UFSS1504 Semester 1 Module Guide - 2024

UFSS1504
FIRST SEMESTER
Module Guide 2024
T: +27 51 401 3276 (BFN) / +27 58 718 5099 (QQ) | E: [email protected] (BFN) / [email protected] (QQ) | www.ufs.ac.za
Inspiring excellence. Transforming lives.

Table of contents
Topic Page
UFSS1504 Syllabus and Rules
Module Description 1
What’s happening when? 2
How will you attend UFSS classes? 3
How and When Will You Be Assessed? 6
Semester breakdown 7
Assessment breakdown 8
Assessment structure 9
Module schedule 10
Icons you can expect to find throughout the study guide 11
Contact details 12
Rules and Policies 13
UFSS1504 Module Guide Units
Introduction: The value of your degree 17
Where can you find support? 21
Digital skills 23
Communication skills at university 35
Time management and goal setting 55
Study skills 80
Referencing, plagiarism and searching for academic 103
resources
Financial literacy 126
Growth mindset 147
Email us at [email protected] (BFN)/ [email protected] (QQ)
for an email consultation or send us an email to schedule a
telephonic consultation.
MODULE DESCRIPTION
Module Description
Have you thought about your expectations of university, and do
you have a plan to navigate this new exciting chapter of your
life?
There are many students who find the transition from high school to
university challenging. The aim of UFSS1504 in the first semester is
to support you in the transition from high school to university, by
teaching you the academic skills you need to be successful in your
studies, while emphasising the value of a university degree.
These academic skills are taught in the first semester, in a high-

impact, condensed, 3-day summer school. This document will focus
on the first semester detail; you will get another module guide at the
beginning of the second semester.
The UFSS1504 Office will provide you with support during the
semester.
In the first semester of this module, you will learn to:

• familiarise yourself with and practice the computer literacy skills
needed by university students;
• demonstrate communication skills required of a university
student;
• demonstrate how learning works at university through the use of
effective study methods;
• apply time management strategies to your academic plan, while
setting and tracking your goals for your education and career
plan;
• demonstrate basic financial literacy that is required of a university
student;
• search for accredited sources, and cite and reference a variety of
sources in the style required by your faculty; and
• explore the value of a growth mindset on your experience as a
university student.
1
WHAT’S HAPPENING WHEN?
There are 7 classes, 3 webinars in the first semester that you are required
to attend.
You can attend synchronously, which means attending 6 classes live in

real time during the 3-day summer school. The webinars and learning
experience will take place throughout the semester (NOT during the 3-day
winter school). We will email a personalised schedule to you for the
summer school classes.
You can also attend asynchronously, which means you catch up in your
own time by watching class recordings on Blackboard.
Attendance will be monitored in this module, and counts 10% of your

first semester mark.
WHAT YOU WILL LEARN?
All of your materials are on Blackboard. These are the units we will cover
in the first semester:
Orientation Sign Language

Growth mindset
(webinar)
Growth Mindset
Digital skills Financial literacy (Learning
Experience)
Referencing, Assessment
Communication plagiarism and Preparation class
skills at university searching for (Webinar)
academic resources
Time management
Study skills
and goal setting
2
HOW WILL YOU ATTEND UFSS CLASSES?
UFSS1504 offers face-to-face and online classes, and asynchronous

recorded class videos, which are available for you to participate in the
module. Additionally, we work with your faculty to identify the most
preferable option for you to attend the summer school.
You will be emailed a personalised schedule according to your faculty’s

preferred attendance.
1. SYNCHRONOUS FACE-TO-FACE CLASSES

Synchronous face-to-face classes run in real time, in the Computer labs or
Modlec venues.
2. SYNCHRONOUS ONLINE CLASSES

Synchronous online classes run in real-time, which can be accessed from
your Blackboard module, on Blackboard Collaborate Ultra. You can join
through your computer, laptop, tablet and smartphone.
3. ASYNCHRONOUS CLASSES
Asynchronous recorded class videos are uploaded to your Blackboard
module. This runs on a more flexible schedule, which you can access
anytime before the semester ends and from any location.
If you could not attend during the summer school, face-to-face or online
for various reasons, it is highly recommended you watch the recorded
class videos.
Please note, you need to complete all the questions embedded in the
video and reflection question to gain your attendance.
4. LEARNING EXPERIENCES AND WEBINARS

A Learning Experience is a large class, whereby a guest speaker/lecturer
is invited to present the session based on a topic related to the module
content. There are three/four sessions taking place at different times on
the same day. Students only need to attend 1 session of a Learning
Experience when you receive your schedule, according to your preferred
time slot.
3
4. LEARNING EXPERIENCES AND WEBINARS
A Webinar, short for "web-based seminar," is a live interactive online

presentation/workshop conducted over the internet. It allows students to
attend and engage in real-time discussions, presentations, and Q&A
sessions. In UFSS we typically make use of Microsoft Teams platform for
the webinar. You will need to join the webinar through your device
(computer, smartphone, or tablet) and this will require an internet
connection.
WHERE WILL YOU BE ATTENDING YOUR CLASSES?

Blackboard Collaborate Ultra: You can access this on Blackboard via
your UFSS module group under the Class content tab.
Micorsoft Teams: You can access this online
BFN venues
Computer labs: You can find this building next to the UFS Sasol library.
Modlec: You can find this building across the Winkie Direko building
(Education faculty).
Callie human: You can find this building across the Examination Rooms
(EXR).
QQ venues
Computer labs: The Computer Labs used are:
Media Lab, New Media Lab, Education IT Lab, E-Lab and EU-Lab
Mandela Hall: You can find this building next to the Old Science Building
and Luthuli Amphitheatre
4
WHAT ARE THE BENEFITS OF WATCHING CLASS
VIDEOS?
There are some advantages to having different modes of learning. Having

online classes, for example, allows you to refer back to them for
assessments or exams if they are recorded. In our 2021 module
evaluation we asked the UFSS1504/1522 students about the benefits of
watching the class videos and these are the responses:
• 37% could not attend the live classes so had to watch the video
recordings.
• 40% attended the live classes but wanted to work through the content
again by watching the video recordings.
• 60.4% said the video recordings were helpful for preparation of the
assessment.
• 38.7% could attend some live classes, but not all, so watched the
video recordings to catch up.
• 40.2% watched the video recordings to make sure they received the
attendance mark.
5
HOW AND WHEN WILL YOU BE ASSESSED?
Homework: You are required to complete the Digital skills and

competencies Level 1, Theme 1 quiz in order to acquire the badge. This
badge contribute to 10% of your mark for semester 1.
Quizzes: There is a quiz for each of the units in this module, totaling 6
quizzes for the semester. The quizzes make up 10% of your mark in
semester 1.
Reflections: There are 3 reflections during the semester. The reflections

weigh 10% each. Therefore, the reflections make up 20% of your mark in
semester 1. All reflections will include reflective practice and case
study/application questions.
If anything is unclear, please do not hesitate to ask us. We want you to

pass this module, so please submit your assessments on time and contact
us if you are struggling. Remember, as per the General Rules of the
university, you have to pass this module to get your degree.
Homework
10%
Remember, UFSS1504 is a year module
and the other 50% of your mark will be
assessed in semester 2.
Quizzes
10%
Semester 1
50%
Reflections
20%
On the next page, you will find the breakdown

of your classes and assessments for the
Attendance semester.
10%
6
SEMESTER BREAKDOWN
Attendance Quizzes Homework Reflections

Unit
10% 10%
10% 20%
Semester 1 Orientation
Orientation class/video
Digital skills Computer literacy 18 March – 26 Digital skills
skills class/video May quiz
Communication Communication 25 March – 26
skills at skills class/video May Reflection 1
university
Sign Language
webinar Submission link
opens 18 March
Time Time 2 April – 26
management management and May
and goal setting goal setting
class/video
Study skills Study skills 15 April – 26
class/video May
Referencing, Referencing, 22 April - 26 Reflection 2
plagiarism and plagiarism and May
searching for searching for Submission link
academic academic opens 15 April
resources resources
class/video
Financial literacy Financial literacy 29 April – 26
class/video May
Reflection 3
Growth mindset Growth mindset 6 May – 26
class/video May Submission link
opens 6 May
Growth mindset
learning
experience
Note: The quizzes open on different dates, to pace yourself.

You will have up until the 26th of May 2024 to complete all their outstanding
quizzes.
Note: Use the feedback that you receive on reflections to improve on your next
submission before the deadline.
The reflections become more complex with each submission, so make sure to submit
each reflection so that you can learn from the previous one. These dates are fixed and
will not be changed or extended.
7
ASSESSMENT BREAKDOWN
Below is the assessment breakdown and mark allocation for semester 1.
Breakdown of assessments for Semester 1
Contribution
Assessment Mark
Assessment Weight to semester
type allocation
mark
Digital skills quiz:

Homework 15 marks 10% 10%
(Level 1, Theme 1)
Communication
10 marks 2.5%
skills at university
Time management
10 marks 2.5%
and goal setting
Study skills 10 marks 2.5%

Quizzes 10%
Referencing,
plagiarism and
10 marks 2.5%
searching for
academic resources
Financial literacy 10 marks 2.5%
Growth mindset 10 marks 2.5%
Communication
Reflection 1 skills + Time 20 marks 10%
management units
Study skills +
Reflection 2 Referencing and 25 marks 10% 20%
plagiarism unit
Financial literacy +
Reflection 3 30 marks 10%
Growth mindset unit
NB: Grading scores and percentage contribution may change as the module
coordinator sees fit.
8
ASSESSMENT STRUCTURE
In UFSS1504 you are required to complete continuous assessments that

contribute to the final mark of your module. All assessments in this module
are completed and submitted on Blackboard, and they each have a start
and end date. The submission link will close on the end date.
There is a total of 10 assessments in the first semester –one homework

assignment, six quizzes and three reflections. Of the six quizzes, the
highest four quiz marks will count towards your final mark. Of the three
reflections; the highest two reflection marks will count towards your final
semester mark.
NB: DUE TO THIS ASSESSMENT STRUCTURE OF USING THE

HIGHEST MARKS OF THE ASSESSMENTS FOR YOUR SEMESTER
MARK, NO EXTENSIONS WILL BE GRANTED, NOR WILL ANY LATE
SUBMISSIONS BE ACCEPTED.
9
MODULE SCHEDULE
All of your learning materials are on Blackboard. We will teach you how to
navigate your UFSS1504 module on Blackboard in the Orientation video,
so don’t worry too much about this. You will be emailed a personalised
schedule with dates and times you need to attend the summer school.
Note: The dates and times of the Growth Mindset Learning Experience,
Sign Language Webinar, Assessment Prep Webinars and Assessment
Feedback Webinars will be communicated to you on Blackboard.
10
Icons you can expect to find throughout the study guide
Appendices
Appendices are documents that will be
Appendix _ available at the end of each unit in the guide.
It is important that you use these documents
as part of your self-study of each unit.
Book icon
This icon means that there is an article/
reading/document that is applicable to the
specific content that you are working through.
Audio icon
This icon means that there is an audio clip that
is applicable to the specific content that you
are working through.
Link icon
This icon will take you to external websites
that is applicable to the specific content that
you are working through.
Play icon
This icon means that there is a video that is
applicable to the specific content that you are
working through.
Each item in the table of contents will be
hyperlinked to that specific section of the
guide. You can instantly navigate to a specific
Table of contents
section by simply clicking on it in the table of
contents – this will help with faster navigation
of the guide.
Important: The majority of the resources (videos, audios, articles, links, etc.)
that enrich the content will incur data charges. Due to this we recommend
you access these resource on campus to make use of the university’s Wi-Fi.
The length and file size for audio and video files will also be indicated in the
guide, for all available downloads.
11
Contact Details
Email & Telephone:
[email protected] (BFN)
[email protected] (QQ)
051 401 3276 (BFN)

058 718 5099 (QQ)
Consultation hours
BFN and QQ
Monday, Tuesday and Wednesday
10:00 – 12:00
Physical address:
UFS Sasol Library,

