading a table 1&2 technophobia
This unit looks at reading decimals. By completing the
activities the user will find out: What the decimal point in a
number means. What each digit represents, up to three
decimal places. How to order and compare decimals.
Basic Skills Reading decimals 1&2 technophobia
This unit looks at some strategies to help the user read for
detail.By completing the activities the user will learn: How to
recognise the main points in a text. How to recognise the
added detail to find out more about the main points. How to
recognise words that refer back to points already made, in
order to aid understanding.
Basic Skills Reading for detail 1&2 technophobia
This unit looks at how images are used to give additional
information to that given in a text. By completing the
activities the user will learn: How images can give extra
information. How to understand the meanings of images.
Basic Skills Reading images 1&2 technophobia
This unit looks at large whole numbers. By completing the
activities the user will learn: What each digit represents in a
number up to seven digits long. How to read and write large
whole numbers. How zeros are used in large whole numbers.
Basic Skills Reading large whole numbers 1&2 technophobia
This assignment is about reading important information in a
product guarantee. The user will be asked to: Read in detail to
work out the meaning of what they are reading. Use their own
knowledge of English to predict the meaning of unusual
words. Use their knowledge of prefixes and suffixes to predict
the meaning of words. Use a dictionary to check the meaning
of words if they need to.
Basic Skills Reading the small print 1&2 technophobia
This unit looks at recognising instructions. By completing the
activities the user will learn: How to recognise the 'action
words' or verbs in instructions. How to recognise linking words
that join more than one instruction together. How to recognise
negative verbs in instructions so that they know what they
should not do.
Basic Skills Recognising instructions 1&2 technophobia
This unit looks at writing relevant information. The user will
find out more about: Keeping the purpose of their writing in
mind. Recognising what is relevant detail and what is added
detail.
Basic Skills Relevant information 1&2 technophobia
This unit looks at rounding decimals. By completing the
activities, the user will learn: How to round to two decimal
places. How to round to one decimal place. How to round to
the nearest whole number.
Basic Skills Rounding decimals 1&2 technophobia
This unit looks at rounding whole numbers. By completing the
activities the user will learn: What is meant by a 'round
number'. Why we use 'round numbers'. How to round whole
numbers to the nearest 10, the nearest 100 and the nearest
1,000.
Basic Skills Rounding whole numbers 1&2 technophobia
This assignment is about preparing a sales report at work. The
user will be asked to: Read information from a bar graph.
Read information from a line graph.
Basic Skills Sales report 1&2 technophobia
This unit is about scan reading or scanning. By completing the
activities the user will find out: What scan reading or scanning
involves. How to scan for key words and related words.
Basic Skills Scanning 1&2 technophobia
This unit is about skim reading or skimming. Skim reading is
a quick way to decide which texts are going to be worth
reading for a particular purpose and which are not. It is used
for getting an overall impression of what something is about.
By completing the activities the user will find out: How skim
reading works. How particular features of text can help them
Basic Skills Skimming 1&2 technophobia to skim read
This unit looks at spelling rules for changing singular words to
plural words. The user will learn some spelling rules for:
Adding 's' or 'ies' to words ending in 'y'. Adding 'e s' to words
ending in 'x', 'sh', 'ch' or 's'. Words 'e s' to words ending in 'f'
or 'fe'.
Basic Skills Spelling rules for plurals 1&2 technophobia
This assignment is about calculating the amount of staff
discount allowed on company products. The user will be asked
to: Decide which products have the biggest staff discount.
Work out how much staff discount they can have on various
products.
Basic Skills Staff discounts 1&2 technophobia
This unit looks at the use of sub-headings in texts. By
completing the activities the user will find out: How to
recognise different types of sub-headings. What sort of
information can be provided by sub-headings.
Basic Skills Sub-headings 1&2 technophobia
This unit looks at subject-verb agreement. The user will find
out how to: Recognise verbs in a sentence. Recognise the
subject of a sentence. Recognise whether the subject is
singular or plural. Make sure that the verb in the sentence
matches the subject, so that the sentence makes sense.
Basic Skills Subject-verb agreement 1&2 technophobia
This unit looks at word endings and how the user can use
them to find out the meaning of new words. By completing the
activities the user will find out: How to recognise a root word.
How to recognise a suffix. How to use their knowledge of
suffixes to read new words. How to use their knowledge of
suffixes to find the meaning of new words.
Basic Skills Suffixes 1&2 technophobia
This assignment is about taking notes from a text for a report
the user is completing. The user will be asked to: Pick out the
key points in a text. Work out the meaning of unfamiliar
words. Summarise information. Put information into note
form. Read someone else's notes.
Basic Skills Taking notes 1&2 technophobia
This unit looks at verbs and how they can change to show
whether an action is happening now, happened in the past or
will happen in the future. The user will find out: What the
word tense means when talking about verbs. How verbs
change to show the past, present or future. How they can use
the tense of a verb to help work out the meaning of text.
Basic Skills Tenses 1&2 technophobia
This assignment is about recognising the selling methods used
in house and car adverts. The user will be asked to: Recognise
fact and opinion. Pick out positive adjectives. Look up in a
dictionary some typical language used in house adverts. Work
out typical abbreviations used in car adverts. Recognise
persuasive language in advertisements.
Basic Skills The big sell 1&2 technophobia
This assignment is about preparing an article for a college
magazine using tables of information and line graphs. The
user will be asked to: Read some information from a table.
Round the numbers in the table. Construct a line graph of
their own for the article.
Basic Skills The college magazine 1&2 technophobia
This assignment is about presenting statistics. The user will
be asked to: Recognise equivalences between fractions and
percentages. Work out the mean of a set of data. Work out
the range of a set of data.
Basic Skills The field trip 1&2 technophobia
This assignment is about applying to the National Lottery for
funding for a new sports hall in your town. The user will be
asked to: Draw a bar chart. Interpret some of the information
shown in the bar chart.
Basic Skills The sports hall 1&2 technophobia
This assignment is about tidying up the garden. The user will
be asked to: Convert between measurements in millilitres and
litres. Measure out weedkiller. Work out the ratio of sand to
cement to make mortar to repair a wall.
Basic Skills Tidying up the garden 1&2 technophobia
This assignment is about managing learning time. The user
will be asked to: Use a timetable. Calculate some study times.
Write an e-mail message about their study times.
Basic Skills Time management 1&2 technophobia
This unit looks at timetables. By completing the activities the
user will find out: How the information in timetables is
arranged. How the times on timetables are recorded. How to
use timetables.
Basic Skills Timetables 1&2 technophobia
This assignment is about planning journeys and schedules for
work as a freelance photographer. The user will be asked to:
Read and understand train timetables to plan some train
journeys. Use their knowledge of times to plan arrival and
departure times. Match and work with 12-hour and 24-hour
clock times.
Basic Skills Travel for work 1&2 technophobia
This unit looks at percentages. By completing the activities
the user will find out: What is meant by a 'percentage'. How
to compare and order percentages. How to interpret data
using percentages.
Basic Skills Understanding percentages 1&2 technophobia
This unit looks at ratios. By completing the activities the user
will find out: What is meant by a 'ratio'. How to write ratios.
How to simplify ratios.
Basic Skills Understanding ratio 1&2 technophobia
In this unit the user will find out more about using a
dictionary to check the meaning of words. By completing the
activities the user will find out more about using a dictionary
to: Find a word quickly. Recognise the different meanings of a
word. ork out the most likely meaning of a word within a
context.
Basic Skills Using a dictionary 1&2 technophobia
This unit looks at using prefixes to help spell words
correctly.By completing the activities the user will learn how
to: Recognise the root word to which prefixes are added. Use
the root word and prefixes to break a word into parts. Add a
prefix to a root word to change the meaning.
Basic Skills Using prefixes 1&2 technophobia
This unit looks at using sub-headings in written work. By
completing the activities the user will find out about: The
purposes of sub-headings. The styles of sub-headings.
Basic Skills Using sub-headings 1&2 technophobia
This unit looks at using suffixes to help spell words correctly.
By completing the activities the user will find out about: The
root word. Spelling rules for adding suffixes to root words.
Basic Skills Using suffixes 1&2 technophobia
This unit looks at using language to suit the purpose and
audience the user is writing for.By completing the activities
the user will practise recognising: The differences between
formal and informal language. The different purposes of
writing. How language is adapted to suit an audience.
Basic Skills Using suitable language 1&2 technophobia
This unit looks at how to choose images to support writing. By
completing the activities, the user will find out about: Types
of supporting image. Choosing the image that best suits the
purpose of the writing.
Basic Skills Using supporting images 1&2 technophobia
This assignment is about preparing a college project on
cycling. The user will be asked to: Choose relevant
information. Choose images to support facts. Choose
information to support facts. Sort fact and opinion.
Basic Skills Using supporting information 1&2 technophobia
This unit looks at using verb tense correctly in writing. The
user will find out how to: Recognise a verb. Use verbs in the
present tense. Use verbs in the past tense. Use verbs to
express the future.
Basic Skills Using verb tense in writing 1&2 technophobia
This unit looks at words known as verbs. By completing the
activities in this unit the user will find out how to recognise:
Verbs. Verb chains. Verbs in instructions. Negative verbs.
Basic Skills Verbs 1&2 technophobia
This unit looks at volume. By completing the activities the
user will learn: What is meant by 'volume'. How to calculate
the volume of cuboids. How to record volume.
