Prisoners' Education Trust - Academic Skills

Prisoners’ Education Trust Learner’s Handbook

Table of contents 2

Welcome

2-3

Rhys Lewis Case Study

4-6 7 8-9 10-11

Welcome letter

Pledges

What is distance learning?

How to use this handbook

12-13

Starting a course

14-15

Study Support Materials

16-20

Study environment

21-23 24-28 29-35 36-39 40-47 48-49 50-53 54 55-57 58-61

Time management

Learning styles

Research

Note-making

Writing

Stress and anxiety

Overcoming common obstacles

Preparing for assessment

Coursework Exams

62-64

Health, wellness and education

65

Useful Resources

65-67

What next?

68-70 71-74 75-76

How PET works Notes

Key contacts

Acknowledgments:

This Learner Handbook could not have been produced without the input and assistance of:

Jamie Grundy, Chris Dennis, Nicola Herbert, Clare Lloyd, Pwyll ap Stifin, Lesley Graham, Stephen Jackley, Rhys Lewis, LJ Flanders all the learners and tutors from the many prisons we have visited over the past year, the PET learners who have written to us with suggestions, and the PET team in London.

Welcome • Table of contents

1

Welcome

Dear new learner,

On behalf of all the team at Prisoners’ Education Trust, I would like to say welcome. We are delighted that you have taken the decision to embark on your chosen course of learning, and we are very happy to be able to provide the funds for you to study your course.

We know that many of our learners have gone on to achieve great things after completing their studies, and you’ll find messages and tips from them throughout this handbook. Their achievements speak for themselves and we are very proud of them. We want to help you to do the same, so have produced this handbook, in collaboration with Cardiff Metropolitan University, to give you information about every aspect of studying a distance learning course whilst in prison. It is the kind of resource that you could expect to be given when starting to study at a local college or university. We have included some suggestions and advice about how to study effectively and how to overcome some of the challenges of studying on your own. We also include some information about where you might be able to get some additional help and support, either from PET or elsewhere. But remember, studying isn’t only about a qualification you gain at the end, it’s a process of developing your understanding of the topic you’ve chosen to study, and we hope that, while there may be periods of hard work, that it’s something you enjoy as well.

FREEPOST Prisoners’ Education Trust, The Foundry, 17 Oval Way, London, SE11 5RR

The information in this handbook will also help you beyond your distance learning course; the skills covered here will be useful to you whatever you decide to do with your future. Time management, problem solving, organisation, evaluating information; these are abilities that will help you to secure employment or to continue with your education after release, but they will also help you to manage your life while still in prison.

Whether your experiences of learning turns out to be good or bad, whether in prison or after release, we would very much like to hear from you. To let us know how you get on and if you have any suggestions about how to improve the help we give, you can write to us (no stamp needed), addressing the envelope to: Whatever your reason for starting on this learning adventure, I hope that it proves worthwhile and wish you all the very best with your studies and your future.

Yours,

Rod Clark

Chief Executive of Prisoners’ Education Trust

2

Welcome • Welcome letter

Dear new learner,

We understand that all learners need help and support during their studies.

This handbook gives you some invaluable advice and guidance to making you the best student you can be. Crucially, it is the same advice and guidance given to students on campus as well as those in prison. The challenges you face as learners are no different. Even though you may be studying alone, you are a member of a community of learners seeking to complete your studies to the best of your ability. We want to help you make a swift and successful transition to learning at this level.

The University’s approach to learning, teaching and assessment is underpinned by high quality academic standards, working in partnership with students. A key objective of the university is to help develop students with the best possible aptitude, skills and experience to make you the best possible learner that you can be in your chosen pathway. Learning and teaching will always be at the heart of what we do here at Cardiff Metropolitan University and we hope you fully experience our efforts to maintain a personal touch within a friendly and supportive learning environment. We are very proud to be a partner in this opportunity to support you in your learning journey, and also with Prisoners’ Education Trust to make this learner handbook happen.

Within this guide you will find lots of practical and useful ways to get the most out of your studies. Remember that the journey is just as much a part of the process of completing your course. You’ll be able to discover so much about yourself through a process of learning, whatever you study. Remember that with the help in the guide and of those around you, you can achieve, so go for it!

Yours,

John Cappock

Chief Operating Officer, Cardiff Metropolitan University Welcome • Welcome letter

3

Rhys Lewis PET / Cardiff Met Learner Journey Rhys Lewis

27 years old

From South Wales

Second year of BSc Biomedical Science in Cardiff Met.

Here one of PET’s former learners tells the story of his journey from prison to Cardiff Metropolitan University.

In school I was really well behaved, at first. I attended a Welsh medium high school for two years, but when my sister moved into secondary education, my parents decided that we should attend a local school closer to home. As a new guy with no close friends and not doing very well I immediately fell in with the wrong crowd, smoking cannabis because that was the cool thing to do. From this point I went from being a really good student to having really poor attendance and left school with not very much at all in the way of qualifications.

After school I did two years BTEC National Diploma in Vehicle Service and Maintenance Technology, then a one year apprenticeship at Kwik Fit. But the whole time I was there I felt that I had ruined my opportunities of getting a well paid and gratifying job because of messing up in school. After the apprenticeship ended I had a couple of crap jobs working for crap money until I was sent to prison at nineteen. I was sentenced to eight years, four and a half to serve with an extended year on licence with one year custodial for public protection, so four and half years in prison and five and a half years under supervision.

I was in HMP Parc for a while and got given a job as a cleaner. I wanted to get off the unit during working hours, so I went to the education department where I did pottery, which was fantastic. There I learned that there were other courses available; courses which were accredited, meaning I could put something on my CV which wouldn’t say HMP Parc.

I started off doing Entry One Maths and English. I fancied doing a few

4

Welcome • Rhys Lewis Case Study

different courses so had to work up through the levels - Entry Level One, Entry Level Two, Entry Level Three, then Level One, Level Two, Level Three. I had a long time so I had the opportunity to get a lot of qualifications. Some are relevant to what I wanted to do and some are bonuses, the kind of thing that always look good on your CV: IT Skills, GCSE Maths and English, Business Studies, Criminology, Psychology, Business Management, Graphics Design, Music, Cooking; I did everything they had. Some were run by the prison but the main things, like cleaning qualifications and the gym instructor course were accredited by outside organisations.

When the new Education Department was built, I got a job as a teaching assistant, and later as a distance learning co-ordinator. At that time nobody in the prison had done a distance learning course, so I was one of the three boys who started it all. I studied an introductory course with the Open University called Introduction to the Environment – something that would have cost me a lot of money if I wasn’t in prison – luckily I had funding from the Prisoners’ Education Trust, without which I wouldn’t have done it. Although it was low credit level and it was spread over a year, it was essential and you had to do it to progress up the levels on to the Foundation Degree, which I did.

I was always interested in Science and it was my favourite subject in school, but because of my behaviour in class, the school were convinced I was just there to mess around and act the fool.

Prison was my first opportunity to learn about something I enjoyed. The routes were so widespread that you could venture in to loads of different areas. The second course I did was with the Open University, supported by the Prisoners’ Education Trust. It included astronomy, geography, geology, physics, biology, chemistry – everything! From there I specialised in Chemistry and Analytical Methods. You had to push yourself. You knew that when everyone else were behind their doors at night, they’d be just relaxing and watching TV; but I didn’t want to do that. I wanted to use that time productively to work on my studies. This was hard; there were no desks or chairs, you’d sit on your bed with your legs crossed and you’d get bad knees, and your eyesight would go because there’s not enough light so you’d have to get glasses – but it was worth it.

Because of the nature of my crime I was in a single cell for the majority of the time, but when I did have cell mates they’d understand and were maybe a bit envious or a bit jealous. Some people would come to the cell door and they’d go “What you doing bro?” and I’d say “I’m trying to revise.” And they’d say “What you doing that for? I haven’t picked up a Welcome • Rhys Lewis Case Study

5

book since school.” I’d ask them “What do you do for a job then?” and they’d say “I sell drugs.” So I’d tell them they’d be in and out of prison all their life so maybe they should pick up a book and learn something.

This course here will change my life while I'm in here and for when I come out it widens my options.”

I asked someone from the Education Department to explain to my mother what I had been doing in the prison and how important it was. After I’d finished one course, my mother came in with my Probation Officer and a member of the teaching team. She became quite emotional and said it was like having her son back, the one who used to enjoy learning before we moved school. My family were proud of me then and are even more proud of me now.

I think education in prison should be mandatory. I sat down regularly with men who couldn’t read and write, reading letters from their children, and writing letters back because they couldn’t spell. This is regardless of the fact they had spent the majority of their lives in prison.

What’s the alternative? Giving him a mop and asking him to clean the floor so he gets to go to the gym twice a day. Things would be better if he was given just as much money and just as many privileges for being made to learn to read and write.

When I moved to open conditions for the last five months of my sentence I sat one exam and submitted two assignments. Then when I was released I was adamant that I wanted to continue studying. I feel that there should be more for prisoners wanting to go in to professional careers for which they need to gain a degree, a foundation degree or HND. After prison I went to college to do an access course for a year to go to university.

If I had gone to university straight from prison, I think I might have struggled. The year in college gave me time to acclimatize, relax and reflect. While studying I also worked in the service industry, thanks to the qualifications I had gained whilst in prison. In fact, I was lucky enough to be able to apply for jobs whilst still in prison; the day I was released I was able to start work in Jamie’s Italian. I’m now the manager of a restaurant and have a part time job in a hospital laboratory. People from my past said to me “Why do you want to study? You’ll never get a job in a hospital with a criminal record.” But it just goes to prove that’s not true; I haven’t even finished my degree and I’m still on license, but I’m working, and I’m doing ok.

The educational journey I’ve been on has made a big difference. In prison, if I hadn’t spent all that time studying and been jack the lad on the wing, then I probably would have come out and gone back to how things were. Education helped me to focus and avoid any harm that could happen to me. Doing an assignment is hard, but it’s worth doing. Sitting there on your bed watching TV is easy, but in the end, there’s no point to it. If you are thinking about doing education in prison my advice is go ahead and do it.

6

Welcome • Rhys Lewis Case Study

Pledges As a PET-funded learner, you are entering into a relationship with the largest funding organisation for prison education in England and Wales.

In order to allow us to continue to provide support for prisoners, we make the following pledges to our learners.

We pledge to:

Empower and support prison learners to reach their full potential.

Inspire hope and aspiration.

Give the best advice and information we can.

Celebrate and promote the achievements of all those involved in prison learning.

Listen to the learner voice and consider your views.

In return, we ask that those who have received funding towards distance learning courses make the following pledges to us: ○

○

○

To inform PET of changes to your circumstances that affect your work. If you are having trouble with your course for any reason, please let us know.

To conduct yourself in an appropriate and respectful manner at all times.

To support other learners engaged in education and to be an ambassador for the value of education on the wings.

Welcome • Pledges

7

What is Distance Learning?