Level 3,
Centre for Teaching and Learning (BFN)
Office GF0042,
Centre for Teaching & Learning,
Intsika Admin Building (QQ)
12
RULES AND POLICIES
The information in this section serves to inform you of the rules and prescripts that
apply to you as a student registered for UFSS1522. You must adhere to and comply
with the rules and prescripts specified in the rules below.
UFSS1504 is equivalent to UFS101, thus Rule A3.9 of the General Rules

of the University of the Free State is applicable to all students registered
for UFSS1504.
UFSS1504 is a 16-credit, year-long compulsory module, and the
successful completion of UFSS1504 is a prerequisite for degree
completion.
The 16 credits in this module are equivalent to 160 notional learning
hours. According to the national definition, ‘Notional learning hours’ are the
estimated learning time taken by the ‘average’ student to achieve the
specified learning outcomes of the course-unit or programme. They are
therefore not a precise measure but provide students with an indication of
the amount of study and degree of commitment expected. Notional
learning time includes teaching contact time (lectures, seminars, tutorials,
laboratory practical, workshops, fieldwork etc.), time spent on preparing
and carrying out formative and summative assessments (written
coursework, oral presentations, exams etc.) and time spent on private
study, whether in term-time or the vacations. Please consult the Faculty
Rules and Regulations in your Faculty Rule Book for more information on
notional learning hours, if necessary.
1. To be successful in this module, you must do the following:
1.1 Familiarise yourself with the module outcomes; this information is
available on Blackboard.
1.2 Check your University of the Free State email account regularly for
communication from the UFS Skills Module office. We track the progress
of each student frequently and will communicate with you on a regular
basis.
1.3 Check emails, announcements, communication and calendars on
Blackboard in order to take note of assessment completion dates, online
class dates, and other important information.
1.4 Email and consult with the UFS Skills Module Office. You are expected
to monitor your progress in UFSS1504 and consult with the UFS Skills
Module office via email to address any questions that you might have.
Please email [email protected] (BFN)/ [email protected] (QQ) with
the UFS Skills Module office timeously to avoid missing information
regarding: attendance, assessments, or query period(s).
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2. Requirements to pass UFSS1504
2.1 You are required to obtain an average of 50% or higher to pass
UFSS1504.
2.2 Assessments will be submitted online, via Blackboard. These
submissions will be in the form of quizzes and written assignments and
counts 40% of your first semester mark and 40% of your second
semester mark.
2.3 Attendance will be monitored in this module and counts 10% of your
first semester mark and 10% of your second semester mark. For learning
to take place, you are required to show up to class AND participate, thus
a mark will be awarded for both showing up and participating. This mark
makes up your attendance mark.
2.4 To qualify for a re-evaluation assessment at the end of the year, you
must obtain an average between 45% and 49% for this module. It is your
responsibility to check your emails for this communication.
3. Assessment submission
3.1 In UFSS1504, you will be assessed by means of continuous
assessment. Continuous assessment is a series of assessments that
occur throughout the learning process, not only at the end of the learning
process. You will thus be examined continuously during the year, and the
marks for various activities will be calculated using a weighting system to
produce a final result.
3.2 There is no exam sitting for this module.
3.3 Assessments must be completed/submitted on Blackboard in order
to be marked.
3.4 The assessments must be completed/submitted on Blackboard
before/by the dates and times specified in your assessment deadline
document on Blackboard.
3.5 Assessment submission deadlines are final and no extension will be
granted without documented proof.
3.6 A screenshot of every submission must be taken of the full screen
and should include: your name, as well as the date and time on the
computer/laptop screen.
3.7 Assessments submitted after the stated due date and time will be
regarded as late, and a penalisation for late assessments will apply.
3.8 If the guidelines are not adhered to as stated in the assessment
instructions and rubric provided on Blackboard, marks cannot be
allocated.
14
3.9 Assessment marks will be accessible on Blackboard under “My
Grades” in accordance with the release dates communicated on
Blackboard.
3.10 Plagiarism will not be tolerated. In addition to the plagiarism
warning, the objective of these assessments is to submit your own work.
In cases where students hand in work that is a copy of another student’s
assessment, students may be subject to a zero mark on the assessment,
as well as such steps (including disciplinary action) as the University of
the Free State may deem necessary in terms of its rules, policies, and
regulations.
3.11 The process you engage in when completing a UFSS1504
assessment online is just as valid and important as the completion of an
examination in an examination venue. Therefore, during the completion
of an assessment, you may not lend assistance to or receive assistance
from any person other than a UFS Skills module staff member. Steps
will be taken if you contravene this rule; contraventions will be dealt with
in terms of the University of the Free State’s procedures, regulations and
rules.
3.12 You are advised to make sure you have a stable internet connection
and a reliable source of power when submitting your assessments on
Blackboard.
3.13 If you experience difficulties with Blackboard, kindly contact the E-
Learning helpdesk on [email protected], or call 051 401 9452 in
order to resolve the problem.
3.14 Any misrepresentation of information will be dealt with in
accordance with the policies, rules and regulations of the University of
the Free State and may lead to disciplinary steps being taken against
you.
3.15 Disciplinary matters will be dealt with by the Directorate for Student
Discipline and Mediation.
4. UFSS1504 Query Period and Appeals Process

4.1 The UFSS1504 Query Period takes place twice a year. During the
UFSS1504 Query Period, you can query your attendance and/or
assessment marks via email or request a telephonic consultation.
4.2 Communication from UFS Skills Module Office will be sent out in
May 2024 for the Semester 1 Query Period, and in October for the
Semester 2 Query Period to notify you of the exact dates and times for
the Query Period.
15
4.3 Queries relating to semester 1 must be submitted during the course
of the semester and the Semester 1 Query Period will be the final
opportunity to do so. Queries relating to semester 2 must be submitted
during the Semester 2 Query Period. Semester 1 queries will not be
addressed in Semester 2.
4.4 Any query submitted after the UFSS1504 Query Period will not be
considered or entertained by the University of the Free State.
4.5 You will have an opportunity to lodge an appeal with the UFS Skills
Module office, should you be dissatisfied with the outcome of your query
(which will require the submission of accompanying documentation to
substantiate your appeal).
4.6 After lodging your appeal with the Student Communication
Coordinator, you may follow the process of lodging your appeal with the
UFS Skills Module Programme Coordinator, and finally with the Senior
Director of the Centre for Teaching and Learning. The decision of the
Senior Director: Teaching and Learning is final.
4.7 Incomplete appeals, or appeals without substantiating
documentation, will not be considered or entertained by the University of
the Free State.
4.8 Late appeals (after the UFSS1504 Query Period) will not be
considered or entertained by the University of the Free State.
Acceptance of the UFSS1504 Rules
By taking part in the UFSS1504 module it is confirmed that the student

agrees to abide by the rules as set out in this document.
16
Introduction: What is the value of a university degree?
Reflecting on where you are now is an important part of your career

development and planning process. Your career started the day you started
university, so in this section we are going to share some information on what
university means for your career and your chances of employment.
What is the value of a university degree?
Students across the world often ask what the benefit of a university degree
is. We would like to share some international and national perspectives.
International
Perspective
In the USA, research shows that for • The likelihood of reporting health
people with a university degree to be very good or excellent is 44
versus those without a university percent higher.
degree,
• Life expectancy at age 25 is seven
• annual salaries are about 134 years longer for those with some
percent higher. university experience or education
compared to those never having
• the incidence of poverty is 3.5
gone to university.
times lower.
• The probability of being in prison
• the likelihood of having health
or jail is 4.9 times lower.
insurance through employment is
47 percent higher. • The probability of being married is
21 percent higher and the
• the likelihood of having a
probability of being divorced or
retirement plan through
separated is 61 percent lower.
employment is 72 percent greater.
• The likelihood of being happy is
• job safety is greater. The
significantly higher.
likelihood of being unemployed is
2.2 times lower. 17
National
Perspective
Research shows that being a student in the South African post school
system (colleges and universities) helps to increase your chances of
earning higher wages and being employed, as you can see in the graphs
below:
Therefore, the longer students stay in education, the better their chances
of being employed. Additionally, the term “log of wages per hour”, refers to
a calculation that is broadly used to explain how much you earn based on
the time you spend working. The higher the value, the higher the
productivity gain.
18
From an international perspective, the World Bank does frequent reviews
of the private returns or the benefits citizens in different countries enjoy
from the different education systems in that country. As you can see in the
graph below, a secondary education has significant return. However,
tertiary or higher education provides students in Sub-Saharan Africa with
better returns than in all other economies (including higher income
economies of the world).
This means that completing your degree in South Africa has greater
benefits than a university degree would have in most of the world.
You will learn more about why a degree enhances your employability
throughout this module.
19
Adapted from: Seven things that every college student should do this
year according to WayUp’s CEO and Co-Founder, Liz Wessel.
These five things will help you learn about yourself, make lifelong connections,
advance your career, and, have fun while doing it!
You’re surrounded by thousands of brilliant minds at

university. Take advantage of this and make lasting
connections during your time on campus.
Befriend 5 Take one “practical skill” class or

This is the time where you should people making use of online resources at
figure out what you love doing, and the university to learning these
what you hate doing. What you are skills will help you tremendously
good at, and what you are bad at. when you start working full-time.
Get work Develop a

experience practical skill
Go out there and find the professor who will Start a club, organisation, a business, a
change your life or make a class truly blog…anything! It’s an excellent opportunity
unforgettable. to get experience with project management.
Find “the” Start

professor something
The bottom line? Don’t be afraid to try new experiences!
If you are interested in viewing the video, click on this icon.
Please note, accessing this link will incur data charges.
20
Where can you find support?
The UFS has a Gateway Orientation Programme to help you learn more about
the academic support services available on campus. Faculties have also
made use of this space to upload faculty specific orientation that you can work
through. Follow these links to access the information.
▪ First-year Orientation 2023
Please note, you will need to be logged into Blackboard before clicking
on the link.
The UFS has a peer mentor programme in place to help you transition into the
university environment through social and emotional support. Follow the link to
access the information on how this programme works and how you can
contact them.
▪ Student Life Peer Mentor Programme 2023
Please note, accessing these links will incur data charges.
Have a look at the image below regarding information you may need related to
your National Benchmark Test (NBT). Follow the contact information on how to
contact the office.
21
Digital Skills
UFSS1504 First Semester Module Guide 2024

T: +27 51 401 7407 / +27 51 401 7327 | E: [email protected] | www.ufs.ac.za
23
Table
Table of
of contents
contents
Topic Page
Unit outcome and objectives 24
Student objective journey 25
Introduction 26
Success Portal: Digital literacy 27
Clearest/Muddiest 30
What should you take away from this unit? 31
References 32
22
Digital skills
After the successful completion of this unit, you will be able to:
Familiarise yourself with and practice the digital skills needed by university
students.
To achieve this outcome, you will do the following:

• Identify what you will be using a device for at university and how to operate
it;
• Navigate a computer and the UFS systems;
• Navigate Blackboard modules and organisations;
• Access your UFS student email account;
• Become aware of your digital footprint, how to manage it, your personal
brand and online safety; and
• Become familiar with netiquette in the online classroom space.
24
Student
Student objective
objective journeyjourney
Identify what you will

be using a computer
for at university.
Navigate a
computer and the
UFS systems.
Access your UFS

student email
account.
Navigate Blackboard
modules and
organisations.
Become aware of your

digital footprint, how to
manage it, your
personal brand and
online safety.
Become familiar with

netiquette in the
online classroom
space.
25
Introduction
There are basic digital skills that you need before you start with your
academic year. Even if you are comfortable working on a computer, there
may be information here that you have not yet come across, as this
content has been written specifically to help you to be successful at
university.
How do digital skills add to the value of your degree?
At the UFS the following digital skills are addressed, ICT proficiency (UFS
systems); Digital citizenship; Information, data and media literacy; Digital
creation. In UFSS1504 you will be introduced to the first level of these
skills. The skills you will learn in this unit will be the first step in gaining the
digital skills that will one day be imperative in the workplace. Therefore,
developing these skills during your studies will give you additional skills
along with your degree.
Digital Skills and Competencies
Digital competency includes the ability to engage with, use, and

create technologies to enable learning and working in a digital society.
This pathway has been designed to help you develop the digital skills
that will assist you to be successful in your studies and boost your
employability as it is based on the competencies required in the workforce.
In this pathway, you will acquire skills across 4 themes that are scaffolded
across three levels of competence, and you can get a certificate by
completing quizzes for each of the levels.
26
Digital skills
This semester the focus will be on the first theme of Level 1. This theme
covers the competent use of hardware and software to perform functions
on a digital device, with a focus on systems that will assist you
The content for this unit can be found by accessing the Digital skills and
competencies for students’ organisation on Blackboard.
Homework: You will need to complete the Level 1, Theme 1 quiz

throughout the semester on Blackboard in the Digital skills and
competencies organisation for this homework task.
You will have to access the Digital Skills and Competencies organisation
on Blackboard.
Important: You have 3 attempts to pass the quiz and you need to obtain
75% or more in order to pass, show competence in any of the Digital skills
quizzes.
27
Additional resources
How do you access the Digital Skills and Competencies organisation on
Blackboard?
Step 1: Access the Navigation pane on the left side of
Blackboard.
Step 2: Click on the Organisation tab
Step 3: Click on the Digital Skills

and Competencies for Students
Organisation
Step 4: Watch the navigation video to learn about how to start your
upskilling journey. (Click on the video below)
28
Additional resources
Frequently Asked Questions (FAQ)
Click on the image below to get more information on digital skills and
other frequently asked questions. (Click on the video below)
29
Clearest/Muddiest
Take 1 minute to think back on the content you have worked through and
write down one thing that you learned. It is important that you do this as
preparation for the assessments. You will be asked how you applied the
content, so think through what you learned and how you can apply it and
note that down now while the information is fresh in your mind.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
30
What should you take away from this unit?
Your ability to use digital skills to conduct research, make transactions,

communicate, calculate, study (and any other task that you can think of!)
online, is a big contributing factor to your success at university and your
level of employability. As a university student, you will need specific digital
skills to thrive in the online teaching and learning environment.
A good knowledge base of

how a computer is assembled,
• navigating the university systems,
• online communication,
• the Microsoft Office suite and
• your online presence is vital for the successful development of your
computer literacy skills set.
Actionable steps
Checklist
Assessment
❑ Complete your Computer literacy quiz on Blackboard
❑ Complete your reflection section on Computer literacy
Attendance
❑ Attend your Computer literacy class or watch the asynchronous video
Communication
❑ Check your announcements
31
References
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34
Communication Skills
At University

35
Table of contents
Topic Page
Introduction 39
Defining the UFS organisational culture and what this means 40
for you
Different forms of communication at the university 41
Communicating with your lecturer 44
Emailing your lecturer 45
Case study activity: #emailingyourlecturer 48
Case study answer: #emailingyourlecturer 49
Different ways students communicate at the UFS 50
References 54
36
Communication skills at university
Demonstrate communication skills required of a university student.
• define organisational culture;