Basic Skills Volume 1&2 technophobia
This assignment is about reading information from pie charts
for use in a presentation on how people travel to work. The
user will be asked to: Read a pie chart. Recognise when
fractions and percentages have the same value. Convert
percentages to fractions.
Basic Skills Walk or ride? 1&2 technophobia
This assignment is about ordering information. The user will
be asked to: Put points in order in the first paragraph of the
assignment. Order the rest of the assignment sections.
Choose appropriate sub-headings. Select images to support
the main points.
Basic Skills What goes where? 1&2 technophobia
This assignment is about working with quality control figures.
Quality control figures are gathered by testing products and
recording how many pass the tests and how many fail. The
user will be asked to: Compare some decimals. Find some
percentages. Change some fractions to decimals. Find some
fractions of amounts.
Basic Skills Working with quality 1&2 technophobia
This assignment is about turning rough notes into part of an
assignment about healthy eating. The user will be asked to:
Turn notes into full sentences using appropriate language.
Look up the meaning of words. Replace unfamiliar words with
simpler ones.
Basic Skills Write it up 1&2 technophobia
This unit looks at different ways of listing information. By
completing the activities the user will learn how to: Pick out
key points related to a subject. Use bullets or numbers.
Basic Skills Writing lists 1&2 technophobia
Looks at booking levels and field exercises within the topic of
surveying processes and explains how to carry out basic
levelling tasks and record the readings in the standard format.
Basic Skills Booking levels 1&2 technophobia
Examines the typical functions of a manager involved in the
construction industry and the content of each function as
applied to construction.
Basic Skills Broad functions (of management) 1&2 technophobia
Looks at typical building services and how to calculate
estimates of building service costs.
Basic Skills Building services, estimating 1&2 technophobia
Looks at the services for a domestic property and how to take-
off and measure typical services for domestic properties.
Basic Skills Building services, measurement 1&2 technophobia
Identifies the different types of survey used and looks at when
and where they should be used and their limitations.
Basic Skills Building surveys 1&2 technophobia
Describes sources of local pollution and then focuses ways in
which activities of construction and the built environment
sector benefit or harm the natural environment within the
topic of construction and the environment.
Basic Skills Causes and effects of local pollution 1&2 technophobia
Looks at developments in the production of clean power that
does not rely on the burning of non-renewable fossil fuels and
ways in which the natural environment may be protected
within the topic of construction and the environment.
Basic Skills Clean energy solutions 1&2 technophobia
Explains the ways in which activities of construction and the
built environment sector benefit or harm the natural
environment within the topic of construction and the
environment. Looks in particular at the three main ways we
are changing the environment - production of greenhouse
gasses, atmospheric pollution and excessive use of natural
Basic Skills Climate change 1&2 technophobia resources
System test
Basic Skills Construction System Test and Preferences 1&2 technophobia
Looks at different members of the client's and contractor's
teams as well as the roles of the various parties involved in
the construction process of contract stage, within the topic of
planning, organisation and control of resources.
Basic Skills Contract 1&2 technophobia
Introduces a range of drawing equipment and discusses what
each item can be used for both individually and when used in
conjunction with other items.
Basic Skills Equipment, media and paper 1&2 technophobia
Determines the type of building faults that occur within
buildings and are regularly noted within surveys. These are
split into the three sections, substructure (below ground),
superstructure (above ground), services within buildings.
Basic Skills Faults found in surveys 1&2 technophobia
Looks at the resources used in the estimation of a floor slab
and calculations for the cost of the work items contained in
the floor slab to give a total cost for an area.
Basic Skills Floor slab, estimating 1&2 technophobia
Looks at the components that would need to be measured in a
typical ground floor solid floor slab, the take off lists for these
items and calculating the quantities for each from a drawing
or sketch.
Basic Skills Floor slab, measurement 1&2 technophobia
Covers estimating for internal finishes within the topic of
measuring, tendering and estimating processes.
Basic Skills Internal finishes, estimating 1&2 technophobia
Explains how to take-off dimensions for a typical internal
finish and how to use dimension paper to take-off quantities.
Basic Skills Internal finishes, measurement 1&2 technophobia
Large scale printable resources
Basic Skills Large scale printable resources 1&2 technophobia
Looks at the legislative framework for the control,
management and regulation of pollution, and ways in which
the natural environment may be protected, within the topic of
construction and the environment.
Basic Skills Legislation and management 1&2 technophobia
Interpret and explain solutions to construction problems.
Basic Skills Levelling equipment linked with terminology 1&2 technophobia
Explains materials management within the topic of planning,
organisation and control of resources.
Basic Skills Materials management 1&2 technophobia
Explains the main methods of projection and graphical
communication within the topic of graphical detailing.
Basic Skills Methods of projection 1&2 technophobia
Options and System Test
Basic Skills Options and System Test 1&2 technophobia
Provides an overview of types of materials, labour and plant
within the topic of planning, organisation and control of
resources.
Basic Skills Overview of types 1&2 technophobia
Examines key factors of plant management within the topic of
planning, organisation and control of resources.
Basic Skills Plant management 1&2 technophobia
Looks at post contract stage planning and organisational roles
within the topic of planning, organisation and control of
resources. Invetigates the changes that take place in the
structure of the client's and main contractor's teams after the
construction project has been completed and identifies the
work activities that the main contractor undertakes post-
contract and the client's team activities post-contract.
Basic Skills Post contract 1&2 technophobia
xplains the pre-contract planning and organisational roles of
the various parties involved in the construction process, and
how they can work with others to achieve their individual
objectives, within the topic of planning, organisation and
Basic Skills Pre contract 1&2 technophobia control of resources.
Looks at basic items that need to be included within the
preliminary section of a tender and how to work out the price
of a basic preliminary item from given data.
Basic Skills Preliminaries pricing 1&2 technophobia
Identifies and describes the resources used on construction
sites and the factors involved with site layout, and recognises
and interprets simple examples of typical management
documentation for a construction project.
Basic Skills Processes and procedures 1&2 technophobia
Looks at the different uses of 'measurement' and the different
uses of measurement for the different construction
professionals.
Basic Skills Professions (different users of measurement) 1&2 technophobia
Identifies the different types of project meetings and describes
the typical content of a project meeting.
Basic Skills Project meetings 1&2 technophobia
Explains how to recognise a range of drawing symbols and
understand their application on construction project drawings.
Basic Skills Recognising drawing symbols 1&2 technophobia
Explains the need for maintenance and refurbishment
schedules, that is when work needs to be done and the timing
and the type of work to be done.
Basic Skills Reports and schedules 1&2 technophobia
Covers the subject of surveying equipment linked with
terminology within the topic of surveying processes. Looks at
how to carry out and produce accurate results from a variety
of surveying tasks.
Basic Skills Surveying equipment linked with terminology 1&2 technophobia
Looks at the techniques involved in producing a drawing in
orthographic projection.
Basic Skills Techniques 1&2 technophobia
Looks at tendering documentation within the topic of
measuring, tendering and estimating processes.
Basic Skills Tendering, documentation 1&2 technophobia
Looks at the purpose of tendering, what procurement is in
construction and the methods of tendering.
Basic Skills Tendering, purposes and methods 1&2 technophobia
Looks at the role of the building surveyor within the topic of
building surveying and explains how to set out and check
corner pegs and profiles for the construction of a small
building.
Basic Skills The role of the building surveyor 1&2 technophobia
Explains simple trigonometric theory and how to apply this
theory to solving simple survey problems.
Basic Skills Trigonometry and Pythagoras 1&2 technophobia
Tutor documentation
Basic Skills Tutor documentation 1&2 technophobia
Explains urban greening features and important features of
the natural environment within the topic of construction and
the environment. Discusses the need for and the history of
developing natural features within the urban environment,
looks at the actions being taken to improve the urban
environment by introducing natural features and examine the
ways in which this can be done.
Basic Skills Urban greening features 1&2 technophobia
Identies the factors that are unforeseen within contract
planning and looks at some control measures that could be
used to overcome these factors.
Basic Skills Variables, unknowns and the unforeseeable 1&2 technophobia
A learning object designed for Level 3 students of Biology
and/or Sport Science. It introduces levers, principles of
moments and moment of a force. The learning object defines
levers, moments and forces, classifies the different types of
lever and outlines the relationship between moments and
forces. The learning object may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 3) and Scottish
(Highers) Biology and Sport Science curricula.
Biomechanics - Levers
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It explains how biomechanics can
increase understanding of sporting activities. The learning
object explains linear motion and what a force is, and outlines
Newton’s three laws of motion. The learning object may
be used as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 3) and Scottish (Highers) Biology and Sport Science
curricula.
Biomechanics - Linear motion and Newtons laws
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 2 students of Biology
and/or Sport Science. It examines how humans breathe in
and out. The learning object describes the parts of the body
involved in the breathing system and what happens during
inspiration (breathing in) and expiration (breathing out).The
object also explains lung capacity and how exercise affects
the rate and depth of breathing. The learning object may be
used as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 2) and Scottish (Highers) Biology and Sport Science
Biology & Sports Science
Breathing - Breathing and lung capacities 2&3 Workshop curricula.
