SCS Student Guide v2.0

LEVEL 3
STUDY AND COMMUNICATION SKILLS
Student Guide
SCS Student Guide v2.0

Modification History
Version Date Revision Description

V1.0 April 2009 For issue
V1.1 Jun 2012 Reviewed and updated
© NCC Education Limited, 2012

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CONTENTS
1. Module Overview and Objectives ....................................................................................... 5
2. Learning Outcomes and Assessment Criteria .................................................................. 5
3. Syllabus ............................................................................................................................... 6
4. Related National Occupational Standards......................................................................... 8
5. Teaching and Learning ....................................................................................................... 8
5.1 Lectures ..................................................................................................................... 8
5.2 Tutorials ..................................................................................................................... 9
5.3 Private Study ............................................................................................................. 9
5.4 Topic Projects ............................................................................................................ 9
5.5 Glossary .................................................................................................................... 9
6. Assessment ......................................................................................................................... 9
6.1 Assignment A: Learner Portfolio................................................................................. 9
6.2 Assignment B: Note Taking...................................................................................... 10
6.3 Assignment C - Research Report............................................................................. 10
7. Further Reading List ......................................................................................................... 10
Topic 1: Learning to Learn................................................................................................... 11
1.1 Learning Objectives ................................................................................................. 11
1.2 Timings .................................................................................................................... 11
Topic 1 Glossary ...................................................................................................... 12
Topic 2: Reading Textbooks and Note Taking ................................................................... 15
2.2 Timings .................................................................................................................... 15
Topic 2 Activity 1: Note Taking Strategies ................................................................ 16
Topic 2 Activity 2: Reading a Textbook .................................................................... 18
Topic 2 Activity 3: Summarising and Organising Information.................................... 20
Topic 2 Activity 4: What makes a good presentation? .............................................. 22
Topic 2 Glossary ...................................................................................................... 24
Topic 3: Note Taking from Lectures.................................................................................... 27
3.2 Timings .................................................................................................................... 27
Topic 3 Glossary ...................................................................................................... 28
Topic 4: Library Research and Writing an Essay ............................................................... 31
4.2 Timings .................................................................................................................... 31
Topic 4 Activity 1: Starting an Essay ........................................................................ 32
Topic 4 Activity 2: Paragraph Worksheet ................................................................. 33
Topic 4 Activity 3 ...................................................................................................... 35
2. Writing well-structures paragraphs is an important skills in essay writing. ....... 35
Topic 4 Glossary ...................................................................................................... 36
Topic 5: Journal Based Research for Essay Writing ......................................................... 39
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5.2 Timings .................................................................................................................... 39
Topic 5 Activity 1 – What to Note When Reading ..................................................... 40
Topic 5 Activity 2 - Organising Your Notes ............................................................... 41
Topic 5 Activity 3 – Redrafting Checklist .................................................................. 42
Topic 5 Activity 4 ...................................................................................................... 43
Topic 5 Glossary ...................................................................................................... 44
Topic 6: Internet Research for Essay Writing..................................................................... 47
6.2 Timings .................................................................................................................... 47
Topic 6 Activity 1 ...................................................................................................... 48
Topic 6 Glossary ...................................................................................................... 49
Topic 7: Writing a Research Report .................................................................................... 51
7.2 Timings .................................................................................................................... 51
Topic 7 Glossary ...................................................................................................... 52
Topic 8: Examinations and Assessment ............................................................................ 55
8.2 Timings .................................................................................................................... 55
Topic 8 Glossary ...................................................................................................... 56
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Overview
1. Module Overview and Objectives

This module aims to equip students with the skills needed to succeed in university. Students will
learn to critically reflect and analyse their own study habits and identify ways to improve. They will
learn the skills necessary to cope with lectures, conduct independent research, write academic
papers 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 using this to produce
essays, presentations or take examinations.
Lectures
Journals & Essays & Reports

Articles
Analyzing
Organising Oral presentations
Libraries
Synthesising
Internet Exams
Textbooks
The module focuses on the acquisition and mastering of these skills; students will research, take
notes, analyse and organise their research and present findings to their peers in the form of
formative assessment tasks. In this way they will become more familiar and comfortable with what
is likely to be expected of them at Higher Education level.
This module will have a heavy focus on the practical considerations of studying – students will be
explicitly introduced to the key metacognitive skills needed to acquire knowledge and present what
they know. Topics such as self assessment, goal setting, knowledge acquisition and the theory of
multiple intelligences will be covered.
2. Learning Outcomes and Assessment Criteria

Learning Outcomes; Assessment Criteria;
The Learner will: The Learner can:
1. Be able to take effective notes from 1.1 Identify key information from a range of different
a variety of sources texts
1.2 Record key points when listening to information
being given
1.3 Critically review their own notes
1.4 Use their own notes to accurately summarise
information given
1.5 Use their own notes to present a summary to
others
1.6 Demonstrate using a range of sources to gather
information
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2. Understand how to work out the 2.1 Identify unfamiliar content