Distance learning is a method of taking an educational course remotely, that is, where the students take the course without being in the same classroom as the teacher. In the UK, distance learning is becoming an increasingly popular way of engaging in further and higher education. It allows people, wherever they live, to study towards prestigious qualifications or pursue their own interests, around work or family commitments. Distance learning is ideal for learners in prison because it can be done anywhere without requiring access to specialist resources, as you will find, for example, in a university or college. The provider of a distance learning course gives you everything you need to complete your studies, including books, study materials and equipment. All courses funded by PET have been selected so that they can be completed by those in prison, taking into account the fact that prison learners currently have no access to the internet and may have limited access to computers.

I really enjoy learning via distance-learning as it has taught me how to become independent and develop selfdiscipline. I am immensely satisfied when I stimulate my intellectual capability…

I really adore learning.”

Distance learning therefore provides an exciting opportunity to access the same standard of education available in colleges and universities, whilst in prison.

However, because distance learning is more focused on the individual learner’s needs and learning style than traditional classroom-based teaching, it does mean that you – the learner – have to take full responsibility for your own learning. Although most distance learning courses will be undertaken with some support from a tutor – either a tutor based in the prison itself or an outside tutor who can be contacted by letter – you will still need to make decisions about when and where you are going to study, and it will be up to you, as the learner, to motivate yourself and overcome any problems you might experience. We have produced this handbook in order to support you, to answer common questions that distance learners have, and to give you tips to help you in your learning journey.

The handbook has been written by PET in conjunction with experts in education from Cardiff Metropolitan University and PET Alumni, ex-prisoners who studied distance learning courses with funding from PET while they were in prison, as well as a few serving prisoners.

PET have funded over 30,000 prisoners to study distance learning courses since our foundation in 1989; over that time we have built up significant experience of supporting learners.

8

Welcome • What is distance learning?

Cardiff Metropolitan University has approximately 20,000 students enrolled on courses at its Cardiff campuses and at its partner institutions in London and across the world. Their students are drawn from all kinds of different backgrounds, including a few ex-prisoners. The staff involved in creating this handbook have significant experience in supporting the academic development of students as they complete their degree programmes; they are also able to provide insights into the expectations of the tutors who may assess your course.

PET Alumni have successfully studied distance learning courses in prison. Since these former students have first-hand experience, they can provide lots of useful advice to help you complete your course successfully. We have also included some tips from some of our current learners, serving prisoners currently taking distance learning courses.

We have brought together all these perspectives in this handbook in order to provide a wide-ranging source of support for you as you begin your learning journey. If you’re having problems, remember: whatever the problem is, you’re not the first one to experience it; between us, we will have dealt with similar issues in the past, and we’ve tried to use that knowledge to write this handbook. We hope that the information contained here is helpful. You don't need to read it all at the beginning of your course, but keep it handy; if you run into any problems while you are studying, come back and check the handbook, for the answer may well be in here.

Welcome • What is distance learning?

9

How to use this handbook This handbook has been produced to support distance learners funded by PET while they are studying their distance learning courses. It contains advice about all aspects of distance learning, from how to manage your time to how to look after yourself while studying. You don't need to read the whole handbook at the start of your course; it has been designed so that you can dip in and out of it. It may be a good idea to read the section on 'Starting a course' (pp. 12-13) first, but you can come back to the other sections when you think they’ll be helpful. For example, if your course involves sitting an exam, then reading the section on 'Exam and Coursework Advice’ (pp. 58-61) will help you when preparing for your exam, but will not be necessary when starting your course. There may be sections of the handbook which are not relevant to you; for example, if your course does not include an exam or certain types of assessment. If so, feel free to ignore these sections or, if you're interested, have a look; it might be something you want to come back to in the future.

Education has changed me no-end and put me on a path to doing something with my life.”

10

Welcome • How to use this handbook

Keep the handbook somewhere handy during your course because you never know when you might need it. We've tried to include answers to the most common questions people ask PET and we’ve included advice about solutions to the most common problems our students encounter. For example, if you are unsure about how to write an essay, how to set up the best study environment or how to manage your time, look it up in the handbook. Hopefully, we've got the answer for you!

Throughout the handbook you will find examples of an imaginary student: James, who is studying a business studies course. This case study has been included to help you think about how this advice and information might help on your particular course. Throughout the handbook, you will also find tips from some of our Alumni and our current learners. These learners have been there and done it; they know exactly what it takes to study a distance learning course whilst in prison, so we hope that their tips will help you along as you continue your course.

The skills covered in this handbook will help you with your course, but they will also be useful in other aspects of your life. Time management, for example, is a skill that can enhance your day-to-day life by allowing you to make the most of your time. It can help you with organising your training routine at the gym, for example, getting letters written, or getting applications in on time. It is also a skill that is highly valued by employers and will help you in achieving the goals you may have for your future. When you learn the skills covered in this book, you are making an investment in your future; the skills that will help you to study a course are often the same ones that will help you to be successful in the workplace.

If there’s anything that comes up that isn’t covered in the handbook, get in touch. If we can help with any particular issues you’re having or you have ideas for something else the handbook should cover, write to us at:

FREEPOST Prisoners’ Education Trust, The Foundry, 17 Oval Way, London, SE11 5RR

Welcome • How to use this handbook

11

Starting a course Whether you’re studying in prison or at a college or university, starting a course can feel overwhelming. There are many things to organise, lots of materials to read carefully, and new ideas and information to get to grips with. You might not have studied at this level before or you might have been away from education for a while; either way, it is natural to feel anxious as you begin your course. However, it’s important to remember that thousands of prisoners have successfully been through this process before you and that you have the advice in this handbook to help you as you get started. Remember, if you’re having trouble, ask for help. There are staff in the Education Department who can help with most problems, and you can write to your tutor for help with your course. Your course materials should contain information about how to contact your tutor. Remember that you can write to PET at any time during or after your course and we’ll try to help if we can.

Prepare

Education lets me look into the mirror and feel I can succeed.”

12

Welcome • Starting a course

Before starting your studies, the best thing to do is to get an overview of the course. Once your course materials arrive, have a look through everything provided. Course packs often contain a contents sheet listing all of the resources you should have been given.

Make sure everything has been included; if something is missing, contact your Education Department or the course provider to get a replacement. Many packs also have a starter’s guide. It may sound like common sense, but read through the document carefully because it will contain important information, such as the dates for handing in work.

Make a note of these dates in a diary as well as any other details that you think are important. Your preparation will be complete once you have a clear idea of what the course is about and what you will be required to do to complete it successfully. You’ll notice already the importance of approaching your work in an organised way. Organisation is a theme of this handbook which we will return to as we discuss some of the topics below.

By taking on further study you are showing that you have a commitment to change that goes beyond just talking about it and that you are backing up your words with action. You are investing in your own future.”

‘Chunking’

We’ve already noted the possibility of feeling overwhelmed by the prospect of studying. The best way to deal with this is breaking the course down into ‘chunks’ and to work on each ‘chunk’ individually. This might have been done for you by the designers of your course: most programmes of study are divided into units, each one usually focused on a specific topic. Try not to get distracted by topics you haven’t come to yet; you aren’t expected to finish the whole course at once. Focus on one section at a time and build up your learning piece by piece.

Self-motivation

It is very important to make sure prisoners feel empowered and have the information they need to make informed decisions about their learning journey.”

As you prepare to begin your course, remind yourself of your own objectives. Why are you studying this course? What do you hope to get out of it? What inspired you to apply for it?

At a basic level, the answer will probably be ‘to obtain this qualification’. But what do you hope to do with it? What are your aspirations for the future? Identifying these goals will help you to feel motivated throughout your course. When you feel your motivation starting to slip, remember these goals and the feelings that inspired you to apply in the first place. You might find it useful to write out your goals and put them up somewhere where you can see them easily.

Top Tips

1. Preparation is key: adopt an organised approach to your course from the start and make sure you understand exactly what you will be required to do.

2. Break the course down into chunks to avoid feeling overwhelmed by the course’s requirements.

3. Identify and remind yourself of your aspirations and goals.

Welcome • Starting a course

13

An introduction to study skills The following section contains information, advice and guidance on a variety of skills and topics related to studying, which have been written by education experts from Cardiff Metropolitan University and PET Alumni.

The aim of this section is to help you complete your course successfully.

The following subjects are covered: Time management

How do I make the most of my spare time?

Study environment

How can I create a workspace suitable for studying?

Learning styles

How do I learn?

Research

How do I find relevant and appropriate sources of information to use when I’m studying?

Note-making

How do I record important points in an effective way when I read a book?

Writing

How I can improve the quality of my writing so that I can express myself clearly and effectively?

Exam and coursework advice

How do I make the most of my time as I write a piece of coursework or prepare for an exam?

Stress and anxiety

How can I manage the stress and anxiety I might feel as I complete my course?

Overcoming common obstacles

How do I overcome any obstacles I might face?

Health, wellness and education

How will maintaining my health and wellbeing help me to study?

In each section, you will find practical advice on how to develop your skillset in that area. There are tasks for you to complete (answers are provided at the end of the relevant section) and each section ends with a brief summary of the most important points.

Remember, to illustrate some of these points, you will find examples in which we will be following an imaginary student, James, as he completes an essay for his business studies course. There are also some useful templates for you to use, which you will find at the end of some of the sections.

14

Study Support Materials • An introduction to study skills

It's a light at the end of the tunnel.”

I have currently exhausted all the educational opportunities that are available to me… normally I have nothing to stay out of prison for, but this qualification should hopefully give me some ambition… its time to start sorting my life out and I need direction and ambition… I want to start giving my friends and family something for them to be proud of instead of having them worry about me being in prison.”

Study Support Materials • An introduction to study skills

15

Time Management Learning to manage your time is a vital skill for any student whether you are studying in a prison or at a college or university. While on the one hand time is something most prisoners have in abundance, there are still commitments that learners in prison will have to work around: work, visits, gym time and so on. It’s very easy to put things off in prison, thinking that there’ll always be time to get things done. However, your course may well have deadlines, perhaps for submitting coursework or sitting an exam. Even if there is no assessed portion of your course, you may have your own deadline that you want to hit: maybe you want to complete the course in a certain amount of time before moving on to something else, or you might want to finish it before release or transfer to another establishment. To hit your deadlines you need to be able to organise and allocate your time as effectively as possible. Learning good time management skills will help you in many other aspects of your life and is a skill that is highly valued by employers.

Time management is especially important for the distance learner.

I have been incarcerated for four While distance learning offers a productive way for you to use time years and education has been a that is otherwise spent watching television or gaming, it is up to you great help. I have become more to use your time wisely. Prison can organised at managing my make this difficult; it is possible, for example, that you will find it time and it has helped me to feel hard to get to the library due to like I am achieving something lockdowns, or you might have too much time, in which case you might while I am in this dire situation.” lose the motivation to work. The tips in this section will help you to deal with these kinds of issues and will encourage you to take charge of coming up with a schedule that works for you.

There are three elements to a successful time management strategy:

16

1

2

3

Chunking

‘To do’ list

Timetabling

Study Support Materials • Time management

1.

