In the example site, there is a course for each of the key areas of the DT subjects, and these are broken down into the levels that correspond with qualifications in the UK:
There will obviously be some overlap as many of the subjects will cover all of these levels. However, for now this is a useful way to organize the subject matter. The courses themselves can then be created in one or all of these categories. The way that they are organized will depend on how the institution manages all teaching on a VLE. As you can see in the previous screenshot, you have the Add new category and Add a new course buttons to add new categories and courses respectively. The following example shows a possible approach to structuring the courses within a level. It shows all Level 2 courses:
As stated earlier, these are the UK subject areas, but they are the subject areas that are general to the field of DT and therefore useful as vehicles for understanding the processes of this book.
The courses themselves are then organized in relation to the exam board specifications. For example, the main areas of resistant materials then become the labels that make up a course structure.
The type of layout shown in the previous screenshot has been organized by the topic's course format. When setting up a course, there are currently several styles that can be used, such as topics or weekly. The style chosen would depend on how you wish to deliver your learning material. It could also be organized on a monthly basis, which is useful for intensive revision periods before public examinations. In many cases, students will work through the material at different times, so a topic-based approach will allow them to access the material they need, while still seeing the overall picture of the course. A weekly layout, though more detailed, may be somewhat overwhelming. If you are working in a blended environment, where there are specific dates associated with your meetings with students, you may choose the weekly format. This format will track the course with dates so that students know very specifically the stage they have reached.