SPS Lecturer Guide

LEVEL 3
Study and Presentation Skills
Student Guide
SPS Student Guide

Modification History
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V1.0 March 2024 For release
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CONTENTS
1. Unit Overview and Objectives .......................................................................... 6
2. Learning Outcomes and Assessment Criteria ............................................... 6
3. Syllabus ............................................................................................................. 8
4. Related National Occupational Standards .................................................... 10
5. Resources ........................................................................................................ 11
6. Pedagogic Approach ...................................................................................... 11
6.1 Lectures ........................................................................................................................... 11
6.2 Tutorials .......................................................................................................................... 11
6.3 Private Study ................................................................................................................... 11
7. Assessment ..................................................................................................... 12
8. Further Reading List ....................................................................................... 12
Topic 1: Getting Ready for Study ................................................................................. 13
1.1 Learning Objectives ........................................................................................................ 13
1.2 Pedagogic Approach ....................................................................................................... 13
1.3 Timings ........................................................................................................................... 13
1.4 Lecture Notes .................................................................................................................. 13
1.5 Tutorial Sessions ............................................................................................................. 14
1.6 Private Study ................................................................................................................... 15
Topic 2: Learning and Skills Audit ............................................................................... 26
2.3 Timings ........................................................................................................................... 26
2.4 Lecture Notes .................................................................................................................. 26
2.6 Private Study ................................................................................................................... 29
Topic 3: Gathering Information – Sources and Reading ............................................ 37
3.3 Timings ........................................................................................................................... 37
3.4 Lecture Notes .................................................................................................................. 37
3.6 Private Study ................................................................................................................... 40
Topic 4: Gathering Information – Lectures and Tutorials .......................................... 43
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4.3 Timings ........................................................................................................................... 43
4.4 Lecture Notes .................................................................................................................. 43
4.6 Private Study ................................................................................................................... 45
Topic 5: Using Critical Thinking and Reasoning ........................................................ 47
5.3 Timings ........................................................................................................................... 47
5.4 Lecture Notes .................................................................................................................. 47
5.6 Private Study ................................................................................................................... 49
Topic 6: Planning for an Assignment .......................................................................... 51
6.3 Timings ........................................................................................................................... 51
6.4 Lecture Notes .................................................................................................................. 51
6.5 Tutorial Notes ................................................................................................................. 52
6.6 Private Study ................................................................................................................... 54
Topic 7: Academic Writing ............................................................................................ 58
7.3 Timings ........................................................................................................................... 58
7.4 Lecture Notes .................................................................................................................. 58
7.6 Private Study ................................................................................................................... 60
Topic 8: Writing a Research Report ............................................................................. 62
8.3 Timings ........................................................................................................................... 62
8.4 Lecture Notes .................................................................................................................. 62
8.5 Tutorial Notes ................................................................................................................. 63
8.6 Private Study ................................................................................................................... 63
Topic 9: Data Collection ................................................................................................ 65
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9.3 Timings ........................................................................................................................... 65
9.4 Lecture Notes .................................................................................................................. 65
9.6 Private Study ................................................................................................................... 67
Topic 10: Developing a Presentation ............................................................................. 68
10.3 Timings ........................................................................................................................... 68
10.4 Lecture Notes .................................................................................................................. 68
10.5 Tutorial Notes ................................................................................................................. 69
10.6 Private Study ................................................................................................................... 70
Topic 11: Examinations and Revision ........................................................................... 71
11.3 Timings ........................................................................................................................... 71
11.4 Lecture Notes .................................................................................................................. 71
11.5 Tutorial Notes ................................................................................................................. 72
11.6 Private Study ................................................................................................................... 73
Topic 12: Unit Summary and Assignment ..................................................................... 75
12.3 Timings ........................................................................................................................... 75
12.4 Lecture Notes .................................................................................................................. 75
12.5 Tutorial Notes ................................................................................................................. 76
12.6 Private Study ................................................................................................................... 76
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1. Unit Overview and Objectives
This unit will provide students with the skills needed to succeed at university. Students will learn to
reflect, to analyse their own study habits, and identify ways to improve their overall effectiveness.
They will learn the skills necessary to get the most from lectures and sources of information, conduct
independent research, write academic assignments, and give formal, oral presentations.
These skills generally fall into three sections which form the basic process of producing academic
work: sourcing information, analysing and organising the information and data, and using this to
produce academic work, make presentations or take examinations.
Lectures
Journals & Essays & Reports

Articles Analysing
Organising Oral presentations
Libraries
Synthesising
Internet Exams
Sources
Textbooks
The module focuses on building and mastering these skills, with a heavy focus on the practical
considerations of studying. In this way students will become more familiar (and comfortable with)
what is likely to be expected of them in Higher Education. The overarching need is to develop
knowledge and skills in critical reasoning and writing.
At the end of the unit, students should be able to:
1. Understand the nature and requirements of study at this level, and the skills needed to
succeed.
2. Gather key informtion effectively from a variety of appropriate sources.
3. Use critical reasoning both to analyse and to construct arguments.
4. Produce a piece of academic work appropriate for this level.
5. Understand the context, nature, and elements of research.
6. Design to make an effective oral presentation.
2. Learning Outcomes and Assessment Criteria

Learning Outcomes Assessment Criteria
The Learner will: The Learner can:
1. Understand the nature and 1.1 Recognise and demonstrate independent learning
requirements of study at this level, abilities appropriate to Higher Education.
and the skills needed to succeed. 1.2 Identify the main components of study skills.
1.3 Identify their own strength and development areas
in study and presentation skills.
1.4 Use effective time management when studying.
1.5 Set SMART goals when studying
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2. Be able to gather key informtion 2.1 Identify information sources of appropriate quality
effectively from a variety of for academic study.
appropriate sources. 2.2 Identify the key information from a range of different
sources.
2.3 Record key points when listening to information
being given.
2.4 Interpret and summarise unfamiliar content
2.5 Review and use their notes to summarise
accurately information gained.
2.6 Use their notes to present a summary to others.
3. Be able to use critical reasoning 3.1 Understand the key concepts and principles of
both to analyse and to construct critical reasoning.
arguments. 3.2 Use critical and analytical thinking when reading
and writing.
3.3 Develop criteria for evaluating an argument or a line
of reasoning in a piece of writing.
3.4 Develop criteria for evaluating the evidence in a
piece of writing.
3.5 Identify and draw valid conclusions.
3.6 Construct their own arguments with clarity, precision
and persuasion.
4. Be able to produce a piece of 4.1 Describe the common steps in producing academic
academic work appropriate for this work.
level. 4.2 Create a plan to meet the requirements of an
academic assignment.
4.3 Develop sections of an assignment towards a final
draft.
4.4 Check and evaluate own work against given
criteria/requirements.
4.5 Explain the role of referencing and plagarism
4.6 Demonstrate correct referencing in an academic
essay/report.
4.7 Apply learnng from assessment feedback to
academic work
5. Understand the context, nature, and 5.1 Explain the role of theory, values, and ethical and
elements of research. political considerations in research.
5.2 Develop a strategy for a research project/report.
5.3 Describe and apply the essential elements of
research: literature review, formulating concepts
and theories, devising research questions,
sampling, data collection, data analysis and writing
up findings.
5.4 Explain different methods of data collection
5.5 Select and apply appropriate data collection
methods
5.6 Discuss the difficulties and obstacles in research.
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6. Be able to design to make an 6.1 Present key concepts and ideas in a logical and
effective oral presentation persuasive way.
6.2 Design and use effective visual aids.
6.3 Select appropriate information for a specific
audience and purpose.
6.4 Deliver presentation at appropriate pace and
volume.
6.5 Establish eye contact and engage the audience.
6.6 Make use of effective emphasis and summary.
3. Syllabus
Syllabus
Topic No Title Proportion Content
1 Getting Ready for 1/12 • Introduction to the unit
Study • Study requirements in Higher Education
2 hours of • Independent study
lectures
• Prioritising and time management
2 hours of
• Goal setting - using SMART goals
tutorials
Learning Outcome: 1
2 Learning and Skills 1/12 • Identifying current academic skills and

Audit development needs
2 hours of • Conditions for effective learning
lectures • Optimising your own learning
2 hours of Learning outcome: 1
tutorials
3 Gathering 1/12 • Sources for information gathering – lectures,
Information – books, journals
Sources and • Using the library and on-line sources
2 hours of
Reading
lectures • Reading strategies
2 hours of • Reading books and articles and taking useful
tutorials notes
• Note-taking styles
• Reviewing and using notes
Learning Outcome: 1,2
4 Gathering 1/12 • Making notes in lectures.
Information – • Recognising key points
Lectures and
Tutorials
2 hours of • Finding the meaning of unfamiliar content
lectures
• Using notes to write summaries
2 hours of
• Using tutorial and group discussions
tutorials
Learning Outcome: 1,2,3
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5 Using Critical 1/12 • The importance of a critical thinking and
Thinking and reasoning approach
Reasoning • Key concepts in critical thinking
4 hours of
lectures • Critical questioning
2 hours of • Critical thinking when reading -identifying and
tutorials evaluating arguments.
• Critical thinking when writing - making good
arguments.
• Critical and analytical Vs Descriptive writing.
• Critical thinking and data.
Learning Outcome: 1,3
6 Planning for an 1/12 • Types of academic work and their
assignment requirements.
2 hours of • Common steps in producing academic work.
lectures • Academic style
2 hours of • Essay planning
tutorials
• Organising notes
• Describing data
Learning Outcome: 2,3,4
7 Academic Writing 1/12 • A procedure for writing assignments
• Organising and linking information
2 hours of • Structuring your writing
lectures • Drafting, editing, and checking work
2 hours of • Plagiarism and Referencing
tutorials
Learning Outcome: 3, 4
8 Writing a Research 1/12 • Approaching the task and making a strategy
Report • Understanding requirements and using
2 hours of research criteria
lectures • Structuring the report
2 hours of • Integrating evidence into a report
tutorials
• Editing and proof reading
• Public speaking practice and assessment
Learning Outcome: 4, 5, 6
9 Data Collection 1/12 • What is data collection and why use data?
• Common challenges in data collection
3 hours of • The importance of data accuracy and
lectures appropriate data collection
2 hours of • Data collection approaches, tools, and
tutorials techniques
• Presenting data and information
Learning Outcome: 5
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10 Developing a 1/12 • What makes a good presentation?
Presentation • Planning - define goals and know your
2 hours of audience.
lectures • Preparing the contents
2 hours of • Using visual aids
tutorials
• Delivering the presentation
Learning Outcome: 6
11 Examinations and 1/12 • Preparing for exams