‘Chunking’

We’ve already described the concept of ‘chunking’ in the section on ‘Starting your course’. It can also be applied here, because managing your time successfully begins with breaking your course down into manageable chunks. In order to do this you need to get an overview of your course. Spend some time thinking about the tasks you will need to complete during the course, then break them down into chunks. What will you need to do in the week ahead? Maybe it’s reading a chapter of a book, planning a piece of coursework, or spending time in the library looking for books.

2.

Creating a ‘to do’ list

Having broken down your tasks into chunks, make a list of them. Turn each one into an action. For example, don’t just write ‘library’; write, ‘find information on marketing theory in the library’ instead. By doing this, your list becomes a ‘to do’ list of activities that you will need to complete during the next week. It might also be a good idea to prioritise the activities on your list.

Change the order by putting the activities that are most urgent first. ‘To do’ lists are a good way of establishing objectives that will keep you on track as you progress through your course.

3.

Devising a timetable

Once you’ve got a ‘to do’ list, you can then allocate your time to each activity.

Consider how long each item on your ‘to do’ list will take to complete; which ones will take the longest amount of time? Which can be done easily and quickly? You might think that one task will require many hours of work, while another can be done in half an hour. Divide up your time based on how long you think the tasks will take and map them on a timetable. You might find the example timetable provided below useful, or you might want to create one that suits you and your own commitments and circumstances.

Study Support Materials • Time management

17

Example

James has come up with the following timetable. He has worked out when he can make time to study his course around work, gym time, playing pool, watching television in his cell and the various other things that make up his routine.

Time

Mon

Tue

Wed

Thu

Fri

Sat

7am

morning routine

morning routine

morning routine

morning routine

morning routine

morning routine

8am

work

work

work

work

work

work

9am

work

work

work

work

work

work

10am

work

work

work

work

work

work

12pm

lunch

lunch

lunch

lunch

lunch

lunch

11am

work

work

work

work

work

work

1pm

lockup studying

lockup studying

lockup studying

lockup studying

lockup studying

lockup studying

2pm

work

work

work

work

work

work

3pm

work

work

work

work

work

work

4pm

work

work

work

work

work

work

5pm

dinner

dinner

dinner

dinner

dinner

dinner

7pm

pool

pool

pool

pool

pool

pool

6pm 8pm 9pm 10pm 11pm

yard

lockup studying

yard

lockup studying

yard

lockup studying

yard

lockup studying

yard

lockup studying

Sun

morning routine

lockup tv/games lockup tv/games gym gym

lunch

lockup studying lockup studying lockup studying pool

dinner

yard

studying

lockup studying

lockup studying

studying

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

lockup tv/games

You’ll notice that James’ timetable is based on a routine, in which specific periods of time are set aside for studying every day, with extra time on Sunday.

He makes the most of lockup periods by planning to work on his course when

18

Study Support Materials • Time management

he's in his cell. He gets his studying out of the way before relaxing in front of the TV or playing games. By studying instead of watching TV during lockup after lunch, he's able to get five extra hours of study time in that would otherwise be wasted watching TV or playing games.

This approach – the same thing every day - works for James because he likes routine and is a very self-disciplined person, but you might prefer a less structured timetable. You might want to get all your work done during the weekend, or try to get it all done on a Monday by working through the night instead of watching TV. It’s up to you to decide how long you’re going to spend working on your course each week. This might take some experimenting: try different ways of arranging your time and see what works for you. James also uses a diary to keep an eye on his schedule and record his upcoming deadlines. A diary is very useful when planning your work. The chaplaincy might be able to help you get a diary, or, if you have spare notepaper, you could make one of your own.

It is very difficult (and not recommended) to study for long periods without a break; try to find a suitable way of including breaks in your timetable.

Some people find it useful to work for 45 minutes before taking a break of 15 minutes. Or maybe study for 20 minutes before a 10 minute break. Does this work for you? Does it allow you to learn more effectively? Don't think of this as being lazy; if taking more breaks means that you get more done when you're working then in the long run it will help you to learn successfully.

It is also important, as a distance learner, to have an awareness of when in the day you are most productive. Some people feel fresher and more alert at the start of the day. Other people prefer to work in the evenings. If possible, try to schedule study time during the part of the day when you feel most productive.

Study Support Materials • Time management

19

Flexibility

Managing distractions

Two further points need to be considered when managing your time: a.

b.

It is very important to be flexible when managing your time. Sticking to a timetable like James’ can often, in practice, be difficult. Prepare for the unexpected: your routine might be interrupted by something you hadn’t anticipated. One way to tackle this type of problem is to commit yourself to – for example – one hour studying your course on a Friday, as James does.

However, if something happens that disrupts your schedule, it might be better to find a time to make up that hour either later in the day or on the next day.

The advantage of this approach is that you won’t feel too disappointed if something comes up and interrupts you when you were planning to work.

It is easy to become distracted when studying by talking to your cellmate, watching television, or thinking about something other than work. As a distance learner, you will need to be strict with yourself by shutting out any distractions. An effective way of doing this is to turn the distractions into rewards. For example, you can tell yourself that if you study hard for an hour, you can then watch television for an hour. By doing this, the distraction becomes an incentive to concentrate on your work.

Top Tips

1. Organise your time efficiently and effectively so that it helps your learning.

Think carefully about what works for you: personalise your approach to timemanagement. We can only give you tips; as a distance learner you’ll need to take responsibility for this.

2. ‘Chunk’ your workload: break down your course into tasks and then build up a ‘to do’ list. You might also find it useful to order the items on your list according to urgency. Which activities do you need to complete first in the week ahead?

Once you’ve created your ‘to do’ list, use it. Let this list shape your approach to studying as you progress through your course.

3. Just as your body needs breaks during physical exercise, your brain needs rest as you read, write and think. Build in regular break times to your timetable – and make sure you take those breaks.

4. Develop a flexible approach to managing your time: expect the unexpected and don’t feel too disappointed if you have to deal with an emergency during your study time.

5. Try to maintain a disciplined approach to studying. Use distractions as incentives. For example, if you’ve spent two hours completing a difficult task, watch some television as a reward.

20

Study Support Materials • Time management

Study environment Creating an environment that is suitable for study is very important if you are going to complete your course successfully. It is unlikely that, as a distance learner, you will be learning in a traditional classroom, so the environment in which you study takes on an even greater significance. Just as with time management, it’s up to you to shape this environment. This process usually involves arranging your cell to give you enough physical space to work in, but it also includes discussing your studying commitments and timetable with your cell mate in order to negotiate some quiet time. It might involve working out periods when you can work in the library or in any other space in your prison that might provide a good working environment.

There is no such thing as an ideal study environment; each learner is different and will have their own preferences. What is important is that you create a study space that works for you as an individual, which assists your learning.

My afternoons in the Distance Learning Unit became the highlight of my week. The conversations we had were far from the usual wing banter. Other inmates’ wealth of life experience could be drawn upon when discussing academic theories or assignments.

The words in the textbooks came to life.”

Study Support Materials • Study environment

21

Example

James is making some notes on a chapter in his business studies textbook. He moved some things around in his cell to create more space at his desk. He has put on some music in the background and he can hear his friends in a neighbouring cell talking. James prefers this environment because it gives him more confidence to tackle the work associated with his course.

What do you think? Would you find James’ work environment helpful? Are there too many distractions? What would you change about James’ study space?

Some students, like James, find that background noise, such as a radio or television, is helpful because it provides a more normal or comfortable studying environment. Others prefer less noise so that they can concentrate fully on studying. Think about what you can do to personalise your study environment so that it helps you to learn more effectively. If you like a quiet work environment and this is difficult to achieve in your cell, you might want to think about studying at a different time of day or finding a different place to study.

There are a number of special considerations when setting up a good study environment in prison. Here is a list of some them to help you as you think: 1. How supportive is your cell mate of your decision to study? Do you need to discuss your study commitments with him or her so that they cooperate with your studying timetable?

2. When can you have access to the library? Do you need to adjust your timetable if you want to study there rather than in your cell? Are there any other quiet spaces – like the chaplaincy available for you to study in?

3. If you are going to work in your cell, do you need a desk to study at or can you study in your bunk?

Is the area in which you will be studying cluttered and messy? Does it need to be tidied up to allow enough space for you to work in and to clear your head?

22

Study Support Materials • Study environment

There are lots of other factors you might like to consider, depending on the structure and organisation of daily life in your prison. Have a think about the way your prison works and see if you can add any more factors to this list.

The importance of being flexible has already been discussed in the section on ‘Time Management’. It can also be applied to the process of creating a suitable environment, and remember that your circumstances can change quickly in prison. Once again, expect the unexpected: you might be transferred to another prison, move wings, change jobs or get a new cell mate. None of these things should prevent you from studying, but you might have to adapt to these new conditions quickly and unexpectedly. Being flexible is one of the most important factors in acheiving success on a distance learning course.

You might also find it useful to work with other students in a study group. This isn’t for everyone, but many students find that they work harder and learn more effectively by studying with others. You don’t all need to be studying the same course to work together; what matters is that you are all committed to working hard and helping each other. Do you know anyone else studying a distance learning course? Is there an opportunity to study with other learners?

I soon found a study pattern that worked for me. I’d do my reading and note-taking in my cell instead of watching TV and then do my assignments in the Distance Learning Room.”

Top Tips

1. Think carefully about the way you learn: what features of a study environment would help your learning? For example, do you prefer silence or background noise? How can you plan your work around this?

2. Try to anticipate any problems that might affect the creation of your study environment. For example, do you need to discuss your course commitments with your cell mate? Is the library quieter than your cell? Is there anywhere else you can work?

3. Adopt a flexible approach to this process and always be ready to adapt your arrangements to any changes in your circumstances.

Study Support Materials • Study environment

23

Learning styles Visual Experiential

Aural

Learning styles

Solitary

Social

Verbal

Textual

If you are going to be successful as a distance learner, it might be helpful to think about how you, as an individual, learn. You are probably used to a traditional, classroombased style of learning in which a teacher tells you what you need to know and you write down what they tell you.

As a distance learner your learning probably won’t take place in a classroom. It also doesn’t have to follow this traditional, didactic (or instructional) style.

Research has shown that different people like to learn in different ways and that traditional, classroom-based learning isn’t for everyone. We know from experience that many students who had bad experiences with traditional learning in school often do much better as distance learners because they are able to learn in a style that suits them better. Some of the different styles are listed below. Which ones do you prefer?

24

Study Support Materials • Study skills

Somewhere along the line I had changed from a ‘prisoner’ to a ‘student’. I had a new set of friends on the wing. I interacted with a different set of prison staff. My selfesteem began to grow. I was positively engaging with all aspects of the prison service. Education gave me that confidence to succeed.”

Visual

Learners who prefer visual learning find that images or graphics are clearer than written text. For example, when learning about how something works you might prefer to draw a diagram or use different coloured pens when making your notes rather than simply writing it down. These kinds of techniques clearly highlight links between points or stages in a process by making them highly visual.

