Topic outline

  • General

    Welcome to the online Tutorial Support Area

    Are you prepared for your Tutorial?

    Do you know who to go to if you have a problem?

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  • Topic 1

    Learner Self Assessment

    Assess your study skills as a student       
    TutorialThis activity helps you think about your skills and your approach to learning. It should provide a good starting point for a first review session and could usefully be repeated later in the programme.

  • Topic 2

    Learning stylesbrainboxx learning styles quiz


    We all have different styles of learning and we all know we understand things better if we are taught them in certain ways.

    Knowing your style of learning can help you with your studies and help your tutor teach you in the best way to suit you.


    Have a quick read of the descriptions below and see which one most sounds like you!


    Listening / reading (auditory learners)

    You like listening and are good at learning from talks. You are very likely to be well organised. You may remember information by using a checklist. You can often be thought of as a reliable worker. You may prefer to work on your own rather than in groups.


    Seeing / visualising (visual learners)

    You enjoy learning from images and are good at imagining situations. You can use visual ways to remember information and will like learning that involves visual and creative skills. You may also be able to see the whole picture when discussing or working on a problem or task.


    Experiencing / hands-on (kinaesthetic learners)

    You enjoy learning through doing. This active learning style is useful for making things. You may find it easy to show others how to do something. You are likely to be able to enjoy the actual experience of learning. You may find it difficult to pay attention to detail if it is in a written form.


    Still not sure???


    Why not take the Brainboxx learning styles quiz? Just follow the link or click on the yellow picture above.

    • Topic 3

      One-to-one tutorials

      Student and tutor in one-to-one tutorial

      You should get the opportunity for regular one-to-one tutorials while you are at college. These are short time-slots with your personal tutor that give you the chance to catch up with them and talk about how you are getting on with the course and your work.


      You can chat about anything you’re finding difficult, make sure your tutor knows what you’re doing well at, and set targets to make sure you stay on track.


      Getting the most out of your tutorials


      Follow our easy tips to get the most out of your tutorials and you should find tutorial time very helpful…


      1. Be prepared

      You shouldn’t just rely on your tutor to lead your tutorials. You need to prepare as well! If you need to get a piece of work signed off, make sure you have it with you. If you need some help with an assignment bring your work with you and think about what you want to say. If you’ve got questions, write them down and bring them with you to make sure you don’t forget them.


      2. Be enthusiastic

      Hopefully you’re doing your course because you enjoy it! However there are likely to be parts of it that you like less than others. Don’t be afraid to let your tutor know what you’re not enjoying but be enthusiastic about what you do like so that they know where your interests are.


      3. Ask about what you don’t understand

      One-to-one tutorials give the perfect time to ask questions about things you’re not sure of, especially if you don’t usually feel happy about asking questions in front of your mates. If there is something in particular that you just can’t get your head around, write it down so you don’t forget, and mention it to your tutor when you meet.


      4. Contribute

      Make sure you speak to your tutor, don’t just sit there and expect them to know what you’re thinking! Your tutor will have a good idea of how you are getting on with the course, but you’ll make it a lot easier for you both if you are happy to speak about what you like, what you dislike, what you find difficult and what you think you need to work on.


      5. Set targets

      Talk to your tutor about what goals you’d like to achieve during the course and set a target to help you get there on your e-ILP on Moodle. This can be a helpful way of checking your own progress and making sure you’re on track. For more information about setting targets, make sure you check out the Target Setting section on the tutorial page.


      Prompt sheet


      Why not have a look at this handy one-to-one tutorial prompt sheet to make sure you don't miss anything out? Feel free to either print it out and answer the questions, or just use it to make some notes about what you want to say.

      • Topic 4

        Target settingTarget


        We all need to set targets or goals that we’d like to reach – this means we can check how we are getting on and make sure we are progressing.


        Although your overall aim is to pass your qualification by the end of the year, by setting targets to achieve along the way, you can break this down into smaller steps. You can see where you need to put in a bit of extra work and where you might need some more help.


        Setting targets means both you and your tutor can regularly review how you are getting on.