Revision • Preparing for a revision action plan
2 hours of • Writing summaries and reviewing notes
lectures
• Managing stress and anxiety
2 hours of
• During the exam
tutorials
Learning Outcome: 1
12 Module Summary 1/12 • Summary and assignment planning / guidance

and Assignment • Presentation practice and assessment
2 hours of • Using feedback
lectures Learning Outcome: All
2 hours of
tutorials
4. Related National Occupational Standards

The UK National Occupational Standards describe the skills that professionals are expected to
demonstrate in their jobs in order to carry them out effectively. They are developed by employers
and this information can be helpful in explaining the practical skills that students have covered in this
module.
Related National Occupational Standards (NOS)

Sector Subject Area: ICT Practitioners
Related NOS: ESKIICF2, ESKIINT3, CFABAA617, CFABAA623, CFASAD111
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5. Resources
Lecturer Guide: This guide contains notes for lecturers on the organisation of each topic, and
suggested use of the resources. It also contains all the suggested exercises
and model answers.
PowerPoint Slides: These are presented for each topic for use in the lectures. They contain many
examples which can be used to explain the key concepts. Handout versions
of the slides are also available; it is recommended that these are distributed to
students for revision purposes as it is important that students learn to take
their own notes during lectures.
Student Guide: This contains the topic overviews and all the suggested exercises. Each
student will need access to this and should bring it to all the taught hours for
the module.
6. Pedagogic Approach
Suggested Learning Hours

Guided Learning Hours Assessment Private Study Total
Lecture Tutorial Seminar Laboratory
27 24 - - 13 36 100
The teacher-led time for this module comprises lectures and tutorials. The breakdown of the hours is
also given at the start of each topic, with 4 hours of contact time per topic.
The assumption is that the tutorial and private study follow the lecture but there may be occasions
when a different order is appropriate or would suit local circumstances. Material and activities are
designed with that in mind.
6.1 Lectures
Lectures are designed to introduce students to each topic; PowerPoint slides are presented for use
during these sessions. Students should also be encouraged to be active during this time and to
discuss and/or practice the concepts covered. Lecturers should encourage active participation and
field questions wherever possible.
6.2 Tutorials
Tutorials provide tasks to involve group work, investigation, and independent learning for certain
topics. The details of these tasks are provided in this guide and in the Student Guide. They are also
designed to deal with the questions arising from the lectures, laboratory sessions and private study
sessions.
6.3 Private Study

In addition to the taught portion of the module, students will also be expected to undertake private
study. Exercises are provided in the Student Guide for students to complete during this time.
Teachers will need to set deadlines for the completion of this work. These should ideally be before
the tutorial session for each topic, when Private Study Exercises are usually reviewed.
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7. Assessment
This module will be assessed by means of an assignment worth 100% of the total mark. These
assessments will cover the learning outcomes and assessment criteria given above. Sample
assessments are available through the NCC Education Virtual Learning Environment
(http://vle.nccedu.com/login/index.php) for your reference.
8. Further Reading List

A selection of sources of further reading around the content of this module must be available in your
Accredited Partner Centre’s library. The following list provides suggestions of some suitable
sources:
• Cottrell, S. (2019) The Study Skills Handbook, 5th Edition, Bloomsbury Academic
• Cottrell, S. (2023) Critical Thinking Skills; Developing Effective Analysis and Argument, 4th
Edition, Bloomsbury Academic
• Pears, R. and Shields, G. (2022). Cite Them Right: Essential Referencing Guide, 12th
Edition, Bloomsbury Academic
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Topic 1: Getting Ready for Study
1.1 Learning Objectives
On completion of the topic, students will be able to:
• Identify the main components of study skills

• Recognise the study requirements of Higher Education
• Understand the significance of independent study
• Set SMART goals for study
• Use effective organisation and time management when studying
• Create a personal study schedule
1.2 Pedagogic Approach
The lecture explores the topic contents, including interaction with students, which is important to
promote effective learning and engagement. Since this is primarily a skills unit, practice is essential
in tutorials and private study which reinforce the learning.
The tutorial will follow this lecture and students should complete the necessary private study
exercises beforehand.
1.3 Timings
Lectures: 2 hours
Private Study: 3 hours
Tutorials: 2 hours
1.4 Lecture Notes
The following is an outline of the material to be covered during the lecture time and should be read
in conjunction with the slides provided.
The structure of this topic is as follows:
• Introduction to the unit

• Study requirements in Higher Education
• Independent study
• Organisation and time management
• Prioritising and time management
• Goal setting - using SMART goals
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1.5 Tutorial Sessions
The time allocation for this topic is 2 hours.
Exercise 1:
From Private Study Exercise 1:
Ask students if they have any queries regarding the content of the topic or structure of the module and
answer questions as appropriate.
Ask students to share their independent study work in pairs/small groups (according to numbers) and
compare and contrast the results.
De-brief the results using the document ‘Recognise the challenges and risks associated of
Independent study’ (Appendix 1.2)
• What could students do improve their attitude to independent study?
• What can they do to meet the challenges and mitigate the risks independent study poses?
Exercise 2: - Organisation Time Management Activity
Ask students to reflect on how they organise themselves and how organised they are. This can include
managing class materials and notes, maintaining a good environment for study and managing digital
media, and finding time for study.
Ask students to complete the activity on the handout – ‘How well do I manage my time now?’
(Resource Pack 1.3)
• What do your answers to these questions suggest about how well you manage your time
now?
• Do you need to change any of your attitudes to time in order to manage your studies well?
• Review with your study priorities assessed during private study.
Please refer to the resources provided for information about how to be more organised:
https://www.savethestudent.org/extra-guides/how-to-be-organised-in-6-easy-steps.html
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1.6 Private Study
The time allocation for private study in this topic is expected to be 3 hours.
Exercise 1:
Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.
Read up on the areas that were discussed in the lecture/each lesson, either in the recommended
textbooks or online, to enhance your learning.
Identify the key points and sources of three items that you have read/watched/listened to. Be
prepared to discuss these with your colleagues and tutor in the tutorial. (Including Appendix 1.1)
Make a note of any points about which you are unsure so that you can ask the lecturer to clarify
these during the tutorial session.
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Exercise 2: What does ‘independent study’ suggest to you?
Below, are words and phrases showing responses that people sometimes have to the idea of
independent study. Highlight those that resonate most with you and any other words or phrases that
seem relevant.
Freedom Being Isolation Not enough Time

in contact management
Hard to control Lonelines with
focus s teaching Having Uncertainty
Flexibility staff more about what
Being choice I am
trusted Less supposed to
Being treated
as an adult guidance be doing
Taking
responsibility I need to make Trust in A chance to
Enjoyment
time for study myself set up my
Time to
own study
pursue my Fear of group
own study failure Boredom Time to focus
Abandoned
by my tutors on my
Oh no! Being well-organised assignments
I can then A good time

It’s up to me to Time Having space
avoid study to spend in
make the most for a to think
if I want the library
of my time! coffee!
to!
Stress Self-reliance Free
Getting
time!
more done!
Time-wasting Maturity! Great! Anxiety
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Other words or phrases relevant to you (list them)
Reflect on what your selection suggests about your attitude towards independent study.
Write down your thoughts.
Consider whether your attitude towards independent study is likely to help or hinder your
academic success. What could you do to improve it?
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Exercise 3: Set your priorities
Following up on your work during the lesson, practice setting priorities using the planner below.
1. Work out the best order
Decide the best order for completing tasks depending on such considerations as:
• the most urgent or important

• the most logical order (consider tasks that precede others, or could be grouped by location,
travel routes or people involved)
• whether you prefer to do easy items first or last
• if you find it hard to prioritise, use a rating system. Weigh up importance against urgency.
2. Using the Priority Organiser
You can use or adapt the chart below to help you work out your priorities.
The rating system
Column A: Importance. Rate how important it is for you to do this task at all. (6 = not important; 10 =
essential.)
Column B: Urgency. If this is to be done at all, how essential is it that you do it soon? (1 = must be
done at once; 5 = it can wait.)
Column C: Balance the scores. Subtract the score in column B from that in column A. The highest
scores in column C are the most likely to be priorities. However, double check to see if that is really
the case.
Decide on the order!
• Column D Number tasks in the order that you will complete them, using your rating as a
guide.
• Columns E and F Write down the date (or time) to start and complete each. Put them in your
diary.
Monitor completion!
• Highlight your next task in yellow so that it stands out for your attention.
• When you complete it, highlight it in green to show it no longer needs your attention.
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Priority organiser
Complete/copy the organiser below.