Aural

Learning aurally means learning by listening. Many learners learn better when someone is telling them something rather than reading it for themselves. You could ask someone to read your work out loud for you. If you’re revising for an exam, you could make an audio recording of yourself reading out your notes.

This kind of approach might break up long periods of reading or writing.

School was not for me. From 14 years of age I regularly played truant and ended up in care.

Distance learning has given me pride and most of all released so much stress. Without PET I would have given up years ago.”

Verbal

Verbal learning means learning by talking. You might find it useful to talk to another student about your work. Explaining something by talking it through can help many learners gain further insight into a topic.

Study Support Materials • Study skills

25

Textual

Textual learning is very similar to the traditional learning done in school. It involves learning by reading and writing. Although it might be ‘traditional’ and less innovative than the other approaches, it is a tried and tested way of acquiring and understanding information, and works best for some learners.

Social

Social learning involves learning through interaction with others. It is also known as‘peer-to-peer’ learning. We’ve already met this principle when we discussed the benefits of study groups (working together with other hardworking students). Many distance learners feel that it offers a less isolated and more enjoyable approach to learning.

Solitary

On the other hand, solitary learning is learning on your own; it is independent learning in its purest form. Depending on your personality type, you may prefer this style of learning.

26

Study Support Materials • Study skills

I failed at school and I am using the feelings of failure to propel myself forward into success. The course will benefit me as it will be a constructive and time consuming learning opportunity. It will help me in my confidence in writing and my own self-esteem… I have a real passion for semantics, reading and writing stories.

Experiential

Experiential learning is learning through experience, which might not be possible on your course. A student mechanic, for example, is likely to learn much more by doing the work associated with his or her role, rather than learning from a book. In prison this can be difficult, but you might be able to concentrate on the theoretical side of a subject for now and look for ways to do the practical side in the future, perhaps in open conditions or after release.

You are more likely to learn effectively through a combination of these styles and it may be that some of these approaches are more appropriate to your course than others. But it is very important to think about the learning styles most suitable to you. After all, one of the advantages of distance learning is that you choose how you learn rather than being stuck with a way that doesn’t work for you, as might happen in a traditional classroom environment.

Top Tips

1. Reflect on how you learn: what works for you? Read through the list of learning styles above and consider which ones you prefer (and why).

2. Adopt a flexible approach to learning. If you choose to use one of the styles listed above and it proves to be less effective for you, consider why it hasn’t worked. Evaluate your experience and think about an alternative style that would be more suitable.

3. Enjoy the process of learning. Ensure that you choose learning styles that make the process of learning a positive experience. If you enjoy creating a mind-map, use it as much as you can; if you try mind-mapping and find it difficult or unrewarding, try something else.

Study Support Materials • Study skills

27

Example

James has been studying his business studies course for several months. While he was trying to understand the role of social media in marketing campaigns, he found drawing a mindmap very useful.

A mind-map is a diagram drawn on a large piece of paper – which can be created using different coloured pens, small drawings and graphics – illustrating the most important points. James found this way of learning useful because it allowed him to pick out the most important points and then identify links between them.

This helped him when he was planning his forthcoming essay because it made forming an argument much easier. James added information to his mind-map by reading textbooks and writing it down in appropriate places. He also found it useful to discuss the topic with several fellow students.

TV

Social Media

Marketing

Magazines

Mail

James’ approach to learning in this example was based on the creation of a mind-map (see above). For many students, setting out information visually is a very effective way of understanding a specific topic. It is based on the principle of visual learning, but James’ approach to learning also includes elements of verbal, textual and even social learning.

It is, therefore, a combination of styles. Does James’ style work for you? How would you change it so that it suited your own learning needs?

28

Study Support Materials • Study skills

Research A key aspect of successful study is the ability to research effectively.

Whether you are trying to understand more about a subject or finding information for an essay, being able to find information and evaluate it is extremely important. This will probably mean finding books from the library, but the principles of good research will also help you to decide on which information to use even if you’re only using one textbook.

Developing good library research skills will help you to: 1.

2.

find quality information quickly; identify the most relevant and reliable sources for your work.

In this section we will also cover research using a computer, including internet searches. You may not find this useful at the moment – prisoners cannot currently use the internet for work and computer access is patchy in different prisons – but the principles are the same as any other forms of research, and are therefore useful to know about. This information may also be useful in the future when you may have access to an internet search engine and you wish to use it for research.

Study Support Materials • Research

29

When doing research, it’s important to be systematic. By following a systematic process, you can ensure that your research is thorough and that you have not missed anything important. This process can be broken down into stages, as shown in the following diagram:

Planning Keeping a record of your research

Identifying keywords

Evaluating your results

Finding synonyms

Combining search terms

It has given me confidence in myself in being able to study at a high level and compile a large amount of data and make sense of it! I also hope it will show employers that I have the ability to manage my time effectively, the capability to self-motivate and the dedication to complete the degree regardless of the obstacles.”

30

Study Support Materials • Research

Let’s consider each of these stages in more detail.

1.

Planning

It is essential to take time to plan your research and think about your search strategy. There are many different resources available and identifying the most appropriate resources to find good quality information can be overwhelming.

In prison this will probably mean books from the library as well as your course materials, but might also include newspapers, reports and databases. In the future you might be able to use the internet, which means having access to search engines, e-journals and e-books. Think about where you’re most likely to find the information you’re looking for.

2.

Identifying keywords

Before you begin searching, ensure that you fully understand what you’re trying to find and think about the keywords and search terms that will help you find the information you are looking for. Keywords or search terms are words related to the topic you are studying. In the case of James’ essay, ‘social media’ and ‘marketing’ provide two examples. If you’re looking for information on a particular subject, if you can break it down into a number of keywords.

Remember, when you’re searching for information using keywords you can only look for exactly the keyword you’ve come up with, so taking time to think about this will pay off. If your initial search does not bring back the results you are looking for, think of alternative search terms to either narrow down or broaden your search.

Once you’ve identified your keywords, go to the sources you’ve identified in stage 1 and start searching. Look in the index and the table of contents of the books you’ve chosen. Skim-read through the books quickly and try to find your keywords.

3.

Finding synonyms

Synonyms are words that share similar meanings to other words. Think about different keywords that mean the same or are similar to the subject you’re looking for and search for those as well to ensure your search is as broad as possible. For example, if you are looking for information about the media, you might also consider searching for terms like news, press, television, radio, communication, broadcasting or publishing.

Study Support Materials • Research

31

Task

James is writing a paragraph of his essay on social media and marketing on advertising targeted at a specific group of people. In this case, he is thinking about ‘teenagers’. His search doesn’t bring back many results. What other words could he use instead of ‘teenagers’? You can find the answers at the end of this section.

Learning from your cell definitely comes with challenges.

Trying to get information is a big issue – I had to create and design four projects without any internet, using a library that simply didn’t stock any books on my subject.”

Combining search terms

Additional information: Boolean operators

Boolean Operators are simple words (AND, OR and NOT) that you can use in an electronic library catalogue or internet search engine to combine or exclude keywords in a search. Using these operators can reduce or expand the amount of records returned. You will probably only use them once you have left prison, when you are researching in a public or university library.

AND – Narrows the search by searching for both keywords within each document.

For example a search for media AND advertising will identify sources including both search terms.

OR – Expands the search by searching for either of the keywords. For example, a search for environment OR ecology will return documents containing the word environment (but not ecology) and other documents containing the word ecology (but not environment), as well as documents with both words.

NOT – Searches for the first keyword but not the second. For example, a search for South Wales NOT Australia will be bring back results that contain the keywords South Wales but exclude any that include the term Australia.

You can also use quotation marks to search for a phrase; for example, “social media”. The asterisk works as a truncation symbol or wild card and can be used to search for a missing word or letter(s). For example, a search for architect* will search for architect, but also architecture.

32

Study Support Materials • Research

4.

Evaluating your results

Once you’ve completed your search, you will need to evaluate your search results.

This means deciding which ones are relevant to the assignment you are working on. That is, once you’ve found all the information you can from searching for particular keywords, you need to decide how much of that information is actually useful for you. It is a good idea to have a way of filtering the most important sources of information. The following diagram illustrates one way of doing this:

Research

Filter

Ignore

Read

Park

Discard

(Adapted from A. Cann, K. Dimitriou and T. Hooley, Social Media: a guide for researchers, RIN (2011), p.36.)

In this example, you can organise items according to how useful they are: ‘ignore’ means that you won’t need to look at it; ‘read’ means that you will definitely need to read it; ‘park’ means that you think it might be useful, but you’re not sure yet, so you put it to one side; and ‘discard’ means that you’ve looked at some of it but decided it won’t be very useful. There are lots of ways of filtering sources. This is just one, so you might find it useful to create a different method that better suits your needs.

Careful evaluation can help you produce better work. Examine your search results carefully and think about how relevant each one is to your assignment.

If you are not happy with the results, don’t give up: a successful search will often take several attempts. You can usually refine your search by adding new terms picked out from your initial results; or you may choose to limit your results if you have found too much information.

Study Support Materials • Research

33

Quality control is also extremely important. For example, a book written by an established academic will probably be more credible and trustworthy than something written by a self-published author. Similarly, a journal article published recently is likely to have more relevance than something written several years ago. You might want to consider various factors, such as the author, source, audience, date and content when evaluating whether your results are from good quality, credible sources. Here is a checklist of characteristics you might find useful as you read a source:

Title

Author

Who is this source written by? What authority do they have?

Source

What is the provenance of this source? Is it published in an academic journal? Is it from a web site?

Audience

Who is this source written for: academics or a general audience?

Date

What is the source’s currency? When was it published? How relevant is it?

Content

How accurate is the source’s information?

5.

Keeping a record of your research

It is important to keep a record of the research you have done, noting any books, journals and resources you have used so you can easily refer back to them at a later date if you need to. Develop a routine of writing down the author, title, date of publication and page numbers, ensuring you build up a list of references as you get on with your work.

34

Study Support Materials • Research

Top Tips

Here are some key points about performing an effective search: 1. Take time to plan your search before you start.

2. Ensure you fully understand the question or assignment topic.

3. Identify the most appropriate research resources.

4. Identify a list of keywords to search for, as well as synonyms and related search terms.

5. If you’re using a computer or the internet, use Boolean operators (AND, OR, NOT) to combine search terms, and use quotation marks (“…”) to search for a phrase.

6. Don’t be too general in your search terms; try to be specific.

7. Evaluate your results to ensure they are relevant.

8. Consider the date of publication of a source; more recent results may be more relevant than older ones.

9. Consider the source of information and how credible it is. For example, an article from an academic journal is going to have more academic weight than something found freely on the internet.

10.Keep full records of what you have searched for and where you have searched.

Answers to task:

Young person, juvenile, youngster, youth, minor, adolescent, teen.

Study Support Materials • Research

35

Note-making Making notes as you listen to a teacher or read a book is an essential part of learning. Clearly written and well-organised notes provide you with a reliable record of information that you can use when you write an assignment or revise for an exam, or if you want to refresh your memory of something learnt previously. In fact, making notes actually helps you remember and understand the information you are recording better.

Note-taking or note-making?

