What the words mean

Complex
In communication, complex subjects and materials present a number of ideas, some of which may be abstract, very detailed or require you to deal with sensitive issues. The relationship of ideas and lines of reasoning may not be immediately clear. Specialised vocabulary and complicated sentence structures may be used. Level 3 and level 4 work will require work with complex subjects and materials.

Complex activities
The objectives or targets usually need to be agreed with others. Problems will have a number of sub-problems and will be affected by a range of factors. The tasks involved, and the relationship between them, may not be immediately clear. Situations and resources may be unfamiliar. Level 3 and Level 4 work will involve complex activities.

Evidence
What you need to produce to prove you have the skills required. Examples include items you have made, written material, artwork, photographs, audio/video recordings, computer printouts, diagrams and records from your assessor and others who have seen your work. Some evidence may be used for more than one Key Skill. For example, computer printouts of text and images, such as graphs and charts, could be used as evidence for written communication and for presenting findings in application of number as well as in IT. Records of problem solving activities could include evidence of how you have worked with others or improved your own learning and performance. Evidence can be used to back up your statements in a progress file or other record of achievement.

Extended documents
These include textbooks, reports, articles and essays of more than three pages. They may deal with straightforward or complex subjects and include images, such as diagrams, pictures and charts. You are asked to read and write extended documents at level 2 and above to show, for example, that you can identify lines of reasoning in fairly lengthy material and structure your own writing to help others follow your sequence of ideas.

Objectives
The purposes for working together that are shared by you and other people involved in the activity. Objectives may be those set, for example, by an organisation, your tutor, supervisor or project leader, or members of your group or team.

Portfolio
A file or folder for collecting and organising evidence for assessment. It should include a contents page to show where evidence for each part of the unit(s) can be found. This may be in hard copy or electronic form.

Problem
There is a problem when there is a need to bridge a gap between a current situation and a desired situation.

Straightforward
Straightforward subjects and materials are those that you often meet in your work, studies or other activities. Content is put across in a direct way with the main points being easily identified. Usually, sentence structures are simple and you will be familiar with the vocabulary.

Straightforward activities
The objectives, targets or problems are given, or easily identified. It is clear how to break down the work into manageable tasks. Situations and resources are usually familiar.

Substantial activity
An activity that includes a number of related tasks, where the results of one task will affect the carrying out of the others. For example, in application of number a substantial activity will involve obtaining and interpreting information, using this information when carrying out calculations and explaining how the results of your calculations meet the purpose of the activity.

Targets
The steps for helping you to achieve your personal, learning or career goals. Targets should be 'SMART' :
- say exactly what you need to do (specific)
- say how you will prove you have met them (measure)
- be challenging, but not too difficult for you (achievable)
- have opportunities and resources for meeting them (realistic)
- include deadlines (time bound).