Bedford, D. and Wilson, E., (2006), Study Skills for Foundation Degrees, G.B., David Fulton.
Creme, P. and Lea, M.R.,(2006) Writing at University: A Guide for Students, (2nd ed), Buckingham, Open University Press
Mitchell, A., (2001), Study Skills for Early Years Students, Abingdon, Hodder and Stroughton.
Richie, C. and Thomas, P., (2004), Successful Study: Skills for Teaching Assistants, London, David Fulton.

The learning strategies will require students to commit 150 learning hours of which 30 hours will consist of contact time (10 x 3 hours).
The teaching strategies will employ a range of methods, including lectures, presentations and visits to library resources and IT access. Peer group discussion will allow students to share ideas and experiences and will encourage reflection and evaluation. Practical examples and demonstrations of the use of referencing and presentation techniques will be used and peer observation and feedback will be encouraged.
A key aspect of the learning strategy is the direct involvement of employers and work based learning. This is particularly effective as it give students realistic, hands on experiences and develops skills relevant to the employers needs. This will improve the students experience and professional confidence providing the student with invaluable skills in planning, management and leadership.

Multi media classroom resources, learning resource centre, internet and access to tutor

The module will build upon existing knowledge skills and understanding to encourage students to adopt a positive approach to their new course by developing skills of communication and presentational methods. Students will be introduced to the purpose and development of reflective practice and the use of PDPs. Students will examine the ways in which data can be reported through the use of graphs, tables and charts etc with awareness of the limitations of the Data Protection Act (1998). Students will reflect upon ways of analysing such data and researching conclusions, they will consider the notion of bias and partiality, particularly in the interpretation of statistics.

Students will be introduced to critical thinking skills by examining issues from their own professional work-base and from a theoretical perspective. Students will explore matters of style in academic writing, citation and referencing using the Harvard System.

Students will use e-mail as a means of gathering and disseminating information and use ICT to identify sources of information, they will evaluate the credibility of such sources.

Students will discuss workload planning and time management techniques

Summative Assessment
1. Produce a personal and professional development plan to chart progress in academic and personal study skills. Include an action plan/self-evaluation to identify targets to assist your learning, personal development and academic success. (Weighting 50%) (LO 1,2,3)

2. Write an essay. (Approx 1000 words) (Weighting 50%) (LO 3,4,5,6)

Formative Assessment will take place throughout the module in the form of informal observations, questioning, discussion, group work and attendance monitoring. Regular feedback, from the module tutor and through the personal tutor system, will take place. Plans of the PDP and the essay question will be reviewed at appropriate times throughout the modules.