There are two ways of creating notes: note-taking and note-making. What do you think is the difference between the activities described by these two terms? Take a moment to think about the words 'taking' and 'making'.

Note-taking is a passive experience: it involves writing down as much as you can as you listen to a teacher or read a book. Lots of students ‘take’ notes because they are worried about missing important information.

Since note-taking involves listening and writing, it doesn’t require much thinking. As a result, learning is fairly limited and you will only remember bits of information.

Example

James is reading a profile of the travel company Thomas Cook. In a few weeks, he will begin writing a short essay looking at the role of social media in modern marketing strategies.

He is sitting in his cell with a textbook, a large pad of notepaper, and several pens. He begins to write down as much of what he is reading as he can. He carefully organises his notes under section headings, which he writes in a different colour and underlines.

Is this an effective way of preparing for his essay? Not really. This is an example of notetaking. By trying to write down as much as possible, James has forgotten what the essay is about. His notes will be too general and not properly focused on the role of social media in modern marketing strategies.

Note-making, on the other hand, is an active experience, which involves thinking. Rather than trying to write down everything, making notes requires you to think about the information presented. Is it useful? Is it relevant? Do I need to remember this? If you think it will be useful, make a note of it; if you don’t think it will be useful, don’t write it down. By using this approach, your learning will be deeper. You will remember more information and have a better understanding of it.

36

Study Support Materials • Note-making

Example

James decides to make his notes rather than take them. He still has a large pad of paper and several pens, but instead of writing down as much as he can without really thinking, he thinks carefully about what he is reading. He writes down the information that he thinks will be useful for his essay on marketing and social media. He also makes a note of important keywords and highlights anything he doesn’t understand.

Is this a more effective of way of preparing to write his essay? Yes, it is. James’ notes will be easier to use because he is only recording useful information. By thinking carefully about the information as he is reading, James has already started to gain an understanding of the topic. As a result, when he begins to plan his essay, it will be easier to pick out the most important points.

Note-taking

Note-making

Passive

Active

Basic understanding

Greater understanding

Limited learning

In-depth learning

Study Support Materials • Note-making

37

Studying in prison helped keep me focused, kept my mind active.”

The three-column approach

Keywords

Notes

Reflection

The ‘three-column approach’ provides an effective way of making notes.

On the following page, you’ll find a template for you to use. You can also create your own by dividing a piece of paper into three columns. The middle column should be the widest. You'll find an example above.

In the ‘Keywords’ column, try to describe each point in one or two words.

For example, ‘economic factors’ or ‘advertising’. In the ‘Notes’ column, write down some more detailed information related to that point. The ‘Reflection’ column is for you to record your thoughts about that point. For example, ‘need to look at this again’ or ‘relating to that point I read about in another book’. This column is important because it makes you think about the information as you write it down.

Developing an ability to make rather than take notes is not easy, but you can achieve it through practice and by using a system like the ‘three column approach’.

38

Study Support Materials • Note-making

Three-column approach template Keywords

Notes

Reflection

Study Support Materials • Note-making

39

Writing Writing is about communication. When we discuss improving your writing ability, what we really mean is making your written work mean exactly what you want it to mean, so that you communicate your ideas effectively.

Writing clearly and effectively is an important skill that can be of great help to you during your course. It is also highly valued by employers and educational establishments.

commitment an awareness of language an ability to think about your own written work from the perspective of a reader

Improving your writing ability is a process requiring three things: 1.

2.

3.

Commitment

What do we mean by each of these things?

You need to be determined to improve your writing over a long period of time.

Awareness of language

Think about the way language is used when you read anything.

Ability to reflect on written work

Don’t be afraid of criticising your own writing.

If you think you haven't communicated what you were trying to say, try to identify why, and how you could improve it.

If you are going to improve your writing ability, the best way is by absorbing good writing through reading. Try to read as much as you can. Challenge yourself: read good quality newspapers and books. As you read, think about how it is written. How did the writer make a particular point? How did they structure their argument? How are their sentences put together? How could this help you in your own written work?

Of course, good spelling, punctuation and grammar are important. Getting these aspects right means that your meaning will be clearer and will be less likely to get lost amongst errors and mistakes.

40

Study Support Materials • Writing

My experiences in custody have made me realise that we all make our own future. With writing I see a bright future. Being able to express oneself is essential to our way of life.�

Study Support Materials • Writing

41

Example and Task

Here is a short extract from James’ essay on the role of social media in modern marketing strategies. How many errors can you find? Use the box below to make a note of them.

Social media is really important in marketing, its very popular as a way of comunicating with people. Loads of people have smartphone’s. Which is why social media is so important in marketing. There is lots of social media types; Twitter is the most famous because famous people use it; there is also Instagram; and Facebook. It is difficult for a company to know which ones to use because their are so many of them. Smith (2011) said that a company should focus on one of them which is used by its customers.

If I go to sleep at night having learnt something, I've not wasted my time… Learning is essential for me to pass time constructively.”

42

Study Support Materials • Writing

1

3

2

Social media is really important in marketing, its popular as a way of comunicating 4

5

with people. Loads of people have smartphone’s. Which is why social media is so 6

7

important in marketing. There is lots of social media types; Twitter is the most famous 8

9

because famous people use it; there is Instagram; and Facebook. It is difficult for a 10

company to know which ones to use because their are so many of them. Smith (2011) 11

said that a company should focus on one of them which is used by customers.

Error 1

2

3 4 5

6

7

8

9

10

11

Description and correction

Comma splice: a comma is being used to separate two sentences. The comma should be replaced with a full-stop.

Missing apostrophe: in this example, ‘its’ is being used instead of ‘it is’.

An apostrophe should be added between the ‘t’ and the ‘s’: it’s.

Spelling mistake: ‘comunicating’ is not spelt correctly. ‘Comunicating’ should be replaced with ‘communicating’.

Inappropriate apostrophe: ‘smartphone’s’ does not need an apostrophe.

Sentence structure: a sentence should not begin with ‘which’.

Singular / plural confusion: since the sentence refers to ‘lots of social media types’, the verb needs to be plural. Therefore the sentence should begin with ‘There are’.

Inappropriate semi-colon: lists are introduced using a colon (:) rather than a semi-colon. In this example, the semi-colon might also be replaced with a full-stop.

Inappropriate semi-colon: this semi-colon interrupts the flow of the sentence.

It should be replaced with either a comma followed by a conjunction (like ‘but’) or a full-stop.

Inappropriate semi-colon: there is no reason to separate ‘Instagram’ from ‘and Facebook’ with a semi-colon or any other piece of punctuation. They form one idea.

Confused word: ‘their’ indicates possession (i.e. their books); it should be replaced with ‘there’.

Which or that: this is a less obvious mistake, but ‘that’ allows the sentence to flow more naturally. (Note, ‘that’ and ‘which’ can often be used interchangeably.)

Study Support Materials • Writing

43

Let’s consider each one of these mistakes in more detail.

Comma splice

A comma splice essentially means using a comma instead of a full stop.

If what you’ve written forms an idea on its own, put a full-stop at the end. Have another look at the example from the extract: Social media is really important in marketing.

This is an idea in itself and so it ends naturally in a full-stop. The following phrase forms a separate idea: its very popular as a way of communicating with people.

Apostrophe

Therefore it should also be written as a separate sentence ending in a full-stop.

An apostrophe is used when a letter (or letters) have been left out of a word or when you are trying to show that someone or something possesses something else.

The most common examples of when an apostrophe is used in the place of a missing letter include:

don’t (do not)

couldn’t (could not)

shouldn’t (should not) it’s (it is)

When an apostrophe is used to indicate possession, if there is only one of the person or thing who is in possession, ’s is added at the end. For example: The student’s book.

If there is more than one student, only an apostrophe is added: The students’ book.

If the name of the person or thing in possession ends in ‘s’, it is acceptable to put either ’s or the apostrophe on its own. For example: Chris’ computer

Chris’s computer

44

Study Support Materials • Writing

Sentence structure

A sentence might be incomplete because it’s missing either a subject (the person or thing performing the action in the sentence) or a verb (the action in the sentence). Error #5 in the extract provides an example of an incomplete sentence. Beginning a sentence with ‘which’ is not recommended because it tends to make the meaning of your point less clear. Try to use a simple sentence structure; this will help you to write clearly. A good piece of advice is to ask yourself, as you write, what exactly are you trying to say?

Singular (one) / plural (more than one) confusion

When you are writing quickly, it is possible to confuse the singular and plural parts of a verb. In the example from the extract (#6), the writer refers to ‘lots’ of social media platforms. Since this is a plural expression, it needs to be introduced by a plural form of the verb. You wouldn’t say, for example, ‘there is lots of social media types’ because ‘is’ is singular. ‘There are’ should be used instead because ‘are’ is the plural form of the verb.

Semi-colon

Semi-colons are used to indicate a pause in a sentence. They can often be used in place of full-stops, when two sentences are related to each other by meaning. For example:

Social media is one of the most popular forms of communication in modern society; it provides a highly effective way of staying in touch with each other.

Each of these sentences could stand alone as a separate sentence. By using a semi-colon, their relationship is highlighted and the reader immediately knows they are connected in some way.

Confused words

Once again, when you are writing quickly, it is easy to confuse words that sound the same but have different meanings. In the extract, (#10), ‘their’ is used instead of ‘there’. There are many more examples of commonly confused words, including ‘your’ and ‘you’re’. In the case of ‘practice’ and ‘practise’, the former is a noun (in other words, the activity of practising something: ‘I am going to football practice this morning’) and the latter is a verb (for example, ‘I am practising my writing’).

Key features of effective writing

Identifying some of these mistakes in your own work is an important way of improving your writing. Another approach is to consider the key features of high quality writing. Effective writing is characterised by three qualities:

Clarity

Precision

Impact Study Support Materials • Writing

45

What do these words mean?

Clarity

Try to make the meaning of your points as clear as possible.

Precision

Express your ideas as accurately as possible; try to avoid using too many descriptive words or phrases.

Impact

Try to develop an engaging writing style; consider what impact your writing will have on the reader (for example, is it easy to read?).

With these qualities in mind, have a look at the following revised version of the extract. You might find it useful to read through the first version (see above) again before beginning. Compare the two extracts: can you see the difference in the quality of writing?

Social media forms an important element of a modern marketing strategy because of its

popularity in society. Since the majority of the population has access to a mobile device,

social media provides a highly effective way for businesses to reach potential customers.

Due to the large number of celebrities who use it, Twitter is the most renowned social media platform, but there are many others, including Instagram and Facebook. One of the most

significant challenges facing businesses trying to incorporate social media into their marketing strategies is identifying which platform to use. Smith (2011) has recommended that a

company should at first survey its customers in order to ascertain which platform is preferred.

This extract certainly has more impact than the first one, an improvement that can be explained by the greater clarity and precision of the writing. The points it includes have a sharper meaning. Compare the following sentence with the corresponding one in the first extract:

One of the most significant challenges facing businesses trying to incorporate social media into their marketing strategies is identifying which platform to use.