        So how do I set targets?


        You need to make sure that your targets are SMART – read on to find out how…


        S is for SPECIFIC – you need to be clear about a particular thing you want to achieve. For example, ‘To complete assignment number 1 by half term’.


        M is for MEASURABLE – you need to be able to check how you are getting on. For example, you can easily measure whether you have been able to complete an assignment, or read a certain chapter in a textbook or carry out a practical task.


        A is for ACHIEVABLE – make sure you think about a target that will stretch you a bit, but that you can actually reach. Don’t dent your confidence by setting something that is impossible.


        R is for RELEVANT - make sure your target is something that you need to do to help you get on at college. Think about why it is important to your work.


        T is for TIMEBOUND – set a time limit to make sure you reach your targets within. This makes it easier to measure how well you reach your goals. It can also help you stay up to date with your work.


        Take a look at this Setting SMART Targets Powerpoint presentation – it gives some good examples of how to make sure targets are SMART.


        Putting your targets on Moodle


        Once you have decided on your targets you need to put them onto your Personal Learning Plan (PLP) on Moodle. Follow the link below to our step by step guide.

      • Topic 5

        CVCreating Your Curriculum Vitae

      • Topic 6

        Getting the most out of lessons I love studying


        There's not that many of us who would agree with the statement in the picture to the right. We understand that you won’t love every single lesson that you are taught. However, at college, you have to start taking responsibility for making sure you get what you need from your lessons to pass your course.


        First of all, take this quick quiz to reveal your lesson habits and show you where you could improve.

        Then follow our tips below!


        Remember equipment

        Make sure you bring a pen and paper to college so that you can take notes. If you can remember a few extras like a ruler, pencil and coloured pens or pencils then even better!

        You must also make sure you bring your Personal Protective Equipment (PPE) for any practical sessions. Without this, you won’t be able to take part.


        Be on time

        Try to turn up to lessons on time. Even being a few minutes late back from break can mean that you have missed the main information about what you are meant to be working on. It then means your tutor has to explain everything for a second time.


        If you find managing your time a bit difficult, take a look at the Time Management section on the tutorial page.


        Listen

        You need to listen to what you are being taught. If your tutor is teaching you something, then it is something you need to know for your course. So, try and take it in without chatting to your friends or getting distracted.


        Take notes

        Make sure you write down key points during the lesson. Sometimes it can be hard to get down everything your tutor says, but try to pick out the most important bits. Don’t forget that if your tutor puts something up on the whiteboard, it is probably important and you should jot it down.


        Follow the link here or click on the resource at the bottom of this page for a handy guide about taking notes.


        Ask questions

        If you don’t understand something, make sure you ask your tutor about it. Not everyone feels comfortable asking questions in front of their mates, so if you don’t want to put your hand up in class, wait until the tutor finishes speaking then go and see them.


        Tidy up

        Make sure you help tidy up at the end of a session rather than sitting back while other people do all the hard work. It may sound old-fashioned but many hands make light work! In other words, if you all get stuck in, tidying up will be done much quicker.


        Health and safety

        A lot of the practical aspects of your course may be in potentially dangerous environments. Make sure you are sensible, follow instructions and take note of what your tutors say about health and safety procedures.

      • Topic 7

        Time management Snoopy alarm clock


        How many times a week do you choose playing on the Xbox or going out with your mates over doing college work? Learning how to manage your time can help you make sure you have room for all three, meaning you get your studying done without missing out on the fun things.


        Managing your time better starts with being honest about what you do now. Take a moment to print off and fill in this time management questionnaire. You might also find this priority list helpful to work out what order to do things in – don’t forget you can use your targets from college in your list.


        Fill in this time management circle - it is a handy way to divide up your time. It is split into 24 sections or hours, so just shade in and label how many hours you want to dedicate to each thing. For example, seven hours might be taken up with sleeping.


