Summative

Assessment

Items

Indicative

Word Limit

or equivalent

Weighting

Learning

Outcomes

Assessed

Portfolio

2,500 words

100%

1,2,3,4

Portfolio

The purpose of the portfolio is to engage with a range of tasks specific to the focus of the study skills module.

For your information a portfolio is defined as-

• A collection of work produced by the students related to a central theme.
• Normally accompanied by supporting notes such as a reference list, critique of literature and relevant appendices.
• Can contain work produced by the student which is deemed as equivalent to a proportion of the word count.

Submission

Students will need to submit the completed portfolio on line as per timetable.

Support for the submission

Elements of the assignment will be discussed in each session though the complete assignment will be delivered in the subsequent modules. Your cohort leader or 1001 module teacher will support you in the process of constructing your submission.

Assignment Guidance-suggested structure

Contents page

Each of the five elements detailed below should be introduced by a short substantiated supporting statement that puts each element into its appropriate context (up to 100 words). Therefore, there are two parts to each of the five sections.

• Harvard Referencing, which demonstrates the students’ ability to reference both within the text of and assignment and the construction of the reference list.
• A structured literature critique that analyses a passage from a selected publication
• A detailed assignment proposal form for an assignment
• An evaluation of the effectiveness of an observation in the work setting.
• A consideration of the ethical requirements needed when conducting educational research.

Reference List

Appendices for example, observation schedule and observation notes

1001 Study Skills Portfolio:

Assessment Guidance

5 Elements each approximately 500 words (including the Contextual Statement which is a short supporting introductory statement that is substantiated by reference to the literature). Ensure all points are substantiated by your reading or your observations of practice.

Each element must contain a contextual statement of 50 – 100 words and a completed task of 400- 500 words.

1)    Harvard Referencing

Contextual Statement (50-100 words)

What is Harvard Referencing? Explain.

Explain its purpose and the reasons why it is important to use it. Support with reference to your reading.

Task

Produce a ‘user friendly’ information sheet on the use of Harvard Referencing for a student new to studying with Worcester University. Ensure that you refer to at least 6 text types.

2)    Literature Critique

Contextual Statement (50-100 words)

What is a literature critique?  Explain. Outline the purpose of a literature critique and the reasons why it is important to use such a tool, supported with reference to your reading.

Task (400- 450 words)

Present a literature critique of a set text (Palmer 2006), which address the questions contained in the critical reading framework (Cottrell 2013) and substantiates points made with reference to Palmer (2006) and the work of Bronfennbrenner (1979).

3)    Assignment Planning

Complete an assignment proposal form with an ethical stance and reference to a variety of text types including theory, guidance, relevant legislation and inspection evidence.

Contextual Statement (50-100 words )

What is the purpose and value of using an Assignment Proposal Form? Support with reference to your reading.

Task (400- 450 words)

Present your planning for an Autumn term assignment (Modules 1003 or 1005). Complete an assignment proposal form with an ethical stance and reference to a variety of text types including theory, guidance, relevant legislation and inspection evidence. Ensure that you clearly show the main points of the argument you are intending to make in your assignment.

      4) Ethical issues

Contextual Statement (50-100 words )

Why is it important to consider ethics when conducting academic research? Support with reference to your reading.

Task  (400- 450 words)

 Produce guidance for a student new to practitioner research outlining the key issues that need to be considered to ensure that the research meets all necessary ethical considerations. Reflect upon the importance of ethical issues relevant to practitioner research.

5)    Observation

Contextual Statement (50-100 words) 

Why are observations an important tool? What are the key benefits and possible limitations of this research method? Support your statement with reference to the research literature.

Task (400- 450 words)

Undertake an observation of a child or group of children (Module 1005). Evaluate its effectiveness with reference to clear purpose and audience. Evaluate your observation in the light of the research literature. Include your narrative observation in the appendices.

1001 Study Skills:

Outline of Session:

Session 1

The first session will revise what a Foundation Degree is and the routes that students may wish to take in the future.

Students will undertake the assessment activities as part of the selection process.