The point is much clearer in this sentence than in the expression used in the first extract: It is difficult for a company to know which ones to use because their are so many of them.

Compare the extracts sentence by sentence and similar differences will emerge.

46

Study Support Materials • Writing

I believe education actively promotes self-inquiry, growth, worth, and a sense of direction through the acquisition of soft skills, which brings a wider and deeper understanding of the self.�

Top Tips

Improving your writing is a long-term process requiring commitment and a lot of conscious effort. In other words, you need to think about the way you write as you complete your work. Try as hard as you can to write clearly and precisely; ask yourself, as you write, if the meaning of your sentences can be sharpened by putting things differently.

Here are some basic guidelines that will help you:

1. Think carefully about each point you are trying to make. What exactly are you trying to say? How can you express your point as simply as possible? Reduce it down to its core elements: what is the point about?

2. Is the meaning of your argument clear in the way you have expressed it in writing? If not, how can your writing be changed in order to make it clearer?

3. Does your writing have impact? Will the reader find it interesting or entertaining? If you think it is a little dull, is there a more interesting way it might be written?

Study Support Materials • Writing

47

Stress and anxiety Taking part in education will be one of the most rewarding experiences of your life. However, it can also lead to stress and anxiety because it is easy to feel overwhelmed by the requirements of your course. This is particularly true if you’ve had bad experiences of education in the past or if you are returning to education after a long break. If you do feel anxious while you are studying – or even about the prospect of starting a course – don’t worry. It’s completely natural to feel this way; all students, whether they are studying in college, university or prison feel like this at some point.

I am really appreciative for being able to participate in higher education whilst being in custody. This opportunity has given me a positive outlook on my life and helped me cope with life in prison.”

Before trying to tackle your anxiety, it is very important to understand what is causing it. It is very common to feel disappointed if you don’t complete all of the activities on your ‘to do’ list or you are unable to achieve a specific objective. Some hard-working students put themselves under pressure by trying to do too much work. Pressure might also come from all kinds of other factors, like relationship problems with those on the outside, or the daily routine and stresses of prison life. Whatever the cause of your anxiety, it can be relieved by adopting a realistic, manageable and organised approach to your course.

Realistic

1.

Manageable

Realistic

Organised

It is a good idea to set yourself goals and objectives, especially as you put together your ‘to do’ list. However, whilst goals and objectives are important as ways of motivating yourself, it is vital for your own confidence that they are realistic. You might like to write all of your essay in one week, but is it achievable? Can it be done? Isn’t it a better idea to set yourself a goal of writing a quarter of it? That way, when you sit back and look at what you’ve done at the end of the week, you’ll feel far more positive and motivated to carry on with your essay during the following weeks.

48

Study Support Materials • Stress and anxiety

2.

Manageable

Again, as you create your ‘to do’ list, make sure that your workload is manageable. It isn’t a good idea to put yourself under pressure by trying to do too much. It’s important that your workload is achievable; otherwise, you will feel anxious at the end of the week when you realise that you haven’t finished everything you wanted to get done.

3.

Organised

I have been finding it very hard to cope recently and it has seemed like everything in the world has been going wrong for me, but learning has lifted me up and given me something to look forward to.”

It goes without saying that in order to set realistic goals and to create a manageable workload, you need to be organised. However, there are times – like when you’re under pressure to complete an assignment – when it’s easy to become disorganised. Try to put aside a short period of time each week to review your timetable, workload and ‘to do’ list.

If you are experiencing stress or feeling anxious, you might find it useful to talk through your problems with someone else. Such conversations can help you understand what is causing these issues. There are people in the prison who might be able to help – listeners are always a good first port of call, as well as peer mentors and advisors who are trained to support other prisoners.

Top Tips

1. In order to relieve any stress or anxiety you’re feeling, it’s important to feel positive about your course and confident that you can complete it successfully.

One simple way to boost the feel-good factor of studying is to tick off items on your ‘to do’ list as you complete each one. This can be very satisfying and will help you build a sense of achievement.

2. Take regular breaks while studying. If the source of your anxiety is something related to your course, spend time away from studying in order to refresh yourself. If it’s possible, you might like to do something completely different.

It’s a good idea to spend your break time doing something you enjoy.

3. Try to exercise regularly. Physical activities, like sport, provide an excellent way of letting off steam. (see p. 62) It’s very important to maintain a healthy lifestyle by exercising as much as you can. Staying fit and looking after your health and wellbeing will have a positive impact on your ability to concentrate and work hard towards the successful completion of your course.

Study Support Materials • Stress and anxiety

49

Overcoming common obstacles 1.

It can be difficult to motivate yourself, but what kept me going was that it would be a waste not to do it. I checked myself on my initial reasons for wanting to do the course, and I focused on those.”

2.

Course materials not arriving

Course materials should be delivered to your Education Department, so you will need to check with them to see when they have arrived. Sometimes the delivery of course materials can be delayed; if you haven’t received anything within six weeks of PET’s acceptance letter, notify your Education Department so that they can chase it up for you.

Not enough paper or pens

If you can’t get enough pens or paper through the prison canteen, speak to a Peer Advisor, Education Mentor, Education Peer or Library Orderly, who should be able to help you. If they cannot help, ask your Education Department.

3.

No specialist equipment or books

We try to make sure that all the essential textbooks and materials that you need for your course are included in the course materials you receive when you start. However, if you find that you need specialist books that are not currently in the prison’s library, your library should be able to order them for you. This might be a short-term loan from another library. You can also ask to use The Prisoner Funder Directory/Hardman Diectory in the library, which has information on how you can get money from a number of different organisations that you can use to buy books or other educational materials. If you’re requesting books from outside prison, you can get them sent care of your Education Department, where they will be kept until you can collect them.

4.

No access to computers

Access to computers is patchy across the prison estate. Some prisons are better than others in providing students with computers to use. If you’re finding it hard to access a computer and you think it would help your work, discuss the matter with your Education Department. If you do so, try to explain clearly and respectfully why it would benefit your studies.

50

Study Support Materials • Overcoming common obstacles

5.

Lack of or limited access to the library

Access to the library can be limited, especially if there is a large number of lockdowns in your prison. At times like this, it is best to be patient; try to prepare a study plan setting out what you intend to do when you get to the library so that you make the most of the time you have when you get there. If access to the library is difficult because of the structure of life in your prison, discuss the problem with your Education Department or respectfully ask a prison officer if he or she can help you.

6.

Transfer or release

If you transfer to another prison, you will need to contact your new Education Department on arrival in order to provide details of your course, any materials you need and if there are things like exams that need to be arranged. You must also contact PET, as well as your course provider, (see addresses on pp. 75-76) as soon as you can after you have been transferred, since we won’t know that you’ve moved. You will find a ‘Transfer’ postcard in your Learner Pack that you can send to us with your new address. If you are released before you have finished your course, let PET know, as well as the course provider, so that we can both help you to complete it outside prison.

7.

FREEPOST Prisoners’ Education Trust, The Foundry, 17 Oval Way, London, SE11 5RR

Motivation

As we have already seen, it is easy to lose your motivation as a course progresses. However, it’s normally only temporary and it can be easily overcome. Many students find that it helps to remember the initial reasons they had for beginning the course.

Others find that putting up motivational quotations on a wall in their cell helps to focus their minds.

Prison library staff can help you find some popular ones, or you can create your own. If you really have lost motivation for your course and you want to take a break, let PET know at the earliest possible opportunity – we might be able to help you take a break and come back to it, or to suggest a different course that you might want to try at some point in the future. But remember, if you don’t let us know you’re having problems, we can’t help you.

Study Support Materials • Overcoming common obstacles

51

8.

Results not arriving or are slow to arrive

Coursework or assessment results can sometimes take a long time to get back to you. It is possible for their delivery to get delayed in the post. However, it’s important to remember that your tutor will have a lot of other work from other students to mark. If you haven’t received marked coursework within a reasonable time (your course guide might give you some idea of how long it will take), get in touch with your Education Department.

9.

You need a deadline extension

There may be circumstances, such as illness, in which you can get an extension to a deadline.

If you feel that you might miss a deadline because of circumstances out of your control, speak to your Education Department and contact your course provider at the earliest possible opportunity. The longer you leave it, the harder it is for people to help.

I am really looking forward to studying for something that will enhance my knowledge and skills, so I can move forward with my life. I believe having the self-motivation to succeed will also help to structure my own path of living and understanding. I want to prove I can achieve anything with hard work.”

52

Study Support Materials • Overcoming common obstacles

10.

Getting stuck

Getting stuck on an aspect of your course is something every student will experience at some point. If you get stuck, try these tips written by previous PET learners:

“I try to find the answer in the prison library. I look for books on the same topic by a different author that may explain the concept differently, but in a way I can understand.”

“If I ever get stuck on something, I sit down and discuss it with another prisoner. She’ll give me her opinion on it, and I’ll give her my opinion on it, and we’ll try to work it out between us.”

I hope this negative situation will give me a positive outcome for a better crime free future. I hope my experience can motivate other people; there are no limits to education.”

“Write to your tutor; don’t be embarrassed to ask for help. I wrote to my tutor several times saying, ‘I don’t understand’.”

“I’d take my folder down and call my aunt on the phone and I’d read through the units.

I’d have her explain things to me.”

Study Support Materials • Overcoming common obstacles

53

Preparing for assessment: Coursework and exams You may be doing a course that requires you to do some kind of assessment – a piece of marked coursework or an exam. This can be daunting, but remember, many distance learners in prison have done this before, and the information in this section has been written based on their experiences and the knowledge of specialists in education to help you. The key to success in any form of assessment is preparation. It is vital that you don’t let all your hard work go to waste by not preparing properly. Whether you are writing an essay or preparing for an exam, it is essential that you prepare properly by doing your reading, making effective notes that focus on your topic (see the section on ‘Note-making’), and making sure you fully understand what you are studying. In this section, we will consider preparing for two forms of assessment: coursework and exams.

Remember, assessed work doesn’t have to be perfect to get a really good mark. The most important thing is that you get your coursework in on time. Your Education Department can help you send in your coursework. Course tutors are usually very supportive, and their feedback will tell you what you did right and what aspects of your work could be improved.

I am really looking forward to working through these assignments and will keep PET updated as to my progression. I passed my last course with a distinction due to having someone believe in me enough to provide funding. This provides me with the passion and drive to keep going on my journey through distance learning.”

54

Study Support Materials • Preparing for assessment

Coursework

The most effective way of completing a piece of coursework (or any form of written assessment, such as an essay) is by breaking the task down into stages. The stages are highlighted in the following diagram, which sets out the process involved:

Planning

Drafting

Proofreading

Editing

We will now look at each of the stages in more detail.

Planning

This is the most important part of the process because it’s at this stage that you interpret the question, carry out some research, organise the results of that research, form an argument, and develop an outline of your piece of work. Set aside some time to think: written work needs to be organised and well-structured, and its argument needs to have depth.