• describe and identify the different forms of communication at the
UFS;
• appreciate the importance of communicating with your lecturer;
• apply good communication skills when communicating with your
lecturer;
• appreciate the different ways students communicate at the UFS.
37
Student
Student objective
objective journey
journey
Define organisational
culture
Describe and identify

the different forms of
communication at the
UFS.
Appreciate the
importance of
communicating with
your lecturer;
• Communicating
Apply good
with your lecturer.
communication skills
when communicating
with your lecturer;
• Emailing your
lecturer.
• Case study activity Appreciate the different
ways students
communicate at the
UFS.
38
Introduction
In this unit, you will acquire essential communication skills that are prove
useful for navigating both online and face-to-face interactions with various
individuals, including your lecturers, peers, and campus staff members.
Throughout the course, you will also receive guidance to enhance your
ability to write effective emails and effectively engage with fellow students
from diverse backgrounds. These skills are not only important to your
academic success but also contribute to fostering meaningful connections
within the UFS community.
How does communication skills add to the value of your degree?
In today’s fiercely competitive work environment, effective communication

skills are important for success. Employers consistently rank both written
and verbal communication skills among the foremost qualities they seek in
potential job candidates.
Communication skills adds to the value of your degree by introducing the

notion that each organisation has its own unique culture and it is therefore,
important to have awareness of this and learn to integrate within their
culture. Within the UFS organisation, you will encounter people from
different backgrounds. Contents in this unit will take you one step closer to
learning about the differences you will encounter with others. Additionally,
you will learn the basics of how to draft a professional email, a skill that will
be valuable long after graduation.
39
Defining organisational culture and what this means for you
Just like people, every organisation has its' unique personality. The unique
personality of an organisation is referred to as its culture. In groups of
people who work together, organisational culture is an invisible but
powerful force that influences the behaviour of the members of that group.
Organisational culture is a system of shared assumptions, values, and

beliefs, which govern how people behave in organisations. These shared
values have a strong influence on the people in the organisation and
dictate how they dress, act, and perform their jobs. Every organisation
develops and maintains a unique culture, which provides guidelines and
boundaries for the behaviour of the members of the organisation.
Fitting in: You come into the university environment with your own culture
and beliefs, however, you are stepping into the organisational culture of the
university, and you need to fit into and "move with" this culture. You need
to understand the culture, environment and the systems of the organisation
for you to understand how to navigate university and be successful here.
In higher education (university) there are specific ways of

communication. The way in which you communicate will make a major
difference in how people within the UFS organisational culture respond to
you. For the purpose of this unit, we will focus on communication as an
important part of organisational culture.
In the following pages you will learn about different forms of

communication used at the UFS and how to communicate effectively.
40
Different forms of communication at the university
❑ Emails
❑ SMS
❑ Blackboard announcements
❑ WhatsApp/WhatsApp Web
❑ Social Media
Emails
This is one of the main methods of communication that you will need to
look out for from the university. These emails can come from:
• The university at an institutional level. These emails go out to all
students. They will contain important information regarding official
university arrangements.
• Your lecturer on an individual level. These emails will go out to
certain students for certain modules. They will contain important
information about your course, where to access information,
important deadlines, what you need to do to pass the module and
more.
How often do you need to check your emails?
• Check your emails at LEAST twice a day or as often as you can.
Where should you check your emails?
• The university/your lecturer will communicate everything to your

@ufs4life student email address. You can see how to access this
email account on the next page.
How should you communicate via email?
• Remember that how you communicate will make all the difference in
how people (colleagues, lecturers, other university staff, etc.) will
respond to you. As well as how quick your matter gets resolved.
41
Accessing your UFS email
The university sends your tuition fee account to your student email
address. Visit Gmail and follow the steps below in order to access your
ufs4life email account.
Step 1: Go to Gmail and enter

Step 2: Enter your UFS campus
your student number followed
password and click on “Next”.
by “@ufs4life.ac.za”.
Make sure to check your student email account regularly and stay
updated with the information you receive from the university regarding
your finances. You have a contract with the university and are
accountable for making sure you know all relevant information regarding
your studies, including financial information. Also make sure that you give
the university correct contact details and remember to make enquiries
should you not receive an account.
SMSes are sent to students to communicate urgent

/immediate information.
42
Blackboard
The most important education tool for
communication is Blackboard. This is the
platform most lecturers will use for
communication, so look out for announcements,
adding of module content and Blackboard
Collaborate. Information regarding consultation
hours and contact details will most likely be
found on Blackboard as well.
Blackboard Collaborate may be used by some lecturers to host online

classes. Lecturers can also consult with you via this tool if you are not
able to make a face-to-face appointment.
If you do not know how to access Blackboard, you can refer to the
Computer Literacy unit for steps on how to do this.
WhatsApp/WhatsApp web
Most university students have phones compatible with WhatsApp. Many
lecturers use Whatsapp for teaching and learning. Learning groups are
created for the sharing of module content like texts, videos, voice notes,
documents and reminders.
WhatsApp web is an application which enables you to use WhatsApp on

your laptop. This can assist with sharing documents with your group
members instead of transferring the documents to your phone via
Bluetooth or USB for example.To find out more on how to set this up, click
on the icon for helpful screenshots of the process.
Social Media (Twitter, Facebook, Instagram, etc.)

Many of you may have used social media platforms solely for leisure but
in recent years, it has become a valuable learning tool. You can find the
latest information released by the official UFS pages via social media. For
example, apart from emails as the most popular way of communication
with us, UFSS also has a Facebook page (UFS Skills Module) where
students can send queries and be assisted. You can also contact your
university peers for group work or study groups using technology like
video calls.
Have a look at the checklist on the next page for tips on emailing your
lecturers.
43
Communicating with your lecturer
When communicating with your lecturer it is important to ensure that your

communication is well-structured. Effective communication is clear and
concise; your tone should be appropriate and you should include all the
necessary information the first time round in order to be assisted.
Below you will find a checklist you can use to check that your
communication to lecturers and any university staff member is in line with
the university’s organisational culture.
Use the checklist below when you are composing an email to your
lecturer or university staff member:
✓ Avoid using colours, smileys, fancy backgrounds or other space

wasters.
✓ Think about the reader/person who will receive your email. They
cannot see your face and might misunderstand your message if you
are not clear, specific or descriptive enough.
✓ Include the specific topic of what your email is about in the subject line.
(AVOID writing your entire email in the subject line).
✓ Don’t forget to include, your name, student number and any other
information the receiver might need to support you.
✓ Avoid using SMS language. (shrt cts. and slang: yo, dude, ya,
whaddup, etc.)
✓ Be respectful – the person on the other side of the screen is taking time
and effort to help you.
✓ Avoid using ALL CAPITALS – this is interpreted as shouting online.
✓ Avoid using “you” statements – this can sound like you are accusing
the receiver and might influence their response.
✓ Reread and rewrite your email before you press “Send” – this will help
you to iron out mistakes. Organise your message by sticking to one
idea per sentence.
44
Emailing your lecturer
Here is an example of an email from a student. Keep the checklist in mind

when looking at this email.
45
Here is an example of an unacceptable email from a student.
Vague subject on what

the email is about.
Not SMS language and

appropriately poor spelling.
addressed.
Threatening tone.
Informal
and vague
language
use like
“stuff”. Accusing tone. Demanding tone.
No sign off and no

student details.
46
Here is an example of acceptable email from a student.
Appropriately Correct email

addressed address.
the lecturer.
Clear subject on
what the email is
about.
Clear and
respectful
statement of
needs/query
with student
details.
Clearly stated
questions.
Sign off with full

details.
Open and
friendly tone.
47
Case study activity: #emailingyourlecturer
Read the case study below and describe how you would organise the
information and present it to the lecturer in an email.
Lindo has missed 5 of his LPSN1512 classes as a result of a sporting

injury. He has all of the doctor’s letters and needs to send them through to
his lecturer as proof of his reason for being absent. In addition, he needs
details about writing the upcoming sick test which is his last opportunity for
a predicate in this module. Finally, Lindo would also like to find out how the
mark for the module is calculated as he wants to set realistic goals for his
test mark.
Guiding questions:
1. Who should Lindo send this email to?
2. What attachments should Lindo add?
3. How should Lindo address the receiver?
4. What explanations and details should Lindo provide to the
receiver?
5. What questions should Lindo ask?
6. How should Lindo sign off?
48
Case study answer: #emailingyourlecturer
Guiding questions:
1. Who should Lindo send this email to?
2. What attachments should Lindo add?
3. How should Lindo address the receiver?
4. What explanations and details should Lindo provide to the receiver?
5. What questions should Lindo ask?
6. How should Lindo sign off?
49
Different ways students communicate at the UFS
A part of the University of the Free State’s organisational culture is

recognising and understanding that you will encounter many students who
do not have the same background, speak the same language nor have the
same abilities as yourself.
For instance, the UFS has numerous students with disabilities that may
affect the way they communicate, such as deaf students.
This portion of the content focuses on the way that deaf students
communicate on campus and the importance of broadening one’s
understanding in order to engage with them appropriately in group work and
in classroom settings.
What is Sign Language?
Sign Language is a visual-gestural language that is perceived through the

eyes (visually). Similar to other spoken languages, Sign Language has rules
that govern it, with its own structure that is however, not linked to spoken
languages.
Due to people’s lack of engagement and understanding of people in the deaf
community, there are many misconceptions and assumptions made about
deaf people and their language. One of them being that Sign Language is
universal (the signs for each sign have the same meanings throughout the
world). This is not correct. Each country has its own Sign Language that has
similarities but also many differences. In South Africa we use South African
Sign Language (SASL), which has different regional dialects.
Later in the semester, you will learn more about deaf culture at the university.
On the next page you can learn the sign language alphabet to communicate
with deaf students that you may encounter in the university environment.
50
51
Clearest/Muddiest
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Still to come:
Now that you have completed this unit, later in the semester, there will be
a Sign Language webinar that will take place and count towards
your attendance.
Please remember to check your announcements for further details and

dates.
52
Within the university’s organisational culture, you will be required to

communicate in certain ways as you are now part of the university’s
organisational culture – reviewing your way of communication with
lecturers, staff members and fellow students in the university environment
can help you develop your communication skills, which will be beneficial in
your future interaction with clients, patients, managers, fellow colleagues,
etc.
Actionable steps
Checklist
Assessment
❑ Complete your Communication skills at university quiz on Blackboard
❑ Complete your reflection section on Communication skills at university
Attendance
❑ Attend your Communication skills at university class or watch the asynchronous
video
❑ Attend the Sign Language webinar
Communication
53
References
Centre for Teaching and Learning. (2019). Developing a Leadership

Identity [Video]. University of the Free State.
How to talk to your professor. (2017). Retrieved

from http://www.smc.edu/StudentServices/Ombudsperson/HowtoTalktoyour
Professor/Pages/default.aspx
Komives, S., Owen, J., Longerbeam, S., Mainella, F., & Osteen, L.
(2005). An adaptation of the academic article ‘Developing a leadership
identity: A grounded theory’. Journal of College Student
Development, 46(6), 593 – 611. doi:10.1353/csd.2005.0061
McLaughlin, J., & James, G. (2019). What is Organizational Culture? -

Definition & Characteristics. Retrieved
from https://study.com/academy/lesson/what-is-organizational-culture-
definition-characteristics.html
Talking with your Professor - Learning Center. (2020). Retrieved

from https://learningcenter.unc.edu/tips-and-tools/talking-with-your-
professor/
54
Ti m e M a n a g e m e n t a n d
Goal Setting

55
Table
Table of
of contents
contents
Topic Page
Introduction 59
Module credits 60
Notional learning hours 61
Activity: Notional learning hours 62
Activity answers: Notional learning hours 63
Working out a schedule 64
Procrastination 65
Procrastination test 66
6 Things you can do to avoid procrastinating 67
ABC activities 68
Goals: Setting them and achieving them 69
Academic plan: How to bring it all together 71
Support: Speak to an Academic Advisor 72
References 75
Appendix A: Example of a daily schedule 76
Appendix B: A summary of Habit 3 of Highly Effective People 77
56
Time management and goal setting
Apply time management strategies to your academic plan, while
setting and tracking your goals for your education and career plan.

• use your modules’ credits and related notional learning hours to
calculate how much time you should be spending on your studies;
• reflect on your level of procrastination and how it impacts your ability
to be successful;
• list and schedule your class A, B and C activities and account for
your notional learning hours;
• practice setting realistic academic goals for yourself;
• demonstrate goal setting strategies by completing academic goals
for this semester; and
• describe the importance of regularly contacting an academic
advisor.
57
Student objective journey
Use your modules’

credits and related
notional learning hours
to calculate how much
Reflect on your level time you should be
of procrastination spending on your
and how it impacts studies.
your ability to be • Module credits
successful. • Notional learning
• Procrastination hours
defined • Working out a
• Procrastination schedule
test
• 6 things you can List and schedule your
do to avoid class A, B and C
procrastination activities and account
for your notional
learning hours.
Practice setting • ABC activities
realistic academic
goals for yourself.
• Goals: Setting
them and
achieving them Demonstrate goal setting
strategies by completing
academic goals for this
semester.
Describe the • Your academic plan:
importance of How to bring it all
regularly contacting together
an academic advisor.
• Support: Speak
to an Academic
Advisor.
58
Introduction
Time management is important to cultivate because it teaches you as a

student to manage the use of your time wisely as you juggle your academics,
extra-curricular activities and your social interactions as well. All are important
and need to be prioritised accordingly. Setting goals also helps you to focus
on laying out what you want to achieve academically in order to know what
you are working towards.
How does time management and goal setting skills add to the value
of your degree?
You may find that time management at university is different from anything
you have experienced previously. Even in the workplace, activities and time
spent on tasks are monitored by the company and its management. At
university, time management is left up to you. While it is true that there are
assignment due dates and organised classroom activities, learning at the
university level requires more than just the simple completion of work. It
involves decision-making and the ability to evaluate information. This is best
accomplished when you are an active partner in your own learning activities.
Learning to manage your time and set goals adds to the value of your degree
in teaching you that by the time you graduate you will know how to navigate
handling multiple tasks in the workplace and outside as a new graduate.
Alongside the knowledge from your modules, this unit equips you to balance
in an effective way when completing tasks without overwhelming yourself.
You will constantly be working towards achieving a goal even after you have
graduated and learning how to set clear and realistic goals prepares you to do
so.
59
Module credits
Why do you need this?