        And finally, try following these handy tips…


        • Identify your regular study slots – maybe you prefer doing a little bit of studying every day, or a lot a couple of times a week. Whichever it is, make sure you stick to it.
        • Make a plan – it may sound a bit uncool but drawing out a plan will help you keep track of what you should be doing and when. If you don’t want to draw your own, use this weekly planning sheet.
        • Prioritise your tasks – do the most important things first so that you keep up to date with your work.
        • Rest frequently – this doesn’t mean taking a nap after reading a couple of pages from your textbook. It means making sure you get enough sleep and relaxation to be able to focus at college the next day.
        • Take time out from studying – we all need time to relax and unwind. So make sure you also plan time for yourself to go out with your friends, exercise or play on the Xbox.


        If you want any more ideas about time management, and a little bit of entertainment along the way, take a look at these videos…



        • Topic 8

        • Topic 9

          Assignments Assignment writing


          While you are at college you may be set a number of different types of assignment. They can range from having to make a poster, give a presentation or having to write an essay. Assignments are something that not many people look forward to doing, but there are a few things that can help you make sure you produce something you are proud of!


          Be clear about the question

          Sometimes a title or question set by your tutor can seem a bit confusing. Make sure you know what they are asking you to do. Try to pick out key words like ‘investigate’, ‘discuss’, ‘describe’ or ‘compare’ so that you know how you are meant to tackle your task. And if you’re not sure, make sure you ask your tutor.


          Think about different ways to present information

          You will probably be told by your tutor how you’re meant to present your information, when they set you your assignment. However this handy guide about note-taking may be helpful when thinking of different ways to show things within a written piece of work.


          If you are expected to write a formal essay make sure you follow this guide to essay writing, and take a look at the information about referencing.


          You may also find these pointers on creating a poster and putting together a presentation helpful.


          Use resources correctly

          There are loads of different resources to help you complete your assignments such as books, the internet, e-resources, journals and magazines, all of which can be accessed through the library or through Moodle.


          It is important to make sure you use resources because they show that you have done your research, developed your knowledge and gained a balanced understanding of a subject area.


          It is very important to make sure you reference any resources you use. If you don’t, it is classed as plagiarism. This means passing off a piece of work as your own when it has actually been copied from somewhere else.


          References must be used when you quote an author, when you sum up their words or ideas in your own words (known as paraphrasing) and when you mention another author’s work.


          You should show your references twice within your work – once within the text and once in your bibliography at the end of your assignment. The bibliography is a list of the references you used.


          Have a look at this information about how to reference your work.

        • Topic 10

          Revision Pile of books


          By planning and organising your time you can make your revision manageable and avoid last minute stress. Follow some of the tips below and you should be able to go into any exam or assessment with lots of confidence!


          1. Plan ahead

          Before you do any work, sit down and plan what you are going to do between now and your exam. It is often a good idea to revise the areas you find most difficult first to get them out of the way. Use this weekly planning sheet to create a timetable – and make sure you stick to it.


          2. Make summary notes

          Gather all your material for the topic area and reduce them into brief, clear notes. Pick out keywords to remember and put together a prompt sheet to glance at regularly. Use this helpful guide about note-taking to give you more ideas.


          3. Understand how your memory works

          Set out your revision timetable to learn something, revise it again in the next few hours, then again in the next couple of days and it makes the most of how your memory works, meaning things should stay in your mind for longer.


          4. Put aside specific hours in the day for revision

          If you set aside specific hours in the day when you are going to revise, you get into a pattern where your mind expects to be studying and is therefore more open to taking in material.


          5. Try not to revise more than two subjects a day

          Don't feel that you need to revise a whole topic in one go. As well as keeping a fresh mind, going back the next day to finish revising the topic will renew your knowledge and hopefully help you retain the information for longer.


          6. Eat properly

          While you are revising it is important to eat properly. Fish, eggs and milk are high in protein which is used by your brain, meanwhile nuts and bananas are good sources of energy.


          7. Take lots of breaks

          Your mind will only be able to concentrate well for short periods of time - the first 15 minutes of revision are thought to be the best. Make sure you stop for a few minutes every 30 minutes or so.