meaning of unfamiliar content 2.2 Identify a number of different strategies for
working out the meaning of unfamiliar content
2.3 Demonstrate the ability to find the meaning of
unfamiliar content
2.4 Demonstrate the application of own
understanding to an unfamiliar content
3. Understand common steps in 3.1 Describe the common steps in producing
producing academic work academic work
3.2 Define plagiarism
3.3 Explain correct referencing in an academic essay
4. Be able to produce a piece of 4.1 Create a timetabled plan to meet the
academic work suitable for this requirements of an academic assignment
level, following a drafting process 4.2 Check own work for errors
4.3 Evaluate own work against criteria/requirements
given
4.4 Develop sections of an assignment towards a
final draft
4.5 Demonstrate the correct use of academic
referencing
4.6 Present a completed piece of academic work to
others
5. Understand different learning styles 5.1 Explain the idea of multiple intelligences
5.2 Describe a range of learning styles
5.3 Identify own preferred learning style
5.4 Identify own study strengthes and weaknesses
3. Syllabus
Syllabus
Topic Title Proportion Content
No
1 Learning to 13% • Learner styles and multiple intelligences
Learn • Self study methodology
8 hours of lessons • Time management
2 hours of • Goal setting
tutorials • Self analysis and critical reflection
16 hours of • Keeping a learner diary
private study
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2 Reading 13% • Reading a textbook & note taking skills

Textbooks and • Using notes to write summaries
Note Taking
8 hours of lessons • Public Speaking skills & Peer assessment
2 hours of • Learner diaries and study skills self-
tutorials assessment
16 hours of
private study
3 Note Taking in 13% • Note taking in lectures
Lectures • Recognising key points
8 hours of lessons • Guessing meaning
2 hours of • Editing and reviewing notes
tutorials • Planning a speech
16 hours of • Public speaking practice and assessment
private study
4 Library 13% • Accessing the library and reading strategies
Research and • Note taking from books
Writing an
8 hours of lessons • Essay planning and organising notes
Essay
tutorials
16 hours of
private study
5 Journal-based 13% • Journals and articles
Research for • Critical reading and analyzing data
Essay Writing
8 hours of lessons • Describing data in an essay
2 hours of • Academic Style
tutorials • Editing and proof reading
private study
6 Internet 13% • Using the internet for research
Research for • Bibliographies and referencing
Essay Writing
8 hours of lessons • Plagiarism and paraphrasing
2 hours of • Editing and checking work against criteria
tutorials • Including sufficient detail
private study
7 Writing a 13% • Approaching a task and making an
Research assignment strategy
Report
8 hours of lessons • Understanding requirements and using
criteria
2 hours of
tutorials • Integrating evidence into a report
14 hours of • Editing and proofreading
private study • Public speaking practice and assessment
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8 Examinations 9% • Writing summaries and reviewing notes

and Assessment • Preparing for exams
4 hours of lessons • Time Management
1 hour tutorial • Stress and anxiety management
15 hours of
private study
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: 6.2 IT Users
Related NOS: ICF:B2: Access, search for, select and use Internet-based information and
evaluate its fitness for purpose
INT:C3: Use browser tools to search effectively and efficiently for information from the Internet
Sector Subject Area: 15.3 Business Management
Related NOS: BAA617: Develop a presentation
BAA623: Deliver a presentation
SAS 5: Plan and manage own workload
5. Teaching and Learning

Suggested Learning Hours
Lectures: Tutorial: Seminar: Laboratory: Private Study: Total:
60 15 - - 125 200
The teacher-led time for this module is comprised of lectures (lessons) and tutorials. Topics 1-7 will
each have 8 one hour classes and 2 tutorial hours. The final topic will be comprised of 4 classes and
1 tutorial.
5.1 Lectures
The lecture time for this module is given over to small-group interactive classes. In this module there
are a number of small projects which continue over several lessons and you will therefore be
required to review and prepare material for your next lessons, as well as undertaking general
revision as directed by your teacher. Lessons are often based upon class discussions and you will
be expected to participate fully in these activities.
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5.2 Tutorials
The tutorial time for this module is used primarily for teachers to assess your progress in both
classroom-based exercises and homework, and to address any issues that may arise. They can
also be used for ongoing work and ensuring all learning outcomes have been met.
5.3 Private Study

This time is allocated for homework and preparing for the next lessons. Your teachers will suggest
work that should be undertaken during this time. You will need to allocate sufficient time outside of
the classroom to work on the skills that are being developed throughout this module; progress is
likely to be gradual and will require effort and commitment on your part in order to fully achieve the
learning outcomes.
5.4 Topic Projects

These projects are intended to allow you to practice and demonstrate your skills, and receive
formative feedback. The content of these will be given at the start of the topic and then further
explained in the lessons. These projects are for formative practice only, and do not contribute to
your final grade for the module.
For details on the marked assignments, please see Section 7 below.
5.5 Glossary
A glossary template is provided for you to assist with assimilating the new terms covered in this
module. You should bring a dictionary and this glossary to each lesson. Word lists may be kept
either fully in English (using explanations, synonyms etc) or by use of a translation to your first
language.
Teachers may also provide you with a list of key words for each topic which you can research in
your private study time.
6. Assessment
This module is assessed by means of 3-part assignment as outlined below. These assessments will
be based on the assessment criteria given above and you will be expected to demonstrate that you
have met the module’s learning outcomes.
6.1 Assignment A: Learner Portfolio

This part of the assignment carries 25% of the marks for the module.
The Learner Portfolio is a way for you to evaluate your learning style, record the skills and abilities
you are acquiring and improving throughout the module and reflect on your progress and continuing
areas of weakness.
It is designed to encourage you to think about which skills you are using when you study, how
effectively you have used these skills, what you have achieved and what improvements you still
need to make.
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The Leaner Portfolio itself is provided in the form of A4 handouts that can be printed out and used,
or text may be typed directly into them. Keeping notes etc. in a clear book or A4 binder for example,
will help you continually practice and assess your organisational skills. You should submit this
assignment during Topic 6.
6.2 Assignment B: Note Taking

