heathensixthform.co.ukheathensixthform.co.uk/.../Applied-Science...17.docx  · Web viewWelcome to your BTEC! Welcome to the BTEC Level 3 National Extended Certificate in Applied

Name:

Preparing for BTEC Level 3 National Extended

Certificate in Applied Science

Contents

Introduction to BTEC and Key Skills 2Starting points for BTEC – learning and thinking 5Planning for study and work 8Researching, analysing and noting information 11Understanding report writing 19Developing yourself 23

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Introduction to BTEC and Key Skills

Welcome to your BTEC!Welcome to the BTEC Level 3 National Extended Certificate in Applied Science. This booklet is designed partly as a transition aid for you to read and complete activities before starting the course, and part as a handbook for you to refer to over the next two years. If you have any questions, don’t hesitate to email me at [email protected] and I will do my best to get back to you.

Note you do not need to complete every activity in here before the course begins- we will be using these in the first few weeks to help you get settled in.

BTEC CoursesYou are joining a course that has a 30-year track record of learner success, with the BTEC National widely recognised within the industry and in higher education as the signature vocational qualification. Over 62 per cent of large companies recruit employees with BTEC qualifications and 100,000 BTEC learners apply to UK universities every year.

BTEC Nationals are demanding and will require you to complete a wide range of units and assessments, from examinations and written work to practical assignments. You will need to build a portfolio of the assignment work you complete, as evidence of your achievements on the BTEC. This course will be challenging for you, but the rewards of success will have a huge positive impact on your plans for the future; whether that is studying further, going on to work on an apprenticeship or even setting up your own business.

Why BTEC?BTECs are an established and highly successful alternative to general qualifications, suitable for a wide range of learners. As work-related qualifications, their design meets the needs of employers as well as supporting progression to university.

BTECs are designed to provide a more practical, real-world approach to learning alongside a clearly explained and structured theoretical background. This will help you to develop the knowledge, understanding and skills to prepare you for the industry.

BTEC National learners are expected to take responsibility for their own learning and be keen and well organised. You should enjoy having more freedom, while knowing you can still ask for help or support if you need it.

Course StructureYour course is broken down into 4 units:

Unit 1: Principles and Applications of Science 1

Unit 2: Practical Scientific Procedures and Techniques

Unit 3: Science Investigation Skills

Unit 10: Biological Molecules and Metabolic Pathways

These units are a mixture of internal and external assessment.

How are you assessed?There are three main modes of assessment:

External assessment: each external assessment for a BTEC National is linked to a specific unit. Unit 1 and unit 3 are the externally assessed units you will be sitting. Each assessment is taken under specified conditions, then marked by Pearson and a grade awarded. The styles of external assessment used for qualifications are:

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● examinations – all learners take the same assessment at the same time, normally with a written outcome● set tasks – learners take the assessment during a defined window and demonstrate understanding through

completion of a vocational taskInternal assessment: Unit 2 and Unit 10 are internally assessed and subject to external standards verification. This means that you will be set and assessed on assignments that provide the final summative assessment for each unit.

In line with the requirements and guidance for internal assessment, your teacher will select the most appropriate assessment styles according to the types learning set out in the unit.

Synoptic assessment: Unit 3 is also a synoptic assessment. It requires you to demonstrate that you can identify effectively use an appropriate selection of skills, techniques, concepts, theories and knowledge from across the whole sector relevant to the task/s set. Normally, a synoptic assessment is one that you will take later in the programme as you will be expected to be able to draw on a range of learning styles. Synoptic units may be internally or externally assessed, and are specific to the qualification you are registered to study on.

Below is the outline showing when the external assessments can be taken.

The skills you needA big part of completing a BTEC National is that it gives you an opportunity to develop the key skills, knowledge and expertise that will make the difference to you when starting out on a new career or completing higher education.

How BTEC helps you?Today’s BTEC Nationals are demanding, as you would expect of the most respected applied learning qualification in the UK. You will have to choose and complete a range of units, be organised, complete external assessments that Pearson will set and mark, and produce a portfolio of your assignments. But you can feel proud to achieve a BTEC because, whatever your plans in life – whether you decide to study further, go on to work or have an apprenticeship, or set up your own business – your BTEC National will be your passport to success in the next stage of your life.

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Introduction to the Applied Science sectorA BTEC National in Applied Science course is one of the most popular BTEC courses. There are many reasons why this course is in such demand, and you will experience some of these at first hand during the next year or so.

The BTEC National in Applied Science qualification is a vocational qualification that will help prepare you for a huge range of careers. You may be thinking of pursuing a career either as a nurse or as a laboratory scientist. You may decide to work in something which on the surface has no links to science, such as the Sport or Health and Care Sector.

In your BTEC National in Applied Science, you will be studying a range of units. All relate to science. You will learn a broad range of information about chemistry, biology and physics as well as developing key skills relating to working in a professional environment. This will help you to understand how the world works and develop your skills in problem solving and interpreting information, useful for any scientific sector.

TIP Having a positive can-do attitude to life is very important in any workplace.

Skills you need for your sectorFor virtually all careers, you will need to have the following skills:

● good communication skills● good interpersonal skills

● the ability to work well as a member of a team● the ability to lead a team

● the ability to manage your time effectively.Studying for the BTEC National in Applied Science allows you to practise all of these skills utilising different styles of learning. You will encounter and appreciate various methods to assess your understanding and knowledge of the different subject areas.

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Starting points for BTEC – learning and thinkingPeople learn naturally from the day of birth. Over time, they approach different tasks in different ways depending on their purpose for learning something. They think about things in different ways too. This all contributes to make us the unique individuals that we are. As you start your BTEC course, it may be useful to explore briefly what learning and thinking means for you.

Why are learning and thinking important to you?For BTEC study: reflecting on the ways you find comfortable for learning and about thinking is useful. Looking at alternative ways you may not have tried will help you succeed as a learner.