          8. Use diagrams

          Colourful pictures and writing will help you stay motivated to learn and also keep the material in your head for longer so draw diagrams, use mind-maps and get out your highlighters to help you remember keywords. For examples, look at the note-taking guide.


          9. Test yourself

          Or, get someone else to! Ask them if they can flick through your notes and ask you some questions. If there are any you can't answer, note the topic down so you can re-learn it after.


          10. Try to sleep well

          Try to have a relaxing evening and a good night’s sleep before your exam. If you’re going to revise, just glance over your summary notes and keywords. Do not try and learn anything new the night before your exam or stress yourself out.

        • Topic 11

          Equality, Diversity and Inclusion

          Group of boys in hoodies

          Stereotypes are often part of our every-day life – but they shouldn’t be. Everyone is different after all.


          What is a stereotype?

          A fixed idea or image that many people have of a particular type of person or thing, but which is often not true in reality. Some examples of stereotypes include:

          • People who wear hoodies are dangerous
          • Elderly people are all grumpy
          • Businessmen in suits are boring
          • Women are bad drivers
          • Only children are spoilt


          We know these stereotypes should not be used because they do not take into account a person’s individual personality, tastes, hobbies or lifestyle. Yet it can be very easy to accept these generalisations in real life without questioning them. Especially if they are supported by what you see and hear around you in the media, or from your friends and family.


          At Otley College we work really hard to create an environment of mutual respect, honesty and equality of opportunity. We aim to make sure that both students and staff are given equal treatment. Everyone should be free from discrimination or harassment, regardless of age, disability, gender, sexual orientation, race, colour, religion or belief, family responsibility or marital status. We all have a personal responsibility to treat others with respect and dignity.


          So what does the term Equality, Diversity and Inclusion (EDI) mean?

          Here are a few definitions for you…


          Equality – a state of being essentially equal or equivalent; equally balanced. This means everyone should be treated as an equal. You should treat others as you want to be treated.


          Diversity – the quality of being diverse or different; difference or variety. This means individual differences should be accepted and celebrated, not discriminated against.


          Inclusion – the state of being included. This means everyone has the right to be included, regardless of whether there are any differences between them and yourself.


          Fill in this sheet about definitions around EDI to help you remember what it means.


          Next, work alone or in pairs to have a go at this diversity bingo worksheet.


          Finally, take a look at the video below about hoodie wearers to get you thinking about how easy (and how wrong!) it is to stereotype certain groups of people.


          “The good, the bad and the hoodie” – Mr Gee


        • Topic 12

          Every Learner Matters Resources


          Road Safety

          Road Safety

          Click the link below to learn about:

          • the dangers of drinking and driving
          • the dangers of drug use
          • the possible impact of driving with loud music on or other distractions

          Complete the interactive learning session on staying safe by clicking the link below, it may take more than one session to complete all the activities.

        • Topic 13

          H&SSafeguarding

          Work through the presentation below by completing the activities and watching the video clips. The objectives of the session are to identify possible dangers when:

          • at College
          • out socialising
          • on Public transport
          • at home
          • to consider and document actions and approaches which will reduce the identified dangers
        • Topic 14

          Drugs

          Drugs Awareness

          Open the presentation below adn work through the activities. the objectives of this session are:

          • to explore a variety of drugs commonly used by young people
          • to discuss and record how these drugs can impact on your health, family life, work and education
          • to introduce students to drug addiction support agencies 
        • Topic 15

          AlcoholAlcohol Awareness

          Open the presentation below and work through each of the activities. The objectives are to:

          • Discuss and list the reasons why young people drink alcohol
          • List the positive and negative effects of drinking alcohol
          • Discuss and list dangers of binge drinking
        • Topic 16

          AntiBullyingAnti-Bullying Session

          Open the presentation below and work through the activities. The worksheets can be completed and printed once complete. the objectives of the session are:

          • to discuss and list the many ways in which bullying can take place
          • to  discuss and list the effects bullying can have on an individual’s life and general wellbeing
          • to be able to identify when bullying is taking place and take the appropriate action