A learning object designed for Level 3 students of Biology
and/or Sport Science. It examines the structure and function
of human lungs. The learning object describes how the
structure of human lungs is well suited to their function. It
explains the purpose of the lungs, the thoracic cavity and
follows the journey of air through the nose or mouth to the
alveoli in the lungs. This object explains the adaptations
required for optimum gas exchange, looking at diffusion or
respiratory gases, surface tension and Ficks law. The learning
object may be used as part of a group classroom activity, or
as part of the individual study programme of the learner. The
content of the object has been designed to apply equally to
the English (Level 3) and Scottish (Highers) Biology and Sport
Science curricula.
Breathing - Lung structure and function
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 2 students of Biology
and/or Sport Science. It introduces the structure and function
of human lungs. The learning object describes the purpose of
the lungs, the thorax, bronchial tree and alveoli. It explains
the process of gas exchange and the effect that training and
exercise has on gas exchange. The learning object may be
used as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 2) and Scottish (Highers) Biology and Sport Science
curricula.
Breathing - Structure of the breathing system
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It examines the mechanism of
ventilation of the lungs. The learning object explains how
ventilation of the lungs moves air in and out of the breathing
spaces, describes the five steps in the Hering-Breuer reflex,
and shows the effect of exercise on rate and depth of
breathing. The learning object may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 3) and Scottish
(Highers) Biology and Sport Science curricula.
Breathing - Ventilation and lung capacities
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 2 students of Biology
and/or Sport Science. It introduces the structure and function
of blood and the network of vessels that carry it around the
body. The learning object describes the components of blood:
blood cells, platelets and plasma, and how it is carried around
the body via arteries, capillaries and veins.The object also
explains the effects of exercise upon blood and blood vessels.
The learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 2) and Scottish (Highers) Biology
and Sport Science curricula.
Cardiovascular - Blood, blood vessels, and exercise
Biology & Sports Science 2&3 Workshop
learning object designed for Level 3 students of Biology
and/or Sport Science. It explains the electrical activity of the
heart and how this relates to its role as the body’s pump.
The learning object describes how the heart is specialised to
generate and conduct electrical impulses, and how the cardiac
cycle relates to electrical stimulation and conduction in the
heart.The object also describes an ECG trace in terms of the
cardiac cycle and electrical activity, and explains how exercise
affects homeostatic control of the heart. The learning object
may be used as part of a group classroom activity, or as part
of the individual study programme of the learner. The content
of the object has been designed to apply equally to the
English (Level 3) and Scottish (Highers) Biology and Sport
Biology & Sports Science
Cardiovascular - Electrical activity of the heart 2&3 Workshop Science curricula.
A learning object designed for Level 2 students of Biology
and/or Sport Science. It introduces the human heart,
circulation and the effects of exercise on the circulatory
system. The learning object describes the double circulatory
system, identifies the main structures within it and explains
the effect of exercise on the system.The object describes the
function of blood, the heart as a double pump and the
heartýý"s three-stage pumping cycle. The learning object may
be used as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 2) and Scottish (Highers) Biology and Sport Science
curricula.
Cardiovascular - Heart, circulation and exercise
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It explains how the respiratory gases,
oxygen and carbon dioxide, are transported around the body.
The learning object explains how haemoglobin collects and
releases oxygen depending on the needs of particular tissues,
and describes ways in which blood flow accommodates to the
demands of exercise. The learning object may be used as part
of a group classroom activity, or as part of the individual
study programme of the learner. The content of the object has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) Biology and Sport Science curricula.
Cardiovascular - Respiratory gases, blood flow and exercise
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Sport
Science. The learning object explores how a coach supports a
200m breast stroke swimmer. It looks at developing training
schedules, testing elite athletes and sports psychology.The
learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 3) and Scottish (Highers) Biology
and Sport Science curricula.
Case Study - Hayley Swimmer
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Sport
Science. The learning object explores the training schedule of
a 100m hurdler. It looks at periodisation, progression and
tapering of training and plyometric, aerobic, anaerobic and
weight training.The learning object may be used as part of a
group classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 3) and Scottish
(Highers) Biology and Sport Science curricula.
Case Study - Sam 100m Hurdler
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Sport
Science. The learning object explores how a coach supports a
table tennis player. It looks at learning theories, skill and skill
analysis.The learning object may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 3) and Scottish
(Highers) Biology and Sport Science curricula.
Case Study - Shaun Table Tennis Player
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Sport
Science. The learning object explores how a coach supports a
team. It looks at the physiological impact of rugby on the
players, how to prevent injury, leadership on and off the
pitch, aggression, and supporting your team through their
first match.The learning object may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 3) and Scottish
Biology & Sports Science
Case Study - Sheffield Eagles 2&3 Workshop (Highers) Biology and Sport Science curricula.
A learning object designed for Level 3 students of Biology
and/or Sport Science. It explains the different levels of motor
control and the different forms of feedback used by a coach.
The learning object defines what feedback is, its purpose
within the coaching process and identifies how a coach uses
different forms of feedback to enhance the skills and
techniques of an athlete. The learning object may be used as
part of a group classroom activity, or as part of the individual
study programme of the learner. The content of the object has
been designed to apply equally to the English (Level 3) and
Biology & Sports Science
Coaching - Coaching and feedback 2&3 Workshop Scottish (Highers) Biology and Sport Science curricula.
A learning object designed for Level 3 students of Biology
and/or Sport Science. The learning object describes the
different coaching styles and how coaches adapt their style of
coaching to suit the athlete.The object also describes the
different forms of guidance a coach uses depending on the
task being coached and/or the ability of the athlete. The
learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 3) and Scottish (Highers) Biology
and Sport Science curricula.
Coaching - Coaching styles
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. The learning object defines what
information processing is, introduces the key elements and
explains its purpose within the coaching process.The object
also explains how athletes utilise information and describes
the stages an athlete goes through to produce a motor output.
The learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 3) and Scottish (Highers) Biology
and Sport Science curricula.
Coaching - Information Processing
Biology & Sports Science 2&3 Workshop
A 20-question quiz covering a range of topics about coaching.
Coaching quiz
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. The learning object describes the
biochemical pathway of aerobic respiration and explains how
ATP is produced during the oxidation of glucose.The learning
object explains glycolysis, the link reaction, the Krebýý"s
cycle and the electron transport chain. The learning object
may be used as part of a group classroom activity, or as part
of the individual study programme of the learner. The content
of the object has been designed to apply equally to the
English (Level 3) and Scottish (Highers) Biology and Sport
Science curricula.
Energy - Aerobic respiration
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It explores the release of energy by
anaerobic respiration. This learning object describes how ATP
is formed during anaerobic respiration, and explains how
athletes recover from the effects of anaerobic respiration,
such as muscle fatigue. The learning object may be used as
part of a group classroom activity, or as part of the individual
study programme of the learner. The content of the object has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) Biology and Sport Science curricula.
Energy - Anaerobic respiration
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It explores the energy system used in
cells. The learning object explains how energy is transferred
during respiration and how ATP can provide the energy for
cellular activities. The learning object may be used as part of
a group classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 3) and Scottish
(Highers) Biology and Sport Science curricula.
Energy - Energy systems
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It explores various methods of training
and explains the increase in performance that results. The
learning object explains how ATP is made during exercise,
how different energy systems require training in different
ways and the adaptations that result from training. The
learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 3) and Scottish (Highers) Biology
and Sport Science curricula.
Energy - Training the energy systems
Biology & Sports Science 2&3 Workshop
Biology & Sports Science
Energy quiz 2&3 Workshop A 20-question quiz covering a range of topics about energy.
A learning object designed for Level 3 students of Biology
and/or Sport Science. It explores how exercise and training
improve physical efficiency. The learning object describes the
short-term and long-term adaptations of the heart, circulation
and respiratory system both during exercise and after
prolonged physical training.The object also explains how the
cardiovascular and respiratory systems work together to
improve efficiency during exercise and training. The learning
object may be used as part of a group classroom activity, or
as part of the individual study programme of the learner. The
content of the object has been designed to apply equally to
the English (Level 3) and Scottish (Highers) Biology and Sport
Science curricula.
Fitness - Cardiovascular and respiratory adaptations to exercise
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 2 students of Biology
and/or Sport Science. It introduces methods of testing
different aspects of fitness. The learning object describes the
different types of fitness tests and explains which one is used
to test each aspect of an athleteýý"s fitness.This object
explores the tests for four of the five aspects of fitness that
can be measured: stamina, strength, speed and suppleness.
The learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 2) and Scottish (Highers) Biology
and Sport Science curricula.
Fitness - Fitness testing
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. The learning object defines and
classifies the different types of hypokinetic disorder and
outlines the training regimes that help to combat hypokinetic
disorders. The learning object may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 3) and Scottish
(Highers) Biology and Sport Science curricula.
Fitness - Hypokinetic disorders
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It examines some tests that are
performed on elite athletes, explains what is being measured
by each test, and how it affects the athleteýý"s performance.
The learning object describes VO2 max, how to measure it
and the factors that affect it. It also explains the importance
of the lactic acid threshold, how it is measured and how
training can increase it.Finally, the object discusses the
information that haematology gives about an athlete. The
learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 3) and Scottish (Highers) Biology
and Sport Science curricula.
Fitness - Testing the elite athlete
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 2 students of Biology
and/or Sport Science. It introduces the study of fitness in
sport, explaining the meaning and importance of fitness. The
learning object describes the elements of physical and motor
fitness, explores the ways in which fitness can be measured
and improved, and outlines the bodyýý"s system for adapting
to the demands of exercise and training. The learning object
may be used as part of a group classroom activity, or as part
of the individual study programme of the learner. The content
of the object has been designed to apply equally to the
English (Level 2) and Scottish (Highers) Biology and Sport
Science curricula.