Priority organiser
List of things to do A B C D E F
Importance? Urgency? (A-B) Order Start End
(scale 6-10) (scale 1- of by… by…
5)
priority
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Exercise 4 - Calculating Study Time (Suggest After the Tutorial)
Work individually and fill in the blank table below to calculate where to plan study time.
This will help you to focus on your existing commitments and to see where you have blocks of time
available to concentrate on your studies.
Instructions
Think carefully about how your week is planned. Think about the activities that you’re already
committed to during the week and the amount of time each takes.
• The most common activities are already listed for you. There is also space to enter in any
others you may have to the table.
• For each day, fill in the amount of time you’re likely to be spending on each of these
activities. Leave blank any that aren’t relevant on particular days.
For each activity, add up the number of hours you’ve entered and fill the total in the final column on
the right.
Add up the amount of time you’ve entered in each column and add it to the Total committed hours row
at the bottom of the table – this is your commitments for that day.
Once you have a total, you need to take this away from 24. So, if your total amount of hours adds up
to 12, you would calculate, 24 - 12 (your committed hours). That gives you 12 free hours for study for
that day.
Add up all the figures in the Time allocated for study row to get your total for the week.
Study time calculator grid
Activities Mon Tues Wed Thu Fri Sat Sun Weekly
Work hours
Travelling time
Family time
TV/Screen time
Socialising
Housework
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Shopping
Exercise/Health
Eating
Sleeping
Hours in the day 24 24 24 24 24 24 24 168
Total committed
hours
Time available for

study
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Appendices
T1.1 - Success as a student: what lecturers say
From (Cottrell, 2019 p12)
• What can you take away from these lecturers’ observations to help you succeed in HE?
• Identify three key themes.
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T1 2- Independent study: benefits, challenges, risks
As independent study is core to most courses in higher education, learning to do this effectively is
essential. A good starting place is to consider how you will manage its challenges and risks.
Benefits Challenges Risks

• To manage time effectively. • Wasting study time.
• To meet deadlines. • Underestimating how long study
More control over your
tasks take.
study time
• Forgetting things that must be
done.
• To use time effectively building • Missing opportunities to develop
your CV, gaining skills and a wider range of attributes that
experience to further your will benefit you when applying for
employability and career. jobs or promotions.
More control over your
• To recognise the difference • Spending all your time in study,
‘spare’ time
between ‘spare’ time and rather than in a balanced menu
independent study time. of activity.
• To put time aside to relax, rest,
socialise and enjoy yourself.
• To create structure for your day. • Not getting down to study.
• To organise a place to study. • Not creating a place that allows
More choice about when
and where to study • To work out the best places and you to study without interruption.
times, for you, for diverse study • Making poor choices.
activities.
• To identify what helps you learn • Not bothering to explore what
best when undertaking different helps you to learn best.
More choice about how study tasks. • Getting stuck in old habits rather
you study • To take responsibility for your than developing new, more
learning and achieving your effective ones.
goals.
• To identify barriers to your • Failure to understand previous
learning and to address these. barriers to learning.
• To identify ways of improving • Not addressing weaknesses in
More responsibility for your own performance and your performance.
your own successes grades. • Giving up too easily.
• To make effective use of • Ignoring feedback.
feedback and to learn from • Not seeing setbacks as useful
mistakes. guides to future improvement.
• To find the balance between a • Devoting too much time to topics
broad set of superficial interests that interest you at the expense
More choice about how
and too much depth in a narrow of those needed to complete the
much energy you devote
range of topics. programme.
to topics that interest you
• To broaden your range of • Becoming specialised in too
interests. narrow a range of topics.
There isn’t a teacher • To keep on target with little • Letting things slip.
looking over your shoulder guidance. • Falling behind in your work.
all the time • To keep yourself motivated. • Losing motivation.
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• To take responsibility for • Losing a sense of what you are
pursuing solutions to problems supposed to do.
on your own. • Not finding out what help is
• To recognise when you need available, or not using it.
help and to ask for it. • Asking for help before trying to
solve problems yourself.
• To make choices that contribute • Choosing topics that do not fit
More control over choice to a coherent programme of together well, or that do not
of topics study that interests you and contribute towards your goals.
meets your goals.
Based on Cottrell (2019) The Study Skills Handbook, 5th edition, Bloomsbury Publishing
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T1.3 - How well do I manage my time now?
For each of the items below, circle the response which best fits you. Then note in ‘Action’ the strategies
that could help you fine-tune any areas in which you want to improve. Share with a colleague.
Item Do I ... Response Action

1 have a good sense of why time management Don’t
Yes No
is important for students? know
2 usually know where I should be and at what Don’t
Yes No
time? know
Don’t
3 usually turn up on time to where I need to be? Yes No
know
Don’t
4 keep good track of all the things I need to do? Yes No
know
5 have an accurate sense of where my time Don’t
Yes No
goes? know
6 use breaks and blocks of study time Don’t
Yes No
creatively, to help me study effectively? know
7 know how many study hours are expected for Don’t
Yes No
my course? know
8 know how many hours I am expected to
Don’t
spend across the year in different kinds of Yes No
know
study?
9 prioritise effectively the things I most need to Don’t
Yes No
do? know
Don’t
10 use a planner or diary effectively? Yes No
know
11 know when all assignment deadlines and/or Don’t
Yes No
exams fall? know
12 map out in my planner how I will organise Don’t
Yes No
my work so as to meet all deadlines? know
Don’t
13 use my time online effectively? Yes No
know
Don’t
14 know how to manage distractions? Yes No
know
15 use time management strategies Don’t
Yes No
effectively? know
Don’t
16 have time for myself and to relax? Yes No
know
Reflection
• What do your answers to these questions suggest about how well you manage your time now?
• Do you need to change any of your attitudes to time in order to manage your studies well?
Based on an example from Cottrell,S (2019) - The Study Skills Handbook, London: Red Globe Press
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Topic 2
Topic 2: Learning and Skills Audit

This topic introduces students to the subject of ‘learning’ and the actions that help them to identify
their own strength and development areas in study and presentation skills.
• Understand the conditions for effective learning

• Take the steps needed to optimise their own learning
• Identify their current academic skills and development needs
• Develop an action plan to develop their study and presentation skills
Information and theory of the topic will be presented to the students and discussed during lectures.
They will then practise the skills during the tutorial sessions. Students are expected to undertake
their own private study to understand the theory fully and put the lectures in context.
2.3 Timings
Lectures: 2 hours
Tutorials: 2 hours
2.4 Lecture Notes
• Recap Topic 1
• Identifying current academic skills and development needs
• Conditions for effective learning
• Optimising your own learning
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Title Here
Exercise 1:
Ask students if they have any queries regarding the content of the topic and answer questions as
appropriate.
Ask students to share the first part of their private study work in pairs/small groups (according to
numbers) and compare and contrast the results.
• What characterises the approaches and conditions that help you to study at your best?
• Can you detect any patterns in the factors that help you to study best?
Exercise 2: Quiz
Explain: This quiz (See slides 22 and 23) will help you review your learning on this topic. You may
find it helpful to look back over your notes before to remind yourself of what has been covered.
1. When learning takes place with no formal teaching, it is often called………learning?
2. Have a look at these statements. Which one is true? Select one:
• Learning is not shaped by our experiences.

• Case studies help us to learn about ourselves, but not others.
• Case studies help us to learn about other people, but not ourselves.
• Learning is shaped by our experiences.
3. Kolb’s model of experiential learning involves Planning, Doing, reflecting and………?
4. Read the following statements and decide which ones are true. Select one or more:
• It is a good idea to read what other people have thought about a subject.
• It’s generally best to study on your own.
• The numbered activities in the course weeks are an opportunity to test your learning.
• You can keep notes in a paper or digital file.
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Title Here
Exercise 3: Learning how to Learn
Read the notes of two students in the early stages their new course.
Tim wrote:
There was a preliminary essay that was due before the course started. To be honest, I was nervous.
It took me ages - I kept changing the words round repeatedly. I wasn't feeling at all confident because
I haven't written an essay of this type and level before. I started to panic because I only had a couple
of evenings put aside to do it. I thought that if I kept on writing, I'd get there in the end. It wasn't
productive and, to be honest, I had no idea of what I was trying to do.
Now that I've thought about it, I can see that I was trying to write the essay without planning how I was
going to do it. I didn't approach it systematically at all - that's why I couldn't get started. It was a useful
‘learning curve’ though. When I got the feedback, it was obvious that I hadn't answered the question!
In fact, I hadn’t really read it! I just focused on the topic.
I assumed that I was no good at writing essays; I’d done well at school. It's taken me a while to work
out what happened, but I've learned that good essays don't just 'happen'.
Sue's notes were different:

I was reading one of the set books and studying graphs - trying to interpret the information, especially
that needed to answer my first assignment. I read it repeatedly; I thought I understood it but was not
sure. There was so much information, I thought 'I'll never remember all this.' It all seemed to be
important. If I try to understand basic principles rather than try to remember all the details I might do
better, and valuable study time will be more effective.
• What do these examples tell you about ‘learning to learn?