Drafting

It is important to begin writing as soon as possible. Students – in universities and colleges, as well as in prison – have a tendency to put this off, and leave it too late to start writing. It’s much better to write something – anything – then read it through and change it. The first draft of your work doesn’t need to be perfect; you will have time to edit it at a later date. But you can’t change or edit something you haven’t written, so it’s important to start as soon as you can.

Study Support Materials • Coursework

55

Editing

Editing your work involves making significant changes to it. These changes might include re-writing sentences or paragraphs in which your argument is less clear, deleting parts that are unnecessary (perhaps to reduce the total word count) or moving paragraphs about within the work.

Proofreading

At this stage in the process, you will be making minor modifications, such as correcting spelling errors or improving the appearance of the work. Proofreading is often overlooked by students, but it is an essential part of completing a piece of coursework. Always leave enough time to read through your work carefully before sending it off. It is easy to miss basic errors if you’re in a rush.

I did pass my exam and am now qualified in book-keeping.

I would not have got this far without PET’s help. PET encouraged me to have direction in life and a sense of purpose with new aspirations – for which I am grateful.”

Task

One of the most challenging aspects of planning a piece of written work is understanding exactly what the question is asking you to do. This is not always easy, and you may need to ask your tutor for help, but the best way to start is by identifying the steer and keywords of the question. Consider the following example question: How important is a company’s mission statement to the formulation of its business objectives?

First of all, what is the steer of this question? The steer is the part of the question – usually its beginning – which tells you how you should go about answering it. That is, the question is steering you in a particular direction. In this case, the question is asking you: ‘How important’. This steer means you need to do two things: i.

ii.

56

Think about the role of the mission statement in the formulation of the business objectives; make a judgement about the importance of the mission statement compared to other factors.

Study Support Materials • Coursework

The ‘other factors’ are important because in order to answer ‘how important’ something is you need to compare it to something else. That is, you’ll need to discuss other issues that a company takes into consideration when coming up with its business objectives and compare their importance to that of the mission statement.

Next, you need to pick out the keywords in the question, which will help to shape your research strategy (see the section on ‘Research’). In this question there are three: 1.

2.

3.

mission statement formulation business objectives

You will need to have a full understanding of what is meant by each term. When searching for information in a textbook or library book, you might find it useful to use ‘mission statement’ as one of your keywords – look it up in the index. ‘Formulation’ is just as important as the two other terms: what does ‘formulate’ mean? If you don’t know, look it up in a dictionary so that you are sure before starting work on your answer. Read up on business objectives – perhaps you’ve made some notes on business objectives during your course or maybe it’s covered in a section of a textbook or in the course materials.

Let’s think about James’ essay question – which we discussed before - on the role of social media in modern marketing strategies: To what extent is social media the most important element of a business’ marketing strategy?

What is the steer of this question? What are its keywords? The answers are at the end of this section.

Study Support Materials • Coursework

57

Exams

Exams often cause a lot of anxiety and tension. It’s completely normal to feel nervous before an exam. In fact, it is extremely unusual for a student – whatever their previous experience of education – not to feel nervous when getting ready for an exam. Remember, feeling nervous can’t hurt you, and it’s important not to let it put you off and waste all the hard work that got you this far. There’s no trick to sitting exams. It all comes down to preparing thoroughly. This not only means spending time revising; it means making effective use of the limited time you have available to you to give yourself the best possible chance to do well in the exam.

being organised having an awareness of the weak spots in your knowledge

The two key factors in achieving this are: 1.

2.

This will allow you to create an effective revision strategy, which will make sure you are fully prepared for your exam.

Managing time and reflecting on your knowledge The first stage in creating a revision strategy is making a note of when your exam will take place and how long it will be. It’s a good idea to write it into a calendar, perhaps one you can stick onto a wall, so that you can see how much time you have to revise. This will give you something to work towards.

Once you’ve plotted your exam on a calendar, spend some time thinking about the total amount of time you’ve got to revise. Much like when you created a study timetable for yourself in the section on ‘Time management’, you need to think about the time you have available and how you can fit revision into it. Once you’ve answered these questions, divide up your time appropriately. Spending more time on the most difficult or least enjoyable subjects is recommended. If there is a subject you enjoy, consider breaking up revision time on more difficult subjects by looking at the topics you enjoy as a ‘reward’.

For each exam, think about what you already know and try to identify weak spots in your knowledge, or aspects of a subject that will require more revision time. Target your revision so that you address these weak spots. You might like to use the ‘Targeted Revision’ template at the end of this section to ensure you are concentrating on the areas requiring more revision time. This template allows you to set yourself revision targets and includes a space for reflective comments, like in the example below.

58

Study Support Materials • Exams

Day/time Mon 9-10am

Exam

Topic

Business marketing

Business advertising

Staying organised

Target

To understand the different approaches towards advertising in magazines.

Acheived?

Reflection

No

Need to look again at the first two points.

It’s important to stay on top of your exam preparation. Use a calendar, as suggested above, to keep track of the exam you’re sitting, and organise your revision time using a timetable. You might find the one included at the end of this section useful: divide up your time into chunks – maybe chunks of one hour - and try to revise several different subjects in one day. Always add in break times and try to avoid distractions.

Past exam papers

If you can access past exam papers for the course you are studying, have a look at the type of questions used in previous years. This is a highly effective way of preparing for an exam because it gives you an understanding of what sort of questions and topics might come up. Practise answering one of the questions under exam conditions. This will give you good experience of writing to a time limit. Ask your tutor if they have any past exam papers you can look at.

Study Support Materials • Exams

59

Top Tips

1. Whether you are writing a piece of coursework or revising for an exam, preparation is fundamental if you are going to be successful. Stay organised and make the most of your time.

2. When tackling coursework, focus on process: approach the task stage by stage and remember not to skip any stages. Before beginning a piece of coursework, make sure you fully understand what you are required to do. If you are writing an essay, think carefully about the question by identifying its steer and keywords.

3. Successful preparation for an exam is based on an ability to make the most of the available time. This involves targeting weak spots in your knowledge and understanding. In order to do this, you will need to reflect on what you already know and then allocate time to the areas where your knowledge is less developed. It’s important to stay organised through the examination period; draw up a revision timetable and stick to it.

Answer to task on coursework:

The steer is ‘To what extent’. Its meaning is similar to ‘How important’: both steers require you to make a judgement about how important the factor identified in the question is compared to other relevant issues. Thus, James might argue ‘social media is more important than advertising in newspapers because young people are more likely to check Facebook or Twitter than read The Times’.

The keywords, as you might expect, are ‘social media’ and ‘marketing strategy’. James will need to be familiar with both terms before he starts writing.

Having people around you that seem to be having a disco almost every night in their cells means that it is all but impossible to study, and prison is a depressing place at the best of times so it can be difficult to motivate yourself...Yet every second of strain is worth it once you complete the final exam and are given your certificate.”

60

Study Support Materials • Exams

Study Support Materials • Exams

61

Day/time

Exam

Targeted revision template Topic

Target Acheived?

Reflection

Health, wellness and education

By LJ Flanders, PET Alumnus and author of ‘Cell Workout’ During my sentence I realised the importance of education and how it can lead to a rewarding and fulfilled life on the out. Without a career or job prospects, it is easy to see how someone who has been in prison might get caught up in a vicious cycle of crime; but it was in prison, with the time I had on my hands that I have built a future for myself.

Enrolling onto the Gym Instructor Level 2 and Personal Trainer Level 3 courses was the best thing I could have done during my sentence. It gave a purpose to my time in Pentonville and, while it wasn’t easy, I knew I had to focus and dedicate all my effort to completing the course.

Once I finished the course, everything started to fall into place.I was now a qualified Personal Trainer, working with remedial inmates who either had disabilities or were recovering from injuries. Working in the prison gym, I was continually being asked, “Can you write me a workout programme I can perform in my cell?” This was the start of a long journey, which eventually led to me writing ‘Cell Workout’.

Upon release I was fully qualified, had a business idea and full of optimism.

Two weeks after release I contacted my local gym, Virgin Active. After speaking honestly with the manager he was happy to give me a chance and I spent two happy and successful years there.

All the opportunities I have had came from enrolling onto a course to study a subject I was very passionate about whilst in Pentonville Cell A2-21. It feels like a lifetime ago now, but I will never forget these roots.”

62

Study Support Materials • Health, wellness and education

Between working with the clients in the gym, I continued to craft my ‘Cell Workout’ book. This built on the research I had done whilst still in prison. In 2015, after three years of hard work and determination, I finished and self-published my book, which has since gone from strength to strength. It is now being bought by inmates and the public worldwide, it is the most requested book in prison libraries across the country and has led to me writing a monthly column for the prison newspaper Inside Time.

All the opportunities I have had came from enrolling onto a course to study a subject I was very passionate about whilst in Pentonville Cell A2-21. It feels like a lifetime ago now, but I will never forget these roots.

How Exercise Boosts Your Brainpower

We all know that putting the effort in at the gym (or your cell), will lead to an improvement in your fitness goals, but did you know that increasing your cardio will ultimately boost energy and productivity, helping to create the right frame of mind to study?

A 30-minute cardio session three times a week will yield results. It will pump extra blood to the brain, delivering the extra oxygen and nutrients it needs to perform at its maximum efficiency. Cardio also floods the brain with chemicals that enhances functions like memory, problem solving and decision making.

Cardiovascular health is an important factor in preserving and improving learning and memory. In essence you’re working out your brain at the same time as your heart.

I want to be able to help my son with his homework and pass on the skills/knowledge that I have to him so that he does not make the same mistakes in his life that I have in my own life.”

It will not only help a person to learn, but also lowers stress levels and helps combat depression. When exercising, all the extra blood that is pumping around the body delivers oxygen and glucose to your brain cells, which they need to function. The more they get, the better they perform.

Study Support Materials • Health, wellness and education

63

Releasing hormones through exercise will help you to focus, feel better and release tension. The rushing blood and hormone release actually primes your brain to grow. Exercise improves attention, memory, accuracy, and the speed according to which you process information, all of which helps you make smarter decisions and helps you to study.

Completing an aerobic workout before your studies can mean that you will be 23% more productive than if you did the same studying without any exercise. Exercise can improve your mental state and outlook in an extremely positive way through a release of endorphins. This can last for as long as 12 hours. The “positive” stress of exercise will help you deal with the stresses of study and the other stresses of prison life.

Doing a combination of moderate- to high-intensity aerobic and resistance training will offer the brain the biggest benefits. So before you pick up the books tie up your laces and do a workout to help you start your studies.

My Top Tips for Studying Timetable

In prison you are already working to a regimented regime so why not take advantage of it? I had my whole week’s timetable on my wall, from my 7am wake up and workout to 9pm Film 4 movie. I found that making my timetable highly visible made me stick to it.

If you need help, seek it! Don’t suffer in silence.

During my studies at school, I found it very difficult to concentrate, and generally found it a struggle. It wasn’t until I was an adult that I got fully tested and realised I was borderline dyslexic. Finally knowing what was wrong really helped and I was able to make changes that assisted my studies. But what really worked for me was finding a subject that I was passionate about, that I found engaging and I wanted to learn. I now realise that I’m definitely suited to creative learning. If it comes from a creative angle, I’m all over it!