Fitness - What is fitness
Biology & Sports Science 2&3 Workshop
A 20-question quiz covering a range of topics about fitness.
Fitness quiz
Biology & Sports Science 2&3 Workshop
A 20-question quiz covering a range of topics about
Biology & Sports Science
Movement quiz 1 2&3 Workshop movement.
A 20-question quiz covering a range of topics about
Biology & Sports Science
Movement quiz 2 2&3 Workshop movement.
A learning object designed for Level 3 students of Biology
and/or Sport Science. It examines how muscles work together
to produce movements and defines the terms agonist,
antagonist, fixator and synergist. The learning object explains
the difference between concentric, eccentric, isometric,
isokinetic and isotonic contraction and explains the principles
behind plyometric training. The learning object may be used
as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 3) and Scottish (Highers) Biology and Sport Science
curricula.
Muscles - Movement and types of contraction
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It examines the hip and knee joints and
looks at how muscles make the movements of the hip and
knee. The learning object studies the bones of the hip, and
illustrates the six hip movements: flexion, extension,
abduction, adduction, medical rotation and lateral rotation. It
also studies the bones of the knee, and illustrates the four
knee movements: flexion, extension, medical rotation and
lateral rotation.The learning object describes the prime
movers in each hip and knee movement, i.e. the muscle that
performs most of the movement. The learning object may be
used as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 3) and Scottish (Highers) Biology and Sport Science
curricula.
Muscles - Movement of the hip and knee
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It examines the shoulder complex and
explains how the muscles of the shoulder girdle and the
shoulder joint move. The learning object identifies the prime
movers of the shoulder girdle and shoulder joint, describes
the origin, insertion and action of the muscles involved, and
outlines how the movements of the shoulder girdle and the
shoulder joint are connected. The learning object may be used
as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 3) and Scottish (Highers) Biology and Sport Science
Biology & Sports Science
Muscles - Movement of the shoulder complex 2&3 Workshop curricula.
A learning object designed for Level 2 students of Biology
and/or Sport Science. It looks at different types of muscle, the
main skeletal muscles and how different types of muscle fibre
contribute to sporting performance. The learning object
explains the different purposes of cardiac, involuntary and
voluntary muscle, and outlines the different functions of fast
twitch and slow twitch fibres. The learning object may be used
as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 2) and Scottish (Highers) Biology and Sport Science
curricula.
Muscles - Muscles and movement
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It introduces the structure of skeletal
muscle and the different muscle fibre types. The learning
object describes the gross structure of skeletal muscle (fascia,
blood and nerve supply, attachments) and the structure,
location and general properties of slow and fast skeletal
muscle fibres. This object explains adaptations to endurance
training including muscle fibre type II changes. The learning
object may be used as part of a group classroom activity, or
as part of the individual study programme of the learner. The
content of the object has been designed to apply equally to
the English (Level 3) and Scottish (Highers) Biology and Sport
Biology & Sports Science
Muscles - Skeletal muscle structure 2&3 Workshop Science curricula.
A learning object designed for Level 3 students of Biology
and/or Sport Science. It introduces the mechanism of skeletal
contraction. The learning object describes the sliding filament
theory, the seven steps in a power stroke, and explains the
roles of actin, myosin, calcium ions and ATP in myofibril
contraction. The learning object may be used as part of a
group classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 3) and Scottish
(Highers) Biology and Sport Science curricula.
Muscles - Sliding filament theory
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It explains the electrochemical process
by which impulses travel along a neurone. The learning object
identifies the structures involved in the transmission of
impulses within a neurone. It describes the mechanism by
which an impulse is generated and transmitted, including
repolarisation, propagation and the ýýýall or nothingýý"
response. The learning object may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 3) and Scottish
Biology & Sports Science
Nervous system - Action potentials 2&3 Workshop (Highers) Biology and Sport Science curricula
A learning object designed for Level 2 students of Biology
and/or Sport Science. It introduces the structure and function
of the human nervous system. The learning object identifies
the main components of the nervous system, explains how
information is transmitted and describes the reflex arc and the
differences between involuntary and voluntary responses. The
learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 2) and Scottish (Highers) Biology
and Sport Science curricula.
Nervous system - Responding to stimuli
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It explores the means by which
electrical impulses are transmitted between nerve cells and to
muscles. The learning object explains the process of synaptic
transmission, sensory neurones and motor units, and
describes how the nervous system interacts with muscles at
neuromuscular junctions. The learning object may be used as
part of a group classroom activity, or as part of the individual
study programme of the learner. The content of the object has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) Biology and Sport Science curricula.
Nervous system - Synapses and nervous control of muscle
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It examines the structure and function
of different types of joints in the body. The learning object
describes different types of synovial joint and relates them to
a sporting context. It looks at the stability/mobility trade-off
at joints and how this affects sports. The learning object may
be used as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 3) and Scottish (Highers) Biology and Sport Science
curricula.
Skeletal system - Joint structure and function
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 2 students of Biology
and/or Sport Science. The learning object examines the
functions and parts of the skeleton, explains what bones are
made of and describes the different types of bone and joint.
The learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 2) and Scottish (Highers) Biology
and Sport Science curricula.
Skeletal system - The skeleton
Biology & Sports Science 2&3 Workshop
A 20-question quiz covering a range of topics about the heart
and circulatory system.
The
Biology & Sports Science heart and circulatory system quiz 1 2&3 Workshop
A 20-question quiz covering a range of topics about the heart
and circulatory system.
The
Biology & Sports Science heart and circulatory system quiz 2 2&3 Workshop
A 20-question quiz covering a range of topics about the
nervous system.
The
Biology & Sports Science nervous system quiz 1 2&3 Workshop
A 20-question quiz covering a range of topics about the
nervous system.
The
Biology & Sports Science nervous system quiz 2 2&3 Workshop
A 20-question quiz covering a range of topics about the
respiratory system.
The
Biology & Sports Science respiratory system quiz 1 2&3 Workshop
A 20-question quiz covering a range of topics about the
respiratory system.
The
Biology & Sports Science respiratory system quiz 2 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It introduces skill and ability, and the
different factors that make a performer skilful. The learning
object defines and classifies the different types of skill and
outlines the relationship between skill and ability. The
learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 3) and Scottish (Highers) Biology
Biology & Sports Science
Training - Skill and ability 2&3 Workshop and Sport Science curricula.
A learning object designed for Level 2 students of Biology
and/or Sport Science. It introduces the significance of training
for an athlete. The learning object helps to define training and
identifies its purpose for an athlete. It describes some of the
key training methods and explains how and why training
should be planned. The learning object may be used as part of
a group classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 2) and Scottish
(Highers) Biology and Sport Science curricula.
Training - Training methods and programmes
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of Biology
and/or Sport Science. It explains the principles that guide
good training practice for sport. The learning object identifies
a variety of training methods, explains the effects of the
different methods, and outlines the importance and features
of training plans. The learning object may be used as part of a
group classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 3) and Scottish
(Highers) Biology and Sport Science curricula.
Training - Training principles and practices
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 2 students of Biology
and/or Sport Science. The learning object defines and
classifies skill and describes how a skill is learned.It covers
simple and complex skills and how these skills can be
transferred between sports. The learning object may be used
as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 2) and Scottish (Highers) Biology and Sport Science
curricula.
Training - What is skill
Biology & Sports Science 2&3 Workshop
A 20-question quiz covering a range of topics about training
principles and practices.
Training principles and practices quiz
Biology & Sports Science 2&3 Workshop
A learning object designed for Level 3 students of General art
and design. It illustrates the key concepts surrounding the
planning and execution of putting on a fashion show. It
encourages the user to explore and record their own ideas for
a fashion show. It explains the key elements that make up a
fashion show and the process of planning. Users are
encouraged to look at how they might plan an event with
other fashion students, using schedules and lists to keep track
of the many tasks involved.The learning objects may be used
as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
objects has been designed to apply equally to the English
(Level 3) and Scottish (Highers) General art and design
curricula.
General Art & Design Textile design - planning a fashion show 2&3 Workshop
A learning object designed for Level 4 students of General art
and design. It illustrates the key concepts surrounding the
design of repeat patterns for printing onto fabric. It explores
how patterns are made up and laid out and the key elements
that create repeat designs. It explains how motifs are put into
repeat and issues that need to be considered when doing this.
It identifies the factors influencing colour choice when
designing for printed fabric and covers concepts such as
creating balanced designs and methods of printing.The
learning objects may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the objects has been designed to apply
equally to the English (Level 4) and Scottish (Highers)
General art and design curricula.
General Art & Design Textile design - repeat patterns for printing onto fabric 2&3 Workshop
A learning object designed for Level 3 students of General art
and design. It is a case study based on a creative director of a
design company. The learning object explores the
motivations, skills and knowledge of a creative director
working in the graphic design industry. It also covers what a
career in graphic design might involve and explains how
influences and experiences can shape design projects. It has a
number of exercises ranging from understanding your own
identity to choosing the right course. These help the user
make informed choices for further study and suitable working
environments. The learning objects may be used as part of a
group classroom activity, or as part of the individual study
programme of the learner. The content of the objects has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) General art and design curricula.