For work: becoming aware of a variety of possible approaches to learning will give you a ‘toolkit’ to tackle new learning experiences and challenges in the workplace. So, when you’re asked by your employer to make a presentation or lead a team or organise a project, you’ll have had some BTEC experience to help you perform well in the workplace.

What can you do to develop your learning skills?

Consider the factors that affect learning

Much of the learning that people do has little to do with formal education. For many things, we learn instinctively because we want or need to be able to do something. This could be something as everyday as learning to text or following instructions to put together a piece of flat-pack furniture. Some things will require you to develop hand skills such as using a power tool safely or thinking skills like learning the Highway Code for the driving theory test. How successful you will be in learning these sorts of things will depend on how strongly you want to learn what you need to know or do. Your BTEC course will involve you in similar thinking and doing as a basis for learning. Have a look at 12 example factors that will affect how successfully you learn.

Learning factor What these mean for you

● Purpose know what you want to achieve in life in the short, medium and long term

● Motivation know what you want from your education and set goals to achieve this

● Relationships work with others constructively to achieve the goal of passing the course

● Planning organise time so that all learning activities are accomplished

● Practical skills develop the professional skills required for the specific course of study

● Memory develop skills that aid recall routinely and when under pressure

● Resources use printed sources, placement experiences and specialist services

● Creativity develop talents to tackle problems, projects, presentations for your growth

● Reading use reading as a way of expanding your subject knowledge

● Listening develop your ability and skills by following oral instructions and discussion

● Note-making learn to construct notes from what you hear and read to aid your understanding

● Assessment build confidence to do coursework assignments and respond positively to feedback

TIP As a BTEC learner, you’ll have access to a number of facilities and services in your school or college. Find out what these are and what these offer at the beginning of your course as this will assist you later. Later when you’re working on assignments or revising, you’ll know where to go for information or help.

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Recognise different approaches to learningMuch research has been done about how people learn and think; as a result, multiple theories have emerged. There is a very simple way to explain thinking. Look at the four questions below: which one sounds most like you?

Question Type of learner Task approach that might be favourable to the type of learner

Do you like to learn by watching someone else do something and then copy them?

Observer Mind mapping

Do you like to listen to explanations and instructions and then follow them?

Listener Read notes aloud

Do you like to read about a topic or activity and make your own notes to help your understanding?

Reader Scribe Note-taking

Do you like to do practical tasks where you handle equipment/tools and follow set procedures?

Practitioner Sticky notes or cue cards

You may feel that you identify with one more than another; alternatively, you may feel that you relate to more than one of the types. Many people use a range of these methods to find something that works for them.

Learning activityUsing the questions above, write down how you like to learn- think back to how you prepared for your GCSE exams- did those methods work or could you have tried something slightly different?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Select the best approach for the taskSome of the assignment work you will do for your BTEC will require you to use skills and approaches that may seem strange or new to you. Be prepared to experiment with different approaches as this will help you broaden the choice of ways you tackle new learning. This can mean changing your approach according to the type of task you have to complete.

Analyse what you do when you thinkPeople differ in how they think.

● Some people like to think logically moving from one step to the next

● Others interpret theories, opinions and approaches based on evidence that sometimes includes numerical data

● Others reflect on previous experiences and build new knowledge from that.

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These, along with different traits (or qualities) that you have in your personal make-up, are only some of the things that influence the way you think.

For BTEC, you will develop thinking processes that require you to

● recall knowledge and information● understand, apply and analyse it so that you can judge how important or valuable something is, and

● create new ideas.These thinking processes will underpin your coursework and assessments.

Learning activityUse the lists above, and the answer to the previous question to write how you think and what ways of learning will help you learn the most.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Planning for study and workPlanning is valuable for lengthy and complex activities. You’ll need to organise your time and effort appropriately, and complete the task on time and to the highest possible standard.

Why is planning for study and work important to you?For BTEC study: assessments will be in various forms and each of you will benefit from careful planning before you start the work. To plan well, you will need to:

balance the time appropriately to different elements of the task factor in some space in your plan for the unexpected – delays, problems, illness

reduce the chance of a last-minute rush or late submission leave sufficient time for reviewing and correcting your work.

For work: the planning skills and habits you learn while studying will be relevant in your eventual workplace. Your employer will want you to complete projects on time and to high standards. This will show you are well organised and self-motivated.

What can you do to develop your planning skills?Good planning includes two essential stages:

● breaking a task down into manageable elements. For example, cookbooks generally take this approach when giving instructions for recipes

● creating a timetable by dividing the available time between these elements.

Vital though they are, do not allow these steps to take up too much time. Make this a quick exercise so that you can spend most of your time on doing the work.

1 Breaking a task down

This involves identifying the various activities you will need to carry out to complete the final product. Look at the table below for the general principles that apply to almost any kind of academic assessment (Column A) and at how this works for producing a case study (Column B). Other activity sheets will show you similar breakdowns for essays, reports and presentations.

General principles Example: producing a case study

Analyse what you have been asked to do Reflect on wording of the brief

Identify separate stages, targets or sections (as appropriate)

Decide on how to tackle brief by identifying different stages – e.g. conduct survey, review literature, reflect on own experience

List resources to be obtained and studiedIdentify the nature of information-gathering – e.g. survey, analysis of results, personal diary, supporting literature

Consult source material and make notes Note key ideas/data to includePlan the layout of your assignment taking account of feedback from other work

Plan the layout of the case study, following any instructions you’ve been given

Draft your first version of the task (revisit source material as necessary)

Draft first version of each of sections, not necessarily in the order they appear in text

Review and edit first version Assemble text in the order required and review for flow, structure and accuracy

Finalise your submission Finalise your submission in accordance with guidelines for structure and presentation

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For certain tasks that do not follow a familiar format, an essential step is to mind map the elements or stages involved, drawing on your experience from other similar work.

