Note that Text A (which is carton based) can also be cut up and used as a sequencing activity for lower levels – not as easy as it looks!
Having compared and discussed the features of a few celebrity interview articles from a range of magazines, learners choose a celebrity (or star) who they would like to interview. The print quality of this resource may be low as it is a cut, pasted and scanned (very useful) document.
I used it by discussing each of the screens with learners and then having them work through the reading text and the accompanying exercises. Designed with L1 Functional English students in mind, the lesson can lead in to further discussion about crime, security, safety etc.
We welcome comments and feedback at any time on all aspects of the project via the project email.
Research-based learning (RBL) has always been at the core of our programmes.  Fundamental to the aims of the Leeds Curriculum is the intention to ensure that all students gain maximum benefit from a shared understanding of the rationale for and benefit of a clear focus on research-based learning, culminating in a final year project. In order to evidence the achievement of this aim, a definition of RBL has been agreed and is supported by a simple audit toolkit for mapping the presence and progression of RBL in our programmes.  The outcomes of the initial audit of RBL (and Core Programme Threads) were discussed at the 2013 round of Annual Health Checks and examples of good practice have been identified to illustrate the range of positive outcomes from the audit process.
Research-based learning (RBL) is the fundamental basis of all our programmes and should be evident in all modules, even those that might be described as ‘basic’ in that the origins of basic knowledge once too must have derived from original research or thought.
It will be expected that even the most intensive research-active staff will engage with this agenda.
Within the context of the discipline, all undergraduate programmes will demonstrate explicitly the integration of research with learning and teaching, incorporating the development, practise and assessment of appropriate academic skills and competencies (‘academic literacy’).
The programme as a whole should frame the RBL journey and within this all modules should be able to be located within the Healey matrix.  Schools should be able to demonstrate how any programme will take all students through the RBL journey from research-led teaching to research-based learning, irrespective of the options a student might choose.
It is essential that our assessment methods match our aims for RBL.  The Academic Year subgroup will be looking at how this can be achieved.

The latest research, including that developed by our own staff, contributes to the curriculum of all our programmes – emphasising the ‘why’ and ‘how’ not just the facts. Students are taught in the context of leading-edge research being undertaken on campus, without the inevitable time delay or potential misinterpretation that might arise from basing teaching on external research papers or text-books. Students have access to resources on campus that are essential for high quality research-based learning. Active engagement with research provides a more enjoyable and stimulating university experience. Our academic community and our programmes produces graduates with the desire and skills to pursue new  knowledge and a commitment to lifelong learning. Graduates are able to articulate their desire to acquire new knowledge, the value of that process and the skills they have that enable them to do it.
The student will be asked to identify the decimal that is represented by a simple graphic or a fraction equivalent.
The student is given addition and subtraction decimal problems with varying levels of difficulty. The student is given 3 decimals and asked to place them in order from the smallest to the largest. The student is given a percent, a fraction, and a decimal and asked to place them in order from the smallest to the largest. This app is available from the iTunes store and includes a full database of 100 questions on each of 4 levels of difficulty (400 total questons). 12 full-color, double sided activity cards to provide individual and group practice at 4-levels of difficulty. 12 full-color, double-sided activity cards to provide individual and group practice at 4 levels of difficulty using a pyramid and color-coded system to identify the levels.

Use this ingenious, double sided grid to build an understanding of the relationship of fractions and decimals.
The PowerPoint presentation was used as a quiz to see if learners could recognise the flooded places and to encourage discussion leading onto the reading work.
This can incorporate IT skills (Word template provided below) or can be done with paper, card and pens. The descriptors derived by staff at the University of Adelaide in their Research Skills Development Framework provide a more detailed depiction of the level of autonomy and research focus. SSECs (or subgroups thereof) may then provide an overview such as to assure the School that students do transit from largely research-led early in their studies to more research-based in final years. Students practice their understanding of adding and subtracting decimals, ordering decimals, fraction decimal equivalents, and ordering decimals and fractions. It includes the Practice Version and Single Player Version with 25 practice questions on each of 4 levels of difficulty (100 questions in total). The Work Cards help students transition their understanding of decimals into Real World Applications. It is unrealistic to imagine that any programme would lead to a simple linear journey from research-led (ie largely taught) to research-based (ie able to undertake research activity  autonomously), however, programmes should be able to describe a process by which students encounter predominantly teaching about research (content, methods, ethics, outcomes, critique, etc) in their early levels of study and engage in more self-directed, supervised research activity in later years, apply skills acquired earlier in their programmes of study. SSEC may also provide a checking service to ensure that a sample of modules across the programme have been appropriately labelled within the Matrix.

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