Key texts:
Bedford, D. and Wilson, E. (2006) Study Skills for Foundation Degrees, London: David Fulton Publishers.
Cottrell, S. (2003) The Study Skills Handbook, Basingstoke: Palgrave Macmillan.
Northedge, A. (2005) The Good Study Guide, Buckingham: Open University.
Popple, K. (1995) Analysing Community Work, Buckingham: OU Press.
Taylor, M. (2003) Public Policy in the Community, Basingstoke: Palgrave Macmillan.

Library
VLE - Blackboard

The learning strategies will require students to commit 300 learning hours.
There will be 30 hours of class contact and 270 hours of independent and self-directed study (including 40 hours of workbased learning). Teaching for this module takes place via 5 sessions. Specific work-based learning activities will be set to complement and feed into each taught session. Work-based learning activities will be carried out in-between taught sessions. Each taught session involves 6 hours of teaching. This incorporates tutorial support activities which will provide students with the opportunity to develop auditing skills, critical reading and thinking skills, and reflective skills, which can be applied to the development of their own practice, in preparation for their presentation, skills audit and development action plan. The following will also be included:
Seminars - Students will be given the opportunity to contribute to seminars which discuss, in depth, issues covered in the lectures and presentations in order to encourage discussion, reflection and the exchange of ideas. Students will be engaged in providing and receiving critical feedback from peers and tutors on presentations.
The module will also provide opportunities for students to;
- Develop a professional and constructive relationship with their workplace mentor
- Work with others
- Develop interpersonal skills
- Demonstrate the capacity to plan, share goals, and work as a member of a team
- Communicate and present oral and written arguments
VLE - Blackboard will be used to facilitate the exchange of ideas and access to specific resources and activities. Students will be encouraged to use Information and Communication Technology, including word processing, powerpoint presentations, internet communication, information retrieval and on-line searches throughout their studies. Students will be expected to make full use of the VLE, contributing to discussion boards and submitting work-related tasks to the module tutor
Students are also required to organise and review their lecture notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead class discussions individually and as part of a group.

The purpose of this module is to provide students with an informed employment perspective which facilitates students to articulate and develop their understanding of their workplace. Students will learn about the relevant legislation and key policy documents that relate to and impact on their role in the workplace. Students will also identify the personal characteristics needed to carry out their work effectively; identify activities associated with their role via a skills and activities audit; focus on the key skills necessary for effective community learning practice, which include: communication strategies, interpersonal skills for group working, team working and promoting participation.
Topics covered in this module include: mentoring in the workplace; action planning; skills and knowledge auditing and target setting; workbased learning tasks and outcomes; an introduction to community learning; a history of community learning; community learning policy and legislation; auditing the workplace in relation to key government policies; conducting and presenting a SWOT analysis of students¿ current roles; critical reading techniques; essay writing techniques, and presentation skills.

Assessment for this module comprises two parts, students must achieve a pass for each part:

Part 1 - A presentation to the group on a key policy document in relation to their workplace and role. Weighted at 40% (500 words equivalent). Tests learning outcomes 2 & 3.

Part 2 - A written assignment comprising 3 sections: Weighted at 60% (Part 2 = 2000 words)
Section a) An audit / analysis of the skills, knowledge and understanding required for student's workplace role. Tests learning outcomes 1, 2 & 3 (750 words)
Section b) An individual action plan which demonstrates how the student plans to develop their skills, knowledge and understandings through participation on the programme. Tests learning outcomes 4 & 5 (500 words equivalent)
Section C) A Rationale for the Action plan. Tests learning outcomes 3, 4 & 5 (750 words)