You need to know your module credits to work out your notional learning
hours, so that you know how much time you should spend on your studies.
Credits
Your degree is made up of a certain amount of credits. Each module that you
are registered for has an indication of the amount of credits it weighs or is
worth. You can see the amount of credits by multiplying the last digit in the
module code by 4.
e.g. UFSS1504 (4 x 4) = 16 Credits.
In the image below, you can see an explanation of each numerical digit of
your module codes.
1st Numerical character 2nd Numerical character

(i.e. the first 1) (i.e. the 5)
The first numerical character NQF level at which the module is

indicates the year level of the offered
module. In the example, this is a FILO 1514
first year module
FILO 1514
3rd Numerical character 4th Numerical character

(i.e. the second 1) (i.e. the 4)
Tuition period: odd numbers The credit load of the module is

indicate first semester, even equal to the last digit multiplied by
numbers indicate second four, (4x4=16 credits). If the credit
semester and 0 indicates a year load deviates from this, a 0 is
module assigned
FILO 1514 FILO 1514
60
Notional learning hours
According to the national definition, “Notional learning hours” are the estimated
learning time taken by the “average” student to achieve the specified learning
outcomes of the course-unit or programme. They are therefore not a precise
measure but provide students with an indication of the amount of study and
degree of commitment expected.
Notional learning time includes teaching contact time (lectures, seminars,

tutorials, laboratory practical, workshops, fieldwork etc.), time spent on
preparing and carrying out formative and summative assessments (written
coursework, oral presentations, exams etc.) and time spent on private study,
whether in term-time or vacations.
According to South African Qualifications Authority (SAQA) state that . To

calculate the notional learning hours for a module, multiply the number of
credits by 10. In the example below, imagine that you are registered for
FILO1514 for semester 1 of 2023:
Step 1
You can work out the amount of credits by multiplying the last digit in the
module code by 4. FILO1514 = 16 credits. (4 x 4 = 16)
Step 2
Multiply the amount of credits by 10. For a 16 credit module, you need to
spend 160 hours on this module in the first semester. (16 x 10 = 160)
Step 3
Divide the amount of hours by the amount of academic weeks in the first
semester, or if this is a year module, by the amount of weeks in the two
semesters combined. There are 15 weeks in the first semester. For a 16 credit
module in the first semester, you need to spend 10 hours per week on this
module. (160 / 14 = 11)
Step 4
Divide the amount of hours per week by the number of days you want to work
per week. If you want to work 5 days per week, then you need to spend 2
hours per day on this module. (11 / 5 = 2)
61
Activity: Notional learning hours
1. How many credits does UFSS1504 have?

2. How many hours do you need to spend on this module in the first
semester?
3. How many hours will you spend on this module per week?
4. If you want to work 5 days per week, how many hours per day will you
need to work on this module?
Step 1
Step 2
Step 3
Step 4
62
Activity answers: Notional learning hours
1. How many credits does UFSS1504 have?

2. How many hours do you need to spend on this module in the first
semester?
3. How many hours will you spend on this module per week?
4. If you want to work 5 days per week, how many hours per day will you
need to work on this module?
Step 1
4 4 16
Step 2
16 10 160
Step 3
160 14 11
Step 4
11 5 2
63
Working out a schedule
How much time should you be spending on your studies? On the previous
page, we took a mathematical approach to answer that question, where we
converted your module credits into notional learning hours and then
worked out how much time you should be spending on a module. In a
typical semester, your schedule would include attending class, going to the
library, making photocopies, getting together in groups for study sessions,
etc. Now, however, we have to think a bit more creatively and adapt the
content to our current environment.
To work out your schedule for a typical semester use the provided formula
to work out how many hours you should spend per module, per day. This is
something you can revisit as often as you need to, as scheduling is an
essential skill to successfully manage your time.
You need to make sure to download the material for all of your modules.
Scan through the material and do the following:
1. Diarise all assessment activities and their due dates.
2. Estimate the amount of time you would need to spend on each
assessment – factor in the amount of time required to learn material or
understand topics before you can write assessments (the Study skills
unit in UFSS1504 will help with this).
3. Then, complete the following table for all your modules, based on your
estimations. UFSS1504 has been added for you – how much time do
you think you will need to put aside to work through the content and
complete each reflection?
Amount of hours I need to spend on: Total

Module
Assessment 1 Assessment 2 Assessment 3 hours
UFSS1504 Reflection 1 = x Reflection 2 = Reflection 3 = x

hours to work x hours to work x hours to work hours
through content through content through content
and x hours to and x hours to and x hours to
write write write
64
Procrastination
We cannot talk about time management without talking about procrastination!

This is the number one enemy of managing your time, yet for many of us,
procrastination is that friend that we are very comfortable with. What we do
know about procrastination is that we tend to procrastinate when we feel
anxious or want to avoid tasks – sound familiar? Procrastination is really not
about being lazy or putting things off because we are not in the mood to do
them. Think about it, when you enjoy something, do you put it off? However,
when a task seems daunting then there are other things that suddenly
demand your attention, for e.g., instead of completing an assignment, you
notice that your room needs a good clean.
Complete the procrastination test on the next page to see whether or not you
tend to leave things to the last minute. For items 1 to 9, choose a score to
indicate whether the statement is true or not for you. Add your score up and
see where you lie on the procrastination meter.
65
Procrastination test
On the next page, we have some tips for how to avoid or push through
procrastination. Keep reminding yourself of why you are studying and what
you hope to achieve with your degree – you can and will do this!
66
6 THINGS YOU CAN DO TO AVOID
PROCRASTINATING
1. Use the Pomodoro 2. Prioritise
Method Prioritise your most difficult tasks and do
them first (it will help if you work early in the
- Get a timer and set it for 25 minutes
morning). This will give you energy and
- Put all other devices off
momentum for the rest of the day!
- Work focused for 25 minutes
When you are done, have a few minutes of
relaxed fun.
(Important: Don't try to finish EVERYTHING
in 25 minutes, the goal is to work with
focused attention for this time.)
3. Don’t justify 4. Just start it!

Remember, you do not have to finish the
procrastination specific task (project, assessment, essay,
Don't justify procrastination by saying
studying, etc.) all in one go. That might be
things like "I'll feel like it tomorrow" or "I
demotivating - so just start it. Once you start,
work better under pressure". Remember
the task will not be as bad as you think it is
that procrastination becomes a habit and
and getting started will generate motivation
then achievement will go down.
and kick-start you to keep going! Divide your
work into sections (chunks) and complete
these.
5. Minimise distractions 6. Don’t multitask

Find a work space where you work best If you are constantly multitasking and
(whether this is a quiet space or filled with dividing your attention between tasks, you
your favourite work time music). Switch off will not progress at a rate that motivates
phones, tablets or remove any other you. Focus on one thing at a time.
distractions.
“Procrastination is attitude’s natural assassin. There’s nothing so fatiguing as an

uncompleted task.” – William James
67
ABC Activities
Focusing on your academics and how to complete the semester is important,

and should not be underestimated. However, you cannot work on your
studies 24 hours a day – you also have other activities that have to be
completed, for your overall wellbeing. Your typical day is made up of three
types of activities: Class A activities, Class B activities, and Class C activities.
Class A activities are all activities related to your studies. Class B activities
are every day activities that have to get done, like sleeping or bathing. Class
C activities are activities that you do not have to do, but that you enjoy doing,
like watching TV or spending time with family. It is important to try to find a
balance between these activities. In the image below, you can see the
recommended time per day to spend on each type of activity.
6-9 hours 10-12 hours 2-3 hours
• Working through • • Reading

Class C activities
Class B activities
Class A activities
Bathing
module • Sleeping • Watching TV
materials • Eating • Playing video
• Studying • Exercising games
• Revision work • Cleaning • Quiet time or
• Research • Cooking meditation
• Completing • Running errands • Spending time
assignments with
• Writing tests friends/family
and exams (virtually as well)
• Preparing for
class
• Class
attendance
• Photocopying
Try to get into a routine each day which includes Class A, B and C activities.
Schedule these into a daily planner and exercise discipline to stick to it. Have
a look at Appendix A for an example of a daily schedule. How do you apply
discipline and stick to your tasks? Have a look at Appendix B for a summary
of 3 Habits of Highly Effective People by Stephan Covey, which focuses on
how to prioritise activities and apply discipline.
68
Goals: Setting them and achieving them
“Many people feel as if they are adrift in the world. They work hard, but they
don't seem to get anywhere worthwhile. A key reason that they feel this way is
that they haven't spent enough time thinking about what they want from life,
and haven't set themselves formal goals.
Goal setting is a powerful process for thinking about your ideal future, and for
motivating yourself to turn your vision of this future into reality. The process of
setting goals helps you choose where you want to go in life. By knowing
precisely what you want to achieve, you know where you have to concentrate
your efforts. You'll also quickly spot the distractions that can, so easily, lead
you astray.
Top-level athletes, successful business-people and achievers in all fields all
set goals. Setting goals gives you long-term vision and short-term motivation.
It focuses your acquisition of knowledge, and helps you to organise your time
and your resources so that you can make the very most of your life. By setting
sharp, clearly defined goals, you can measure and take pride in the
achievement of those goals, and you'll see forward progress in what might
previously have seemed a long pointless grind. You will also raise your self-
confidence, as you recognise your own ability and competence in achieving
the goals that you've set.” (http://www.mindtools.com/page6.html)
69
When you set academic goals and you think about the grades/marks you
would like to achieve, you should consider the SMART goal principle.
The SMART goal principle is illustrated in the table below, along with an
example of how to use this when setting goals for your academics.
Specific Instead of aiming to “pass” or “get a distinction”,

indicate a specific percentage you would like for your
modules.
Measurable How will you determine whether or not you have
reached your goal? How much do you need to do?
Ensure that you have measures in place to track
progress and a clear understanding of what is required
to reach your goal.
Attainable Your goal should stretch your abilities, but still be
possible. Ask yourself some “how”-questions like “How
can I accomplish this goal?”
Given the weeks you have in the semester, can you
achieve this goal? Is this in line with the marks you
have been receiving for this module thus far? Do you
have enough time and resources?
Relevant/ Ensure that your goal matters to you. Is this goal
realistic worthwhile? Is it the right time to set this goal? Is my
goal realistic in the current environment? Is my goal
relevant to how I have been performing in these
modules?
Timely You need a target date for your goal, this gives you a
deadline and something to work toward. When do I
need to reach my target? What can I do today? What
can I do a week or two from now?
On the next page, complete your academic goals for the semester.
70
Your academic plan: How to bring it all together
The table below is an example of what your academic plan could look like. It’s
a good idea to put this up in a place that is visible to you – on the fridge,
bathroom mirror, or a vision board in your bedroom. For each module, work
out what your goal is, and as you get assessment marks back, indicate what
your actual mark is.
Module Goal (Mark you want Mark (Actual mark

to achieve) you achieved)
If you want to stick to your goals, you have to manage your time! Stay
disciplined, be realistic, but also remember to be kind to yourself and take
breaks when necessary.
To track your progress during the semester, work out your percentage for
each module, and re-work your goals to stay on track, have a look at these
videos:
Calculate your weighted total Video 1 (5:41 min, 19MB)

Work out your academic goals Video 2 (3:48 min, 27MB)
Work out your mark adjustment Video 3 (4:44 min, 14MB)
Please note: Downloading these videos will incur data charges.
71
Support: Speak to an Academic Advisor
A-STEP UFSS150
Tutorials 4
Central
Write
Academic
Site
Advising
Many students find the adjustment to university challenging. The university

has many initiatives in place in order to support you through the transition
from high school or your world of work to study. UFSS1504 is one of those
initiatives among others like Central Academic Advising, the A-STEP
Tutorial progamme, and the Write Site. Make sure to use the Kovsies
Advice guides to stay on track in this semester’s environment. All of these
programmes will continue to provide support, so do not hesitate to make
contact, should you need help.
Email: [email protected]
72
Clearest/Muddiest
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
73
Time management is a lifelong skill that is necessary for managing your

academic workload and balancing this with your Class B and Class C activities.
Just as important as it is to manage your time, you need to set goals to keep
yourself on track. Academic goals are the marks you want to achieve, but you
must plan the hours you need to put in to achieve those marks. If you struggle
with time management, or studying, consult with an Academic Advisor at
[email protected]. For additional tips, consult the UFSS1504 material on
Blackboard, or make use of the material on the Student Success Portal.
Actionable steps:
Checklist
Assessment
❑ Complete your Time management and goal setting quiz on Blackboard
❑ Complete your reflection section on Time management and goal setting
Attendance
❑ Attend your Time management and goal setting class or watch the
asynchronous video
Communication
74
References
Beginning University Survey of Student Engagement. (2019). Centre for

Teaching and Learning, University of the Free State.
Hussain, A. (2018). 7 Habits of highly effective people. Retrieved from

https://blog.hubspot.com/sales/habits-of-highly-effective-people-summary
Mind tools content team. (n.d). SMART Goals: How to make your goals
achievable. Retrieved from https://www.mindtools.com/pages/article/smart-
goals.htm
Mind tools content team. (n.d). Personal goal setting: Planning to live your
life your way. Retrieved from https://www.mindtools.com/page6.html
Mind tools content team. (n.d). Personal SWOT analysis: Making the most
of your talents and opportunities. Retrieved from
http://www.mindtools.com/pages/article/newTMC_05_1.htm
Oakley, B. (2015). Study skills – procrastination [Video file and Infographic].