Some of these stages may be repeated (for example you may go through a cycle of several drafts) and some may take longer than others (printing out a final copy of an assignment may not take long, but the research for it may take much longer). Some elements may need to be further sub-divided – for example, the writing phase might involve three sub-phases for writing the introduction, the main part and the conclusions.

2 Creating a timetable

General principles Points to consider

Identify submission date according to BTEC course information

Check your timetables and the place in a week, e.g. Monday (gives you a weekend prior to submission) or Friday (has to fit in around classes and other calls on your time)

Identify due dates of any other work

Check sequence of due dates and nature of assignments so that you can allocate time appropriately to the complexity of task

Calculate the time you have available for the task(s)

Take into account unavoidable commitments on certain days in the week that you will need to work around, e.g. part-time employment

Sub-divide the total time you have available to cover each element of the task

You may realise that time for some parts is very limited – in which case you may need to revisit your other commitments and prioritise

Create a timetable on paper The activities part of this sheet includes a model timetable that you could use. This allows you to see at a glance what you should be doing and when

Don’t forget to allow some time for slippage in your plans or for dealing with unforeseen problems. This ‘contingency’ time can be programmed in with blank slots

Stick to your timetable Having a timetable that you can work to is empowering. It helps you monitor progress and shows what you have achieved

Checklist for developing your planning skills Take time to assess the task Resist any temptation to adopt a haphazard approach to the work

Develop a plan based on the time available but do not over-extend this planning phase Get down to the real work as soon as possible

Keep track of your progress and record completion of each element Recognise that, although you may have to adopt a flexible approach in response to changing circumstances,

you should try to stick as closely to your original plan as possible.

Reflective activities

A case study on planning effectively for study

Maisie is quite a sociable person who’ll almost always put her social life over her studies. She’s also got a part-time job on fixed weekly hours (eight hours), but she needs to travel by public transport to her workplace so this eats further into her time. Her BTEC work so far has been described as ‘slapdash and incomplete’ with low grades. At present, she’d struggle to achieve a pass. She’s been advised to learn how to become more organised than at present.

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Factors affecting planningIt’s often easier to identify how other people might do things better, rather than ourselves. This can lead to useful tips that we might adopt for ourselves. Don’t just think about Maisie, but also about your own strengths and weaknesses when completing the exercise below.

List 5 social life distractions that people like Maisie might pursue thus damaging their ability to meet coursework targets.

Maisie

1 2 3 4 5

List anything that distracts your own planning.

Me 1 2 3 4 5

Using the information in this worksheet, choose two points that you would recommend to Maisie to help her become more organised in planning for her studies and so help her to submit better quality work. Similarly, add any two points you would adopt for yourself.

Maisie

1 2

Me 1 2

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Researching, analysing and noting informationKnowledge is constantly changing as advances are made in science, technology and our understanding of the world in general. New developments emerge in print both in books and on-screen. As a learner, you’ll need to interact with this wide range of source material. You’ll learn to be selective about the resources you find and then read. Once you’re confident about the soundness of the material, which means that it is accurate, honest and reliable, you need to select and record information carefully as you prepare your assignments.

Why is researching, analysing and noting information important to you?For BTEC study: you’ll take a more independent learning approach to your assignments. Although you may be given handouts for certain things, you’ll have to find out information for yourself in others. Your projects, assignments and other assessed work will rely on a variety of resources. Knowing how and where to look for that material, and what to do with it in your work will make research, analysis and note-making easier.

For work: your employer is unlikely to give you a list of resources to consult before you write a report, meet a new client, help formulate a bid for a contract or buy a major item. Employees who can search out information from a wide range of sources and can ensure that the data are trustworthy, accurate and up to date will be highly valued by employers, and save a business money.

What can you do to develop your researching, analysing and note-making skills?

Know why you are researching materialYou’ll have to research in different ways or follow different routes for different tasks. For example, are you preparing to write an essay, make a presentation, create a poster or participate in a debate? All are different; all need relevant material. Your tutor may have given you a list of possible material to start you off but after that you may have to search out material for yourself. You may choose to work with hard copy or online resources. The approach to both is similar.

Know the types of resource availableHard copy sources can be varied and include:

● recommended textbooks specific to your course, may be available in e-format● books from the library relevant to particular assignments, may be able to be borrowed

● journal articles, which provide specialist analysis and information, found in academic libraries and sometimes online

● reference books, which may further include general dictionaries and thesauri, subject-specific dictionaries, encyclopaedia, year books and directories, found online and in libraries

● official documents like Acts of Parliament, government papers, annual reports● other specialist media relevant for some BTEC courses, for example visual media – television and film,

newspapers, periodicals catering to particular professions● other people who provide information when you conduct interviews or ask people to respond to a

questionnaire. You’ll then use their answers as data in your assignment.

Online sources can include material similar to that of hard copy sources but can often also be found on websites. This includes books, journals, government papers, regulations, for example that are publically available. Sometimes viewing material online can involve a fee so you need to be sure what is involved before you download material. Also, in some instances, there is a legal limit on the number of pages that can be printed out. It is best to check this out with your librarian or tutor, if you are in doubt.

As you’ll be aware, there is a lot of material on the web that is unreliable. For example an enthusiastic amateur can post articles on the world financial situation, but it will take a professional economist to be able to present an

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informed and professionally researched analysis. You need to be selective and cautious about what web-based material you should consult.

Important to know

Sometimes for your assignment, you’ll be asked to look at a primary source. This is a publication presenting information in its ‘raw’ form – for example the report of a Royal Commission or an academic research paper. From this type of document, you are expected to make your own judgements. A resource that provides someone else’s interpretation of such a report or other issue is commonly called a secondary source. A book or review covering a particular issue would be an example of this.

When using primary sources, you have to think critically about the content; when using secondary sources, you need to be aware that you may be influenced by the author’s interpretation of the content. This means you have to judge carefully whether a point of view expressed in the book is biased one way or another.