General Art & Design Case study - Preparing for a career in graphic design 2&3 Workshop
A learning object designed for Level 3 students of General art
and design. It is a case study based on an arts development
officer working for a local authority on a wide range of public
exhibitions, festivals and arts events. The learning object
explores the motivations, skills and knowledge required to
work as an arts development officer and how to start out in
this field. It details how an arts development officer informs
and advises artists, fundraises for projects and supports
artists in the community. The learning objects may be used as
part of a group classroom activity, or as part of the individual
study programme of the learner. The content of the objects
has been designed to apply equally to the English (Level 3)
and Scottish (Highers) General art and design curricula.
General Art & Design Case study - Arts development officer 2&3 Workshop
A learning object designed for Level 3 students of General art
and design. It is a case study based on a multimedia artist
and director who has set up an arts company with a partner,
co-runs it as a business and creates cross-media work. The
learning object explores the motivations, skills and knowledge
of a mixed-media artist and director. It explains the range of
work produced from theatre, film and installation to new
media projects. It explores sources of inspiration and
motivation and follows the development of a cross-media
artwork from idea, through funding, planning and production
to the final show. It also explores the skills and determination
needed to run your own creative arts company.The learning
objects may be used as part of a group classroom activity, or
as part of the individual study programme of the learner. The
content of the objects has been designed to apply equally to
the English (Level 3) and Scottish (Highers) General art and
Case study - Creating cross-media work and running an arts design curricula.
General Art & Design business 2&3 Workshop
A learning object designed for Level 3 students of General art
and design. It is a case study based on a practising
independent artist. The learning object explores the
motivations, skills and knowledge of a performance and
installation artist. It follows the development stages of an
installation artwork from idea, through production to the final
show. It also explores working methods with a focus on the
collaborative methods employed in the development of the
project.The learning objects may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the objects has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) General art and design curricula.
General Art & Design Case study - Development of an artwork 2&3 Workshop
A learning object designed for Level 3 students of General art
and design. It is a case study based on an internationally
renowned designer who creates products for major companies
and also markets designs under his own name. The learning
object explores the motivations, skills and knowledge of a
product developer. It explains the range of work produced
from tableware, ceramics and glassware to products in pewter
and silver. It also explores the design, vision, project
management and marketing aspects of product development.
It follows the process of developing a commissioned product
for a company, from brief to final design and explains
methods of involving a client in the development process to
reflect their values and branding. The learning objects may be
used as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
objects has been designed to apply equally to the English
(Level 3) and Scottish (Highers) General art and design
curricula.
General Art & Design Case study - Entrepreneurial product design 2&3 Workshop
A learning object designed for Level 3 students of General art
and design. It is a case study based on a textile designer who
runs her own business. The learning object explores the skills
and knowledge required to be a textile designer. It follows
how a brief is tackled, from the clients initial instruction to
delivery of the finished design. The learning objects may be
used as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
objects has been designed to apply equally to the English
(Level 3) and Scottish (Highers) General art and design
curricula.
General Art & Design Case study - Following a textile design brief 2&3 Workshop
A flexible quiz that may be used for formative and summative
assessment, or diagnostic/revision purposes. It aims to
ensure that the material covered in the associated learning
units is understood.The QTI quizzes are customisable and you
should contact your college ILT champion for more
information on how to tailor these quizzes to your specific
requirements.
General Art & Design Applied arts quiz Workshop
A learning object designed for Level 4 students of General art
and design. It uses varied pieces of work created by an artist
over time to illustrate the key concepts surrounding the
development of a body of artwork. The learning object
explores how ideas are developed and artworks generated
through the work of a real artist who has explored a number
of themes through film, installation and performance art. It
explains how a varied body of work has built up over years of
working and re-visiting the subject. It demonstrates how the
development of ideas, experiences, conversations and
material experiments that culminated in the production of a
short film can be charted over a seven-year period. The
learning objects may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the objects has been designed to apply
equally to the English (Level 3) and Scottish (Highers)
General art and design curricula.
General Art & Design Artwork development - ideas and inspiration Workshop
A learning object designed for Level 4 students of General art
and design. It illustrates some of the key colour theories that
have emerged, from ancient Greece to the twentieth century.
It explores how systems of colour have grown in complexity
and how the definition of primary colours has had conflicting
solutions. It explains how the understanding of colour has
evolved over time and a range of one, two and three-
dimensional colour systems that have been devised by both
artists and scientists. It also demonstrates the potential of
colour theory in organising and structuring the colour we
use.The learning objects may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the objects has
been designed to apply equally to the English (Level 3) and
General Art & Design Colour - ancient to modern theories 3&4 Workshop Scottish (Highers) General art and design curricula.
A learning object designed for Level 3 students of General art
and design. It is a case study based on a multimedia designer
who is starting out in his first job after graduating.The
learning object explores the role and responsibilities of a
multimedia designer and the skills and knowledge required for
this job. It follows the lifecycle of a multimedia project and
gives advice on how to start out in multimedia design.The
learning objects may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the objects has been designed to apply
equally to the English (Level 3) and Scottish (Highers)
General art and design curricula.
General Art & Design Case study - Starting out in multimedia design 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It is a case study based on a practising fashion
design assistant working for the designer Paul Smith in
London. The learning object explores the skills and
determination needed to get a job in the fashion industry. It
details the daily tasks, roles and responsibilities of a fashion
design assistant in a top London fashion house. The learning
objects may be used as part of a group classroom activity, or
as part of the individual study programme of the learner. The
content of the objects has been designed to apply equally to
the English (Level 3) and Scottish (Highers) General art and
design curricula.
General Art & Design Case study - Studio and design assistant for Paul Smith 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It is a case study based on a practising graphic
design manager working at a design company. The learning
object explores the motivations, skills and knowledge of a
designer working in the graphics industry. It details the daily
tasks, roles and responsibilities of a graphic design
manager.The learning objects may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the objects has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) General art and design curricula.
General Art & Design Case study - The role of the graphic designer 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It is a case study based on a freelance illustrator
who has worked on a number of commissions and exhibitions
and had her work published.The learning object explores the
motivations, skills and knowledge of a freelance illustrator. It
follows the process of illustrating a commissioned book from
brief, through production to the published work. It also
explores illustration techniques and the challenges of working
as a freelance illustrator.The learning objects may be used as
part of a group classroom activity, or as part of the individual
study programme of the learner. The content of the objects
has been designed to apply equally to the English (Level 3)
and Scottish (Highers) General art and design curricula.
General Art & Design Case study - Working as a freelance illustrator 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It is a case study based on a practising freelance
photographer running his own business.The learning object
explores the motivations, skills and knowledge of a freelance
photographer and how to start out in the industry. It details
the responsibilities and type of tasks involved in running your
own studio and organising photoshoots. It also presents a
range of photographic work, both personal and commissioned.
The learning objects may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the objects has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) General art and design curricula.
General Art & Design Case study - Working as a freelance photographer 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It is a case study based on an independent
sculptor who has worked on a huge range of commissions,
exhibited internationally and produced artworks for, and with,
local communities. The learning object explores the
motivations, skills and knowledge of an independent sculptor
who specialises in moving mechanical sculptures, or
ýýýautomataýý". It explores the sources of inspiration and
motivation for an artistýý"s work and how these ideas are
developed. It also explores the huge range and diversity of
projects undertaken, from commissions, residencies and
education projects to personal artworks and events.The
learning objects may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the objects has been designed to apply
equally to the English (Level 3) and Scottish (Highers)
General art and design curricula.
General Art & Design Case study - Working as a mechanical sculptor 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It is a case study based on an independent
sculptor who has produced work for exhibitions,
demonstrations and private and public commissions. The
learning object explores the motivations, skills and knowledge
of an independent sculptor producing work largely sited in
natural environments. It follows the development of a
commissioned sculptural artwork from idea, through
production to installation. It also explores the methods and
techniques used to create sculptural pieces in a range of
materials, including wood, metal and glass.The learning
objects may be used as part of a group classroom activity, or
as part of the individual study programme of the learner. The
content of the objects has been designed to apply equally to
the English (Level 3) and Scottish (Highers) General art and
design curricula.
General Art & Design Case study - Working as a sculptor - materials and technique 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It is a case study based on youth arts co-
ordinator working for a youth arts organisation on projects
and workshops for young people. The learning object explores
the motivations, skills and knowledge required to work as a
youth arts co-ordinator and how to start out in this field. It
details how a youth arts co-ordinator co-ordinates, develops
and delivers arts projects, workshops and services that meet
the needs of young people in the area.The learning objects
may be used as part of a group classroom activity, or as part
of the individual study programme of the learner. The content
of the objects has been designed to apply equally to the
English (Level 3) and Scottish (Highers) General art and
design curricula.
General Art & Design Case study - Working as a youth arts co-ordinator 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It is a case study based on an interior designer
working for an architectural company on a number of high-
profile public works.The learning object explores the
motivations, skills and knowledge required to work as an
interior designer and how to start out in the industry. It
details how a designer works in a team, from initial brief and
concept to finished product and how a designer presents their
ideas. The learning objects may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the objects has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) General art and design curricula.
General Art & Design Case study - working as an interior designer 3&4 Workshop
A learning object designed for Level 4 students of General art
and design. It illustrates some of the key concepts
surrounding colour and how colour takes on different roles in
art, depending on the games that artists and designers play.