What is your passion?

If you have a genuine interest and passion in an area of life or subject, you will want to learn and it won’t feel like an effort. You will automatically feel motivated to succeed.

64

Study Support Materials • Health, wellness and education

Useful resources In this section, you will find useful information like key contacts and – perhaps most importantly – how you can build on your achievements once you’ve successfully completed your course

How PET works Prisoners’ Education Trust has funded over 30,000 distance learning courses since our beginnings in 1989. We are a small, committed team, with different experiences and backgrounds, but with one major thing in common: we believe in the power of education.

PET is a charity, so we have to raise money to pay for each course we fund. Our brilliant fundraising team are creative and resilient in their approach to raising money, but fundraising is tough. The amount of money we raise often fluctuates and so we cannot always fund as many courses as we would like to. If you are able to make a personal contribution to your course, we would ask that you do so. Courses cost, on average, £300.

If you are lucky enough to be funded, don’t waste the opportunity; remember, we have worked hard to raise the money for your course. We may have given you funding while having to turn down applications from other prisoners, so make the most of it.

“Education helps me get through my sentence in a positive way, also has shown me talents and skills I didn't know I had.

I plan to continue to pursue my studies after my release for a balanced and productive life.”

In 2013, PET produced, for the first time, a distance learning curriculum to act as a guide to help students select a suitable course from our preferred suppliers. We looked at the full range of courses on offer to distance learners in prison and tried to recommend those with the best accreditation and best tutorial support. We urge you to use this PET curriculum as your guide when choosing a course, as it will give you all the information you need to decide on a course that is appropriate to your ambitions and learning needs. We advise you to discuss your choices with someone from the Education Department or Careers Wales / National Careers Service staff, since they will need to support your application and act as a point of contact for you and PET. The Access to Learning team (A2L) at PET are responsible for ensuring your application is ready to be put forward for scrutiny. Scrutiny refers to a process in which nominated PET staff and two PET trustees carefully consider all the applications received that month and make decisions on what courses will be Useful Resources • How PET works

65

funded. The A2L team organise the purchasing of the courses and any communication with you or the prison (this is why a point of contact in the Education Department is vital) to ensure that your course materials reach you. The team handle any queries from suppliers, prisoners and prison staff.

Our expert Advice Manager provides information and guidance as required to both prison staff and prisoners.

Members of PET regularly visit prisons to take part in events where we promote distance learning and build relationships with prisoners and prison staff.

PET also has a Policy team, which works to influence politicians and other decision-makers on issues relating to prison education. This is a difficult job, but the team has had some notable successes, including playing a key role in overturning the ban on sending books into prisons and, most recently, as part of the review into prison education held by Dame Sally Coates which is recommending the introduction of limited internet use for prisoners for educational purposes.

Gaining a degree in prison is an immense achievement. It shows to others that your time inside has not been wasted, that you have striven to move forward despite whatever wrongs or madness got you in prison. It’s not just something you can add to your CV, but a declaration of dedication. It can take you in an entirely new direction, as much for the insights your studies bring as well as the recognition from others.�

66

Useful Resources • How PET works

A new but key part of PET is our Alumni Network. Anyone who has been funded by PET is welcome to join our Alumni Network once they have been released. The network brings together people with similar experiences who can offer mutual support and advice. We stay in touch with our alumni and continue to support them by providing opportunities to voice concerns and share experiences regarding education in prison. They also support us in many ways. Alumni achievements include speaking on panels at PET events, telling their stories to the national press, and appearing in films.

PET provide public speaking and media training, and our alumni are actively helping to bring about positive change in the public perception of people with convictions.

This course will give me a chance of getting employment when I’m released so I won’t re-offend again. All my family have been encouraging me to use this chance. I have to educate myself and get a career that will help me focus on a positive future instead of being negative and feeling inadequate.”

Useful Resources • How PET works

67

What next?

Another course, of course!

When you finish your course, why not do another? We can fund individuals up to twice a year for the length of their sentence. There may be a followon course from the one you have been doing, or perhaps you want to try something different. Have a flick through the PET curriculum or speak to the Education department or a Careers Wales / National Careers Service advisor for guidance. You can also write to us for advice at FREEPOST Prisoners’ Education Trust.

If you’re not ready for another course yet, why not go to the library? Maybe you’d like to try reading some new books. You can also keep up the skills you’ve developed whilst studying your course – time management can be useful in all kinds of ways and your writing skills might be useful for your letters; so make sure you don’t forget what you’ve learnt.

If you’ve enjoyed distance learning, why not tell others? Encourage other prisoners to have a look at the PET curriculum and let them know about the opportunities available.

Finished with your old course books? Think seriously about donating them to the education department or library to help out other learners in custody.

PET Alumni Network

There is no obligation to do so, but if you have been funded by PET, you are welcome to join our Alumni Network when you leave custody. It brings together people with similar experiences, who can offer mutual support and advice. We stay in touch with our alumni and continue to support them, enabling them to voice concerns and share their experiences of education in prison. They also support us in many ways. Alumni achievements include speaking on panels at PET events, attending meetings in the Houses of Parliament, telling their stories to the

68

Useful Resources • What next?

national press and appearing in films. With public speaking and media training provided by PET, our alumni are helping to change public perceptions about people with convictions.

With regular meetings, social events and training opportunities, we’d love you to join PET’s Alumni Network.

To find out more, call us on 020 3752 5680 or email info@prisonerseducation.org.uk

Why not let your family know that you’ve been studying a distance learning course?

When you leave prison, remember to tell your resettlement worker or offender manager about what you’ve achieved – let them know that you’ve worked hard and done something positive with your sentence. Tell them about all the skills you’ve learnt while studying, not just the qualification you’ve earned: time management, research, writing and so on; these skills are highly valued by employers, so make sure you tell people about them.

Studying after release

If you’ve already taken the first step through distance learning in prison, you might consider continuing your education after release. Further Education (FE) colleges offer a wide range of full-time and part-time courses at various levels for adults, including evening and weekend courses. These include Access to Higher Education courses, GCSEs, A-Levels, Foundation Degrees, vocational NVQs, and work-based learning apprenticeships. Support with choosing a course is generally provided by a careers information and advice service in the college.

You will need to plan ahead if you want to go to college or university after release. Ask your Education Department if they have a prospectus for a local college available. If not, check in the library. Ask if your prison will be running a college fair, where you will be able to meet local colleges and speak to them about what you will need to do to secure a place at their institution. Ask your resettlement team and your offender manager about carrying on with your education after release, they may be able to help you with applications and interviews.

I feel strongly about changing my way of thinking. Learning will give me the best chance to do this whilst in prison.

Studying and doing course work in a subject that interests me will motivate me to succeed.”

Various funding options are available for those wishing to pursue Further or Higher Education after release. Those on a low income or receiving benefits may be eligible for financial support. Funding options include the Adult Learning Grant, the Discretionary Learner Support Fund, and Care to Learn.

Useful Resources • What next?

69

This course here will change my life while I'm in here and for when I come out it widens my options.”

In order to attend university – where you can attain undergraduate and postgraduate degrees in hundreds of subjects – you will probably need to take out a student loan.

Colleges and universities can ask applicants about previous convictions, but prospective students should not be put off from applying as applications should be considered with discretion and understanding. Universities are obliged to comply with the Rehabilitation of Offenders Act, although they can refuse applicants with certain convictions, citing a duty of care to staff and other students. However, it’s worth persevering as some universities are more sympathetic than others; many of those who started their learner journey funded by PET in prison have gone on to earn university degrees after release.

If you started an Open University degree in prison then you can continue by distance learning after release, or you may be able to transfer credits onto another degree course if you would prefer to attend a university to complete your studies. Ask at your Education Department or write to PET if you need more details.

70

Useful Resources • What next?

Notes

Useful Resources • Notes

71

72

Useful Resources • Notes

Useful Resources • Notes

73

74

Useful Resources • Notes

Key Contacts Prisoners’ Education Trust

FREEPOST Prisoners’ Education Trust, The Foundry, 17 Oval Way, London, SE11 5RR.

020 3752 5680 • www.prisonerseducation.org.uk

Course supplier contact details

ACS 01384 442752 • www.acsedu.co.uk

Animal Care College 01344 636436 • www.animalcarecollege.co.uk AQ4B 01530 243426 • www.aq4b.com

ATM Safety 01386 840198 • www.atmsafety.org.uk British Beekeepers’ Association 0871 811 2282 • www.bbka.org.uk

BSY 0800 731 9271 • www.bsygroup.co.uk

Compass Education 0845 458 5981 • www.compass-education.co.uk

Distance Learning Centre 0845 129 7238 • www.distance-learning-centre.co.uk East Anglian Sea School 01473 659992 • www.eastanglianseaschool.com

Electacourse 020 8144 1580 • www.electacourse.com

EP Training Services 01372 450800 • www.eptraining.co.uk HFE 0800 612 4067 • www.hfe.co.uk

Horticultural Correspondence College 01225 816700 • www.hccollege.co.uk Useful Resources • Key contacts

75

HSQE Ltd 07713 801380 • www.hsqe.co.uk

Institute of Fisheries Management 0845 388 7012 • www.ifm.org.uk

Learn Plumbing 0161 330 1309 • www.learnplumbing.co.uk London Teacher Training College 020 8133 2027 • www.teachenglish.co.uk MOL 0845 203 2103 • www.mollearn.com National Extension College 0800 389 2839 • www.nec.ac.uk

NCC Home Learning 0800 970 2522 • www.ncchomelearning.co.uk Open College of the Arts 0800 731 2116 • www.oca-uk.com

Open College of Equine Studies 01284 811401 • www.equinestudies.co.uk The Open University 01908 274066 • www.open.ac.uk Oxford Open Learning 0800 975 7575 • www.ool.co.uk

St. John’s College Nottingham 0115 925 1117 • www.stjohns-nottm.ac.uk Stonebridge 0845 230 6880 • www.stonebridge.uk.com

The Writers Bureau 0161 819 9922 • www.writersbureau.com

If you are interested in continuing your studies in the community after release, ask your Education Department for a prospectus for your local college or university or write to PET’s FREEPOST address and request a copy.

As a distance learner it is a good idea for you to develop a good relationship with your Education Department, they will be able to help to support you during your course, and will be the main point of contact for PET. It may also be a good idea to talk to a library orderly, they will be able to help you find books and may even be able to order books not currently in the prison’s library. The chaplaincy is usually a good point of contact for distance learners as they may be able to provide a quiet space for work and may be able to help get you things like notepaper, diaries and dictionaries.

76

Useful Resources • Key contacts

Prisoners’ Education Trust The Foundry • 17 Oval Way Vauxhall • London • SE11 5RR 020 3752 5680 info@prisonerseducation.org.uk www.prisonerseducation.org.uk @prisonersed facebook.com/prisonersed

Charity No. 1084718 Company limited by guarantee No. 4132595 Auditors: Hartley Fowler • Tuition House 27/37 St George’s Rd • Wimbledon SW19 4EU