Develop the habit of ‘mapping’ a book or online resourceKnowing how text in hard copy or online is laid out will ensure that you use your reading time efficiently. It will also help you gather publication information for any reference list you need to compile.

Things to look for when you first open a book or a webpage onscreen:

● title and author(s): usually found on the first page in the book or at the top of the webpage

● publication details:o for a book, on the back of title page: date of publication, edition, location and name of the publisher

o for a webpage, this may be at the end of the article as ‘last updated on’ or embedded in the URL

o you’ll need these details for citation and referencing (see Activity Sheet 7)

● contents: in a book, this page will list the numbered chapters and other components of the book: onscreen, this may appear under ‘site map’ or as a list on the sidebar of the webpage

● glossary: special terms used in the text, listed alphabetically at the end of the book or presented onscreen as a highlighted word that can be clicked to show meaning

● reference list: sometimes called a bibliography, gives publication details of source material cited by the author in the text, usually found at the end of a book or at the end of a webpage

● index: arranged alphabetically and found at the end of a book. Page numbers in bold indicate topic dealt with in detail: if in ordinary type, then topic only mentioned. In the case of a webpage, clickable links to special terms will be highlighted on screen.

Evaluate the reliability of materialProvenance

This means the trustworthiness of the book or site.Who has published the text in hard copy or on the web?Is it sponsored by a particular group or individual with a special interest in promoting a particular view?Discriminate between good and flawed material. Is it biased?Is the content accurate and truthful?You’ll often be able to make a judgement about the quality of a website from the URL (this is short for Uniform Resource Locator but it’s easier to think of it as the reference that begins with http:// or www). The source of the organisation publishing the online material may be embedded in the URL or it may appear somewhere on the webpage.

In terms of evaluating books, you may find that the same authors keep cropping up in different sources and this is an indication that their work is highly regarded on that topic.

Date of origin

Sometimes it is difficult to identify how up to date the material is. This can be important if you are checking out regulations that may be updated regularly. Often old material is lurking around on the web as people often don’t

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remove old material. Sometimes a webpage will give the date of the last edit at the end of the item; other times a date will be found embedded in the URL. Books will usually have the date of publication printed on the underside of the title page.

Know where to obtain resource materialSources of specialist information available include:

● librarians, who are expert in resourcing knowledge. They may work in partnership with your BTEC tutors and can direct you to recommended/subject-specific materials

● reference lists or bibliographies. These can be a starting point for finding the titles and web details of information and material related to your topic.

Start with reference sources as reading relevant entries in hard copy or online reference books can provide an overview of a topic. This can save valuable time. Then you can go on to more detailed sources to expand your knowledge and understanding. Trusted sites will give you genuine and accurate information. These include: Encyclopaedia Britannica online, the CIA World Factbook and other online reference sources. For meanings and how words are used you could use www.thefreedictionary.com and www.thesaurus.com. Some libraries may have free access to online reference material.

TIP Note-making from sources. Developing note-making techniques will be essential so that you do not end up copying out everything in the book. Make sure you keep a note of all the publication details as well as the pages that you read. Activities 6.6 and 6.7 will help you to be more discriminating about what you note down after you’ve completed your reading rather than starting out with a pen in your hand as soon as you open the book or screen page.

Some widely used note-making techniques include spider diagrams, positive/negative grids, numbered notes – use decimal numbers for points beneath a heading to save time. Add your own thoughts to your notes as you create them – do this in pencil and this will identify your ideas later on. For quotations, note exact words from the text and the page number on which these appeared. If you write these in colour, you’ll find them more easily when you need them for your assignments (where appropriate).

What can you do to develop other research techniques?You may find some of your assignments are based less on writing and more on observation, record-keeping and reflection. To research successfully, ensure that

● any interviews you conduct, for example to gather data (often numerical information) are ethically conducted. This means that your interviews are not harmful and are voluntary and the information is anonymised to ensure confidentiality. How you gather information will depend on your subject. You may be given guidance on this aspect, especially on maintaining anonymity of those you interviewed (the interviewees are sometimes called subjects).

● you keep careful notes of what people said, and of countable responses they provided

● your observations are truly accurate and based on what people actually saw/experienced NOT what they think they saw

● evidence you select, in whatever format it takes, is sound and supports your assignment.

Checklist for developing your researching and note-making skills Be sure that your resources are accurate and up to date Be sure to make a note of all the hard copy or online publication details, including page numbers for citation

Choose source material that covers different viewpoints, usually from more than one source Choose evidence that is beyond reproach and is not biased

Your records, diaries, logs and other data are kept consistently over the project time.

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In your written work, you’ll need to show that you have read about, understood and analysed key ideas. To do this, you’ll have to integrate those ideas into your text by quoting, summarising or paraphrasing. This technique is called ‘citation.’ You’ll also need to give details of these published sources within your text and in a listing at the end of the text. This is called ‘referencing.’

Why are citing, referencing and avoidance of plagiarism important to you?For BTEC study: you’ll have to follow the academic conventions of citing and referencing correctly. At later stages in your education, you may have to follow these conventions again. This is an opportunity to learn how to do it all properly.

By citing and referencing sources correctly, you’ll show that you can:

● explain your ideas honestly by giving credit to the authors whose work you have used

● evaluate material and recognise different views on a topic as presented by others.You’ll also be able to sign a declaration that your assignment is your own work.

For work: in the workplace, you’ll continue to follow these techniques when you use different resource materials to support ideas in your professional writing. For example, this could include reports, discussion documents and any other kind of writing that relies on the work of others.

What is citation?A citation is an acknowledgement that the source of content has not originated from you. Citation requires you to select the material you want to mention and why you want to mention it. You can do this by:

● quoting – using exact words from the original text (page number after quote)● summarising – outlining the key points from the original article using your own words

● paraphrasing – providing a general explanation of the theme or idea in your own words.You’ll also need to use appropriate language to introduce any citations in your text. The following situations and examples show when and how you might cite the work of others.