Retrieved from https://www.youtube.com/watch?v=3kXB8pikzyc
Pychyl, T. (2017). How to stop procrastinating: Solving the procrastination

puzzle [Video file]. Retrieved from
https://www.youtube.com/watch?v=BE4jlA4_KoI
Skillsoft YouTube. (2017). Prioritizing tasks to pinpoint your priorities [Video

file]. Retrieved from https://www.youtube.com/watch?v=Ftf1kMZN-HQ
South African Survey of Student Engagement. (2018)
University of Redlands. (2015). Twenty tips for getting top grades.

Academic success and disability services. Retrieved from https://cpb-us-
e1.wpmucdn.com/you.stonybrook.edu/dist/d/1277/files/2015/09/20-Tips-for-
Getting-Top-Grades-2ea6ylu.pdf
Vimeo. (2018). Simple truths: Eat that frog [Video file]. Retrieved from
https://vimeo.com/99071769
75
Appendix A: Example of a daily schedule
Work out a daily schedule for yourself, and share it with your family so that
they understand that you have to put time aside to work on your studies.
This is an example of what could work for you, but you can edit it to fit in
with the times of day that you work best and are most productive.
Class A Class B Class C
76
Appendix B: A summary of 3 Habits of Highly Effective People
GLOSSARY
“The challenge is not to
Categorised: Put people or things of
manage time,
the same feature into groups.
But to manage ourselves”
Consequently: As a result.
–Stephen Covey
Consume: To use energy or time
especially in large amounts.
Delegate: To give a particular job or

PUTTING FIRST THINGS FIRST: A
SUMMARY duty to someone else so that they do
This section of the preparation material for the Time it for you.
Management unit, is based on Stephen Covey’s Derive: To get something from

book titled The 7 Habits of Highly Effective People,
something else.
with a focus on Habit 3: Putting first things first.
Effective: To achieve the results that
Covey first published this self-improvement book
in 1989, and after more than 25 years, the book you want successfully.
has maintained Implement: To start putting a plan
its shelf life1. Covey believed that we see the world
into practice.
through our perceptions and that we could change
Prioritise: To deal first with the most
the world if we change our perceptions2.
important things.
Proactive: To take action by causing

The 7 Habits of Highly Effective People:
Stephen Covey identified the following seven change rather than waiting for things
habits as the habits of highly effective people. They to happen and then reacting to them.
are:
Synergise: To work together in order
1. “Be proactive”
2. “Begin with the end in mind” to be more effective.
Trivial tasks/activities: Tasks/activities

1 Spors, K.(2014). 7 Reasons ‘7 Habits of Highly Effective People’ Lives on 25 Years
that have little value or importance.
Later. Retrieved from: http://www.entrepreneur.com/article/236544
2 Hussain, A. (2018). 7 Habits of Highly Effective People [book summary].
Retrieved from: http://blog.hubspot.com/habits-of-highly-effective-people-
summary
77
3. “Put first things first”
4. “Think win-win”
5. “Seek first to understand, then to be understood”
6. “Synergize” and
7. “Sharpen the saw”3
Habit 3: Putting First Things First:

Quick Summary:
Habit 3 is one of the most important habits of highly effective people. It
focuses on putting first things first. It teaches us how to prioritise and execute
our daily activities. It is important to understand that all our activities can
either be categorised as urgent or important. “Urgent” refers to tasks, activities
or actions that require our immediate attention. These include crises and
problems. These tasks can become bigger if they are not dealt with and
could cause stress and burnout. “Important” refers to tasks related to high
priority goals. These tasks are
not urgent, but they require us to be proactive4.
Time Management Matrix:

The time management matrix is a method that can assist with determining how
to spend our time and attention. See below how to effectively use it.
Quadrant I
Quadrant I is used to categorise the most pressing tasks5. These are tasks
that require our immediate attention4 such as crises or problems. When these
tasks are not dealt with they have the ability to become bigger and bigger, until
they consume us and this may result in stress and burnout2.
3 Cramer, M. (2017). Management Theory of Stephen Covey. Retrieved from:

https://www.business.com/articles/management-theory-of-stephen-covey/
4 Covey, S. (2018). The Seven Habits of Highly Effective People. London: Simon & Schuster.
78
Quadrant II
Quadrant II focuses on long-term goals. Tasks and activities categorised into this
quadrant include relationship building and long-term planning5. It is important to
note that Quadrant II is the heart of effective personal management4. By
focusing and working on the goals in this quadrant, we can improve our vision,
,
perspective, balance, control and reduce the number of crises in our lives4.
Consequently, if we do not work on these tasks or activities we can feel shallow,
out of control and have broken relationships2.
Quadrant III
Quadrant III includes tasks, which are the biggest reason we are not more
successful in the long- term. They clog up our time today but, when we look back
at these things at the end of the week, we'll have to admit they were a waste of
time. These are interruptions that happen, such as phone calls. These are poorly
thought-out meetings that soak up our time, but which we have to attend
because we already accepted the invite. These are other activities which we tell
ourselves in the moment that we must do but -- if we stopped ourselves to really
think about -- we'd realize they aren't that important.5
Quadrant IV
Quadrant IV include things we do because we feel like we're tired and need a
break. We prioritise these things in the moment and obviously derive some
pleasure from them, but they are really not urgent or important.5
Practise Habit 3:
Here are a few ways you can practice putting first things first:
1. Create your own time management matrix to assist with prioritising tasks
and activities.
2. Estimate the amount of time you spend in each quadrant. Now log your
time over a period of three days. How much time did you spend in
Quadrant II (the most important quadrant)?
3. Identify a Quadrant II activity that you have been neglecting. Write it down
and commit to implementing/executing this activity for the rest of the
semester.
Thought to remember:
“Focusing on Quadrant II means you are thinking

ahead, working on the roots and preventing crises”3
5 Jackson,E. 2012. The only thing you need to remember about the seven habits of highly effective
people. Retrieved from: https://www.forbes.com/sites/ericjackson/2012/07/24/the-only-thing-you-
need-to-remember-about-the-seven-habits-of-highly-effective-people/#712e19b067f7
79
Study Skills
80
Table
Table of
of contents
contents
Topic Page
Unit outcomes and objectives 82
Introduction 84
Definitions you should know 85
FAQs about learning 86
Understanding concepts vs memorising facts 87
Note taking (Cornell Method) 88
SQ3R – study reading method 89
Feynman technique 91
Mnemonic devices 92
How to study for a test 93
References 96
Appendix C: Mnemonic devices 97
Appendix D: Tips for sit-down tests/exams 102
81
Study skills
After the successful completion of this unit, you will be able

to:
Demonstrate how learning works at university, through the use of
effective study methods.

• demonstrate how to learn, retain, and recall information;
• explain fluency vs mastery when learning;
• explain elaboration, active retrieval, and interleaving practise as
examples of effective study techniques;
• apply the Cornell note taking method;
• apply the SQ3R to your study material; and
• explain the Feynman Technique.
82
Demonstrate how to
learn, retain and recall
information.
• Definitions you
should know
• FAQs about learning
• Understanding
Explain fluency vs concepts vs
mastery when memorising facts
learning.
• Definitions
you should
Explain elaboration,
know
active retrieval, and
interleaving practise as
examples of effective
study techniques.
• Definitions you
should know
Apply the Cornell
note taking method.
Apply the SQ3R to

your study material.
Explain the Feynman

technique.
83
Introduction
Study skills are invaluable to a student even though you may have a way that
seemed to be effective in the past or high school. This unit will equip you with
skills to study effectively and implement different techniques to different types
of content. In addition to that, teach you why the method that is used while
studying is important to ensure that the information isn’t simply crammed in
your mind for the purpose of your exam or test but to know it long after that.
How does study skills add to the value of your degree?
Study skills may feel like they are only of value while you are a university
student. Admittedly, they assist you in studying in an effective way so that you
can be successful in your studies. Moreover, appropriate study skills also
save you time as it makes you effective in the time that you spend studying.
These skills also teach you to take notes efficiently, which will assist you to
retain the information better if you have an overwhelming amount of it to go
through. Additionally, study skills will be of value once you graduate because
it teaches you the best methods you can use when learning new information
in order to retain it for a long time. This skills will aid in making you a life-long
learner and in conducting research in your work-place.
84
Definitions you should know
Fluency Mastery
Fluency is reading and rereading Mastery is truly understanding the
information until it feels familiar, information you have studied,
and you are able to repeat it back. where you can explain it in your
This does not mean that you own words, and you can apply it
understand the information or its in different contexts. In this unit,
implications or that you are able you will learn about the strategies
to apply it and use it in a different that are effective for mastering
context. information.
Massed practice Interleaved practice
Massed practice is reading Interleaved practice is when you
information over and over again, space out your studying of a topic,
with focus on one chapter or unit or you vary or mix up the content
at a time, to drill the information of two or more subjects. With
into memory or cram for a test. interleaved practice, retrieval is
This is the least productive more difficult and feels less
strategy and does not result in productive, but the effort produces
long term memory of the longer lasting learning and leads
information. It is, however, the go to more versatile application in
to strategy for most students, different contexts.
because of the illusion of
familiarity (or fluency).
Elaboration Active retrieval
Elaboration is using your own Active retrieval is the recalling of
words to explain an idea and facts or concepts from memory –
connecting it to anything you much more effective than
already know in order to rereading. Use flashcards or
remember it better. Try explaining quizzes to practice retrieving. Ask
it in simple terms to someone else yourself questions that you have
and elaborate (expand) on the to answer by retrieving the
information by using examples information from your memory, as
that you already know that you opposed to looking it up or
have connected the information rereading.
to.
85
FAQs About Learning
Q: I am a visual learner, so how am I to follow the kind of

lecturer who talks a lot?
Students may have preferences for learning, but that does
not mean that they are only able to use one or two styles to
learn. Studies have found that you learn information best in
the format that is best suited to how the information is
presented, e.g. graphs in economics must be presented
visually, language studies will be presented by reading or
writing, etc.
Q: I did not get the best marks at school and I know I am

not that smart, so how am I supposed to do well at
university?
Intellectual ability is not fixed. It is not! You can train your
brain to learn anything! Watch Barbara Oakley’s video on
“You can train your brain” to learn more about how your brain
works. If you match the way you learn information to what
works best for the way your brain is wired, then you will be
able to learn the information.
Q: Surely if I set a goal to get high marks, and I work

towards that goal, then it will happen?
No! Instead of performance goals, aim for learning goals.
What is the difference between the two? Performance goals
limit you and are only linked to validating ability; learning
goals allow you to improve over time, and actually get
smarter. High marks will mean nothing when you enter the
workforce if they are not backed up by a sound understanding
of your field of study. Aim for learning goals.
Q: How should I plan my revision time, in terms of my

test schedule?
You want to space out your learning, and also learn different
things at the same time – this is called interleaved practice.
Mass practice, where you learn something in the same way
over and over again does not get you the best results. You
should treat your brain like a muscle that needs exercise. By
using interleaved practice, you’ll be exercising your brain and
building the kind of muscle that allows you to do the heavy
lifting during tests.
To learn more about the concept of training your brain, listen to this audio clip of Barbara
Oakley’s TED Talk (17 min, 16MB).
Please note, accessing these links will incur data charges.

86
Understanding concepts vs memorising facts
When you want to understand concepts or processes, you have to focus

on mastery of the information (versus repeating information until it
sticks). On the next few pages, the Cornell note taking method, SQ3R
study reading method, and Feynman Technique are study strategies that
can help you with mastery of the information you need to learn.
Listen to these audio clips for more information:
• Study less study smart: A 6-minute summary of Marty Lobdell’s lecture

– college info geek (6 min, 6MB)
• PNTV: Make it stick by Peter Brown, Henry Roediger & Mark

McDaniel (15 min, 14MB)
Please note that these file sizes are larger and therefore will incur
more data costs.
87
Note taking (Cornell Method)
The Cornell Method for note taking can be used for:

• taking notes during class, from your textbook, or any online work in
terms of reading, watching videos, or listening to audio clips.
Why should you use this method of note taking?
• It is very efficient (this means you achieve maximum productivity with
minimum wasted effort).
• It allows you to visually organise your notes.
• It gives you the opportunity to summarise the work in your own words
and for this reason, it is a great contribution to your exam preparation
(these notes will be easier to study from).
How to take notes using the Cornell Method:
1. Divide your page into the sections you see in the image below.
2. The basic idea is that you can write down questions, write down
answers to the questions, and summarise what you learned.
3. This works very well if you use it hand-in-hand with the SQ3R study
reading method.
Helpful tip:
As you are taking notes, do not write down word for word what you are
reading or listening to. You should write down the main ideas, focusing on
answering the questions you have.
Date
Module
Lecture topic/unit
Key Main ideas
words / Important dates / people / places
questions Info that is emphasised / stressed
Reference to text book / case
studies, etc.
Diagrams and pictures
Formulas
Summary (In your own words, what did you
learn today?)
88
SQ3R – study reading method
The SQ3R is a great tool for understanding the information you read. This
tool does not work if you are trying to cram the night before. The SQ3R
works best with a study schedule that you stick to, as regular review of the
material you have studied is required for this tool to be successful.
Skim Question Read Recall Review
Skim
This is a quick exercise for the chapter you are working on:
• Read all of the headings in this document.
1 • Then, read the introduction paragraph.
• Then, read the topic sentence of each paragraph.
• Then, read the concluding paragraph.
Question
Take the headings and turn them into questions, because your brain
uses questions best as retrieval cues. Remember tests and exams
are made up of questions, so you should study using questions.
The kind of questions you will use start with what, who, where, why,
2 when and how – of course these will be used as applicable. You will
not use a “who”-question for a paragraph about a timeline or dates, for
example. Write the questions down. Now, write down what you
already know about the topic, as well as what you would like to know
about the topic.
89
Read
For the questions that you have, slowly look for and read the answers.
Read to understand what you read – you are not trying to memorise at
this point. Just read slowly and concentrate on understanding what
you read so that you can answer the questions.
3 When you are through reading a section, take notes of what you have
read (use the Cornell note taking method here). Remember your
notes will be linked to the headings that you turned into questions.
Write your notes on a page separate to the page on which you have
the questions.
Recall
Now, cover your notes, and write the answer to the questions without
looking at the notes. Do not cheat. If you cheat here, you are just
cheating yourself. Cover those notes and force your brain to
4 remember - this is how you practice active retrieval. Active retrieval is
not easy, especially if you have not tried it before. Just push through
and work through this exercise in accordance with the instructions.
You might be pleasantly surprised.
Review
Now, check the answers you wrote down against the initial notes you
made. How much did you get correct? Are you
surprised by how much you were able to remember?
Did you note that you were able to remember more in a shorter
amount of time than with your usual study method? Why do you think
5 that is? The takeaway here is that the focus is on understanding what
you read and preparing your brain to respond to questions as retrieval
cues.
For the review section, to make sure the answers stay in your long-
term memory, you should do the recall and review section of the
SQ3R every week on the content that you have already worked
through.
90
Feynman Technique
The Feynman Technique is useful for identifying the content you do not yet
know very well.
HOW TO LEARN FASTER WITH THE