Conclude the tutorial and the topic by impressing on students that they should now have an action
plan for helping them to develop their study skills.
Encourage students to review this as they work through the remainder of the unit, reflecting on
their study and adapting their plan accordingly.
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2.6 Private Study
Exercise 1:
satisfaction.
Identify the key points and sources of three items that you have read/watched/listened to. Be
prepared to discuss these with your colleagues and tutor in the tutorial.
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Title Here
Exercise 2: Identify your personal learning formula
Draw a ring around those factors below that you consider contribute to your performing at your best
(whether or not you always enjoy that approach to learning most). There may be many or just a few.
Add in any others that you consider relevant to you.
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Title Here
Exercise 3: Study skills Priorities
Column A - Already have the skill? - Decide & ✓ whether each statement is generally true of you.
Column B - Needed? - How important is it to you? Rate from 6 to 10. (6 = not needed; 10 =
essential.)
Column C - Ability? - Rate how good you are at this skill now. (Scale 1 = very weak, 5 = excellent.)
Column D - Priority: Subtract the score in column C from that in column B (B – C). Items with the
highest scores in column D are likely to be priorities.
Study skills statements A B C D

I have effective strategies for ... This is Needed? Ability? Priority?
true ✓ (6–10) (1–5) (B–C)
Self-management
Engagement: taking an active part in shaping

your learning and success.
Autonomy: being able to think for yourself &

make good choices to direct your own study.
Managing your mindset: adopting the right

attitudes to drive your success and inspire you.
Enhancing personal performance: looking to

improve further, using feedback, data,
observation and reflection.
Personalising learning: identifying and applying
approaches that work best for you.
Time-management: using time to best effect;

ensuring your work is submitted on time.
Well-being and self-care: balancing study, work

and life; managing stress.
Managing your learning environment: coping

with the broader learning context.
Self-reflection: thinking meaningfully about the

consequences of your actions and your study,
well-being and future.
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Academic Skills
Research Skills
Finding information: searching for information

and knowing what is available
Reading large amounts at speed
Using multiple sources of information
Making helpful notes of what you observe, hear,

read and think – and using them well
Organisational skills: sorting, storing and

retrieving information for re-use; planning tasks
well
Using numerical data: collecting, analysing and
presenting.
Thinking Skills
Decision making: sound decisions about the

material to select and draw on for your work
Memory skills: developing strategies for recalling

information easily and accurately.
Critical thinking: evaluating the quality of sources

of information; developing a strong line of
reasoning based on evidence; interpreting
material, data and theories.
Creative problem-solving and synthesis:
drawing on diverse knowledge and skills to create
new ways of looking at an issue or to find new
solutions.
Understanding: making sense of increasingly
complex and difficult data and concepts, including
problems without clear-cut answers.
‘Thinking about thinking’: thinking meaningfully

about the quality and effectiveness of your
thinking.
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Understanding academic conventions
Higher Education as a learning community.
Your academic discipline: the specialist area of

learning that underpins your course.
Foundation concepts in the discipline – its core

theories and ideas.
Knowledge: how this is constructed and advanced

in your subject
Evidence as the basis of your argument.
Sound methodologies, relevant to the subject,

used to establish the evidence base.
Specialist terminology used in the discipline.
Academic integrity, including the use of

reputable, correctly attributed sources, and
avoiding plagiarism.
Ethical awareness, as relevant to context.
Written and other communication skills
Precision: using words and data accurately and

succinctly, and keeping to word limits
Structure and clarity: organising your ideas and

using a clear line of reasoning
Style and format for

essays, reports, case
studies, dissertations and other assignments
Audience awareness: for written, spoken and
electronic communication
Citing and referencing sources correctly
Subject discipline: using the style, format and

conventions used in your subject
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People Skills
Turn-taking: taking an active part, without

dominating or letting others take over
Contributing constructively in class, seminars,

or in online discussions
Peer feedback: giving and receiving constructive

criticism
Making presentations, to a group or as part of a

group
Collaborative team working and small group

work, face to face and/or using video links or
social networking
Cultural competence: interacting sensitively and
confidently with a diverse range of people;
adapting well to new groups
Supporting others, encouraging them and
sharing ideas without cheating or collusion.
Task Management Skills
Producing set items such as essays, reports,

portfolios, presentations, case studies, applying
methodologies, conventions and styles relevant to
the discipline
Managing the process of taking a task through
from start to finish
Meeting given requirements such as the

assignment brief, marking criteria, ethical
standards, deadlines and word limits
Following appropriate protocols and guidance

for your subject, such as for practical or technical
skills
Using specialist equipment and resources

relevant to your course and circumstances, or
using apps designed to support study
Project management of larger, more complex

tasks such as research projects, dissertations,
exams, field work and end of year shows.
Adapted form Cottrell (2019)
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Title Here
Combining skills
The skills are outlined here, for clarity, as if they were separate categories. In practice, you would
combine many skills from each category for most study tasks. For example, you cannot easily
separate out basic research tasks, such as searching for information, from the process of thinking
through what is relevant for a given assignment or from critical thinking.
Similarly, meeting assignment briefs can mean integrating almost all of the skills outlined above. As
you develop through your course, you will integrate a wide range of skills fluidly, without noticing that
you are doing so.
Now turn to the Action Plan!
Your Study Skills Action Plan
Bring together your thoughts about your responses to activities, reflections and self-evaluations. Use
these to develop an action plan to collate your thoughts and priorities for action.
Date:
Summary of my current strengths, skills and qualities: what I have achieved so far
Summary of what I need to work on, develop or improve
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My priorities: what I am going to do, when, and how
How will I know that I have improved? (E.g. what changes would I expect in my work, in
myself, or in the attitudes of others?)
Repeat later in the year!
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Topic 3
Topic 3: Gathering Information – Sources and Reading

• Identify a range of sources of information for academic tasks.

• Understand how to make best use of library, on-line and other resources.
• Understand the importance of using appropriate, ‘authoritative’ sources.
• Adopt an appropriate strategy for reading and taking note.
• Review notes for use in assignments and exams.
Information and theory of the topic will be presented to the students during lectures. They will then
practise the skills during the tutorial sessions. Students are expected to undertake their own private
study to understand the theory fully and put the lectures in context.
3.3 Timings
Lectures: 2 hours
Tutorials: 2 hours
3.4 Lecture Notes
• Sources for information gathering – lectures, books, journals.

• Using the library and appropriate sources.
• Reading books and articles - recognising key points.
• Reading strategies.
• Taking useful notes.
• Note-taking styles.
• Finding the meaning of unfamiliar content.
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Title Here
Exercise 1: ‘Stop-Review’ Practice
Explain that the ‘stop-review’ technique may also help you with your reading. This involves
reading in short bursts and using questions to review what you have just read.
Use a chapter from the book or the article you have chosen to practice the technique. If you don’t
have one ready, access o0ne on-line. Use the questions listed below or write more appropriate
questions of your own as you read it to practice the technique.
• What is (are) the key idea(s)?

• How much do you need to remember?
• How much detail do you need to note down?
• Do you have an opinion on what is being said? (... if it is appropriate to have an opinion.)
• How would you make it clear in your notes what is your own opinion?
Stop after you have read a couple of paragraphs and use your questions to guide you as you make
notes. Then read on using the same technique.
Review the practice.

• How did it go?
• What worked well?
• What was difficult about it.
• Will you use it?
• What else could you do instead?
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Is there an author? Date?
Is there evidence? Where is it from? Sourced?
Is there a reference list? And in-text referencing?
Generally, there shouldn’t be glossy pictures or advertising.

Title Here
It should be written in an academic formal style and quite difficult to read.
Is this a credible
Exercise 2: - Aresource?
these credible sources?
Source Yes No Not Why?

sure
1. Wikipedia
2. Newspapers
3. Government websites
4. The Economist
5. Business Source Complete
6. Financial Times
7. Office of National Statistics
8. BBC News website
9. TED Talks
10. Harvard Business Review
11. You Tube
12. Lecture Notes
13. Course Books
14. Business Insider Blog
15. Chinese Journals
16. The New Scientist
17. Google Scholar
18. Business World.com
19. Greenpeace Charity
20. LSE Blog Based on - www.academic-englishuk.com/credible-sources
• Work with a colleague
• Using
COPYRIGHT the criteria from this lecture, are these credible as sources of information for study and
of www.academic-englishuk.com/credible-sources
research. Why?
Exercise 3:
• Ask students if they have any queries regarding the content of the topic and answer
questions as appropriate.
• Ask students to review in small groups (3/4), their experience of investigating the library and
its facilities.
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3.6 Private Study
Exercise 1:
satisfaction.
Read up on the areas that were discussed in the lecture, either in the recommended textbooks or
online, to enhance your learning.
With a fellow student, research and read an article, chapter, or another piece from an appropriate
source. Separately, make notes. These will be compared at the next tutorial.
Exercise 2: Making the most of Library services
The starting place for most research is the library. Your institution’s library or a large public library is
likely to offer a wide range of services. Visit (in-person or virtually) and find out whether and where
the following are available:
o Support and resources for using the library and for finding material online.
o Materials from your reading list.
o Subject specialist librarians for maths, computing etc.
o Silent areas, study rooms, group work spaces, reference sections, chat areas.
o Books, papers, and academic journals - in print and/or on-line.
o Specialist collections for my subject (if so, which ones? How do I access them?)
o Printers, copiers, laminators, binding facilities.
o Videos, audio slide, from microfilm to digitised
o Accessible resources for students who need them.
o Facilities for making audio and visual aids for presentations.
o Access to resources and help off-campus.
o How does the library catalogue work.
NB: Add other items to this list that you need to investigate. Remember: the ‘visit’ may be to
a building, virtual, or both!
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Title Here
Exercise 3: Self-evaluation: How useful are your notes?
For each of these set of statements, indicate your rating along the line (..✓...), depending on how far
each is a good description of your own notes. Have a folder of your notes to hand to check.
Use this self-evaluation to consider ways you might improve your notes in future.
Strengths Rating Weaknesses