You will take notes from a prepared lecture, and arrange and edit them appropriately. You will need
to demonstrate the ability to select and use correct note taking methods and edit your work to
enhance clarity and accuracy.
Your teachers will provide you with further information and the submission date for this assignment.
6.3 Assignment C - Research Report

You will research and write a report that requires the inclusion of supporting evidence. You will use a
range of resources, writing and editing to produce a final copy. This will be the basis of an oral
presentation which you will give to the class and teacher during the final topic.
7. 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. (2008). The Study Skills Handbook, 3rd Edition. Palgrave Macmillan.
ISBN-10: 0230573053
ISBN-13: 978-0230573055
Maier, P., Barney, A. and Price, G. (2009). Study Skills for Science, Engineering and Technology
Students. Pearson Longman.
ISBN-10: 0273720732
ISBN-13: 978-0273720737
Ramsay, P., Maier, P. and Price, G. (2010). Study Skills for Business and Management Students.
Pearson Longman.
ISBN-10: 1408236990
ISBN-13: 978-1408236994
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Topic 1
Topic 1: Learning to Learn
1.1 Learning Objectives

This topic provides an introduction to the module and the concept of learning effectively. The topic
also focuses on your self-awareness and will require you to participate actively throughout.
On completion of the topic, you will be able to:
• Identify and describe some key skills involved in study;

• Describe learner styles;
• Describe the 8 multiple intelligences and identify those to which you relate more;
• Understand the concept of metacognition;
• Recognise how you use critical thinking skills when studying;
• Reflect on what motivates you to study and identify strategies to stay motivated;
• Analyse your study routines, habits and environment and draw conclusions from this;
• Identify personal strengths and weaknesses in terms of study habits;
• Design study goals that are specific and realistic;
• Create a personal study schedule.
1.2 Timings
Lessons: 8 hours
Tutorials: 2 hours
Private Study: 16 hours
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Topic 1 Glossary
The glossary is designed to help you keep track of new vocabulary or jargon that you meet during
this module. You may prefer to use a notebook for this purpose but the important thing is to make
sure that you are keeping well-organised and useful notes of new vocabulary.
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Topic 2
Topic 2: Reading Textbooks and Note Taking

This topic provides an overview of taking notes from a textbook, writing a summary of these notes
and presenting the content to others.
• Demonstrate knowledge of a variety of methodologies to record and organise information