It explores how the meaning of colour changes according to
the context and situation it is used in. It explains how colour
has been used as structure and as a rival to form. It explores
the decorative, emotional, and spiritual elements of colour
and how it has been used in culturally-bound communication
systems. It also demonstrates how the use of colour by
different artists and art movements has changed over
time.The learning objects may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the objects has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) General art and design curricula.
General Art & Design Colour - meaning and games 3&4 Workshop
A learning object designed for Level 4 students of General art
and design. It illustrates some of the key concepts
surrounding modern colour systems and theories It explores
how systems and models of colour have been developed in
response to advances in technology and the demands of
industry. It explains how these colour systems have
attempted to explain how colours are organised, how they can
be reproduced, and how they can be mixed to form new
colours. It also explores how the social sciences of
anthropology and psychology emerging in the twentieth
century introduced new colour systems and explored colour in
entirely different ways. The learning objects may be used as
part of a group classroom activity, or as part of the individual
study programme of the learner. The content of the objects
has been designed to apply equally to the English (Level 3)
and Scottish (Highers) General art and design curricula.
General Art & Design Colour - systems of the twentieth century 3&4 Workshop
A flexible quiz that may be used for formative and summative
assessment, or diagnostic/revision purposes. It aims to
ensure that the material covered in the associated learning
units is understood.The QTI quizzes are customisable and you
should contact your college ILT champion for more
information on how to tailor these quizzes to your specific
requirements.
General Art & Design Design quiz 3&4 Workshop
A learning object designed for Level 4 students of General art
and design. It illustrates the key concepts surrounding editing
techniques used with digital images. It explores how different
editing tools and techniques work. It explains the effect of
tonal levels and colour balance on digital images and how to
manipulate them. Users are encouraged to explore how
histograms, masks, selection and cropping tools can be used
to correct, enhance and manipulate digital images.The
learning objects may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the objects has been designed to apply
equally to the English (Level 4) and Scottish (Highers)
General art and design curricula.
General Art & Design Digital image - editing and correcting digital photographs 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It illustrates the key concepts surrounding the
formation of digital images.It explains what digital images are
and the fundamental elements that they consist of. It shows
how colour depth, resolution and format all affect the image
and allows the user to change attributes and view results. It
also covers the concepts of image size in relation to resolution
and the effects of image manipulation. The learning objects
may be used as part of a group classroom activity, or as part
of the individual study programme of the learner. The content
of the objects has been designed to apply equally to the
English (Level 3) and Scottish (Highers) General art and
design curricula.
General Art & Design Digital image - the theory of digital image formation 3&4 Workshop
A flexible quiz that may be used for formative and summative
assessment, or diagnostic/revision purposes. It aims to
ensure that the material covered in the associated learning
units is understood.The QTI quizzes are customisable and you
should contact your college ILT champion for more
information on how to tailor these quizzes to your specific
requirements.
General Art & Design Fashion and textiles quiz 3&4 Workshop
A flexible quiz that may be used for formative and summative
assessment, or diagnostic/revision purposes. It aims to
ensure that the material covered in the associated learning
units is understood.The QTI quizzes are customisable and you
should contact your college ILT champion for more
information on how to tailor these quizzes to your specific
requirements.
General Art & Design Fine art quiz 3&4 Workshop
A flexible quiz that may be used for formative and summative
assessment, or diagnostic/revision purposes. It aims to
ensure that the material covered in the associated learning
units is understood.The QTI quizzes are customisable and you
should contact your college ILT champion for more
information on how to tailor these quizzes to your specific
requirements.
General Art & Design General quiz 3&4 Workshop
A learning object designed for Level 4 students of General art
and design. It allows the user to construct geometrical
shapes, explore pattern as used in decorative art and
understand different systems of proportion.It contains a series
of animated diagrams which clearly explain how polygons are
created. The golden section is discussed in detail, and both
classical and modern human proportion are also covered.
Questions for reflection encourage the user to engage in off-
screen activities, which help the material blend into a
classroom setting. The learning objects may be used as part
of a group classroom activity, or as part of the individual
study programme of the learner. The content of the objects
has been designed to apply equally to the English (Level 3)
and Scottish (Highers) General art and design curricula.
General Art & Design Geometry - 2D geometry for art and design 3&4 Workshop
A learning object designed for Level 4 students of General art
and design. It illustrates the key concepts surrounding
aspects of three-dimensional geometry, in particular the five
regular (or Platonic) solids, and their development and
application to art, design and architecture. It explores how
three-dimensional geometry has developed, the structure and
complexity of different types of solid and some of the
applications of solids in art and design. It explains the
relationships between the Platonic solids, their development
into the semi-regular or Archimedean solids and their
implications for close packing. It also explores how they were
used as the basis for a new form of architecture in the
twentieth century - geodesic domes.The learning objects may
be used as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
objects has been designed to apply equally to the English
(Level 4) and Scottish (Highers) General art and design
curricula.
General Art & Design Geometry - 3D geometry for art and design 3&4 Workshop
A learning object designed for Level 4 students of General art
and design. It illustrates the key concepts surrounding the pre-
press stages of printing. It explains the stages involved in
designing and preparing work for print and what pre-press
involves. It explores quality issues involved in pre-press, the
use of colour in printing and methods of getting the best
results. It also explores elements of the printing process such
as print specifications, colour management, file formats,
different ways of printing digital images and issues
surrounding the repro stages of the process.The learning
objects may be used as part of a group classroom activity, or
as part of the individual study programme of the learner. The
content of the objects has been designed to apply equally to
the English (Level 3) and Scottish (Highers) General art and
design curricula.
General Art & Design Graphic design - preparing digital artwork for print 3&4 Workshop
A learning object designed for Level 4 students of General art
and design. It uses an installation piece entitled Crying Sport
to illustrate key concepts surrounding installation as an art
form. The learning object explores the differences between
installation and other art forms. It outlines two types of
installation - gallery and site specific and discusses how
installation has developed and how it has been influenced by
environment, architecture and performance. It is designed to
widen awareness of what an artwork can be for both the
maker and the viewer, and provoke thought and discussion
about this complex subject. The learning objects may be used
as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
objects has been designed to apply equally to the English
(Level 4) and Scottish (Highers) General art and design
curricula.
General Art & Design Installation - gallery and site specific 3&4 Workshop
A learning object designed for Level 4 students of General art
and design. It uses a performance piece to illustrate the key
concepts and movements in performance art, and contains
video of the performance entitled Grassmonsters. The learning
object explores the history of performance art, discusses how
it has been influenced by other artistic movements, and
considers the manner in which it challenges the relationship
between artist and audience. It is designed to provoke
thought and discussion about this complex subject. The
learning objects may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the objects has been designed to apply
equally to the English (Level 4) and Scottish (Highers)
General art and design curricula.
General Art & Design Performance art - a living body artwork 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It illustrates the key concepts surrounding
exposure control and how this can affect the final photograph.
It explores the basics of exposure, how exposure works and
how to control it. It explains how aperture size, shutter speed,
film speed and light meters can be used to measure and
control exposure. It also demonstrates how exposure can be
varied to suit different lighting situations and the effect on the
final image. The learning objects may be used as part of a
group classroom activity, or as part of the individual study
programme of the learner. The content of the objects has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) General art and design curricula.
General Art & Design Photography - exposure control and theory 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It illustrates the key concepts surrounding
framing techniques and the arrangement of compositional
elements in photographs. It explores how photographs can be
given structure and balance through framing. It explains the
fundamental rules of framing and the principles of
photographic composition. It demonstrates how to introduce
balance, harmony, perspective, depth and movement to a
composition. It also introduces the concepts of viewpoint,
ýýýthe rule of thirdsýý", leading lines, and the juxtaposition of
elements.The learning objects may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the objects has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) General art and design curricula.
General Art & Design Photography - framing and composition 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It illustrates the key concepts surrounding camera
lenses and how they work. It explores how to use the lens to
control the image, and what different lenses are used for. It
explains how a lens works, the effects different lenses can
create and how to get the best results from a lens. It also
demonstrates how lenses relate to angle of view, focal length,
exposure and depth of field and how they affect the final
image. The learning objects may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the objects has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) General art and design curricula.
General Art & Design Photography - lens characteristics and theory 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It illustrates the key concepts surrounding the use
of digital cameras and the basics of digital photography. It
explains how digital cameras take, display, store and
compress pictures. It explores how digital images are formed
and how adjustable digital camera settings affect
photographic results. The learning objects may be used as
part of a group classroom activity, or as part of the individual
study programme of the learner. The content of the objects
has been designed to apply equally to the English (Level 3)
General Art & Design Photography - looking at how digital cameras work 3&4 Workshop and Scottish (Highers) General art and design curricula.
A flexible quiz that may be used for formative and summative
assessment, or diagnostic/revision purposes. It aims to
ensure that the material covered in the associated learning
units is understood.The QTI quizzes are customisable and you
should contact your college ILT champion for more
information on how to tailor these quizzes to your specific
requirements.
General Art & Design Photography quiz 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It is a scenario where the user follows a story,
makes decisions, reflects on issues and answers questions as
they go along. The user takes on the role of an artist
presenting their ideas for a commission to a company.The
learning object explores the practical issues, decisions and the
skills and knowledge involved in preparing, practising and
delivering a presentation. It explains how to plan a
presentation by identifying key points, practising effectively
and understanding the audience. It also explores how to
structure a talk, anticipate practical and technical problems
and deliver an effective, lively presentation.The learning
objects may be used as part of a group classroom activity, or
as part of the individual study programme of the learner. The
content of the objects has been designed to apply equally to
the English (Level 3) and Scottish (Highers) General art and
design curricula.