1 Easy to take in at a glance ..................... Not easy to use at speed
2 Contain the information I need ..................... Don’t contain what I need
Make sense when I come back to them after a Don’t make much sense to me when I
3 .....................
few days/weeks come back to them
4 Most of the information is relevant ..................... Contain lots of irrelevant material
All points are completed and followed up if Lots of points incomplete or not followed
5 .....................
needed up
6 Everything is clear ..................... Notes are jumbled/confused
7 Inviting to look at and read again ..................... Messy or uninviting
8 Laid out in ways that assist recall ..................... No features to help recall
Selective, drawing out only key points, themes, Not selective; I include material I don’t
9 .....................
issues, debates need and won’t use
10 Well-structured ..................... No apparent structure
11 Significant points stand out ...................... Not easy to spot important points
12 Succinct/concise ...................... Too wordy
13 Well-abbreviated ..................... Poor use of abbreviations
All written in my own words (apart from Chunks copied from books, articles,
14 .....................
quotations/references) internet, class, etc.
My own words are clearly set apart from Easy to confuse my words with quotations
15 .....................
quotations or copied text
Sources of information are given clearly, Vague about where exactly I got the
16 .....................
accurately, precisely information
All pages are numbered or labelled systematically Pages are not numbered systematically
17 .....................
and helpfully and helpfully
Sets of notes are labelled and stored so they are Sets of notes are poorly organised and
18 .....................
easy to find in future labelled; hard to find
Good contents list or index helps me find I don’t have a good contents list or index
19 .....................
information speedily to help me
Difficult for me to use them and learn from
20 Easy for me to use them and learn from them .....................
them
Reflection - Improving your notes
Think about the outcome of your review and consider the following:
1. How you might improve your notes and your use of them?
2. What is the priority? Based on Cottrell (2019)
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Title Here
Exercise 4 - Making notes with Confidence
Ask students to read the following approaches that two students use to making notes. Sonja and
Adil are two students who used to have great difficulties making notes. Here are their accounts of
how they tackled their difficulties, with help from a study-skills tutor.
Sonja
There are two things which I find difficult about making notes.
Firstly, I am not very confident about using my own words – the book always seems to say things
better. It is very tempting to use nearly the same words as the book. I imagine that I will rewrite them
in my own words later – but then I don’t have the time, or I forget which bits are taken from the book,
and end up with the words of the book in my essay without even realising.
The second thing I find difficult is working out what to take notes about, especially keeping to
essentials. I worry in case I miss out information I will need in the future. I can end up with 10 sides
of notes from reading only a few pages. It takes ages and there is too much to even look at a
second time. When I came to revise for my first exams, I had too many notes to revise – there were
simply too many to read, never mind learn.
Now I spend more time thinking and planning before I even touch a book. I try to work out what
information I want. I draw a mind-map with everything I already know, and what I need to find out. If I
have an essay, I do a rough plan really early - before I start reading - to get the shape in my head.
I always start with the easiest book – just to get a picture of what it is all about. With other books, I
use the contents page and headings to work out where information is. At this stage I don’t write
much except something like ‘AI – key concepts: p. 248 and pp. 265–9’ – or I annotate the book.
When I have more idea of what I am looking for, and where that information is, I take more detailed
notes. Sometimes, I do this by writing a question and putting the information as an answer. When I
am not sure if I want some information, I just write a few lines onto the Notes app, saying where I
can find that information later if I really need it.
Adil
It’s taking notes in lectures that I find hardest as I either day drift off and forget to note anything, or I
type notes up as I go and make far more notes than I need. It’s hard to keep track of what is being
said and to select out important points at the same time.
I find it helps if I prepare before the lecture. I browse the topic online and look over the chapters
quickly. If something looks complicated, I work out, if I can, what it is about before the lecture. I
make notes in advance, or just make a list of the things I have information on already. I make a list
of the questions I still need answers to. I don’t need to make loads of notes in class then. We
sometimes get podcasts of lectures and I listen to the bits of these that I think will be most useful.
Reflection
These are just two approaches to dealing with note-making.

• Do any of their ideas appeal to you?
• Do you have a better system?
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Topic 4
Topic 4: Gathering Information – Lectures and Tutorials

• understand the role of scheduled learning opportunities;

• use lectures for learning and information-gathering;
• be engaged and apply active listening to get the most from lectures;
• be able to take relevant and clear notes in a variety of styles;
• understand the role of tutorials, seminars, and group discussions.
4.3 Timings
Lectures: 2 hours
Tutorials: 2 hours
4.4 Lecture Notes
• Getting the most from lectures

• Engagement and active listening in lectures
• Making and using lecture notes
• Using tutorials, seminars, and group discussions
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Exercise 1:
appropriate.
Ask students to work in small groups (3/4) and prepare answers to the Check Your Understanding
questions. (see Slide 30)
Check Your Understanding - Questions
1. What are the main purposes of a lecture?
2. What specific types of information should you look out for during a lecture?
3. In what ways is your role at a lecture different from that at a tutorial?
4. What steps would you take to prepare yourself for a forthcoming lecture?
5. What is active listening?
6. What are the main the differences between linear and diagrammatic or mind mapping
techniques of taking notes?
Exercise 2: Note Taking (See Private Study Exercise 3 and activity at beginning of Topic)
Explain that As with all skills, that of note-taking will not be acquired overnight. You will need to
work at it!
You can do this by practising taking notes from a podcast on a topic that relates to a development in
Computing.
Experiment with different layouts.
Share this activity with a colleague and compare the notes you take from the same session in the
tutorial.
In the tutorial compare your notes with a colleague and then prepare a joint presentation of the
material for another pair of colleagues. Take turns to present, listen and give feedback.
If not covered during the lecture, this is also a time to compare note taken during the lecture(s)
Encourage students to identify best practice from their different approaches.
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Exercise 3: Active Listening
Work in partnership with one other student.
Decide on a topic and take it in turns to listen to the other person discussing it for (3-5 mins). Try out
the listening skills that were discussed in the lecture.
Afterwards, reflect upon how the conversation went and the type and how much information you
have gathered.
4.6 Private Study
Exercise 1:
satisfaction.
Exercise 2: Do you get the most from lectures?
Identify the value for you
Consider which of these benefits of scheduled sessions (such as lectures, group work, etc.) are of
value to you ✓.
1. A ‘feel’ for the subject - To gain a broad overview or ‘mental map’ of the topic; to help me
see how new material adds to the picture.
2. A steer on the essentials - To find out what lecturers consider important about the topic
and issues; to help me when interpreting assignment titles and anticipating potential exam
questions; to gain a sense of what I am supposed to know.
3. To guide and inspire independent study - For a steer on where to focus my reading,
research, practice and thinking; for ideas to inspire my own investigations into the topic.
4. Clarifying difficult concepts - To help me clarify complex issues, concepts, problems, etc.
5. Checking and reinforcing - To remind me of what I have covered already, to help me

understand and recall course material.
6. Reassurance of being ‘up to speed’ - To be confident I am doing what is expected; to

avoid the anxiety of feeling I might have missed something essential.
7. To gain different perspectives ... from the tutor and, if there is class participation, from the
questions and comments of others; these add to my understanding of how the issues can be
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conceptualised.
8. To develop insights, skills and behaviours ... such as through hands-on practical work,
working in groups and teams, and communicating through discussion.
9. Associating with peers before and after class - To catch up on news, ideas, and generally
gain from being part of a learning community.
10. To demonstrate and reinforce my commitment - By giving my time and energy, I reinforce
my sense of connection to the course, which helps me engage further and enjoy it more.
Reflection:
Do you use scheduled sessions effectively, to gain all that these can offer, directly and indirectly? If
not, what will you change so you benefit from their full value? What could you do to enjoy them
more?
Exercise 3: Develop your note-taking skills.
As with all skills, that of note-taking will not be acquired overnight. You will need to work at it!
You can do this by practising taking notes from a podcast on a topic that relates to a development in
Computing.
Experiment with different layouts.
Share this activity with a colleague and compare the notes you take from the same session in the
tutorial.
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Topic 6
Topic 5: Using Critical Thinking and Reasoning

• Understand the key concepts and principles of critical thinking and reasoning.
• Use critical and analytical thinking when reading.
• Develop criteria for evaluating an argument and evidence in a piece of writing.
• Identify and draw valid conclusions.
5.3 Timings
Lectures: 4 hours
Tutorials: 2 hours
5.4 Lecture Notes
The following is an outline of the material to be covered during the lecture time and should
be read in conjunction with the slides provided.
• The importance of a critical thinking and reasoning approach