FEYMAN TECHNIQUE
If you can’t explain it simply, then you don’t understand it
well enough.
If you are shaky on a concept and you want to quickly improve your
understanding, you can use the Feynman Technique. If you already have a
good grasp of a subject and you have a test coming up soon, you can also
use the Feynman Technique to test your understanding and challenge your
assumptions. As Feynman himself said “the first principle is that you must
not fool yourself – and you are the easiest person to fool”. The ultimate
way to ensure that you actually understand all the details of a concept in
your head is to explain it to someone else or at least pretend you’re doing
so.
There are 4 steps:
Explain the concept and do so in

Get out a piece of paper and write plain language, in a way that is
down the name of the technique or
1 theory that you're learning about,
at the top of the paper.
2 easy to understand as if you are
teaching someone else. Also, work
through examples and make sure
you are able to apply the concept.
Identify the areas that you are not Look at your explanation and
able to explain so well. Go back to identify areas that are not written
your notes or work through
3 examples until your understanding
of these sub areas is just as solid
4 in your own words and challenge
yourself to break down those
terms and simplify it to easy-to-
as all the other areas. understand words.
91
Mnemonic devices
Mnemonic devices are useful when studying facts or when you need to
remember information, like lists or dates or names. Go to Appendix C
and work through the exercises to practice using the 4 main types of
mnemonic devices.
It is important to note that mnemonic devices do NOT help with

understanding concepts, only with memorising information for instant
recall. You would thus need study strategies, like the ones outlined in this
unit, to explain and apply the information you have learned.
92
How to study for a test
1. Before studying
• Make sure you have a designated study space (not your bed because your
brain associates that with sleeping).
• Put your phone on silent and put it aside so that you do not get distracted.
• Have any snacks or drinks on hand so that you’re not getting up until it is time
to break.
• Consider meditating or doing a focus exercise to get into the mental state
needed for concentration. Listen to this audio meditation exercise to help you
focus (3 min, 5MB).
2. While studying
• Apply the SQ3R to the content you are

learning.
• Elaboration – relate the content to HOW TO
something you already know or to an
example from your own life.
STUDY FOR
• Generation – try to answer a question A TEST
before looking up the answer.
• Active retrieval – practice retrieving
new learning from memory instead of
re-reading. Work your brain like a
muscle and it becomes easier to
retrieve information (rereading is just a 3. After the test
trick to make yourself feel better about
the studying process). • Write down all the questions
• Flashcards – shuffle/mix up the you can remember, and use
flashcards from different chapters so this as preparation for the exam
that you interleave your studying. That – sometimes questions are
way your brain is focusing more on repeated in the exam.
mastery than fluency. • Reflect – what went well? What
• Mindset – if you think you can or you could have gone better? Use
think you can’t, you’re right. Study with this information as preparation
a growth mindset. for the next test or exam.
Refer to Appendix D for test-

taking tips specific to sit-down
93
tests/exams.
Clearest/Muddiest
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
94
You have to be intentional about your studies so that your course work
can make a real difference in your future. Take something you have
learned in one class and see how it can make a difference in your other
modules. Study to understand and master the content, and not just
become fluent in it. Be honest with yourself on what you are struggling
with, and try the study skills in this unit. Remember to reach out for help if
you need it – do not suffer in silence.
Actionable steps:
Checklist
Assessment
❑ Complete your Study skills quiz on Blackboard
❑ Complete your reflection section on Study skills
Attendance
❑ Attend your Study skills class or watch the asynchronous video
Communication
95
References
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The
science of successful learning. Harvard University Press: Cambridge, MA:
USA.
Frank, T. (2015). Study less study smart: A 6-minute summary of Marty

Lobdell’s lecture – college info geek [video]. Retrieved
from https://www.youtube.com/watch?v=23Xqu0jXlfs
Frank, T. (2017). How to learn faster with the Feynman

Technique [infographic]. Adapted
from https://www.youtube.com/watch?v=_f-qkGJBPts
Halpern, D. F. (2003). Memory: The acquisition, retention, and retrieval of

knowledge. In Thought & Knowledge: An introduction to critical
thinking. New Jersey, USA: Lawrence Earlbaum Associates, Inc.,
Publishers.
Johnson, B. (2015). PNTV: Make it stick by Peter Brown, Henry Roediger

& Mark McDaniel [video]. Retrieved
from https://www.youtube.com/watch?v=tQsIlnuAB9E&t=15s
Oakley, B. (2014). Learning how to learn [video]. Retrieved

from https://www.youtube.com/watch?v=O96fE1E-rf8
The Cornell Note-taking System. (n.d.). The Learning Strategies Center,

Cornell University. Retrieved from: http://lsc.cornell.edu/study-
skills/cornell-note-taking-system/
96
Appendix C - Mnemonic devices
MNEMONIC DEVICES
Use this to remember facts!
An adaptation of an excerpt from Dianne Halpern’s

book on Thought & Knowledge: An introduction to
critical thinking (2003)
97
Keywords
and images
The use of this mnemonic Next, is a list of words to be

depends on first learning remembered:
keywords, which serve as 1. Ashtray
“hooks” for information that 2. Firewood
is learned later. In this case, 3. Picture
the keywords are in the 4. Cigarette
form of a simple poem to 5. Table
learn. Spend a few minutes 6. Matchbook
memorising this poem: 7. Glass
One is a bun 8. Lamp
Two is a shoe 9. Shoe
Three is a tree 10. Phonograph
Four is a door
Five is a hive
Six are sticks
Seven is heaven
Eight is a gate
Nine is a line
Ten is a hen
You have to form an image or association between the listed

items and the items in the poem you just learned. For
example, the first item on the list is ashtray. Imagine an
ashtray with a bun in it, since the bun was the first item in the
poem. You could imagine something like a large hamburger
bun sitting in a dirty ashtray. Read the items on the list one
at a time, allowing enough time to form an image.
98
Ok now answer the following questions:
What is number 8?
What number is cigarette?
If your experience is similar to the one described in various
studies, then you may have been surprised to find that the
answers were easily available. Research has shown that
images are best when they’re interacting, eg. the bun is in
the ashtray and not just next to it and when they are vivid
and detailed (e.g. a hamburger bun and a glass ashtray).
This mnemonic helps with learning long lists of material as
efficiently as possible. When remembering a foreign
language, students who used this method consistently
recalled more correct English translations (72%) than
students who use the usual route rehearsal method of
repeating the words until they “stick” (46%).
Rhymes
We also use rhymes to help us remember. For example:
I before E, except after C
Or
Thirty days have September, April, June and November
Answer this question quickly. What letter comes after N? Most
people find that they need to sing that portion of the alphabet to
answer this question. Like rhymes, the rhythm established in
songs help us to remember things.
Rhymes are useful when order is important because mistakes
in order will usually destroy the rhyme. Notice that the first
keyword poem I presented relied on keywords, images, and
rhymes (one is a bun, etc.). This is an especially easy
mnemonic to use, probably because several mnemonic devices
are employed in the same poem to guard against forgetting.
99
Method of places
Read through this shopping list, then look away and see
how many of the items you can remember. How many items
on the list did you remember?
Pencils Scissors
Notebook Sharpener
Tape Glue
Paper Batteries
Pens Sellotape
Now I will show you how the method of places could

improve your recall for this list. Pick a familiar route, like the
one from your residence to university. Now imagine each of
the items on this list placed somewhere along this route.
The pencils could be very tall and form a fence around your
front yard, the notebook could be the stop sign at the corner,
etc. Once you have formed images, you should be able to
remember every item by mentally walking through your
route and noticing the items that you have imagined along
the way. The Greeks, who were famous for giving long
speeches from memory, suggested the following when using
this method:
• The same route can be used repeatedly for different lists,
but we should be careful not to put more than one item on
the same place
• Places should not be too much alike, e.g. don’t only use
stop signs on your route
• Places should not be too brightly lit nor too dimly lit
• This is a good method to use when information has to be
remembered in a particular order because you can
mentally walk forward or backward along your route.
100
First letters
To use this technique, take the first letter of each term to be learned,
insert vowels and other words if necessary, and make a word. When
you need to remember the list, you recall the word you formed and
then use each letter as a retrieval cue for each item on the list.
Another technique that is also letter-based, is to use a word or
sentence to recall numbers, for example: “May I have a drink,
alcoholic, of course.” By counting the letters in each word, you can
read off the digits for pi, which are 3.1415926. It is easier to
remember a single meaningful sentence than it is to remember 8
digits.
Another example can be found within the medical field, which
requires a lot of rote memory: On Old Olympus Towering Tops,, A
Finn And German Viewed Some Hops. This mnemonic can be used
to recall the 12 cranial nerves in order: Olfactory, optic, oculomotor,
trochlear, trigeminal, abducens, facial, auditory, glossopharyngeal,
vagus, accessory, hypoglossal.
Mnemonic devices can be powerful aids for memory. They are also
paradoxical because it seems that to remember better you need to
remember more. The first letter mnemonic requires that you
remember the new word you created with the first letters as well as
each of the words. The keyword and image systems requires that
you learn keywords and link images to them, and the rhymes present
you with a song or poem to be learned. They each necessitate work.
Acquiring a good memory means working at it, but it is work that
pays off in lifelong dividend. There are hundreds of studies that
demonstrate that the deliberate use of mnemonics improves recall. I
hope that you will be able to employ these mnemonics successfully,
in preparation for exams. Good luck!
101
Appendix D - Tips for sit-down tests/exams
Ask about the test format
Consult the Write Site if you struggle with long

questions ([email protected])
Before the
test
Set up a study schedule - learn the content 5 times
Make a cheat sheet (if you could cheat, what would

you write on one page? Put this up on your wall to
look at every day).
Eat breakfast
Bring enough stationery On the day

of the test
Bring a watch
Pace yourself and budget your time
Look out for action verbs
While taking
Plan your answer to long questions the test
Work to impress
Check your work before submitting

102
Referencing, plagiarism
and searching for
academic resources
103
Table of contents
Topic Page
Introduction 107
What is plagiarism? 108
Activity: Plagiarism 109
Activity answers: Plagiarism 110
What happens when you plagiarise at the UFS? 111
How to avoid plagiarism: 112
Paraphrasing: How do you paraphrase? 113
Referencing: How do you reference? 114
Referencing per faculty 115
What kind of sources will you be looking up that you will 116
need to reference?
How to evaluate/validate information 117
How to identify fake news 119
References 122
Appendix E: How to navigate the UFS Library’s databases 123
104
Referencing, plagiarism and searching for
academic resources
Search for accredited sources,and cite and reference a variety of
sources in the style required by your faculty.