Why you might cite work of others Examples of how to introduce an idea in your work using reporting words

● to support your own point or discussion X stated that…X observed that…

● to give a contrast to your specific points or discussion

X questioned the view that…X offered an alternative view that…

● to give a new development in the topic area X claimed that…X surmised that…

● to give a philosophical or theoretical platform for your work

X suggested that…X believed that …

What is referencing? Referencing is a technique that involves two stages:

giving ‘short’ publication details of sources you want to cite in your text (for example author and date) listing the full publication information in a reference list (sometimes called a ‘Bibliography’ or ‘Works cited’) at the end of your work.Many referencing systems exist. The more commonly used include the Chicago, Harvard, Modern Languages (MLA) and Vancouver styles. They use different layout styles for references in the text and in the reference list at

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the end of the document. Your tutor will guide you on the recommended style and order for your course. Typical reference information you will need about your source material is listed below.

Who wrote it The format used for different sources

About the publication

● Author(s): Surname and initials

● For books: full title ● Date of publication● Place of publication● Publisher

These details are usually found on the reverse of the title page in a printed book.

● For journal articles: article title

● The journal title, volume, issue and relevant page numbers

● Author(s) of online material (if given)

● For online resources: article title

● For online resources: URL and date accessed

A typical layout: Harvard style

Example of original text from a source on reflective learning

All learning should develop from personal reflection on experience or observation. Only then can learners develop their understanding and progress to new levels of knowledge and practice.

Alternative examples of citation and reference within your text

Milne (2015) identifies reflection by individuals of their experiences as a means of developing their own learning.ORReflection on personal experience by learners promotes their development (Milne, 2015).

Reference list entry (at the end of your text)

Milne, C., 2015. The power of reflection in learning. York: Elfin Press.

[Ordered as: author, date of publication, title, place of publication and publisher]

Citation of a website source

Learners can develop their understanding and knowledge by reflecting on their own experiences (Milne, 2009)

Reference list entry (at the end of your text) – online example

Milne, C., 2009. Reflection and learning for the individual. Newsletter of the Third Age. Available from www.thirdagenews.co.uk [Accessed 1.4.15].

TIP As you do your reading, make it part of your routine to note author(s), date of publication, titles, place of publication and the publisher for each resource. You should also note the volume, issue and page numbers (as relevant, for example for quotations) or the URL for quick retrieval if you need to re-read the particular text. Note: you need to record the full URL and the date on which you accessed it.

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What is plagiarism?Plagiarism, at its most basic, occurs if someone has used the work of another without showing that it is the ‘intellectual property’ of the original author (their unique ideas).

Important to know

What happens if a learner submits work that is plagiarised?

Firstly, plagiarism is serious; it is dishonesty. Plagiarism can be easily detected because tutors can access text-monitoring software that detects text misuse or unacknowledged material. If this shows up in written assignments, learners will be penalised for plagiarism; this means that their marks can be disallowed and the instance of plagiarism will remain on their academic record.

Secondly, plagiarism is stealing in the same way as illegally downloading music from the internet. In some professions, for example nursing, plagiarism is regarded as a mark of dishonesty and a trainee learner who has plagiarised could be suspended from the course or prevented from working as a nurse by the Nursing and Midwifery Council.

Learners are often unaware of what plagiarism is and so are surprised to find that their work has been labelled as plagiarism.

Plagiarism occurs when:

● more than 10% of a text is a direct quotation from the source(s)

● some words are substituted for words similar in meaning (synonyms)

● sentences or words are reordered● exact words are copied from text without

quotation marks or source information (citation)

● the source is given but the exact words are used without quotation marks

● material from the internet is copied and pasted without acknowledgement or download dates given

● work created together with other learners is submitted without acknowledging their contribution

● identical work authored by the same person is submitted for different assignments

● copying and submitting the work of another learner with or without their permission

● different source ideas are given without clear analysis of content or importance which indicates a lack of deeper thinking about the topic and related content.

Learning activity

Case study on citation and referencing and related plagiarism

In the next activity, you will see examples of text from Logan, a learner. He has selected a number of ideas drawn from his reading to support his essay on how reflecting on experiences helps to improve learning, recognise challenges and determine action points.His sources are presented in different referencing styles and he needs to modify these to make them uniformly follow the Harvard style required for his course. His last piece of work was criticised as he had used

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too much quotation and had not shown clearly, why the ideas in the quotes were relevant to his essay.His tutor told him that he had only just managed to get a pass, but Logan wants to improve enough to achieve a merit for his next piece of work. Following the Harvard style, he will need to make sure that he balances quotation with the use of his own words. Source material should link more appropriately to the theme of his discussion. How can he refine his work?

Avoiding plagiarismAn excerpt of Logan’s draft text is given below. The sample is weak and, if the full text followed a similar style, it would be heavily penalised as plagiarism, especially as Logan shows very little of his own thinking in his writing.

Identify any quotations – underline these.Work out the percentage of text that is quotation. Remember that if this is more than 10% of the total, this is plagiarism. What figure did you calculate?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Identify the different ‘reporting’ words Roger has used to introduce ideas from his reading. These are usually verbs (often called ‘doing words’); mark these as ‘reporting verbs.’

A. Logan’s original excerpt: Reflecting on learning is essential for progress (Milne, 2015). Smith (2010) stated that ‘learning is entirely intuitive and independent of reflection’ (p.54). This view is not supported by Jones (2000) who believed ‘intuitive learning is a contributor to reflection’ (p.30), but he also claimed that ‘some students find it difficult to analyse their experiences’ (p.47). However, Jones does not explain how students can become more analytical. Other writers offer some suggestions. Gray (1788) said that they should ‘be given training in analysis when they are as young as five years of age’ (p.17). In addition, Green (2005) suggested that analytical training should be given to them when they are as young as in nursery school, ‘at the first contact with the education system’ (p.27).

Read the revised version of Logan’s text.