• Key concepts in critical thinking
• Critical questioning
• Critical thinking when reading -identifying and evaluating arguments
• Critical Thinking and Data
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Exercise 1: Rochborough Health (Run in parallel to Lecture 3)
Outdoor play has beneficial effects for children in terms of both their health and their levels of social
interaction. According to clinical trials carried out by Rochborough’s Health Council Advisory Body in
September this year, children who played outside for over fifty days in the year had a 20% higher lung
capacity, and 30% lower incidence of asthma and bronchial conditions than children who played
indoors. Children who played outdoors also reported having more friends than those who played
indoors.
A survey of 30 families by Rochborough Social Amenities Committee found that parents were more
likely to let their children play outdoors if they had their own gardens or if there were supervised play
areas nearby. Mr Arkash of Milton Road said his children did not feel safe playing on the Children’s
Meadow on the outskirts of Rochborough as his son had been frightened by a fox there in the past.
His little son looked quite tearful as his father spoke. ‘He often cries because he has nowhere to play,’
said his father. Supervised play areas can be expensive to provide. However, only 18% of homes in
Rochborough have gardens. Therefore, to improve the health of all its children, Rochborough needs
to provide more supervised outdoor play areas.
Rochborough Playcouncil Newsletter
Based on Cottrell (2019)
Questions
1. Identify the main line of reasoning – the main argument.
2. What hidden agendas might there be in this piece?
3. What evidence is given in the ‘Rochborough Health’ passage?
4. Evaluate the evidence in the passage.
5. Identify the conclusion in the ‘Rochborough Health’ passage.
6. Does the evidence in the ‘Rochborough Health’ passage support the conclusion drawn?
7. What assumptions are made in the passage?
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Exercise 2:
appropriate.
Ask students to share their and discuss their answers to the quiz in pairs/small groups (according to
numbers) and compare their results.
5.6 Private Study
Exercise 1:
satisfaction.
Exercise 2:
Knowing what you know now about critical thinking, which of these statements describe critical
thinking? Select one or more. We will discuss the answers in the tutorial.
1. Challenging people’s worth as you engage with their work, and criticising someone
or what they do.
2. Evaluating, making judgements, and arriving at a conclusion based on available

evidence.
3. Being open-minded, inquisitive, and making inferences using inductive or deductive

reasoning.
4. Being able to distinguish between facts and opinions.
5. The assumption that your own knowledge and experience is typical of others’.
6. Restating a claim that has been made describing an event.
7. The ability to see things from different perspectives and to challenge your own
assumptions.
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Exercise 3:
Evaluating What You Read (Adapted from: CAPLITS Centre for Professional Literacies)
Start this activity by identifying an item of reading for your course.
Read and review this critically, using the 10 critical questions below as a basis for your analysis.
How does the work look to you after this critical review?
Try to make this critical approach (or similar) the way that you normally approach academic literature,
developing a 'critical eye' in the process.
1. What is the main area under review or discussion?
2. What are the main findings?
3. Where does the author's data and evidence come from, and are they appropriate and sufficient
for the purpose of their argument?
4. What are the main issues raised by the author?
5. What questions are raised and how well are these questions addressed?
6. What are the major points/interpretations made by the author in terms of the issues raised?
7. Is the text balanced? Is it fair or biased and, if the latter, how is it biased?
8. How does all this relate and compare to other literature on this topic an your own experience,
ideas and views?
9. How can you summarise all of the above points?
10. What are your conclusions about the literature?
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Topic 6
Topic 6: Planning for an Assignment

• Describe the common steps in producing academic work.

• Create a plan to meet the requirements of an academic assignment.
• Apply the common principles of academic writing.
• Understand the conventions of academic style.
6.3 Timings
Lectures: 2 hours
Tutorials: 2 hours
6.4 Lecture Notes
The following is an outline of the material to be covered during the lecture time. Please also refer to
the slides.
• Types and requirements of academic work.

• Common principles in producing academic work.
• Academic style conventions
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6.5 Tutorial Notes
The time allowance for tutorials in this topic is 2 hours.
Exercise 1: Writing Style
Ask students to work in pairs/small groups and to compare the following two styles of writing.
The first is conversational:
Mount Pepé is going up – it’s going to take everything with it when it goes. And I mean
everything – villages, farms, trees, the lot. It’s frightening to think of how powerful a volcano can
be. Think of the damage they cause! Remember Pompeii and Mount Etna!
The second is in a general academic style:
In order to assess whether it is necessary to evacuate the villages on Mount Pepé, three main
factors need to be taken into consideration. The first, and most important, of these is the
element of safety. According to seismic experts currently working on the volcano, there is likely
to be a major eruption within the next ten years (Achebe, 2018). According to Achebe, the
eruption is likely to destroy villages over a radius of 120 miles (Achebe, 2019, p. 7).
Notice the differences between the two examples. For each piece, consider questions such as
these.
• Does it use full sentences?
• How formal does it sound? (What is the writer’s ‘voice’?)
• How is emotion expressed?
• Is personal opinion expressed? If so, how?
• How are other people’s views included?
• Is the sequence logical?
• Does the piece observe the conventions
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Exercise 2: Using the Rubric
• Make sure that students have all parts of the rubric for this module.
• Ask them to work in pairs to evaluate parts of the sample assignment against the rubric and
the various criteria.
o Analyse the task - process and content words.
o Understand the criteria
o Create a draft plan to meet the criteria
o Discuss it with their partner.
• Debrief
Exercise 3:
appropriate.
From Private Study Exercises 2 and 3:
Ask students to review in small groups (3/4), their responses and thoughts.
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6.6 Private Study
Exercise 1:
satisfaction.
Exercise 2: - How good am I at managing writing tasks?
For each item below, select ✓ the boxes that apply. Then rate how well you perform the skill
currently (9 = excellent, 1 = weak/ needs a lot of work). Use your evaluation to decide priorities for
improvement.
Do I know how to… Yes I just Not No Rating

need sure
practice
1 envision the writing process as a ☐ ☐ ☐ ☐
whole?
2 get started/ overcome writer’s ☐ ☐ ☐ ☐
block?
3 use assignment titles/ questions ☐ ☐ ☐ ☐
effectively?
4 write using expected academic ☐ ☐ ☐ ☐
conventions?
5 organise my thoughts for writing? ☐ ☐ ☐ ☐
6 plan a piece of writing? ☐ ☐ ☐ ☐
7 organise and structure my writing? ☐ ☐ ☐ ☐
8 write good paragraphs? ☐ ☐ ☐ ☐
9 link ideas together? ☐ ☐ ☐ ☐
10 write a persuasive argument? ☐ ☐ ☐ ☐
11 provide critical analysis? ☐ ☐ ☐ ☐
12 use academic writing styles? ☐ ☐ ☐ ☐
13 use reflection in writing? ☐ ☐ ☐ ☐
14 draft, edit and proof-read? ☐ ☐ ☐ ☐
15 present my writing? ☐ ☐ ☐ ☐
16 write an essay? ☐ ☐ ☐ ☐
17 write a report (e.g., for research ☐ ☐ ☐ ☐
projects)?
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18 write a case study? ☐ ☐ ☐ ☐
19 cite my sources? ☐ ☐ ☐ ☐
20 use feedback to improve my ☐ ☐ ☐ ☐
marks?
Based on Cottrell (2019)
Reflection - Improving your written assignments
• What are the two main priorities for improvement in your next written assignment? Highlight
these.
• Repeat this self-evaluation when your next piece of writing is returned, using the tutor’s feedback.
Exercise 3: - Process Words
This activity will help you identify which words and phrases relating to the process, the assignment is
expecting you to follow. It will also help you understand exactly what each word is asking you to do.
Instructions:
• Look at the meanings in the table below and think very carefully about what they're telling you
to do.
• Match the process words from the list to their correct meanings.
Meaning Process word
give the exact meaning of a word or phrase, perhaps examine different

possible or often-used definitions
determine the value of, weigh up – see also Evaluate
look at evidence / arguments for and against and weigh them up in terms
of their value
set in opposition in order to bring out the differences - you may also note
that there are similarities.
explain the reasons for / clarify / give reasons for
resolve into its component parts, examine critically or minutely.
look for and show the similarities and differences between examples,
perhaps reach a conclusion about which is preferable and justify this
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give a detailed account of
give details about how and why something is so.
look for differences between
make a judgement backed by a reasoned discussion of the evidence

involved, describe the merit of theories or opinions or the truth of
assertions.
explain, then give two sides of the issue and any implications.
give reasons for a point of view, decisions, or conclusions, and mention

any main objections or arguments against
give a clear, short description, explanation or account, presenting the

chief factors and omitting minor details and examples - see also Outline
find some points of common ground between two or more items and
show where or how they are different.
look in detail at this line of argument.
give the main features or general principles of a subject, omitting minor

details and emphasising structure and arrangement
make an appraisal of the worth / validity / effectiveness of something (but

not so that it is your personal opinion and give evidence from course
materials - see also Assess
present in a brief, clear way.
make clear and explicit, and give carefully chosen examples.
Process words
• Analyse
• Assess
• Compare
• Compare and contrast
• Contrast
• Criticise
• Define
• Describe
• Discuss
• Distinguish / differentiate between
• Evaluate
• Examine the argument that
• Explain
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• Give an account of / account for
• How far / to what extent
• Illustrate
• Justify
• Outline
• State
• Summarise
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Topic 7
Topic 7: Academic Writing

This topic builds on the theme of Topic 6 and looks further at the process of academic writing and
producing assignments.
• describe a five-stage process for writing an assignment.

