BY0S01 Study Skills
Module Handbook
2013-14
Module Tutor: Sian Chandler
Chandler.cgh@googlemail.com
Phone: 02920250319 (Ext: 1661)
Fridays: 10-12
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Module Overview
Module Title:
FT1S01- Study Skills
Module Tutor:
Sian Chandler
Credits:
20
Award(s) for which module is a core requirement:
FD Creative Industries
Module Aims
To address any deficiencies in students prior knowledge and experience which will
affect their performance on the Foundation Degree
Content Summary
The module is very much geared towards enhancing student performance on the
award overall and the assessments and module content are therefore responsive to
assessments elsewhere on the award. As such, the module is structured in such a
way that it relates directly to other first year modules. The assessments are mainly
cumulative in nature and the weekly module content will involve structured learning
activities and assessed tasks. Typically, students will be guided through the processes
and conventions of writing essays and giving presentations. The module will also
focus on encouraging students to structure their learning and assessment, manage
their time and work productively individually and in groups. Blended learning will be
a key feature of this module.
Teaching Methods:

Lecture

Tutorial

Practical classes and workshops

Independent Study
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Assessment Information
Assessment 1: Written Assignment
A creative industries specific essay following appropriate academic conventions, such as
correct referencing. Accompanied by a record of planning and research.
Essay Titles
1)
2)
3)
4)
“My favourite performer.”
“My favourite band.”
“My favourite film producer.”
“My favourite film trilogy or film group.”
You make select one of any of the above essay tiles and write an 800 word essay on the
topic giving chronological details of first performance or release and subsequent
performances and releases. Any factual assertions you make must be properly referenced
and a bibliography given.
Word count: 800 Weighting: 30%
Assessment 2: Written Assignment: Self Reflective Writing
A personal reflective diary critically documenting a practical project undertaken during a
practice module elsewhere on the course.
Word count: 1000 Weighting 20%
Assessment 3: Oral Presentation
A group presentation related to one or more practical projects, utilising appropriate
technology. For example, a presentation on a professional practitioner who has influenced
the students project work.
Duration: 15 minutes. Weighting: 50%
Reading
List
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Holliday, A. (2002) Doing Writing – Qualitative Research. London: Sage
Peck, J. & Coyle, M. (1999) The Student's Guide to Writing: Grammar, Punctuation
and Spelling. Palgrave Macmillan
Cottrell, S. (2005) Critical Thinking Skills: Developing Effective Analysis and
Argument. New York: Palgrave Macmillan
Payne, E. & Whittaker, L. (2006) Developing Essential Study Skills. New York:
Harlow
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Race, P. (1999) How to Get a Good Degree: Making the Most of Your Time at
University. Buckingham: Open University Press
Squires, G. (2002) Managing Your Learning. Routledge
Cottrell, S. (2003) The Study Skills Handbook. Palgrave Macmillan
Levin, P. (2004) Write great essays!: reading and essay writing for undergraduates
and taught postgraduates. Publisher Maidenhead: Open University Press
Saunders, D. (ed)(1994) The Complete student handbook. Blackwell
Blackboard Study Skills Organization http://blackboard.glam.ac.uk/http://www.glanhafren.ac.uk/learncent/area.phpid=studyguides
Key Skills delivered by this module:
Manage time, personnel and resources effectively by drawing on planning and
organisational skills.
Work productively in a group or team, showing abilities at different times to listen,
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contribute and lead effectively.
Self-management and learning – being able to effectively manage and priorities one’s own
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skills and career development.
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Module Assessment Schedule
Assessment
1. Essay
2. Reflective Diary
3. Presentation
Module %
30
20
50
Deadline
17th January 2014
28th March 2014
4th April 2014
Grading Information
First Class (70% - 100%)
Generic Criteria
Sophisticated critical and conceptual analysis of issues.
Individuality of exposition or treatment of material.
Innovative thinking applied to problem solving.
All relevant issues reviewed in arriving at a conclusion.
Extensive research or investigation incorporated effectively into work.
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Clarity of argument, expression, or presentation that demonstrates a subtle understanding
of the chosen medium
Upper Second Class (60% - 69%)
Generic Criteria
Sound critical and conceptual analysis of the issue.
Accurate and well-informed exposition or treatment of material.
Coherent critical thinking applied to problem solving.
Most of the relevant issues reviewed in reaching a conclusion
Work informed by assiduous, but not especially broad or deep research or investigation
Well-organised and structured presentation shows understanding of the constraints of the
chosen medium
Lower Second Class (50% - 59%)
Generic Criteria
Limited critical and conceptual analysis of issues, with tendency to rely on others'
arguments or solutions
Generally accurate exposition or treatment of material, with some omissions or errors
Partial review of relevant issues in reaching a conclusion
Careful but limited research or investigation incorporated in the work
Clear presentation, but showing very limited recognition of the potential of the chosen
medium
A good answer to a related question, but not the one set
Third Class (40% - 49%)
Generic Criteria
Little critical and conceptual analysis of subject matter, with considerable
reliance on easy and readily available solutions or arguments
Few of the relevant issues used as a basis for reaching a conclusion
Very limited research or investigation incorporated in the work
Does not answer the question directly
Important information omitted, and/or important inaccuracies
Assertion without supporting evidence
Presentation with minimal organisation and chosen medium exploited superficially
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Fail Grades
Generic Criterial
No critical and conceptual analysis of subject matter, with total reliance on others' work
Only basic issues used in reaching a conclusion, and those are insufficient
Inappropriate material or inadequate information
Very restricted and inadequate research or investigation incorporated in the work
Flawed and uncertain presentation
Does not answer the question or anything similar to it.
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