General Art & Design Scenario - Making a presentation 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It is a scenario where the user follows a story,
makes decisions, reflects on issues and answers questions as
they go along. The user takes on the role of a final-year
design student.The learning object explores the practical
issues, decisions and the skills and knowledge involved in
designing a practical and accessible website. It explains how
to evaluate and meet a specific brief and how to assess and
respond to issues raised at user trials. It also explores issues
surrounding screen layout, design features and functionality
and the implications these may have on the usability and
accessibility of a website. The learning objects may be used as
part of a group classroom activity, or as part of the individual
study programme of the learner. The content of the objects
has been designed to apply equally to the English (Level 3)
and Scottish (Highers) General art and design curricula.
General Art & Design Scenario - Practicalities of designing a website 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It is a scenario where the user follows a story,
makes decisions, reflects on issues and answers questions as
they go along. The user takes on the role of a committee
member of a community arts project in a village. The learning
object explores the practical issues, decisions and the skills
and knowledge involved in recruiting and appointing an artist
to a residency and communicating a project to the local
community and beyond. It explains how to create selection
criteria based on project objectives, how to choose between
candidates and how to make best use of a budget It also
explores issues surrounding the management of a publicly-
funded arts project and some of the options available for
communicating and promoting such a project.The learning
objects may be used as part of a group classroom activity, or
as part of the individual study programme of the learner. The
content of the objects has been designed to apply equally to
the English (Level 3) and Scottish (Highers) General art and
design curricula.
General Art & Design Scenario - Running a community arts project 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It is a scenario where the user follows a story,
makes decisions, reflects on issues and answers questions as
they go along. The user takes on the role of a final-year
design student.The learning object explores the practical
issues, decisions and the skills and knowledge involved in
working to a commercial design brief. It explains the how to
handle a brief, how to work with clients and how to ensure a
project is delivered that meets the brief and the deadline. It
also explores what may be included in a design brief, how to
present your ideas and the process of developing a design
from brief to final delivery.The learning objects may be used
as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
objects has been designed to apply equally to the English
(Level 3) and Scottish (Highers) General art and design
curricula.
General Art & Design Scenario - Working to a design brief 3&4 Workshop
A flexible quiz that may be used for formative and summative
assessment, or diagnostic/revision purposes. It aims to
ensure that the material covered in the associated learning
units is understood.The QTI quizzes are customisable and you
should contact your college ILT champion for more
information on how to tailor these quizzes to your specific
requirements.
General Art & Design Set design quiz 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It illustrates the key concepts surrounding the
principles of designing sets for performance spaces. It
explores the set designer's role and how to develop and
present design ideas. Real-life stage sets are used to illustrate
key points and explain some of the factors that influence set
design. It explains how the production needs relate to the set
design and describes types of theatre stage and performance
space. The learning objects may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the objects has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) General art and design curricula.
General Art & Design Theatre design - an introduction to set design 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It introduces the process of creating a set design
and shows how to develop and present set design ideas. It
explores how a set design is put together, including the use of
furniture, props, scenery and other elements used in stage
sets. It addresses the use of colour and lighting in sets and
explains how to develop and present your own set design
ideas through ground plans and the creation of model sets.
The learning objects may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the objects has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) General art and design curricula.
General Art & Design Theatre design - creating set designs 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It illustrates the key concepts surrounding camera
lenses and how they work. It explores how to use the lens to
control the image, and what different lenses are used for. It
explains how a lens works, the effects different lenses can
create and how to get the best results from a lens. It also
demonstrates how lenses relate to angle of view, focal length,
exposure and depth of field and how they affect the final
image. The learning objects may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the objects has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) General art and design curricula.
General Art & Design Theatre set design - working with stage plans 3&4 Workshop
A flexible quiz that may be used for formative and summative
assessment, or diagnostic/revision purposes. It aims to
ensure that the material covered in the associated learning
units is understood.The QTI quizzes are customisable and you
should contact your college ILT champion for more
information on how to tailor these quizzes to your specific
requirements.
General Art & Design Theory and history quiz 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It illustrates the key concepts surrounding the pre-
press stages of printing. It allows the user to explore an
interactive timeline which contains a wide range of twentieth
century examples of typography. It explores the development
of typography throughout twentieth-century Europe and
America and explains how commercial, political, and
technological pressures have driven change. It also explores
the influence of aesthetic and creative experimentation. The
learning objects may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the objects has been designed to apply
equally to the English (Level 3) and Scottish (Highers)
General art and design curricula.
General Art & Design Typography - twentieth century timeline 3&4 Workshop
A learning object designed for Level 3 students of General art
and design. It illustrates the key concepts surrounding
readability and legibility in typography. The learning object
introduces some of the fundamental 'rules' of typography and
explains the concepts of readability and legibility. It explores
the effect text layout, style and font can have on these
concepts. A series of exercises enables the user to experiment
with methods for increasing the readability and legibility of
text. The learning objects may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the objects has
been designed to apply equally to the English (Level 3) and
Scottish (Highers) General art and design curricula.
General Art & Design Typography - using typography to improve readability and legibility 3&4 Workshop
A learning object designed for Level 2 students of Office
administration. It aims to introduce learners to the concept of
appraisal in the workplace, and explains how they can get the
most out of their own appraisal. The learning object outlines
how best to prepare for appraisal, how to evaluate individual
strengths and weaknesses and what to do after the appraisal
discussion has taken place. The learning object may be used
as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 2) and Scottish (Intermediate Level 1 and Level 2)
Office administration curricula.
Office Administration Appraisal 2 Workshop
A learning object designed for Level 2 students of Office
administration. It aims to describe to learners a range of
consumer trends, what affects such trends and why
businesses need to understand them.The learning object
considers how political decisions, economic, social and
technological factors affect consumer trends. It places
particular emphasis on the way in which technology, and in
particular e-commerce, has affected consumer trends in
recent years.The learning object may be used as part of a
group classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 2) and Scottish
(Intermediate Level 1 and Level 2) Office administration
curricula.
Office Administration Consumer trends 2 Workshop
A learning object designed for Level 2 students of Office
administration. It aims to introduce learners to the rights and
responsibilities that employers and employees must observe
towards one another. The learning object outlines different
types of employment contract, the terms that contracts
contain and introduces the concept of standards of conduct
within the workplace. It also describes how employment rights
are safeguarded. The learning object may be used as part of a
group classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 2) and Scottish
(Intermediate Level 1 and Level 2) Office administration
curricula.
Office Administration Employment rights 2 Workshop
A learning object designed for Level 2 students of Office
administration. It aims to introduce learners to the concept of
equal opportunities, how the law protects all employees and
help the learner to identify discrimination. The learning object
introduces the key statutes that provide the legal framework
within which equal opportunities in the workplace operate. It
specifically looks at harassment, disability, pregnancy,
maternity and victimisation. The learning object may be used
as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 2) and Scottish (Intermediate Level 1 and Level 2)
Office administration curricula.
Office Administration Equal opportunities 2 Workshop
A learning object designed for Level 2 students of Office
administration. It aims to describe to learners the external
influences that affect the decisions made by businesses, and
help them to appreciate how these influences impact on
business.The learning object considers the political, economic,
social, technological, environmental and legal influences that
affect how a business operates. It also discusses how society
and lifestyle have an impact on business. The learning object
may be used as part of a group classroom activity, or as part
of the individual study programme of the learner. The content
of the object has been designed to apply equally to the
English (Level 2) and Scottish (Intermediate Level 1 and Level
2) Office administration curricula.
Office Administration External influences 2 Workshop
A learning object designed for Level 1 students of Office
administration. It takes the form of a 20-question quiz
covering a range of health and safety related topics. Feedback
is provided on the learner response to each individual
question, and a final score is given on completion of the quiz.
The learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 1) and Scottish (Access Level 3
and Intermediate Level 1) Office administration curricula.
Office Administration Getting a job quiz 2 Workshop
A learning object designed for Level 1 students of Office
administration. It covers some of the key hazards and risks
encountered in an office environment. The learning object
defines hazards and risks, helps learners to identify hazards
and reduce risks. It specifically looks at the responsibilities of
the individual in terms of workplace health and safety. The
learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 1) and Scottish (Access Level 3
and Intermediate Level 1) Office administration curricula.
Office Administration Hazards and risks (1) 2 Workshop
A learning object designed for Level 2 students of Office
administration. It covers some of the key hazards and risks
encountered in an office environment. The learning object
defines hazards and risks, helps learners to identify hazards
and reduce risks. It specifically looks at the responsibilities of
the individual in terms of workplace health and safety and
looks at long term hazards such as upper limb disorders. The
learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 2) and Scottish (Intermediate
Level 1 and Level 2) Office administration curricula.
Office Administration OHazards and risks (2) 2 Workshop
A learning object designed for Level 1 students of Office
administration. It takes the form of a 20-question quiz
covering a range of health and safety related topics. Feedback
is provided on the learner response to each individual
question, and a final score is given on completion of the quiz.
The learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 1) and Scottish (Access Level 3
and Intermediate Level 1) Office administration curricula.