from a textbook, including but not limited to:
- Cornell note taking method;
- SQ3R;
- Marking a textbook;
- Strategies for reading scientific textbooks;
- Concept mapping;
- Informal lists/outlines;
- Process diagrams;
- Comparison and contrast/charts;
- Timelines;
• Use preferred strategies to read, record, and organise information from a textbook, in order
to use this for future reference;
• Use a variety of techniques to give a formal oral presentation, including utilising
presentation software;
• Establish and use criteria to assess yourself and others.
2.2 Timings
Lessons: 8 hours
Tutorials: 2 hours
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Topic 2 Activity 1: Note Taking Strategies
Why take notes? Taking notes as you read is not just about recording information for later on – the
act of writing down important information helps you remember it. Taking notes also helps you make
sense of information and makes it more meaningful, especially if you reword or explain something in
your own words instead of just copying the text.
Before you start to read your textbook, it in very important to be prepared. Firstly, make sure you are
in a good environment for reading. Choose a place with good light, no distractions, and a
comfortable place to sit. It's something we don't often think about, but our environment can really
influence our ability to concentrate on a task. Now look at your textbook chapters or the section you
need to read. Note the title of the chapter/section, subheadings, graphs or diagrams, etc. Can you
predict what the chapter is going to cover? The more you "get ready" for reading, the easier it will be
to understand when you read it.
Think about what you are in about to read: Ask yourself what you already know about this topic?
What subject is it for? What is this chapter about? Write down a few things that you already know
and what you think the chapter/pages will be about. Now think about what it is you don't know –
what do you need to find out? Make up some questions, just a few, that will help you find out the key
information. For example, if it was a chapter about LAN networks, you might come up with the
following: What is a LAN network? What does LAN stand for? How is it different from other kinds of
networks?
There is no correct way to take notes when you read your textbooks. You need to find the strategies
that are best for you. You will probably find that you need to use different methods depending on
what you are reading. As you read about the methods below, try to remember if you have ever read
any of them before.
The first thing students can do when reading is underline key words in the textbook. Underline
important words and phrases so that you can find them again easily. It will help you to remember
them. But be careful not to underline everything! Think carefully about what you choose to underline
and try to limit it to key words. Read a section first and then go back and choose what to underline –
look for the words or phrases that sum up the main point.
If the text looks difficult, skim through a section or page quickly for unknown words. Highlight,
underline or circle words you are not sure of, which might include specialized vocabulary. You could
write notes in the margins or add the vocabulary to your glossary.
It’s often very useful to use the margins for writing notes or summaries; you can use it as an index to
the content. Try writing notes in the margins to summarise a point, or write down the main ideas of a
paragraph so you can find it again. After you read a paragraph ask yourself, "What was the main
point?" and write the answer in the margin. Use as few words as you can to keep it as simple as
possible.
Don’t forget to look for the answers to the questions you prepared before reading. When you find the
answers to the questions, underline them or write them in the margin. This should help you find all
the key information, summarise it and note its exact location on the page.
As you find answers to the questions you prepared, you should also begin to ask new questions.
“Why?” “When?” and “What?” questions help you think carefully about what you are reading, which
will help you to better understand and remember new information. Write new questions in the
margins as you read.
At the end of a paragraph, section or chapter, ask yourself what the main points were – which of
your questions were answered? Use the blank space at the end of a chapter or margins to write a
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small summary without looking back or copying. Summarising information makes it easier to
remember and read again later. Remember to always use your own words when you write notes
and summaries.
Finally, the Cornell system is a way to take notes in a notebook using 2 columns. It’s helpful when
you want to take notes in a separate notebook and it helps you logically divide up the information
into smaller parts. You will need to rule two columns onto your page. The first column should be
about a quarter of the width of your page. Put key words and ideas in this column. The other column
uses the rest of the page and explains or gives the details for each key word or idea. The first
column is like an index of the second. It helps you organize information and is easy to read again
later.
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Topic 2 Activity 2: Reading a Textbook
Reading textbooks is different from reading newspapers or novels; what you read contains a large
number of facts and details that you will need to understand before you move on to the next section.
Textbooks also require you to read slowly and think about what you read reading. When you read a
textbook, be prepared to take it slowly and reflect on what you read. There are many different things
you can do to make reading easier and make what you read more meaningful. Read the
suggestions and consider if you have tried any of them before.
Firstly, try to visualise new information and concepts as you read; make pictures in your mind and
try to imagine what you are reading about. You could draw it in your notes or in the margin to help
you remember. This should help you gain a better understanding, and help you think of any
questions you have about the topic. Once you have an idea of what you are reading, compare it to
what you know. Ask yourself, does the information agree with what you already know? Does it
contradict it? Perhaps it supports what you know, and adds new information? Ask yourself how this
new information fits in with what you already know. Joining new information to your own knowledge
will help it become more meaningful and memorable.
As well as asking yourself questions, try and look for answers. You should have prepared some
questions for your chapter. So as you read your books, read with the main purpose of finding
answers to those questions. This can help you to find key details and to focus on the purpose of the
text. As you find answers to your questions, you will also find new information and this should lead
you to ask more questions. It's sometimes a good idea to stop and ask yourself if you understand
the information. What questions do you need to ask now? Write questions in the margins of your
textbook and try to find the answers as you read the next paragraphs. Keep finding answers and
developing more questions. This will help you stay focused.
Stop every few seconds, pause after each sentence or paragraph and just let the information "sink
in". Let your mind make sense of the words and meanings. Give yourself time to understand.
Remember you will need to pause more often and for longer if you are reading in a different
language because you will have to make sense of all of the vocabulary as well as the facts and
meaning.
As well as stopping to ask yourself questions, it's also helpful to stop and confirm what you have just
read. After a paragraph, or after you find the answer to a question, stop reading and explain or
restate the information in your own words. It's like a summary but say it out loud – talk to yourself!
Give yourself cues like "What this part is saying is…" or "so this means that…" and finish the
sentence. Using your own words and speaking out loud are very useful ways to make the
information meaningful and help it to really stay in your mind. This also helps you to check that are
you on track. As you go through, keep checking that you are answering the questions and finding
out main points. Check that it is making sense and that you can recall the information if you cover it
up with your hand. You might want to test yourself and see how much you can remember without
looking at the textbook.
If you find yourself struggling, and/or that you haven't understood what you read, there are some
things you can do. One of the hardest things in reading a textbook is dealing with new vocabulary,
even if it's in your own language. Sound out the word and listen to how it sounds. Look at its
structure – and the words around it – does it function and look like a verb? Or a noun? Or perhaps
an adjective? Once you look at the context and it structure, you can guess its meaning more easily.
Circle or underline the word and keep reading. As you keep reading, you will get a better idea of
what the word could mean. Once you reach the end of the section, use a dictionary to check if you
guessed correctly. Always using a dictionary before you even try to guess the meaning will slow you
down and prevent you from really thinking about new words. It's when you think carefully about
something that you remember it.
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If you find that you know the words, but the information doesn’t make sense, look at any diagrams or
graphs and read through the corresponding text again. Try to link the pictures to the words you are
reading. Re-reading is also helpful – read any parts that did not make sense again: go slowly, keep
pausing and try to rephrase what you have read in your own words. If you find yourself loosing
concentration, take a break – always try to stay interested and alert. Take regular 5 minute breaks to
stay fresh if you are having trouble or the information is difficult.
Possibly the most important thing you should remember if you are having trouble is to ask someone
else – check with other students and your teacher and make sure you do this the next day. Make
sure that everything makes sense before you move on to a new chapter.
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Topic 2 Activity 3: Summarising and Organising Information
Summarising and organising information is a good way to turn your notes into something you can
easily read and understand, even months after you took those notes. When you summarise or
reorganise information, you take the key points and write them in a way that makes the information
meaningful and simple. The key thing to remember is that a summary needs to be easily
understood. If you abbreviate too much or write in code, it’s possible it won’t make any sense to you
when you read it next time.
Rewriting your notes helps you organise the information into logical sections and arrange it under
headings or subtopics. This is particularly important when you are taking notes to write an essay or
report. If you do not have clearly organised information, writing your essay will take much more time.
There are different ways to rewrite and present information and you will find different subjects areas
or information need different methods. Whichever way you choose, you should make sure your
summary covers all the main points; is neat and well presented; is easy to understand by everyone;
and is precise and to the point. Your summary doesn’t have to be in full sentences – bullet points,
lists, diagrams etc. are all fine but it should make sense to anyone who might read it. You should
include all the basic information even if it seems obvious now; you might forget in a few months’
time. Most importantly it should suit you and your learning style – use colours and diagrams, black
pen and charts – whatever makes the content more meaningful and easy to understand for you.
The first way to present information is to use a simple list. A list usually has bullet points; has one or
two words on each line; and has a heading which explains the link between the listed items. Use it to
organise information into categories, or group attributes under a specific topic. For example:
Cats
• 4 feet
• Furry
• Tail
• Can jump
• Eats fish
Japanese Food
• Sushi
• Sashimi
• Teppanyaki
• Yakitori
Similar to a list is a chronological list which is especially for information that has times and dates. It’s
useful for histories and biographies. Start at the earliest date and put all events in chronological
order:
Herman’s Hamburger Company
1968 Started by Herman Hamburger