B. Logan’s revised excerpt: There are different opinions about how learning takes place. On the one hand, some writers consider that ‘learning is entirely intuitive and independent of reflection’ (Smith, 2010, p.54). On the other hand, Milne (2015) has claimed that reflecting on learning is essential for progress. For example, some writers suggest that learning how to analyse should begin at preschool level, that is, as soon as children become involved in the educational system at age five or younger (Gray 1778; Green 2005). These ideas appear to be sympathetic to the view that learning is instinctive but requires to be developed by other interventions. In particular, Jones (2000, p.30) asserted that ‘intuitive learning is a contributor to reflection.’

Compare Logan’s original version with the revised version. Reflect on the similarities and differences. What has Logan done in the revised version to show his own understanding of the topic?

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Checklist for citing and referencing correctly Check with your tutor about the referencing style you have to follow

Ensure that you know how to use that style for citation in text and for the reference list If you consult sources other than your recommended textbooks, then ensure that any material you are

reading is up to date.

Developing your citation and referencing skillsFrom the options below, choose the two best approaches you might use to develop your citation and referencing skills and to avoid plagiarism.

Seeking help Developing yourself independently

Consult your BTEC documents for the recommended style

Analyse texts you read to find good models of citing sources

Seek information on citation and referencing from the library

Make a list of the ‘reporting words’ used by other writers to introduce the work of others

Discuss with your BTEC tutor how you can improve your citation and referencing skills

Analyse your earlier assignments to check for any plagiarism features these might include

Where are you now in relation to understanding citation, referencing and plagiarism?Shade in the progress table below to record your development in understanding and confidence about citation, referencing and avoiding plagiarism after completing this activity sheet.

Confidence Low High

1 2 3 4 5 6 7 8 9 10

Before Now

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Understanding report writingFormal reports take several forms, depending on context. The format and writing style of many types of BTEC reports echo those used professionally, such as business reports and safety reports.

Why is report writing important to you?For BTEC study: you’ll need to write reports as assessed exercises. These will probably follow a recommended format and will contain information about a process or experience you’ve had as part of your course learning. Report writing will help you to develop a formal writing style.

For work: you’ll use this practice for reports required in the workplace. These reports place your work on record and allow others to gain from the work you have done.

What can you do to develop your skills in report writing?Carrying out the report writing required in your BTEC course will give you valuable experience and feedback. The tips given in this activity sheet assume that you have been given a task that requires a report as an end product, that you have carried out the necessary information gathering and research, and are ready to start writing.

1. Double check your task and the format required for your reportHaving spent time carrying out an investigation or study, you should return to the description of the task that was set before you start writing. Ensure that you understand what is expected of you and the way in which it should be presented. If you fail to meet expectations in either of these areas, your mark may be downgraded.

Regarding formats, the report sections and their order may differ. Typically, some or all of the following elements will be present:

Title a concise description of the investigation/study and the content of the report

Preliminary material such as acknowledgements, contents list and abbreviations used

Abstract (or Summary) an outline of the approach taken and the report’s main findings

Introduction the background and rationale for the work and the approach taken

Literature review this may be included in the Introduction or it may be the report’s main focus

Methods (or Methodology)

a precise description of the way the investigation or study was done, with enough detail to allow someone to repeat it

Results (or Investigation)

a description of results or findings

Discussion your thoughts about the meaning and significance of the results (sometimes present in a ‘Results and Discussion’ section)

Conclusions a summary of the main points arising from the investigation (sometimes final part of the Discussion). You may be asked to give a set of recommendations

References details of the publications you may have cited in the report

Appendix (plural: Appendices)

additional material that relates to the study and which would explain this relationship, e.g. a survey questionnaire or data graphs.

In some cases, a glossary section may be required defining key terms. You must adopt the precise titles used for these sections in your instructions also in their exact sequence.

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2. Plan your writingGiven that report writing can be a lengthy and demanding process, you’ll need to plan carefully so that you submit the best-possible quality report on time. You should divide the available time among the different sections you will have to write and allow some time for slippage in your plans.

Don’t put things off – get started as soon as possible. Computers allow you to change text and its order at a later stage. You do not need to write the sections in the sequence in which they will appear in the final report. This may give you a chance to get started during the investigation or study itself. You can also use small scraps of time usefully, for example by adding and formatting individual references in the Reference section.

TIP Review progress as you go along and be prepared to change your plans if necessary.

3. Adopt an appropriate writing styleA report writing style should be:

● relatively formal in nature and must be grammatically correct

● concise and accurate● easy for the reader to understand

● sound in logic and argument● supported by references for quotations and ideas taken from your reading.

Above all, report writing should be objective in nature. This means

● using an impersonal tone (avoid, for example first-person phrasing such as ‘I conclude …’)

● adopting a succinct, accurate vocabulary (which may be technical in nature)● avoiding slang and other informal expressions

● using the ‘passive voice,’ focusing on the ‘action’ rather than the ‘actor.’ So, for example in a Methods section you might write ‘the machine was switched on for 30 minutes before results were taken’ (passive voice) rather than ‘I always switched on the machine …’ (active voice).

In addition, the specific content should be wholly relevant to the aims of the investigation (and the report). Ideally, it would include original thoughts about the topic. It must be balanced, taking account of different views on the issues. It should also acknowledge that conclusions are rarely certain.

The last two of these points mean that ‘hedging’ language is often necessary. This avoids certainty and allows you to present scenarios without committing to a single position. Examples might include ‘It appears that …’ or ‘This suggests that …’ Similarly, using the words ‘may’, ‘might’ or ‘could’ can indicate your neutrality and avoid bias.

4. Review and edit your writingInclude in your plan ample time for reviewing your draft report. With technical writing of this nature, it is essential to proofread and edit to ensure your meaning is clear and your writing concise and precise. You may also need to check that your text is within any word limits that have been given.