Office Administration Health and safety quiz 2 Workshop
A learning object designed for Level 1 students of Office
administration. It aims to prepare the learner for interview,
and explain how interviews work. The learning object outlines
different ways in which candidates can prepare themselves for
interview, including thinking ahead about some of the
questions that they are likely to be asked. It also contains an
exercise on questions that the interviewee should consider
asking. The learning object may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 1) and Scottish
(Access Level 3 and Intermediate Level 1) Office
administration curricula.
Office Administration Interviews (1) 2 Workshop
A learning object designed for Level 2 students of Office
administration. It aims to prepare the learner for interview,
and explain how interviews work. The learning object outlines
why interviews are held, and looks at the advantages and
disadvantages of interview as a recruitment technique. It also
contains information on the importance of body language at
interview, and information on equal opportunities legislation
as it affects the recruitment process. The learning object may
be used as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 2) and Scottish (Intermediate Level 1 and Level 2)
Office administration curricula.
Office Administration Interviews (2) 2 Workshop
A learning object designed for Level 1 students of Office
administration. It takes the form of a 20-question quiz
covering a range of business related topics including business
location, customer trends, marketing and e-commerce.
Feedback is provided on the learner response to each
individual question, and a final score is given on completion of
the quiz. The learning object may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 1) and Scottish
(Access Level 3 and Intermediate Level 1) Office
administration curricula.
Office Administration Investigating business quiz 2 Workshop
A learning object designed for Level 2 students of Office
administration. It aims to help the learner distinguish between
job descriptions and person specifications, and understand the
differences and uses of both. The learning object may be used
as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 2) and Scottish (Intermediate Level 1 and Level 2)
Office administration curricula.
Office Administration Job descriptions 2 Workshop
A learning object designed for Level 1 students of Office
administration. It covers some of the key concepts of health
and safety legislation. Specifically, the learning object
discusses the hazards and risks encountered in the workplace
and the roles of employer and employee as defined in key
statutes. The learning object may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 1) and Scottish
(Access Level 3 and Intermediate Level 1) Office
administration curricula.
Office Administration Legislation (1) 2 Workshop
A learning object designed for Level 2 students of Office
administration. It covers some of the key concepts of health
and safety legislation. Specifically, the learning object
discusses the hazards and risks encountered in the workplace
and the roles of employer and employee as defined in key
statutes. It also introduces the PUWER regulations. The
learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 2) and Scottish (Intermediate
Level 1 and Level 2) Office administration curricula.
Office Administration Legislation (2) 2 Workshop
A learning object designed for Level 2 students of Office
administration. It aims to describe to learners the importance
of choosing the right location for a business and explain why
location is so important.The learning object considers the
impact of the business requirements, the available locations
and legal issues on the choice of location for a business. The
learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 2) and Scottish (Intermediate
Level 1 and Level 2) Office administration curricula.
Office Administration Location 2 Workshop
A learning object designed for Level 1 students of Office
administration. It covers some of the key concepts of working
with office equipment. Specifically, the learning object
discusses the risks, rights and responsibilities associated with
using office equipment, and acts as a general introduction to
the use of electrical equipment. The learning object may be
used as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 1) and Scottish (Access Level 3/Intermediate Level 1)
Office Administration Office equipment (1) 2 Workshop Office administration curricula.
A learning object designed for Level 2 students of Office
administration. It covers some of the key concepts of working
with office equipment. Specifically, the learning object
discusses the hazards and risks associated with using a range
of office equipment. It acts as a general introduction to the
use of electrical equipment and the risks associated with
hazardous substances in the workplace. The learning object
may be used as part of a group classroom activity, or as part
of the individual study programme of the learner. The content
of the object has been designed to apply equally to the
English (Level 2) and Scottish (Intermediate Level 1 and Level
2) Office administration curricula.
Office Administration Office equipment (2) 2 Workshop
A learning object designed for Level 2 students of Office
administration. It aims to describe to learners the different
types or organisational structure that exist within businesses.
It also outlines the manner in which organisational structures
develop. The learning object considers flat, hierarchical and
matrix structures and considers the different ways in which
organisations choose to group their activities.The learning
object may be used as part of a group classroom activity, or
as part of the individual study programme of the learner. The
content of the object has been designed to apply equally to
the English (Level 2) and Scottish (Intermediate Level 1 and
Office Administration Organisational structure 2 Workshop Level 2) Office administration curricula.
A learning object designed for Level 2 students of Office
administration. It aims to introduce learners to varying ways
in which businesses are owned. The learning object outlines
the differences between sole trader businesses, partnerships,
limited companies and franchise organisations. It considers
the advantages and disadvantages of each type of business.
The learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 2) and Scottish (Intermediate
Level 1 and Level 2) Office administration curricula.
Office Administration Ownership 2 Workshop
A learning object designed for Level 2 students of Office
administration. It covers some of the ways in which
organisations recruit their employees, and looks at good
recruitment practice. The object looks at the role of human
resource departments, and introduces the principles of
recruitment policies and procedures. A range of recruitment
methods are discussed in the learning object. The learning
object may be used as part of a group classroom activity, or
as part of the individual study programme of the learner. The
content of the object has been designed to apply equally to
the English (Level 2) and Scottish (Intermediate Level 1 and
Level 2) Office administration curricula.
Office Administration Recruitment 2 Workshop
This 20-minute learning unit will help the learner to
understand the difference between staff training and staff
development. It explores the reasons why training is needed
and how training needs are met. The unit also explains what
is meant by staff development and how the learner can plan
their own development in the workplace.The learning unit
contains formative and summative assessments to ensure
that the learning objectives are successfully covered.
Office Administration Training and development 2 Workshop
A learning object designed for Level 1 students of Office
administration. It takes the form of a 20-question quiz
covering a range of general employment related topics.
Feedback is provided on the learner response to each
individual question, and a final score is given on completion of
the quiz. The learning object may be used as part of a group
classroom activity, or as part of the individual study
programme of the learner. The content of the object has been
designed to apply equally to the English (Level 1) and Scottish
(Access Level 3 and Intermediate Level 1) Office
administration curricula.
Office Administration Working life quiz 2 Workshop
A learning object designed for Level 1 students of Office
administration. It covers some of the key concepts of working
with computers. Specifically, the learning object discusses
workstation health and safety issues, including those relating
to posture. It considers how to use a keyboard and screen
safely, and what makes a safe working environment. The
learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 1) and Scottish (Access Level
3/Intermediate Level 1) Office administration curricula.
Office Administration Working with your computer (1) 2 Workshop
A learning object designed for Level 2 students of Office
administration. It covers some of the key concepts of working
with computers. Specifically, the learning object discusses
workstation health and safety issues, including those relating
to posture. It considers how to use a keyboard and screen
safely, and what makes a safe working environment. RSI is
also covered, as is health and safety legislation as it affects
both employer and employee. The learning object may be
used as part of a group classroom activity, or as part of the
individual study programme of the learner. The content of the
object has been designed to apply equally to the English
(Level 2) and Scottish (Intermediate Level 1 and Level 2)
Office administration curricula.
Office Administration Working with your computer (2) 2 Workshop
This 20-minute learning unit invites the learner to look at
employment related issues in the context of a small business,
Dogfish Records. The case studies are highly interactive and
use a 'virtual' Personal Digital Assistant (PDA) for learners to
obtain information about the company, and reply to e-mails
that they receive on it, concerning employment related
matters.The use of the PDA in the case study reflects the
move by Dogfish Records to become an e-business. This case
study explores this theme in a number of business related
areas.The case study explores the use of job applications,
interview preparation, interviews and body language.
Office Administration case study - getting a job 2 Workshop
A learning object designed for Level 2 students of Office
administration. It explores the key concepts surrounding
health and safety in the workplace. The learning object offers
specific examples of hazards and risks that relate directly to
the office environment. The learning is delivered in the
context of a fictitious company called Dogfish Records. Users
are able to interact with a 'virtual' Personal Digital Assistant
(PDA). This allows them to research subjects and answer
questions using technology that they may encounter in the
workplace. They receive text and video messages on the PDA
as they work through the case study, and are allowed to see
the consequences of the decisions that they make. The
learning object may be used as part of a group classroom
activity, or as part of the individual study programme of the
learner. The content of the object has been designed to apply
equally to the English (Level 2) and Scottish (Intermediate 1
and Intermediate 2) Office administration curricula.
Office Administration case study - health and safety 2 Workshop
This 20-minute learning unit invites the learner to look at
business related issues in the context of a small business,
Dogfish Records. The case studies are highly interactive and
use a 'virtual' Personal Digital Assistant (PDA) for learners to
obtain information about the company, and reply to e-mails
that they receive on it, concerning business related
matters.The use of the PDA in the case study reflects the
move by Dogfish Records to become an e-business. The case
study explores this theme in a number of business related
areas.The case study explores customer trends, marketing,
business location issues and e-commerce.
Office Administration case study - investigating business 2 Workshop
This 20-minute learning unit invites the learner to look at
employment related issues in the context of a small business,
Dogfish Records. The case studies are highly interactive and
use a 'virtual' Personal Digital Assistant (PDA) for learners to
obtain information about the company, and reply to e-mails
that they receive on it, concerning employment related
matters.The use of the PDA in the case study reflects the
move by Dogfish Records to become an e-business. The case
study explores this theme in a number of business related
areas.The case study explores the use of appraisal
procedures, equal opportunities, employment rights and
training and development.
Office Administration case study - working life 2 Workshop
NB This is a complete list of all NLN Round 3 content. Some of this content contains 3rd party assets which may
not be available to view or download currently.