1970 Five stores opened
1975 Expands nationwide, employs new CEO
If you are comparing two or more things, a chart might be the simplest way of presenting all the facts
quickly. This helps you if you are learning about a lot of different things and you need to see the
similarities and differences. Write headings along one side and criteria along the other:
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CDs Hard Disk USB Drive Floppy Disk
Capacity 720mb Up to 1TG Up to 64G 1.4mb
Mobility Mobile Not mobile Mobile Mobile
Security Secure – usually Data can be Data can be Data can be
cannot be rewritten rewritten and rewritten and rewritten and
erased erased erased
Durability Robust Fragile – hard Robust Must be
disks must be depending on protected from
stored packaging dust and
correctly magnets
Concept maps or mind maps are another way to organize information. They are a great way to
check your knowledge and figure out the best way to arrange all the information related to a topic.
Try to do concept maps without looking back at your notes or textbook – you can fill in missing
details later on. Start by writing the heading, subject name, chapter title or topic in the centre of your
page and put a circle around it. Write any words related to the topic on the page and use circles and
lines to link them to the topic or each other. The lines and circles should represent the relationship
between the words. Topics, subtopics and small details should be easily identifiable by their position
on the page. An example of a concept map is given on the next page.
Oranges
Limes Fruit
Cheese Milk Pears

Dairy Apples
Products Fresh
Food
Yoghurt
Cream Beef
Fish Meat
Lamb
Chicken
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Topic 2 Activity 4: What makes a good presentation?
Firstly, you have to be well-prepared. Know how many minutes you need to talk for - this will allow
you to plan your presentation accurately. Know your topic well – research thoroughly if you haven’t
already. Remember, your audience will want to ask you questions so make sure you understand
your topic and can talk about it in detail. At the same time, be careful how much detail you give in
your presentation – your audience will be able to understand only so much. Try to avoid talking
about unnecessary details. Think about what key points need to be communicated, think about what
the audience needs to know about this topic and think about what questions they will probably ask
you.
Always include an introduction. This should have a simple statement about the topic of your
presentation. Tell the audience what you are going to talk about. The body of your presentation
should follow a logical sequence that clearly explains each point. Keep your audience in mind when
you write and use language they will understand. Organise information in a way that starts with the
basics and goes into more detail. Assume the audience knows nothing about your topic – what
background information do you need to include? Use supporting quotations or facts to support what
you say. Graphs, diagrams or slides are a good way to do this. Always have a conclusion – quickly
go over the main points again. It only needs to be a few sentences.
Write a draft and edit your presentation. Practice reading it out loud – listen to how it sounds and
change anything that doesn’t sound clear or is difficult to say. Writing it a second time will help you
become more familiar with it. The more familiar you are, the less you will need to look at your notes.
When it comes to presenting, don’t read from a piece of paper; write your presentation on index
cards and only write it in bullet points or single words. Write just enough to remind you of what you
want to say – you can put it into full sentences as you talk. This way you are not always staring at a
piece of paper and your presentation sounds more natural. You will also sound like you know what
you are talking about which is, after all, one of the most important things when you make a
presentation!
Before you give the presentation, practice it in front of other people, in front of a mirror or just
practice saying it out loud to yourself. The important thing is that you practice saying it out loud
because the skill of giving a presentation is very different from writing one. Just because you can
write a good presentation doesn’t mean you will deliver it well! The more you practice, the more
comfortable and confident you will be. When it comes time to giving the presentation, you don’t want
to be worrying about pronunciation and word order. Get used to saying the words and linking
sentences fluently so you can focus on your audience and the content.
Engaging and involving your audience is key to giving a successful presentation. Always make eye
contact and keep doing so throughout the time you are talking. Talk directly to the audience and
make them feel involved. Speak slowly and loudly enough so that everyone can hear and follow you.
Watch people to see if they appear to understand. Clarify or repeat if you need to. Think of it like you
are the teacher or expert and you know the subject matter better than anyone else – it’s up to you to
make sure the message is communicated fully.
IF YOU GET NERVOUS:
Don’t worry! Everyone does. The audience understands. Nervousness is usually hard to see –
although you may feel like it’s the end of the world, the audience won’t be able to tell.
Focus on the message you are communicating; get excited by what you know and share this with
your audience. Remind yourself that you are the expert and that the audience wants to learn from
you.
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Take deep breaths and pause if you need to. It helps stop the feeling of panic. If you tend to say
“umm” or “err” all the time, try to stop yourself and just pause instead – this way you sound more
professional.
Smile – just the act of smiling helps your body relax and helps you to connect with the audience.
Practice! Practice many times before you give a presentation. If you have practiced enough, then
the words will come out fluently and you will hardly have to think about saying them.
Most importantly, enjoy your presentation! If you are having a good time, then the audience will too!
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Topic 2 Glossary
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Topic 3
Topic 3: Note Taking from Lectures