• define what plagiarism is;
• illustrate the consequences associated with plagiarism at UFS;
• define what referencing is, and how to apply the specific
referencing method required by your faculty;
• define what paraphrasing is;
• find academic resources by using Kovsiecat & Ebsco Discovery
Services; and
• find electronic academic resources by using Databases, Sabinet
African Journals & E-book Central.
105
Define what plagiarism

is.
Illustrate the
consequences
associated with
plagiarism at UFS.
• What happens
when you plagiarise
at the UFS?
• How to avoid
plagiarism Define what
paraphrasing is.
• How do you
paraphrase?
Define what
referencing is, and
how to apply the
specific referencing
method required by
your faculty. Find academic
• How do you resources and electronic
reference? academic resources.
• Referencing per • What kind of
faculty sources will you be
looking up, that you
will need to
reference?
• How to
evaluate/validate
information
106
Introduction
Referencing and plagiarism skills that are taught in this unit are important to
you as a student as you will complete assessments in writing and other
formats, where referencing forms a large part of doing this successfully. This
unit will also aid you in knowing how to search for academic resources
making use of the university’s available resources. Another important aspect
of this unit is the skill of validating information whether academic or not.
How does Referencing, plagiarism and searching for academic resources

skills add to the value of your degree?
The value of this unit goes beyond simply adding references to your
assignments and research papers later in your studies but emphasises the
integrity and ethical principle of not taking credit for someone else’s work and
giving them the credit that is due to them. We teach these principles to
produce graduates that are ethical in their research. This skill is valuable for
you personally and for your workplace as well, when having to
compile presentations, this teaches you to seek out and validate sources
making use of tools and resources that are available to you.
107
What is plagiarism?
As of 2019, plagiarism is defined in the UFS plagiarism policy as:

“Plagiarism is the use of words, inventions, ideas, opinions, discoveries,
artwork, images, music recordings, or computer generated work (from any
printed, digital or internet based source, whether published or not) of another
person, even if the content is openly licensed, and presenting it as one’s own
work without acknowledging the source. Plagiarism may be intentional or
inattentive, or unintentional.”
Plagiarism is not just similarities of words from a source, but also:

• Falsifying data/ making up information.
• Purchasing of assignments by having another person write for you.
• Copying work from another person.
• Presenting the same work for a different module when you fail a module,
for example:
1. Student fails a module and submits the same assignment the
following year in that module.
2. Student does an assignment for HLAP1514 then submits same
assignment for HLIN1514.
• The re-use of previously published work as your own.
As of 2019, academic writing misconduct is defined in the UFS

plagiarism policy as:
“…any action or attempted action that may result in an unfair academic
advantage for oneself, or an unfair academic advantage or disadvantage for
any other member(s) of the academic community. Academic writing
misconduct includes, but is not limited to, unacknowledged appropriation of
the work of others; altering academic documents or transcripts; falsification
or fabrication of data; misrepresentation of data to gain access to materials
before they are intended to be available; failure to declare conflicts of
interest; failure to follow accepted procedures or meet legal or ethical
requirements, or to exercise due care in carrying out responsibilities for
avoiding unreasonable harm or risk to humans, animals and/or the
environment; and helping anyone to gain an unfair academic advantage.”
108
Activity: Plagiarism
Is this an example of plagiarism and/or academic Yes No

writing misconduct?
1. Two students copying each other’s assignment,

and then changing words in-text to synonyms.
2. Students copying sentences or paragraphs directly
from online sources without a reference or quotation
marks.
3. Students rewriting information – which is what you
should do – but then they forget to reference where
the concept came from.
4. Students referencing something in-text without
adding the reference to the reference list at the end
of the assessment.
5. Students paying someone to do their assignment.
6. Students doing individual assignments together –

and writing it in the same flow, with the same
concepts and structure.
109
Activity answers:
Activity: PlagiarismPlagiarism
(cont.)
Is this an example of plagiarism and/or academic Yes No

writing misconduct?
1. Two students copying each other’s assignment, ✓

and then changing words in-text to synonyms.
2. Students copying sentences or paragraphs directly ✓
from online sources without a reference or quotation
marks.
3. Students rewriting information – which is what you ✓
should do – but then they forget to reference where
the concept came from.
4. Students referencing something in-text without ✓
adding the reference to the reference list at the end
of the assessment.
5. Students paying someone to do their assignment. ✓
6. Students doing individual assignments together – ✓
and writing it in the same flow, with the same
concepts and structure.
110
What happens when you plagiarise at the UFS?
All offences (level 1, 2 and/or 3) are reported to the Directorate for Student
Discipline and Mediation (DSDM) who will take further action for all
faculties at the UFS irrespective of degree, module and/or academic year
of study.
This means that if a student plagiarises, they are reported – it does

not matter what module they plagiarise in or what degree they study.
The consequences of plagiarism depend on the severity of the
offence and can range from being reported to the DSDM with this
staying on your student record to being expelled from the university
or even failure to obtain your degree.
111
How to avoid plagiarism:
You can avoid committing plagiarism by:

• writing down the complete reference of each source you use;
• using quotation marks when you repeat another author's words exactly;
• always giving credit to original authors for their information and ideas;
• writing the content in your own words and referencing the correct
source (paraphrasing); and
• writing down exactly which ideas you found in which source
(referencing)
You should remember to reference when you:

quote another person’s exact words;
• copy any figures, tables or structures, pictures;
• paraphrase or convert someone else’s ideas into your own words; and
• summarise or give a brief account of another person’s work.
Another way that you can avoid plagiarising is, once you have completed
your assessment, check your similarity percentage on Turnitin.
112
Paraphrasing: How do you paraphrase?
If you are interested in viewing a video on How To Paraphrase, click on this

icon.
Please note: Downloading this 2:30 min, 8MB video will incur data
charges.
113
Referencing: How do you reference?
1. Different referencing styles are used for different disciplines – this is

the case across the world and is not specific to our university. You can
see which referencing style to use for your faculty on the next page.
2. You must reference both in-text and in a reference list. In the
example below, you can see what an in-text reference is, and what a
full reference in the reference list looks like. For the detailed how-to,
consult the faculty referencing guides referred to on the next page.
3. Punctuation and format is very important when referencing, so pay
attention to this in your faculty’s referencing guide.
Example of in-text reference, and reference list:
The in-text
reference
The full reference in the

reference list
114
Referencing per faculty
Click on the hyperlink that applies to your faculty in order to get a guide on
that specific referencing method.
Harvard style Foot Note Harvard style

Harvard style
Journal for Juridical
Science
Harvard style
Harvard style Psychology: APA style Harvard style
Vancouver style
115
What kind of sources will you be looking up, that you will
need to reference?
As a university student, research is very important to your academic

career. Research is the systematic investigation into and study of materials
and sources in order to establish facts and reach new conclusions.
The UFS Library has many resources available to you, for free, to be able
to conduct research. If you weren’t a Kovsie, you would have to pay
independently for these resources. Data costs will be incurred for
accessing the databases and downloading resources, but costs of the
resources have already been paid for by the university.
How to navigate the UFS Library's Databases

Go to Appendix E for a step-by-step guide on how to navigate the UFS
Library’s databases.
116
How to evaluate/validate information
When conducting research for assessments, projects, etc. you need to

validate the sources/information you find to check if they are credible.
Validating information means that you make sure that what you are basing
your academic arguments on is trustworthy, relevant and ultimately true.
Validating your sources/information will lead to good quality work.
One of the ways in which you can validate information is to use a method
called “critical evaluation”.
AUTHORITY Ask yourself:

• Is the author clearly identified? Are the credentials of the
author provided? Is the author qualified to write on the
subject?
• Is the publisher or sponsoring organisation clearly
identified? What do the web host and URL indicate (.edu,
.org, .gov, .com)?
• Is the publisher or sponsoring organisation well-known or
respected in the field?
• Is the article peer reviewed or refereed? This means that
it is carefully reviewed for its accuracy and value by a
committee of scholars who are experts in the field.
• Does the journal use a peer review or referee process for
selecting articles?
• Is contact information for the publisher or sponsoring
organisation readily available?
Be careful of: Unknown sources that lack peer review.

Sources that are linked to untrustworthy URLs.
ACCURACY Ask yourself:
• Are there factual errors?
• Are sources for factual information listed clearly so that
they can be verified?
• Are links to supporting external sources provided?
Be careful of: Wikipedia, Google and /exe domains.
117
OBJECTIVITY Ask yourself:
• Is opinion clearly distinguished from factual information?
• Why did the author write this? Does the author have a
vested interest in the issue?
• What is the mission of the publisher or sponsoring
organisation?
• Is there advertising present that is related to the
information?
Be careful of: Biased and emotional writing or conflict of

interest.
DATE Ask yourself:
• Is the date of publication clearly indicated?
• Is the date of publication appropriate for your research
needs?
• Is this the most current information available?
Be careful of: Broken links – this means that no recent

updates have taken place.
BREADTH, Ask yourself:
DEPTH AND • Is the topic covered comprehensively?
OMISSION • Are there aspects of the topic or opposing opinions
which are omitted?
• Are there additional sources that you should examine to
cover the topic more broadly or deeply?
Be careful of: Underlying agendas or unclear purpose.
Now that you are equipped to validate your sources for your assessments,
think about how in the age of social media, anyone can freely put out any type
of information, true or not. Someone can voice out their opinion on a legal
matter, even though they are not a qualified lawyer, and another can assume
it is factual.
On the next page there are a few ways you can identify fake news which is a
useful skill to have in validating non-academic sources.
118
How to identify fake news
“It is not always easy to figure out what is real news and what is fake news,
but in most cases fake news posts have the following characteristics:
- There is no credible source for the information. If it is about science or
history, there has to be some evidence or previous studies. Journalists
have to credit their sources in their stories. Articles without sources
should be regarded as very suspicious.”
- Anything that sounds too good to be true, probably isn’t true. Search
keywords in a post.
- Journalists and credible news content creators do not create memes
to spread the truth. Think about it: they are journalists and want their
names attached to their work. Memes do not credit the creator, so why
create something and get no credit if it is your job to produce work that
will be read or viewed?
- But if a photo looks really legit? Then do a reverse photo image
search on Google by dragging and dropping an image into the
images.google.com search bar. You can also paste a URL into the
search bar, or even right-click on the image if you use Google Chrome.
This will inform you where the image comes from or where it was
originally posted online;
- Finally, take a look at the language used. Journalists do not overuse
emojis or emotional language.”
- Dr Peet van Aardt,
iCAN Coordinator and former Community Editor: News24.com
119
Clearest/Muddiest
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
120
Plagiarism is a serious offence at the UFS. Familiarise yourself with the

referencing style of your faculty and the requirements of the referencing
style. To learn more about paraphrasing and to improve on your
paraphrasing, make a booking at the Write Site through their email
address: [email protected]. The Write Site will continue to conduct
online consultations during this time.
You can contact [email protected] if you need help with any writing or
any of the topics covered in this class.
Actionable steps:
Checklist
Assessment
❑ Complete your Referencing, plagiarism and searching for academic resources
quiz on Blackboard
❑ Complete your reflection section on Referencing, plagiarism and searching for
academic resources
Attendance
❑ Attend your Referencing, plagiarism and searching for academic resources
class or watch the asynchronous video
Communication
121
References
References
Bolivar, J. (2015). How to paraphrase: an introduction [Video

file]. Retrieved from https://Owl.English.Purdue.Edu/
Drennan, L. (2014). How to make a booking at the Write Site [Video

file]. University of the Free State. CTL. Write Site.
LibGuides: How to do Research for College Assignments: Evaluate Your

Sources. (2020). Retrieved 23 January 2020,
from: https://bowvalleycollege.libguides.com/research-help/evaluation
Libguides.uwlax.edu. (2019). Library Guides: Evaluating Information

Sources: Evaluating Sources Critically. Retrieved 10 February 2021, from
https://libguides.uwlax.edu/evaluating
Monash University. (2012). Harvard Referencing Guide. Retrieved

from https://guides.lib.monash.edu/ld.php?content_id=8481587
Monash University. (2015a). APA 6th citing & referencing style. Retrieved
from http://guides.lib.monash.edu/citing-referencing/apa
Monash University. (2015b). Vancouver citing & referencing

style. Retrieved from https://guides.lib.monash.edu/citing-
Policy on preventing and dealing with academic writing misconduct. (2019).

Van Heerden, C. (2019). How to access and use Kovsiecat and electronic
databases at the UFS. [Video]. UFS101, Centre for Teaching and Learning:
Claassen, G. 24 November 2021. COVID-19 exposed media’s need for a

Daubert standard on science reporting. News24.
https://www.news24.com/news24/columnists/georgeclaassen/opinion-
george-claassen-covid-19-exposed-medias-need-for-a-daubert-standard-
on-science-reporting-20211124 Accessed 10 January 2022.
122
Appendix E: How to navigate the UFS Library’s databases
Step 1: Access the UFS website and

click on “Library”.
Step 2: Hover over “Resources” and click on

“Electronic Resources”.
Step 3: Click on “A-Z database list”

(hyperlink).
123
Step 4: If required, sign in with your
student number and UFS Campus
password.
Step 5: Use the alphabetic index at the top to

search for databases or scroll through the list.
Step 6: Click on “Academic Search Ultimate” to be

able to do a more refined search of an article.
124
Step 7: Use the search bar for titles or keyword searches.
You can also limit your searches under “Search Options”
with dates, authors and other limitations.
125
Financial Literacy
UFSS1504
First Semester
Module Guide 2024
126
Table of contents
Topic Page
Introduction 130
What is financial literacy and why do you need to know this? 131
Common mistakes students make with student finances 132
Solutions to common mistakes students make with student 133
finances
Financial terms to know 135
Interpreting your tuition fee account 136
Activity - Interpreting an account 137
Assessing and managing my finances 140
Creating a budget 141
References 144
Appendix F: UFS Student Budget BFN 145
Appendix G: UFS Student Budget QWA 146
127
Financial literacy
Demonstrate basic financial literacy that is required of a university
student.

• define the concept of financial literacy;
• identify the common mistakes that students can make regarding
their finances at University;
• provide solutions for the typical mistakes students make regarding
tuition fee payments;
• assess and manage your finances;
• create a basic budget; and
• navigate the financial literacy skills on the Success Portal.
128
Financial literacy
Define the concept of

financial literacy.
• What is financial
The common mistakes and
literacy and why do
solutions that students can
make regarding their you need to know this?
finances at University.
1. Accessing your UFS email
2. Communication with
funder
3. Tracking of payment dates
4. Banking details and
reference Provide solutions for the
5. Interpreting your tuition typical mistakes
fee account. students make
regarding tuition fee
payments
Assess and manage your

finances
Create a basic budget
Navigate the financial

literacy skills on the
Success Portal.
129
Introduction
The financial literacy information in this unit is important for you to be well
informed about your financial standing with the university and how the
university will communicate this to you. You will also find information about
how to draw up a budget that is balanced in terms of expenses for your needs
and wants while encouraging you to set money aside for a rainy day. This
information will help you take the necessary steps towards learning how to
manage your finances wisely.
How does Financial literacy skills add to the value of your degree?
Being financially literate as a university student means that you work with
your money wisely at this early stage so that once you’re earning a salary you
are able to compile a budget and stick to it. Learning how to read your tuition
fee account teaches you how to be responsible with your bills at a later stage
and know how to interpret statements appropriately. The tools in this unit will
benefit you long after you have graduated from university.
Finances are one of the biggest stressors students have at university. This is
a lifelong skill and being financially literate in your career one day will help
you make good spending decisions that can assist and contribute to the
economy in a positive way.
130
What is financial literacy and why do you need to know this?
Financial literacy is a set of skills and knowledge that equips you to

manage your money and make appropriate and effective decisions with
regards to your financial resources, such as budgets, credits, saving,
insurance, investing and planning for your future.
Why do you need to be financially literate?