Checklist for report writing

Know what the aim of your report should be Know what the format of your report should be

Have a plan for the writing phase Understand the writing style you need to adopt

Learning activities

Structuring a report

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The sheet at the end of this section shows the sections of a sample report arranged randomly. Following the structure of a report outlined at the end of this section, identify the sections and place them in correct order.

The sections are: Their correct capital letter order should be:

A

B

C

D

E

F

Analysing the report content for the abstractIn your own words, briefly summarise:

What the report is about:

The purpose (aim) of the report:

How the work was done:

What the findings were:

What the outcome was:

Analysing the presentation of the report contentWithin each section of the sample report in the first activity, particular words and phrases are used that indicate the purpose of the section. Underline or highlight these words and compare your choices with those of another learner. These words or words similar in meaning (synonyms) might be useful when writing your own reports.

Structuring an abstractBased on your restructured version of the report, devise a title for the report and, in no more than 55 words, write an Abstract (Summary) of the report. The writing you did in the second Activity and the words and phrases you identified in the third will help you construct your Abstract. Compare your Abstract with that of another learner and comment on how effective your Abstracts are as concise reflections of the content of the report.

TIP Everyone’s writing technique can be improved. Indeed, learning about writing is a process that will continue throughout your life. Ways in which you can develop your skills include reading books and newspapers (in each case observing good phrasing and expression of ideas) or reading style guides for good English (these are not as dull as they may sound). You may have other thoughts about how you can do this.

Action pointsIn relation to this activity sheet, consider an aspect of report writing relevant to your course.

How you can develop your report writing skills further?

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1.

2.

3.

Structuring a report – randomised sections of a sample report

A.

In line with the existing research, falls were thought to be avoidable in some cases. The evidence from this study suggests that there are people who would welcome ‘low level’ intervention to avoid the onset of complications from a fall. However, in general, the survey group agreed that falls could be reduced with better printed information and guidance on television about fall prevention and general home safety related to mobility.

B.

Injuries to limbs arising from accidents in the home are common. Reports suggest that they can be attributed to a variety of causes that include falling down stairs, running on wet floors, tripping on protruding furniture or slipping on rugs. In 2015, home accidents accounted for 37% of all accidental injuries. It is thought that many people simply do not pay any attention to either their own common sense or the extensive health education advertising campaigns sponsored by the Department of Health. This surmise is based on a recent survey of home accident victims. However, it is among the elderly that reports of home accidents are highest. Yet little work has been done to establish the frequency of unreported falls in the home among people of pension age. The aim of this study is to establish the frequency of unreported falls, their cause and the reasons for not reporting the incident. It is anticipated that these data will contribute to more effective accident prevention measures being put in place for this group of the population.

C.

The collected data (Appendix 2) showed that in this investigation only two out of five people could recollect seeing or hearing any warning advice about home-related injuries. Furthermore, they had received no specific information about fall prevention. Only one person was aware of any help available in the event of a fall. The reasons for falls were principally attributed to muscle weakness in the limbs, lack of space between items of furniture and tripping on rugs. Reasons given for not reporting falls to health professionals or family members included not regarding the event as important enough, not wanting to show weakness, ‘not wanting to be a bother’ and wanting to avoid ‘official interference’ in their lives. However, all said that they would value more information about how to avoid falls and of ‘low level’ assistance available including the installation of a fall alarm buzzer in their homes that would allow them to choose to summon help if they felt it was required.

D.The outcomes of this study suggest a multiple approach to raising awareness about falls in the home. Those consulted should be groups representing the elderly, health professionals in the disciplines of Physiotherapy and Occupational Health and member of the Institute Social Work.

E.

The Society of Physiotherapists conducted research that showed that 80% of their patients acknowledge that they knew that they were taking risks when they suffered accidental injury (Walker, 2014). Work done by the Society of Occupational Therapists (Reilly, 2010) suggested that 85% of accidents in the home could have been prevented by the use of walking aids. Their investigations showed that no needs analysis of fall victims had been conducted among those patients reported as suffering more than three falls in a three-month period. In a report commissioned by the Institute of Social Workers (Tripp, 2011), evidence showed that in more than 50% of cases, people suffering unreported falls were unknown to the social work services in their area. Tripp (2011) also noted that victims had been alone at the time of their fall.

F.

Volunteer investigators visited places where people in the target groups were perceived together: lunch clubs, sports clubs particularly golf and bowling clubs, and public libraries. Their role was to canvass the opinions and experiences of those in the 65–85 group about falls in the home. Information was obtained by administering a series of set questions in a 15-minute interview (Appendix 1) with 60 individuals. This was collated and several recurring themes were identified.

Action pointsThink about how you can continue developing the skills covered in this activity sheet.

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How you can develop your citation and referencing skills to avoid plagiarism

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Developing yourself

There comes a point in everyone’s life when they realise that the path of their life is no longer going to be influenced primarily by others, such as parents, peers or tutors. Instead, they recognise that most of the things that really matter can and should be determined by their own individual choices. One such area is personal development, where you can make decisions that can change your skills, experiences and qualifications to prepare yourself better for the future you imagine.

Why it is important to think about personal development?For BTEC study: you will have many opportunities to gain from the teaching you will receive and the coursework you will complete. Having a positive, open and thoughtful view of these opportunities, coupled with willingness to carry out hard work, will help you to develop your personality and skills in an optimum way.

For work: developing yourself through education and other chances to experience and learn is the key to achieving the most from employment. It will help you gain a job, keep a job and progress better within your chosen career.

What can you do to develop yourself?As noted above, the first thing to recognise and accept is that personal development is just what it says it is – personal: it belongs to you. It is, or should be, under your control. Therefore, it is worth the effort required to make things happen.

If you take this on board, then a four-step process can help you to progress further.

1 Think about yourself and your futureYou can start by thinking where you stand now, where your interests lie, what your strengths and weaknesses are and by planning the improvements you would like to make.

This involves some difficult decisions, and many people find it valuable to discuss their situation with another person. The term ‘mentor’ is often used to describe such a person, and in addition to giving general ‘life advice,’ they may offer support in more tangible ways, such as commenting on your work or by reviewing your curriculum vitae (CV).