This topic provides an overview of the skills required to take effective notes during lectures. You will
also have an opportunity to gain further practice in summarising and presenting your notes.
• Take clear and concise notes from an oral presentation;

• Identify and use strategies to prepare for a lecture, and review content afterwards;
• Organise and summarise your notes;
• Use notes/summaries to form the basis of a presentation;
• Present content that is clear, thorough, and reflects set criteria;
• Recognise the process and skills involved in attending lectures and apply this in other
subject areas;
• Reflect critically on your own achievements.
3.2 Timings
Lessons: 8 hours
Tutorials: 2 hours
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Topic 3 Glossary
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Topic 4
Topic 4: Library Research and Writing an Essay

This topic provides an overview of using a library to conduct research. This research is then used in
the first draft of an essay.
• Develop and plan for an essay topic;

• Create a timeline for the writing process;
• Write a detailed essay outline;
• Find information in a library;
• Conduct research and take notes from a book;
• Organise notes and integrate new information into your essay outline;
• Use an essay outline to write a first draft;
• Critically reflect upon your ability to recognise your personal strengths and weaknesses and
act upon this information.
4.2 Timings
Lessons: 8 hours
Tutorials: 2 hours
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Topic 4 Activity 1: Starting an Essay
1. First read the question carefully
2. Underline key words
3. Look up the meaning of unknown words or concepts
4. Check the meaning of key words in a dictionary, just to be sure
5. Highlight what you consider to be the ‘action’ words
6. Now, mind map or brainstorm the essay question:
• Write the key words or essay topic in the centre of the page, come up with as many ideas
as you can on this topic.
7. Ask yourself:
• What do you know about this topic?

• What do you need to find out?
• What questions do you need to answer?
• What is your opinion?
8. Look at the criteria and requirements:
• What criteria do you need to fulfill?

• What kind of structure will the essay take?
9. What are the steps you need to do to complete this essay?
10. Make a timeline and outline time for your research, planning and drafting stages.
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Topic 4 Activity 2: Paragraph Worksheet
Write a concluding sentence for the following paragraphs:
1. Tokyo, in my opinion, is a good choice. It has one of the most sophisticated and clean public
transport systems in the world, great shopping, plenty of job opportunities and the most amazing
food! It’s a city that combines ancient history with the most up-to-date technology. Where else
can you find ancient temples nestled among skyscrapers and shopping malls? People who live
there enjoy a great lifestyle and have plenty of choice when it comes to housing, schools and
public services.
2. Moving on to another new movie, “Last Summer” is certainly one of the more disappointing
offerings we’ve watched this year. Even though it boasts an “all star” cast, none of the actors are
believable in their roles and do nothing to breathe life into an already dull plot. A typical tale of
boy meets girl, “Last Summer” relies heavily on old jokes and a predictable storyline.
3. The holiday started when we arrived at Honolulu’s main airport. As soon as my wife and I
stepped off the plane we knew we were in paradise. The air was humid, fresh and smelt of
frangipani flowers – a far cry from the exhaust fumes and dust of our hometown. We spent a
week in the luxurious Hotel Honolulu, eating tropical fruit and sitting by the poolside. The
highlight was our daily massage, included in the package.
4. The economic crisis has further contributed to a drop in the sales of larger sized cars. Rising oil
prices had already influenced the car market in 2008 – sales of sports utility vehicles (SUVs) and
other large cars dropped significantly as people opted for smaller, more fuel efficient vehicles.
Once the economic crisis hit, potential car buyers became more conscious of how much money
they could afford to spend. Suddenly a new car became far less of a priority for many families in
the U.S. and U.K. Car manufacturers now predict a dramatic drop in sales and possible record
losses.
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Write a topic sentence for the following paragraphs:
1.
Most people prefer to take one of the many buses around the city, as it is the cheapest option.
Another option is the subway which connects most areas of the city, and has new lines under
construction. Although cheap and convenient, some people don’t enjoy the crowds and are willing to
pay the higher fare to take a taxi. It’s convenient, comfortable, and gets you from A to B. Despite
this, a growing number of people still find driving their own car the best way to travel around the city.
2.
I was able to play in the gardens and meadows around my house, the air was fresh and we ate fruit
and vegetables that we had grown ourselves. Everybody in that town knew my family and they all
looked out for me as I grew up. It was safe, quiet and peaceful. I think it was much better to grow up
there than in a polluted city.
3.
Firstly, keeping a ‘to do’ list can be the easiest way to become more productive. Write down
everything you need to do and add to it as you think of things – try to put it all down on paper so you
don’t have to keep it all in your mind. Decide which tasks are more important and focus on these
first. Schedule time to deal with each of your important tasks and set goals to get these tasks done
by a certain time. Write it all down on paper, reward yourself when you finish something, and you’ll
start to feel more productive.
4.
To illustrate, in 1999 11% of teenagers in the UK had a mobile phone compared to 63% now. The
reason for this rapid rise in teenage phone owners is mainly due to fashion and the fact that the
mobile phone is seen as a status symbol among young people. Mobile phone companies now
design phones especially to cater for 15-18 year olds, instead of simply targeting the business
market as they used to. Mobile phones are becoming more fashionable, useful, and cheaper –
appealing to the younger generation like never before.
5.
The reasons behind this can be linked to the increase in manufacturing, which means an increased
amount of waste. This waste is not simply rubbish, but waste liquid, which is poured into nearby
rivers, and waste gases, which is released into the air. The result is a 40% increase in toxic particles
in our city’s air, and a 68% decrease in water quality over the past 30 years.
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Topic 4 Activity 3
Write a short paragraph for each of the following topic sentences. Remember to make sure that your
paragraph has a good structure.
1. One reason why football, or soccer as it is known there, is growing in popularity across the USA
is the arrival of many famous players from other leagues.
2. Writing well-structures paragraphs is an important skills in essay writing.
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Topic 4 Glossary
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Topic 5
Topic 5: Journal Based Research for Essay Writing

