AIM Access to HE Diploma (Health and Social Care/Health) WNI853 Academic Study Techniques Assessment Brief 2026

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Published: 04 Jun, 2026

Category	Assignment	Subject	Education
University		Module Title	WNI853 Academic Study Techniques

WNI853 Academic Study Techniques Assignment Brief

Diploma title:	Access to HE Diploma in Health and Social Care/Health Professionals/Midwifery/Nursing/Education/Social Work/Psychology/Land Based/Public Services
Unit Code	WNI853
Unit Title	Academic Study Techniques
Module Title	Study skills
Unit level	3
Credit value	6
Assessment method:	Written work

Learning Outcomes And Assessment Criteria

Learning outcomes	Assessment criteria
The learner will:	The learner can:
1. Understand personal learning strengths and weaknesses.	1.1 Evaluate personal learning strengths and weaknesses and outline a strategy for improvement.
2. Understand how to plan and organise study.	2.1 Discuss factors affecting the planning and organisation of study in relation to personal circumstance. 2.2 Develop own personal time management schedule. 2.3 Evaluate own personal time management schedule.
3. Be able to assess the reliability of sources of information.	3.1 Assess three secondary sources for their: (a) Authenticity (b) Currency (c) Credibility (d) Relevance (e) Accuracy (f) Audience/purpose
4. Understand how to use reading strategies.	4.1 Use and evaluate three reading strategies.
5. Understand note-taking methods.	5.1 Evaluate three note-taking methods. 5.2 Produce effective notes from three different sources.
6. Understand how to plan written work.	6.1 Use and review planning techniques in written work.
7. Understand how sources are referenced.	7.1 Explain a variety of ways in which sources are referenced. 7.2 Use references correctly following a recognised system. 7.3 Explain why and how plagiarism must be avoided.
8. Be able to write with relevance in responding to an academic task.	8.1 Demonstrate the ability to select and incorporate relevant information in a written (academic) task.

Indicative Content

The following content is to be included in the delivery of the unit.

Learning outcomes	Indicative content
1. Understand personal learning strengths and weakness es.	Personal learning strengths and weaknesses: Organisational skills, time-management, levels of self-confidence, motivation, knowledge of preferred learning style, academic study techniques and having an environment conducive for academic study. A SWOT analysis (Strengths / Weaknesses / Threats / Opportunities) of personal learning needs to be undertaken. An evaluation of two personal learning strengths and two personal learning weaknesses must include the reasons why and also the impact of these strengths and weaknesses when learning. The strategy for improving personal learning must discuss how it will positively impact learning and becomes a strength.
2. Understand how to plan and organise study.	Factors affecting planning and organisation: Family/childcare commitments, lifestyle, access to IT and learning resources, support mechanisms, work commitments and personal barriers. (This list of factors to reflect on is not exhaustive due to the range of learners’ personal circumstances). Time management schedules: 7-day week timetable or academic planner.
	Students must review and evaluate their personal time management schedule identifying two strengths in planning and two weaknesses that need to be improved in the future. Examples must be given for each strength and weakness and must state why they were strengths or weaknesses.
3. Be able to assess the reliability of sources of information.	Types of secondary sources: Textbooks, journal article, websites, Blog posts, newspaper articles, documentaries, Podcast commentaries. Assessment of source reliability: CRAAP model (Currency / Relevance / Authority / Accuracy / Purpose). Factors of reliability: Authentic – legitimate and true Current – period of time which a source is valid and accepted Credible – trustworthy, objective, and free from bias Relevant – applicable and connected to the research topic Accurate – correct, truthful, and supported by evidence Audience / purpose – intent and reason for existence Students must be introduced to a range of secondary sources to then be able to assess three different types of secondary sources in their assessment.
4. Understand how to use reading strategies.	Reading strategies: Skimming, scanning, intensive reading, speed reading, SQ3R (Survey/Question/Read/Recall/Review). Students must be introduced to a range of reading strategies to then be able to evaluate three different reading strategies in the assessment.
5. Understand notetaking methods.	Notetaking strategies: Linear notes, diagrammatic notes, nuclear notes, Cornell notes. Types of sources: Textbooks, journal articles, websites, Blog posts, newspaper articles, documentaries, Podcast commentaries Students must be introduced to a range of note taking strategies in order to focus on three in the assessment. Three different types of sources are to be utilised. Three different note-taking strategies must be evaluated, explaining which strategies were the most effective, least effective, if they were fit for purpose and stating why.
6. Understand how to plan written work.	Planning techniques for written work: Mind Mapping, bullet points / list, sticky notes, writing frames.
	Two planning techniques are required to be used for planning written work. An evaluation of how effective each planning technique was for the set task and how they might be used in the future is required.
7. Understand how sources are referenced.	Ways in which sources are referenced: Paraphrasing / in-text citations, direct quotations, reference list, bibliography. Explain four ways in which sources are referenced using the academic conventions of referencing. Recognised referencing systems: Harvard, APA, Vancouver. Accurate use of a recognised referencing system must be demonstrated. Two reasons why plagiarism should be avoided and two reasons how plagiarism may be avoided should be explained.
8. Be able to write with relevance in responding to an academic task.	Academic task: essay, report, poster, literature review, article, reflective journal. The ability to select and incorporate at least five pieces of relevant information in a written (academic) task must be demonstrated.

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