Inevitably, many of the decisions you need to make will depend on the type of employment you wish to aim for, and in today’s world there can be little certainty in that area. Nevertheless, identifying a bold target or targets (perhaps with the help of a careers advisor) could give a direction of travel that might branch off into other interesting areas should opportunities present themselves. The real mistake is to aim nowhere and be left with fewer choices.

You might like to take the following approach:

Outline your long-term goals and aspirationsThink about potential jobs and how they fit your personality and qualifications

Research your options, and find out where the best opportunities lie.

You need time and space to carry out this deep thinking your future, perhaps away from the distractions of day-to-day life. Try to find the necessary freedom, perhaps by taking time off your usual responsibilities, by going to a different place from normal or by seeking out new perspectives from a mentor.

2 Plan to changeOnce you have an idea of where you might want to go, you can start thinking about the skills, knowledge and qualifications you might require to get there.

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This isn’t as easy as it might initially seem, and in some cases the help of a qualified careers advisor will be essential. You may need to carry out a personality test to see what kind of jobs might suit you (online quizzes are available); you may need to research what the entry qualifications are for particular jobs; or investigate what skills and personal qualities your ideal employer will be looking for in an applicant.

3 Take actionThis is the important part! You will need to set goals and targets for yourself. You will also need to create milestones to show to yourself that you are making the right progress.

A typical target might be signing up for a particular qualification or improving your grades. Here, the milestones and achievements are obvious. Less clear will be the pathway and finishing post when trying to improve, say, your communication skills. This might become clearer by studying the BTEC qualification specification and relevant ‘learning outcomes,’ which describes what you can gain from the coursework and how.

Ultimately, you will be aiming for an improvement in your CV, something tangible – supported by evidence – that will create a potential link between you and a job you desire.

4 ReflectThis part of the process is about looking back over your progress, tallying up your achievements and thinking further about where you can go from here.

The emphasis in the description of the above phases has been on obtaining appropriate employment, but the process also apply to other aspects of your circumstances that influence your satisfaction with life and happiness. This could refer to relationships, housing, life skills (such as cooking, for example) or sport. Whatever our starting position, we can all learn from assessing our current situation, deciding on a route to improve matters and by acting towards that goal. In some aspects of life, we do these things naturally (perhaps by seeking out recipes and practising them in the cooking example), but in others (perhaps education), we need to take a more formal approach.

Checklist for personal development Take time and find the space to think more deeply about your future Become familiar with some of the terminologies in this area as it might be used by employers

Identify a mentor with whom you can discuss your ideas in private Consult with this mentor and arrive at a path of action and specific targets

Take steps to move in a new direction Find out where you can get careers advice locally

Make an appointment to visit (or revisit) someone who can give you careers advice Discuss your job/career aspirations with a mentor

Learning activity

Case study on mentoring

Caroline was wandering around the town centre the other day, heading off to a meeting with her pals in their favourite cafe. On a windy day, the litter was fluttering along the pedestrian precinct as she walked through the depressing mix of boarded-up shops and charity outlets. She stopped to catch her breath at the top of a flight of steps and looked around her. She took a deep sigh as she took in the familiar demoralizing view of her run-down home town. Normally an upbeat and cheery soul, she was suddenly overcome by a feeling of gloom. ‘What is in this place for me?’ she thought; ‘Where am I going?’ She reflected on the past few years of her life – hating most of her school subjects; trying to get out of school as soon as possible; the elation of no longer having to go to boring lessons; the joy of getting a first job; the grim reality of living on a part-time wage and then, worst of all, having to continue living with her parents because she could not afford to rent a place of her own. She took another sigh and trudged on to her meeting, wondering whether her life could ever change for the better.

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You happen to be sitting in the café when Caroline comes in. She looks around and rather obviously sees none of the people who she is expecting to be there. She takes out her phone, studies it briefly and mutters out loud: ‘Oh no, I’ve got the wrong flipping day.’ ‘Give us a coffee, Jake’ she says to the barista, and slumps into a chair at the table next to you. ‘What’s up?’, you say, to strike up a conversation, and soon you are chatting away. Half an hour later, Caroline now having told you most of her life story and explained the reason why she is feeling a little down today, suddenly asks: ‘What would you do in my situation?’ Cast in this unexpected role of an informal mentor, what three questions might you ask her, with the aim of helping her to think about possible new directions for her life?

A case study in mentoringRead the case study in the box above and then identify three questions that might help Caroline to review her current situation.

________________________________________________________________________________________________________________________________________________________________________________________________

Reflective activities

Outline your job/career aspirations and goals and what will be required to achieve your ambitionsTry to think backwards rather than forwards, by answering the following questions in sequence:

Where would you like to be job/career-wise in 10 years’ time?________________________________________________________________________________________What qualifications and skills will be required to gain employment in that area?________________________________________________________________________________________What steps could you take in the current year to develop the relevant qualifications and skills?________________________________________________________________________________________

Think about your social life and personal qualities

What three skills and/or personal qualities are you developing in your social life?

Social activity Skills and personal qualities involved

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Reflect on your educational experiences so farFocus your thoughts on the following questions:

What subject/subject area did you find most rewarding at school, and why?________________________________________________________________________________________How have your feelings changed in later education? Do you still favour that subject/subject area, and if so,

why? (If not, why have your feelings changed?)________________________________________________________________________________________Are these subjects the ones in which you do best in assessments? If so, why? If not, why not?_______________________________________________________________________________________

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How has your attraction to certain subject areas influenced your current thinking about jobs and occupations?_______________________________________________________________________________________Have your attractions to certain jobs and occupations influenced your current thinking (and effort levels) about

subjects to study and qualifications to attempt? If so, why?_______________________________________________________________________________________

Action pointsNote personal action points that will help you to develop these techniques further.

How you can develop yourself further

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