This topic provides an overview of researching and writing an academic essay or report using
journals or periodicals as the main source.
• Source and use periodicals to support an essay;

• Find relevant information within journals and articles;
• Take notes and record bibliographic information;
• Organise information and ideas into a cohesive essay outline;
• Describe and integrate data and supporting information into a written report;
• Cite references correctly and according to school academic standards;
• Write a list of references;
• Redraft and edit their essay to ensure:
• cohesion
• logical flow
• detailed content
• correct style and grammar.
5.2 Timings
Lessons: 8 hours
Tutorials: 2 hours
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Topic 7
Topic 5 Activity 1 – What to Note When Reading
When reading, record all information you need to write citations.
Whole Book
• author’s surname and initials or given name

• title of publication
• title of series, if applicable
• volume number or number of volumes, if applicable
• edition, if not the first
• editor, reviser, compiler or translator, if other than the author
• publisher
• place of publication (first named)
• year of publication
• page number/s, if applicable
Parts of books (Chapters, sections, conference papers, etc.)
In addition to the details for the Whole Book (see above) record the following information specific to
the part.
• Author's surname and initials or given name (of the part)

• Title of the part
• Inclusive page numbers of the part
Journal articles
• Author’s surname and initials or given name

• Title of the article
• Title of the journal
• Volume and issue number
• Year of publication
• Inclusive page numbers
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Topic 7
Topic 5 Activity 2 - Organising Your Notes
Now that you have finished reading for your essay and taken notes, look over your notes and try the
following:
1. Read over the notes you have taken.
• Have you answered all the questions you aimed to answer?

• Do your notes provide enough information to address the essay question thoroughly?
2. Organise your notes into ideas or sub topics.
• Think about a good method to organise your notes – Consider colour coding or
highlighting, cut and pasting (works well for computerised note taking), using note cards
and physically arranging etc.
3. Now that you have re-read and arranged your notes, you should be familiar with the research
content and have formed a clearer idea of what you are going to say in your essay.
Brainstorm some ideas for your essay using one of the following methods:
• Mind map – place your essay question in the middle, and note down anything that
comes to mind. Try to group ideas and research together.
• Free writing – write your essay topic at the top of the page and simply write whatever
comes to mind, in sentences or bullet points, under the heading. Keep writing no matter
what comes to mind! Try to keep writing until you have exhausted all your ideas.
• Sequential mapping – write your essay topic at the top of the page, and list your main
ideas under the topic, leaving space after each idea for more writing. Under each idea,
list facts, evidence or other information that you have found during your research.
When using any of the above methods:
• Try not to think about what you are writing – get it on paper as fast as you can – this is
only a brainstorming activity so don’t worry about presentation!
• Do not refer to your notes until you have written down everything you can think of.
After you have written down everything you can think of, go over the notes you have just made and
consider what you want to include in your essay. Cross out anything you don’t need.
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Topic 7
Topic 5 Activity 3 – Redrafting Checklist
Ask yourself the following questions and check your essay before answering.
• Do you outline the argument/thesis or intention of the essay?

• Do you provide enough key points to support and explain your thesis?
• Are there enough examples, quotes and research to support your key ideas/points?
• Is each example or quote directly related to the topic sentence of the paragraph?
• Do you discuss each example or quote?
• Do you clearly show how they support your thesis?
• Do the examples/quotes/research follow a logical order?
• Do you restate your thesis in the conclusion?
• Do you summarise your key ideas in the conclusion?
• Does the conclusion match the introduction?
• Does the essay seem logical?
• Is it easy to follow the flow of ideas and evidence?
• Does each paragraph follow on from the one before it? Lead into the one next to it?
• Do you address the essay topic completely?
• Does the essay address all the set criteria and requirements?
• Is there any part of your essay that could be left out?
• Are all sources of information in your essay correctly acknowledged?
Now consider:
• What questions might someone ask after reading each paragraph in your essay?
• Are there any questions that should be answered more clearly in the essay?
• What is your teacher going to think of your essay?
What mark do you think you could get? Why?
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Topic 7
Topic 5 Activity 4
Read your essay slowly and carefully and check:
• Are there any spelling mistakes?