• structure a written assignment.
• construct their own arguments with clarity, precision and persuasion.
• understand what is meant by ‘plagiarism’ and how to avoid it.
• understand why and how to cite sources and reference their work.
Information will be shared with students and discussed during the lectures. Students will extend their
understanding during private study time. The tutorial will then provide an opportunity to review the key
ideas and obtain further guidance and support.
7.3 Timings
Lectures: 2 hours
Tutorials: 2 hours
7.4 Lecture Notes
the slides.
• A procedure for writing assignments

• Organising and linking information
• Structuring your writing
• Critical thinking when writing - making good arguments
• Critical and Analytical Vs Descriptive Writing
• Drafting, editing, and checking work
• Plagiarism and Referencing
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The time allowance for tutorials on this topic is 2 hours.
Exercise 1:
appropriate.
Exercise 2: - Be Precise!
Slide 40: Reveal the question and ask students to work in pairs to identify the sources of
vagueness. Allow 10 minutes.
Debrief using the second half of the slide.
Exercise 3: - ChatGPT debate
In the tutorial time there will be a debate on the question: Is using ChatGPT to help prepare my
assignment plagiarism?
Students have been asked to research the subject (using appropriate sources) and prepare to argue
your case in the tutorial.
Take a test vote to see current opinion and divide the class into two sides (in groups of no more than
four and ask them to work together to build their case for ‘Yes’ or No’.
Lead the debate for 20-25 minutes with a speaker from each side. Take a final vote at the end.
Debrief by explaining that the current view is evolving. Most HE institutions (and NCC) are currently
like the University of Oxford…
‘New Artificial Intelligence (AI) tools such as ChatGPT have the potential to change the way
we teach and learn in many positive ways. However, the University made clear to students in
the Student News today that the unauthorised use of AI tools in exams and other assessed
work is a serious disciplinary offence. University websites and materials are being updated to
underline that unauthorised use of AI for exams or submitted work is not permitted, and
further guidance to students will be issued soon.’ - University of Oxford (2023)
(https://academic.admin.ox.ac.uk/article/unauthorised-use-of-ai-in-exams-and-assessment)
Point out that others argue that such AI tools are merely helping writing style and the debate should
focus on the authority of sources.
The debate is evolving!
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7.6 Private Study
Exercise 1:
satisfaction.
Exercise 2: Plagiarism and AI
In the tutorial time there will be a debate on the question: Is using ChatGPT to help prepare my
assignment plagiarism?
Research the subject (using appropriate sources) and prepare to argue your case in the tutorial.
Exercise 3: “I didn’t reference the source because...”
Below are six statements that might be made by students for not referencing a particular source in a
coursework. They all start with “I didn’t reference the source because...” Six likely lecturer responses
are shown. Match the likely lecturer response to the student statement. Choose the most likely
response number in the right-hand column below.
Student Statements Response

a. I didn’t reference the source in the text of the assignment because I put the
source in the bibliography.
b. I didn’t reference the source because I found this theory on a Wiki Internet site;
anyone can contribute to these, and no particular author is named.
c. I didn’t reference the source because the statistics were taken from a
government website, which are there for the whole world to see and use.
d. I didn’t reference the source because it just gave me ideas to use in my

assignment; I changed most of words in the article to my own.
e. I didn’t reference the source of the definition because it was from a tutor
handout; everyone in class was given a copy.
f. I didn’t reference the source because no author or writer’s name was shown on
the website.
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Match each statement shown above with the appropriate tutor response from the list below.
1. If no named author or writer is shown, you should cite and reference the name of the
originator of the source, which can be a name of an organisation, or other source.
2. Readers need to match in-text citations with the full details of sources in a list of references.
This enables readers to find and use the sources for themselves, if required.
3. The source of all data like this must be fully referenced. Readers may, for example, want to
learn or examine the methodology for the research and data collection.
4. It is advisable, wherever possible, to use primary sources in an assignment, rather than

secondary sources. A primary source, in this example, would be the originator of the theory.
Secondary sources may not always be reliable. However, if you do use a secondary source,
it needs to be properly referenced.
5. Any source that has played a significant contribution to your assignment must be fully
referenced. By doing this you acknowledge the part another person has played in the
development of your own ideas.
6. This came from work produced by someone else and not by you. It also contributes to the
reader’s understanding of terms you have used in your assignment and so needs to be
properly referenced.
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Topic 9
Topic 8: Writing a Research Report
This topic provides an overview of what to consider when writing a research report.
• Explain the role of theory, values, and ethical and political considerations in research.
• Develop a strategy for a research project/report.
• Describe and apply the essential elements of research: literature review, devising research
questions, research methods, ethics, data collection and analysis, and writing up findings.
• Discuss the difficulties and obstacles in research.
Information will be transmitted to the students during the lecture. Students will extend their
understanding during private study time. The tutorial will then provide an opportunity to review the
key ideas and obtain further guidance and support.
8.3 Timings
Lecture: 2 hours
Tutorials: 2 hours
8.4 Lecture Notes
the slides.
• Approaching the task and making a strategy

• Understanding research requirements and criteria
• Structuring the report and Integrating evidence
• Editing and proof reading
• Public speaking practice and assessment
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8.5 Tutorial Notes
Exercise 1:
The tutorial time should be given over to reviewing progress and further discussion
and preparation for the assignment and presentation for assessment (see sample)
Take students through the sample assessment and the steps involved in preparing a research
proposal outlined in the brief.
8.6 Private Study
Exercise 1:
satisfaction.
Exercise 2: Hypotheses
As discussed in the lecture, some reports, especially in science subjects, include a hypothesis rather
than a research question or statement.
The hypothesis states what you expect will happen or what you are likely to find to be the case in
your research. It is formulated before you start the research. For example:
• that there is a link between two factors.

• how people will behave in certain circumstances.
• what the outcome would be if two substances combined.
• that x causes y
The hypothesis is a theoretical assumption and should be a logical one based on your knowledge of
the subject. Your research tests your hypothesis to see whether it can be supported by the
evidence. You design your research to ensure that you test your hypothesis in an objective way.
You cannot 'prove' a hypothesis, but you can disprove it if your evidence does not support it.
Alternatively, it may provide evidence to support it - under the particular conditions of your own
research and on that occasion.
1. Decide whether the following are well-worded hypotheses.
• Hypothesis 01 The research hypothesis was that physical activity reduces depression.
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• Hypothesis 02 The research hypothesis was to find out whether physical activity reduces
depression.
• Hypothesis 03 The research hypothesis was that 20 minutes of brisk walking a day for 8
weeks would reduce sleep disturbance as a symptom of clinical depression in women aged
30-40.
2. If appropriate, construct a hypothesis for your research for the assessment.
Exercise 3: Ethical Implications
Look at your research topic mind map or plan and the research statement or question Did you
consider ethics? Regardless, of your answer:
• Consider what ethical factors could prevent you from conducting a research project on the
chosen topic. Write your notes in the space provided below.
• Describe at least two types of risks that could be encountered in your research.
• What factors would you want to know before agreeing to participate in a research study?
• What should be included in an informed consent form?
Discussion
This activity should add the ethical dimension to the research topic, which might have been missed
in your outline of the project topic and aim(s). It also encourages you to reflect on the specific ethical
risks of your own research. There are risks associated with much research (e.g. stress can be
induced by an interview or questionnaire questions) and it is important to consider them before
finalising the research proposal.
Exercise 4: Topic and Research Questions
Make notes on the following questions:
• What constitutes a research question?
• What are the main pieces of information that a research question needs to contain?
Discussion
This activity helped you to focus further on your research aims. What you wrote will guide you
towards the development of your research questions. As we saw in the lecture, research questions
can contain several elements. You should now note down possible research questions for your
project. You might have only one question or possibly two. You do not need too many questions
because you need to be realistic about what you can achieve in the project’s time frame.
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Topic 9
Topic 9: Data Collection

This topic provides an overview of Data Collection.
• Explain different methods of data collection.

• Select and apply appropriate data collection methods.
• Develop a strategy for a research project/report.
• Discuss the difficulties and obstacles in research.
Information will be shared with the students and discussed during the lectures. The tutorial will then
provide an opportunity to review the key ideas and obtain further guidance and support.
9.3 Timings
Lectures: 3 hours
Tutorials: 2 hours
9.4 Lecture Notes
the slides.
• What is data collection and why use data?

• Common challenges in data collection
• The importance of data accuracy and appropriate data collection
• Data collection approaches, tools, and techniques
• Presenting data and information
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Exercise 1:
appropriate.
Exercise 2: Questionnaire Technique
What is wrong with the questions below?
1. How old are you? Please circle one of the following:

0-20 20-40 40-60
2. Do you know who is the current Secretary of State?
3. Do you believe in capital punishment?
Yes/No
4. Do you like coming onto campus and eating in the cafe?
Suggested Answer:
1. It is not clear which box should be completed by a person who is 20 or 40. The text should read '0-
19 20-39 40-60' or '0-20 21-40 41-60'. Also, no provision has been made for people older than 60.
2. The question does not capture accurate information. Secretary of State? If they say 'yes', how do
you know whether they really do? It should read: 'Who is the current Secretary of State for... [named
Department, such as Education]?
3. This question does not capture the variety of positions people might hold on the issue. It could read:
'Which of the following positions is nearest to your own?' and then list several numbered options.
4. This contains two questions. The person might like coming onto campus but not eating in the cafe,
or vice versa. These two issues should be separated out. If the question is about whether people like
eating at the cafe on campus, it could be worded: 'Do you like eating at the cafe on campus?'
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9.6 Private Study
satisfaction.
Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.
Exercise 2:
1. Examine critically the graphs produced by others. You will see, for example, how graphs
in newspapers are often presented in a way that supports the journalist’s viewpoint, while
presentations in academic articles tend to be less prone to bias because of the peer-review
process. In all cases, you should think about why a particular graph format is shown, whether
it is an aid to your understanding and how it might be improved, as this will help your own
technique.
2. Look at the chart options within Microsoft Excel. Knowing your way round this program, or
similar spreadsheet available to you, and finding out what it offers will help you to choose the
most appropriate chart and presentation for your purposes. It will also be useful to learn how
to move charts from the spreadsheet to the word-processing software within your ‘office’ suite.
3. Find out how tables are normally presented in your discipline. This may vary, for example
in the use of cell borders and lines, and you will probably be expected to adopt the style evident
in text and journal articles in your area. If in doubt over a specific example, ask a tutor.
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Topic 10
Topic 10: Developing a Presentation

This topic provides an overview Developing a Presentation.
• Present key concepts and ideas in a logical and persuasive way.

