A Class Activity Book gives a trainer exercises that learners can work through while a topic is being taught. It helps turn an explanation into something learners can discuss, write down or practise. Start with one session in your timetable and identify what learners should be able to do by the end of it. Then compare the activities with the time, materials and support your group will have.
What does a Class Activity Book provide?
CAQA Resources listings describe activity books designed to build underpinning knowledge during classroom or webinar delivery. The activity book also gives trainers a way to see what learners understand while there is still time to adjust the lesson. Open the product for the relevant unit and review a sample to see how the activities are presented. Check which companion files, if any, are included in that listing.
For example, a trainer can introduce a workplace concept, give learners a short scenario to discuss and then review their written responses. The responses may show that the group understands the terminology but needs another example before it can apply the concept. Look for activities that give the trainer enough information to make that decision.
How do I choose between individual and group activities?
Read the instructions and decide what learners will do on their own and what they will discuss with others. A group task may be useful for comparing different responses to a scenario. An individual activity can help the trainer see whether each learner can apply what was discussed. Check how instructions introduce each task and whether learners can tell what they should produce.
For a webinar, try the activity in the environment you already use. Find out whether learners can access the worksheet, whether they need a way to share responses and how the trainer will provide feedback. If the exercise takes longer online, decide which part to cover live and which part to assign for later review.
What should I change before using the activities?
Replace workplace examples, organisation names and instructions that assume equipment your group does not have. If you adapt a scenario, review the questions and any trainer guidance that refers to it. Keep the relevant learning purpose visible so that a familiar example still gives learners a chance to practise the intended concept.
Read the edited instructions without explaining them aloud. Check whether a learner can see how to start, which documents to use and when to stop. Ask another trainer to run the activity with a colleague and note where they had to add instructions. Confirm which copy the group will receive and where staff will keep the current version.
How should I compare samples?
Request an example that fits a topic already in your session plan. Try it once as a learner and again as the trainer who has to review the response. Consider the preparation needed, how long it takes and which results would help you decide what to teach next.
If the activity sits next to a separate assessment, check how learners will distinguish the two. Make the purpose of the class exercise clear and keep assessment instructions with the relevant task. At the end of the trial, ask the trainer what they learned about the group's understanding. That answer gives your team a practical basis for choosing between two activity books or deciding whether it needs to prepare additional exercises. Request a sample class activity for your unit and try it within the time your trainer has available.
Browse Class Activity Books for your course or unit code.
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