• Are there any incorrect words – did the computer spell-check insert any wrong words?
• Does each sentence have a verb?
• Do your subjects and verbs agree with each other?
• Have you used the correct tense in each sentence?
• Do you refer to people with the correct word? (he/she/they/etc.)
• Have you capitalised all necessary words?
• Have you used correct punctuation?
• Does your language sound academic, not casual?
• Do you understand all the words you have used in your essay?
• Have you used new words/technical language correctly?
• Are there any sentences that might be confusing?
• Are there any paragraphs that might be confusing?
Remember: It is better to use simple language and write a clear sentence, rather than to use
difficult language that you don’t understand and write a confusing sentence!
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Topic 7
Topic 5 Glossary
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Topic 7
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Topic 7
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Topic 6
Topic 6: Internet Research for Essay Writing

This topic provides an overview of researching and writing an academic essay or report using online
resources as the main source.
• Conduct online research for academic purposes;

• Evaluate online sources and select appropriately;
• Use appropriate methods to record, organise and synthesise information;
• Recognise plagiarism and how to avoid it;
• Paraphrase information correctly;
• Redraft and edit their writing to ensure:
• cohesion
• logical flow
• correct style and grammar.
6.2 Timings
Lessons: 8 hours
Tutorials: 2 hours
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Topic 6 Activity 1
• What is the “Double O” arch?

• What is the Tunguska Event?
• What is the definition of “business”?
• What is today’s exchange rate for the US dollar?
• What is the value of gold today?
• How many cars were sold in the UK in the last year?
• What is the GDP of Chile?
• What was the most popular mobile phone in the U.K. last year?
• What is the biggest story in the business news today?
• Can you translate “I am a student” into 10 different languages?
• Find pictures of the national dress for 10 different countries.
• Which species of animal is most endangered?
• What is the weather today in Melbourne, Australia?
• Who was President of the USA in 1875?
Etc….
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Topic 6 Glossary
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Topic 7
Topic 7: Writing a Research Report

This topic provides an overview of the skills which have been taught in the previous weeks so that
you can complete the assignment (Assignment C) for the course.
• Conduct research for academic purposes;

• Evaluate resources and select appropriately;
• Use appropriate methods to record, organise and synthesise information;
• Recognise plagiarism and how to avoid it;
• Paraphrase information correctly;
• Redraft and edit their writing to ensure:
• cohesion
• logical flow
• correct style and grammar
• Complete the writing process in an independent and confident manner.
7.2 Timings
Lessons: 8 hours
Tutorials: 2 hours
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Topic 7 Glossary
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Topic 8
Topic 8: Examinations and Assessment

This topic provides an overview of exam preparation and technique.
• Plan for exams;

• Identify and use a range of strategies to review and remember content;
• Define vocabulary commonly used in examinations;
• Identify different types of exam questions and what is required in an answer;
• Respond to short answer questions in a clear and concise manner;
• Accurately respond to various questions using appropriate methods;
• Describe stress and identify ways to avoid it;
• Identify good practices when sitting examinations.
8.2 Timings
Lessons: 4 hours
Tutorials: 1 hour
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Topic 8 Glossary
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LEVEL 3

STUDY AND COMMUNICATION SKILLS

SCS Student Guide v2.0

Version Date Revision Description

© NCC Education Limited, 2012

1. Module Overview and Objectives

Journals & Essays & Reports

2. Learning Outcomes and Assessment Criteria

2. Understand how to work out the 2.1 Identify unfamiliar content

2 Reading 13% • Reading a textbook & note taking skills

8 Examinations 9% • Writing summaries and reviewing notes

4. Related National Occupational Standards

Related National Occupational Standards (NOS)

5. Teaching and Learning

5.3 Private Study

5.4 Topic Projects

For details on the marked assignments, please see Section 7 below.

6.1 Assignment A: Learner Portfolio

6.2 Assignment B: Note Taking

6.3 Assignment C - Research Report

7. Further Reading List

Topic 1: Learning to Learn

1.1 Learning Objectives

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

• Identify and describe some key skills involved in study;

Private Study: 16 hours

Topic 2: Reading Textbooks and Note Taking

2.1 Learning Objectives

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

• Demonstrate knowledge of a variety of methodologies to record and organise information

Private Study: 16 hours

Herman’s Hamburger Company

1968 Started by Herman Hamburger

Cheese Milk Pears

IF YOU GET NERVOUS:

Topic 3: Note Taking from Lectures

3.1 Learning Objectives

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

• Take clear and concise notes from an oral presentation;

Private Study: 16 hours

Topic 4: Library Research and Writing an Essay

4.1 Learning Objectives

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

• Develop and plan for an essay topic;

Private Study: 16 hours

1. First read the question carefully

2. Underline key words

3. Look up the meaning of unknown words or concepts

4. Check the meaning of key words in a dictionary, just to be sure

5. Highlight what you consider to be the ‘action’ words

6. Now, mind map or brainstorm the essay question:

• What do you know about this topic?

8. Look at the criteria and requirements:

• What criteria do you need to fulfill?

9. What are the steps you need to do to complete this essay?

Write a concluding sentence for the following paragraphs:

2. Writing well-structures paragraphs is an important skills in essay writing.

Topic 5: Journal Based Research for Essay Writing

5.1 Learning Objectives

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

• Source and use periodicals to support an essay;

Private Study: 16 hours

When reading, record all information you need to write citations.

• author’s surname and initials or given name