• Select appropriate information for a specific audience and purpose.
• Design and use effective visual aids.
• Deliver presentation at appropriate pace and volume.
• Establish eye contact and engage the audience.
• Make use of effective emphasis and summary.
Information will be shared with students during the lectures. They will then extend their
understanding during private study time. The tutorial will then provide an opportunity to review the
key ideas and obtain further guidance and support.
10.3 Timings
Lectures: 2 hours
Tutorials: 2 hours
10.4 Lecture Notes
the slides.
• What makes a good presentation?

• Planning - define goals and know your audience.
• Preparing the contents
• Using visual aids
• Delivering the presentation
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10.5 Tutorial Notes
Exercise 1:
appropriate.
Exercise 2: Presenting skills review (30-40 mins)
Show the short clip as a refresher of some of the key elements of presenting effectively
https://digitalmedia.sheffield.ac.uk/media/Delivering+a+Presentation/1_jap9phww.
• Encourage students to review the outcome of Private Study Activity 2.
• Ask each student (or a sample) for examples of what they need to work on.
• Brief the group on the process for the Practice Presentation session. Use Slide 40 and see
Exercise 3.
• Use any spare time for preparation.
Exercise 3: Practice Presentation (Time: 1hr)
Explain that this tutorial gives students the chance to practise their presenting skills.
The aim is to give each student a chance to talk to a small group of their fellows for 5 mins, without
interruption, about their research proposal or an area of interest to build their confidence.
Ideally students will work in groups of 3-5 at a table and take it in turns to speak for 5 minutes on
about their research proposal or an area of interest. At the end they should take two questions.
After each presentation, the student should seek feedback from each colleague- One thing that
went well; one thing to change.
This may run as a talk given at the table with slides on tablet or hard copy.
Debrief in plenary according to time
Explain to students there will be a further chance to practice in Topic 12.
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10.6 Private Study
Exercise 1:
satisfaction.
Exercise 2: Reflection: Presenting to an audience
1. Use the following questionnaire to assess your skill level in Presenting to an Audience
Score 5 if the statement is completely true, 4 if mostly true, 3 if it is neither true nor untrue, 2 if it is not
very true, and 1 if it is totally untrue)
I have lots of experience in giving presentations. -----
The presentations I give are usually very well received. -----
I always think carefully about what I need to communicate, and

how best to do it to any particular audience. -----
I am good at thinking of how to use visual aids to reinforce my message. -----
I am confident in using PowerPoint to produce effective slides. -----
I am confident at handling questions. -----
TOTAL ___
If your score is 25 or above, this may not be a priority area for development – assuming your
assessment of your skills is accurate.
2. Following on from the work in Exercise 1 and the questionnaire, consider the following questions,
reflect on the weaker areas, and produce an action plan to be discussed in the tutorial.
• Which techniques suggested in this Topic would help me to interact better with my audience?
• Which three things would be most useful to try out first?
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Topic 11
Topic 11: Examinations and Revision

This topic provides an overview Developing a Presentation.
• Take charge of your exam experience and gain a greater feeling of control.
• Use effective time management when studying.
• Develop a constructive mindset towards revision and exams.
• Devise your strategy for exam preparation to optimise your results.
• Critically review and use their notes to summarise accurately information gained.
• Avoid common pitfalls that lead to under-performing in exams.
• Develop strategies and techniques to use during the exam itself.
Information will be transmitted to the students during the lectures. They will then practise the skills
during the laboratory sessions and extend their understanding during private study time. The tutorial
will then provide an opportunity to review the key ideas and obtain further guidance and support.
11.3 Timings
Lectures: 2 hours
Tutorials: 2 hours
11.4 Lecture Notes
the slides.
• Preparing for exams

• Preparing a revision action plan
• Writing summaries and reviewing notes
• Managing stress and anxiety
• During the exam
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11.5 Tutorial Notes
Exercise 1:
appropriate.
Exercise 2: Planning answers (Tutor Brief)
Aim - To build confidence in recalling material from across the course and planning an exam response.
• Identify a number of questions from various modules studied by students in the class.
• Print these in large type sheet of A4 and place them in the centre of A1 flip chart paper and
mount on the wall.
• Start Students in small groups at each of the questions and ask them to respond to the
question. Concentrate on looking at the key areas, key theories and models, examples etc. so
they start to flesh out a response.
• Get them to move around and look at others work, adding to it if they can think of some
additional material.
• Take photos of the output for circulation.
Exercise 3: Improving revision (Slide 41)
• On separate post-it notes, write down any current exam revision techniques you use/have
used.
• Rate your level of success/confidence with each technique and place on the wall accordingly.
Review in pairs (10 minutes)
Process:
a) On the wall/board, place a sign indicating ‘High Success/Confidence’ at one end and ‘Low High
Success/Confidence’ at the other.
b) Encourage students to place their post-its and then review and discuss together.
c) Lead a plenary on what seems to work and what doesn’t.
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11.6 Private Study
Exercise 1:
satisfaction.
Exercise 2: Preparing for exams: checklist
1. I can find something positive for me in taking these exams.
2. I can develop the right frame of mind for these exams.
3. I know exactly when the exams are.
4. I am aware how many questions are required for each exam.
5. I have read the course or module details carefully to check what I am expected to know about
the subject.
6. I have organised my notes so that the material is easy to learn.
7. I have worked out how many topics I need to revise for each exam.
8. I am aware of the range of questions that can come up for each topic.
9. I have made a realistic revision timetable, with clear priorities.
10. I know how to work on exam answers using past papers.
11. I have started to practise writing out answers at speed.
12. I am aware of the memory strategies I can use for revision.
13. I know how the marks are weighted for each question.
14. I am aware of how to use time most effectively in the exam.
15. I am aware of how to avoid common revision pitfalls.
16. I am aware of how to avoid common pitfalls in exams.
17. I know the differences between exam answers and coursework.
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18. I know how to manage stress and use it effectively.
If you spotted any gaps, follow up on these straight away. Decide how you will approach them drawing
on material in this book. Consider any help and support you might need from others. Build these into
your Action Plan.
Exercise 3: Improving revision strategies
In what ways have your past revision strategies and your approach to exams helped or hindered your
exam success?
What can you change or improve for your next set of exams?
Exercise 4: Allocating Time - in Exams
You have a 2-hour exam (120 minutes), in which you must answer 10 short- answer questions from
a list of 20.
Work with a partner to determine how would you allocate the time.
Resource
https://blog.intostudy.com/studying/exams-revision/5-of-the-best-free-apps-to-help-you-revise/
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Topic 12
Topic 12: Unit Summary and Assignment
This topic provides an overview of the unit and the assignment.
On completion of the unit, students will be able to:
• Understand the nature and requirements of study at university level, and the skills needed to
succeed.
• Gather key information effectively from a variety of appropriate sources.
• Use critical reasoning both to analyse and to construct arguments.
• Produce academic work appropriate for this level.
• Understand the context, nature, and elements of research.
• Design to make an effective oral presentation.
Information and theory of the topic will be presented to the students and discussed during lectures.
They will then practise the skills during the tutorial sessions. Students are expected to undertake their
own private study to understand the theory fully and put the lectures in context.
12.3 Timings
Lectures: 2 hours
Tutorials: 2 hours
12.4 Lecture Notes
the slides.
• Unit Summary
• Assignment planning/guidance
• Using feedback
• Presentation practice
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12.5 Tutorial Notes
Exercise 1: (10mins)
Exercise 2: - Practice Presentations (1h50mins max)
See Brief in Lecture Material
Run sessions and lead plenary to hear from students, from the presenting point of view, what went
well and what they will be working on before the final presentation.
12.6 Private Study
Exercise 1:
satisfaction.
Exercise 2: Preparing for the Practice Presentation
Assemble your materials and practice, practice, practice!
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LEVEL 3

Study and Presentation Skills

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Version Date Revision Description

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Journals & Essays & Reports

At the end of the unit, students should be able to:

2. Learning Outcomes and Assessment Criteria

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SPS Student Guide

2 Learning and Skills 1/12 • Identifying current academic skills and

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11 Examinations and 1/12 • Preparing for exams

12 Module Summary 1/12 • Summary and assignment planning / guidance

4. Related National Occupational Standards

Related National Occupational Standards (NOS)

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Suggested Learning Hours

6.3 Private Study

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8. Further Reading List

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On completion of the topic, students will be able to:

• Identify the main components of study skills

1.2 Pedagogic Approach

Private Study: 3 hours

1.4 Lecture Notes

The structure of this topic is as follows:

• Introduction to the unit

SPS Student Guide

The time allocation for this topic is 2 hours.

From Private Study Exercise 1:

From Private Study Exercise 2:

• What could students do improve their attitude to independent study?

Exercise 2: - Organisation Time Management Activity

• Review with your study priorities assessed during private study.

SPS Student Guide

SPS Student Guide

Freedom Being Isolation Not enough Time

I can then A good time

SPS Student Guide

Other words or phrases relevant to you (list them)

SPS Student Guide

1. Work out the best order

• the most urgent or important

2. Using the Priority Organiser

The rating system

Decide on the order!

SPS Student Guide

Complete/copy the organiser below.

SPS Student Guide

Study time calculator grid

Activities Mon Tues Wed Thu Fri Sat Sun Weekly

SPS Student Guide

Hours in the day 24 24 24 24 24 24 24 168