Students will be introduced to the aims of the Foundation Degree and the expectations of the University of Worcester. Individuals will be provided with all of the appropriate documentation which will include access to a student handbook.

Students will then be introduced to the aims of module 1001 – Study Skills.

Students will begin to consider and identify whether they have any anxieties, in addition to this they will be encouraged to identify the key qualities and skills that they currently possess and consider how these may be helpful to the Foundation Degree.

By the end of the day students will have:

·      Undertaken the assessment activities as part of selection- for those students who are successful this day will constitute an introduction to the foundation degree and the first module FDTL Study Skills

·      An enhanced understanding of the structure of a Foundation Degree.

·      A clear understanding of the course aims and expectations.

·      A clear understanding and the role of the tutor and supporting staff.

·      Identification of strategies for accessing support mechanisms.

·      Begun to identify skills and qualities that they currently possess.

·      Begun to undertake self-evaluation and set personal targets.

1001 Study Skills:

Outline of Session:

Session 2

Identification of needs

During this session students will be encouraged to consider and identify a number of support mechanisms that are available to them, in the workplace, at home and directly from the Foundation Degree.

Students will be given the opportunity to reflect upon their own previous experiences of learning; positive and negative. Students will be asked to discuss why experiences were positive/negative.

Effective reading

There will be opportunities for students to begin to explore strategies to support their reading.

Note taking

They will begin to explore note taking strategies.

By the end of the session students will have:

• An introduction to  study skills and explore their need within a foundation degree
• An introduction to reading for a purpose.
• Considered and practised reading strategies and practised reading for a purpose.
• Considered the ethical guidelines for conducting research in an educational context.
• Identified and practised strategies for taking notes.
• Considered study skills targets and identified strategies and possible resources required to meet their targets.

1001 Study Skills:

Outline of Session:

Session 3

Note taking

Students will explore alternative note taking strategies.

Critical analysis and literature critique

Students will have the opportunity to explore the concepts associated with critical analytical reading. They will begin to develop an understanding of what is needed to be a critical analytical reader and writer.

Referencing

Students will continue to explore how to select and use appropriate references. In addition to this individuals will continue to practise using referencing skills in relation to the University of Worcester guidance. Students will consider why it is necessary to list references. Layout and organisation will be explored and examples will be provided.

Critical analysis

Students will begin to use critically reading skills to identify and analyse effective academic arguments.

During this session students will have the opportunity to further explore the skills required to become an effective writer. Students should identify skills that they already possess. They will practise the skills they will need to improve their academic writing and then they should begin to identify future targets.

By the end of the day students will have:

• Practised alternative note taking strategies
• Practised reading for criticality
• Begun to identify how to identify criticality within writing
• Gained an appreciation of the need to use Harvard Referencing including the use of a Reference List
• Discussed the need for proof reading and identify the role of the second reader.
• Set study skills action points.

 1001 Study Skills:  Part 3

Using an assignment proposal form

Students will explore skills and techniques in relation to constructing an assignment proposal form. They will identify the key components needed for an effective assignment plan.

Accessing appropriate e-resources

Students will have the opportunity to explore the Worcester e-resources data base with the support of a suitable tutor.

By the end of the module students will have:

• Constructed, used and evaluated their assignment proposal form
• Made use of the Worcester e-resource data base to source literature for use in their assignment.

1001 Study Skills: Part 4

Ethical considerations

Ethical research

Students will be asked to consider the need to study and research within an ethical framework.

Students to link their thinking to assignment 1003 or 1005.

1001 Study Skills: Part 5 delivered in subsequent module

Evaluation of an observation

Outline of Session:

Conducting Observations

Students will spend time exploring skills and techniques in relation to carrying out observations. They will consider the advantages and disadvantages of conducting observations. They will explore methods to analyse data collected during observations.

Students will construct an observation sheet that will allow them to collect data

By the end of the session students will have:

• Explored skills and techniques in relation to carrying out observations.
• Considered the advantages and disadvantages of conducting observations.
• Explored methods to analyse data collected during observations.
• Constructed an observation sheet that will allow them to collect data