Throughout your university career, you will be faced with important
decisions that will impact your studies and personal life. Making good
financial decisions now will contribute to your success at university. Use
this unit as the first step to becoming financially literate and preparing to
make the right financial decisions.
Did you know - in South Africa, the higher your level of education, the
more likely you are of finding employment? Also, you are more likely to
earn more money per hour. Keep your goal – the completion of your
degree – in mind. You will save money in the long run if you complete
your studies in the allotted time (3/4 years).
If you need financial assistance, please click on the link to be redirected

to the Financial aid page on the UFS website.
131
Common mistakes that students can make regarding their
finances at University.
In the infographic below, the typical mistakes that students make with their
student finances, is summarised. We want you to make good financial
decisions, so solutions are provided across the next few pages.
1. Students do not access their UFS email
It is your responsibility to check your ufs4life email
account and keep updated with important
information communicated to you by the university.
The contract payment is between you and the
university therefore you are held accountable if fees
are in arrears. Refer back to Unit 2: Communication
Skills at university on how to access your UFS4life
email account
2. Students do not communicate with their funder
It is your responsibility to communicate with your funder in
terms of your account, money owed, payment dates, etc.
The university does not forward any information to your
funder – it is forwarded to you, via your ufs4life email
address.
3. Students do not track or keep up with the
UFS payments dates
Payment dates are important – you have to keep
track of these dates. Planning to pay debt by those
dates are very important. Note that it can affect your
placement in residence for the following year.
4. Students do not know the UFS banking details

and do not reference properly
Use the correct banking details when you pay into the
university account and use the correct reference.
Otherwise, the payment goes into the suspense
account and you, as the student, cannot be identified.
5. Students do not know how to interpret their
student tuition fee account
Debits and credits are used to monitor incoming and
outgoing money in your account. Knowing how to
interpret your account will allow you to keep updated
with your finances.
132
Solutions to the common mistakes that students can make
regarding their finances at University.
1) Communication with funder
Very important! It is your responsibility to forward your tuition fee account

to your funder (family member, bursary office and/or bank). You will be
liable for any payments in arrears as the payment contract is between you
and the university, and not between your funder and the university.
2) Tracking of payment dates
All fees must be paid as follows, regardless of whether or not an account

was received.
South African International
Students Students
First Semester payable on/before 31 payable on/before 31
March. March.
Second Semester payable on/before 31 payable on/before 30

August. June.
These dates are applicable, regardless of any other date which may
appear on the account.
Failure to pay on time means:

• interest at the prime bank rate as charged by ABSA BANK + 2%
will be levied on all accounts in arrears;
• international students with outstanding fees on 1 July will not be
allowed to continue with studies;
• you will need to visit the finance office to make an arrangement to
pay in instalments;
• your account will go into arrears which means there will be interest
to pay;
• your study record will be blocked and cannot be viewed until you
pay – you will only be able to see the unofficial record.
IMPORTANT: Even if you do not receive an account, you are still

responsible for payment – claiming that you never received an
account is not an excuse.
133
3) Banking details and reference
It is important to use the correct banking details and reference number

when you pay into the university account. Otherwise, the payment goes
into the suspense account and you, as the student, cannot be identified.
Use the banking details and reference numbers below to pay your tuition
fees correctly. You can find more information by clicking on this icon.
134
Financial terms to know
In order to get a better understanding of financial literacy, we will briefly

explore terms you will encounter.
Debt - A debt is an amount of money owed to a particular firm,

bank or individual for an event that has already taken place,
e.g., money owed to your friend for buying you lunch.
Asset – An asset can be

Liability – A liability is an
thought of as something
obligation to, or something
that, in future can generate
that you owe somebody
cash, e.g., having a laptop
else, e.g., your tuition fees
that can be sold or rented
while you are paying it off.
out in future.
Expense – An expense is Income – An income is

something that costs you money received, often on a
money for an item or regular basis for work or
service, e.g., buying food, through investments, e.g.,
clothing, books, etc. renting out your laptop.
Saving – Saving is income that is not spent or consumed.

Methods of saving include putting money aside in a deposit
account, a pension account, an investment fund, or as cash.
Saving also involves reducing your spending.
135
Interpreting your tuition fee account
The most important things to know from your tuition fee account are the
following:
Balance beginning of
year – Current balance –
The amount that was The amount that you
carried over from the are left over with.
previous year.
Overdue –
Current –
Amount that should
The minimum payment
have been paid but was
for the current month.
not.
Payable now – Future payments –

The amount that is Amount that is will still
owed at the present need to be paid in the
time. future.
Description –
Due date –
The description of the
The date the amount
item that you are being
should be paid.
charged for.
136
Activity - Interpreting an account
1. How much interest does this student owe the university by 12 March
2017?
2. What is the total debited and credited amount?
3. Why do you think the university was still charging the student interest,
when payments were made?
4. Which of the following categories will your tuition fee fall under: income
or expense?
5. Which of the following categories will your tuition fee fall under: asset or
liability?
TUITION FEE ACCOUNT

DATE DUE DATE REF DESCRIPTION DEBIT CREDIT
05/01/2017 CR – FUNDI balances 50.00
10/01/2017 09/02/2017 DR – Interest BFN 55.49
10/02/2017 12/03/2017 DR – Interest BFN 56.03
26/02/2017 CR – ABSA Payment BFN 2,500.00
10/03/2017 09/04/2017 DR – Interest BFN 31.55
10/03/2017 09/04/2017 DR – Interest BFN 16.41
02/05/2017 CR – ABSA Payment BFN 0.70
BALANCE AS ON 22/11/2019 0.00
137
Activity answers - Interpreting an account
1. How much interest does this student owe the university by 12 March
2017?
R111.52. In order to get to this answer, add the two interest amounts,
dated 10/01/2017 and 10/02/2017.
DEBIT CREDIT
2. What is the total debited and credited amount?
Debited R143.07 and Credited R5,916.41. 50.00
55.49
To get the total debited amount, add up all the amounts 56.03
in the debit column. To get the total credited amount, 2,500.00
add up all the amounts in the credit column.
31.55
R55.49+R56.03+R31.55= R143.07 (debit) 16.41

2,000.00
R50.00+R2,500.00+R16.41+R2,000.00+ 1,349.30
R1,349.30+R0.70= R5,916.41 (credit)
0.70
0.00
3. Why do you think the university was still charging the student interest,
when payments were made?
Consequence of a late payment, the student had outstanding fees to
pay and until it is paid in full, the university will continue to charge
the student interest. (See point 3 on tracking payment dates).
4. Which of the following categories will your tuition fee fall under: income
or expense?
Expense (See financial terms to know).
5. Which of the following categories will your tuition fee fall under: asset or
liability?
Liability (See financial terms to know).
138
Assessing and managing my finances
To get your finances in order, create a money managing plan. Taking stock
and managing your money takes time to understand, improve on and
master. It also takes commitment and a solid understanding of your
financial situation.
The first step to create a money management plan is to know what bank
best suits you. Click on the icon for a summary of a comparison of student
accounts from various banks in order to assist you with your decision.
Another thing to think about is working

hard towards obtaining a UFS Merit
Bursary. An academic merit bursary is
based on the achievement of a student
in a particular course and is associated
with the tuition fees that are applicable
to that course.
Students who qualify for an academic merit award will have the award
amount credited to their class fee account after registration at the UFS.
Apart from the general merit bursary (for which students with an overall
average of 80% or more qualify) or merit bursaries awarded based on
matric results, there are various merit and financial bursaries that can be
worked and applied for within your specific faculty or department as well.
Have a look at some of these bursary opportunities and what you need to
qualify by accessing the university’s website.
The next step is to understand your income and expenses. If you had to
think off the top of your head, you would not be able to tell how much you
spend (expenses) nor tell anyone how much you make/receive (income).
Once you have a firm understanding of the money coming in and out of
your account(s), it is time to create and stick to a budget.
140
Creating a budget
A budget will help you keep track of your spending and assist you with how
to spend and save your money. When you create a budget, there are
essentials that you need to include:
University fees
University fees
Groceries Internet/da
ta
Transport Extra’s
Insurance
If you are interested in finding out more about how much a typical
UFS student spends, click on Appendix F for Bloemfontein
students and Appendix G for QwaQwa students.
On the next page, we have provided you with a template that you could
use to create your own budget.
139
MONEY IN (INCOME)
TOTAL INCOME R
MONEY OUT (EXPENSES)
University fees (Tuition, textbooks, etc.) R
Accommodation R
Transport R
Groceries R
Insurance R
Cell phone R
Internet or data R
Extra’s R
TOTAL EXPENSES R
MONEY LEFT OVER (BALANCE)
Income minus expenses R
Fill in the spaces and add amounts next to it.
141
Clearest/Muddiest
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
142
In this unit, the focal points of financial literacy were how to avoid the
common mistakes students make, how to interpret an account and how to
budget. You can manage your finances if you invest time in budgeting and
carefully consider your spending decisions. You can also supplement your
income by earning while you learn by working part time (consult the time
management unit to make sure your studies get enough attention).
Remember to keep track of your finances, especially related to tuition fees
and communicating with the appropriate parties regarding payments.
Actionable steps:
Checklist
Assessment
❑ Complete your Financial literacy quiz on Blackboard
❑ Complete your reflection section on Financial literacy
Attendance
❑ Attend your Financial literacy class or watch the asynchronous video
Communication
143
References
College Ave Student Loans. (2019). Good Ways to Save Money in

College. Retrieved from
https://www.collegeavestudentloans.com/blog/creative-ways-to-save-
money-in-college/
Fisher-French, M. (2018). Find the best student account. Retrieved from

https://city-press.news24.com/Personal-Finance/find-the-best-student-
account-20180224-2
Financial management. (2019). Student Success Portal, University of the

Free State. Retrieved from
https://ufs.blackboard.com/webapps/blackboard/execute/displayLearning
Unit?course_id=_1066_1&content_id=_93660_1
Owunna, U. (2019). Students save money by budgeting. Retrieved from

https://ulmhawkeyeonline.com/25714/feature-stories/students-save-
money-by-budgeting/
University of the Free State Banking details. (2020). Retrieved from

https://www.ufs.ac.za/docs/librariesprovider31/tuition-fees-
documents/2013-banking-details-343-eng.pdf?sfvrsn=95dff421_0
University of the Free State Fees Yearbook. (2020). Retrieved from

https://www.ufs.ac.za/docs/librariesprovider31/student-finance/fees-
yearbook-2020.pdf?sfvrsn=c629d21_0
144
Appendix Appendix
F: UFS Student
F: UFSBudget BFN
Student Budget BFN
(Averages based on 2021 prices)
EXPENSES
Rand (ZAR) per month Rand (ZAR) per year
Rent* 3 500 – 5 000 42 000 – 60 000
Groceries/Meals 2 500 - 4 000 30 000 – 48 000
Transport* 500 6,000
Pocket Money 1 500 18 000
TOTAL 8,500 102,000
FOOD
Size Average Amount
Bread 1 Loaf R12.00 - R15.00
Vegetable bundle deal
(2kg potatoes, 1kg onions, 4 pack bundle R100.00 – R150.00
1kg tomatoes, 1kg carrots)
Mixed chicken pieces 5 Kg R150 – R200
Long-life Milk 2 Litres R20.00 – R30.00
Eggs 1 Dozen R23.00 - R30.00
R50.00 - R100.00 (depends
Pizza
on the size and flavour)
Burger meal with chips R40 – R100
Monthly groceries/meals
R2 500 – R4 000
for one person
Average Monthly Living Expenses (Bloemfontein)

*Average rent for a single room in a commune or a bachelor/studio flat in the city
within campus vicinity.
OTHERS
Laptop +/- R15 000.00
Textbooks and
+/- R5 000.00
Stationery
Minibus Taxi R12.00 – R15.00 per trip
Bus Ticket R10.00 – R30.00 per trip (depends on the distance)
Movie Ticket R70.00 - R90.00 (discounted prices on various days)
Where to buy groceries and necessities:

If you are staying on the Bloemfontein (Main) campus or surrounds:
• Bloemgate (Pick n Pay)
• Brandwag Centre (Pick n Pay)
• Mimosa Mall (Checkers)
• Loch Logan Mall aka “Waterfront” (Pick n Pay)
145
AppendixAppendix
G: UFS Student
G: UFSBudget QQBudget QWA
Student
(Averages based on 2021 prices)
EXPENSES
Rand (ZAR) per month Rand (ZAR) per year
Rent* 800 – 2 000 9 600 – 24 000
Groceries/Meals 2 500 - 4 000 30 000 – 48 000
Transport* 500 6,000
Pocket Money 1 500 18 000
TOTAL 8,500 102,000
FOOD
Size Average Amount
Bread 1 Loaf R12.00 - R15.00
Vegetable bundle deal
(2kg potatoes, 1kg onions, 4 pack bundle R100.00 – R150.00
1kg tomatoes, 1kg carrots)
Mixed chicken pieces 5 Kg R150 – R200
Long-life Milk 2 Litres R20.00 – R30.00
Eggs 1 Dozen R23.00 - R30.00
R50.00 - R100.00 (depends
Pizza
on the size and flavour)
Burger meal with chips R40 – R100
Monthly groceries/meals
R2 500 – R4 000
for one person
*Average rent for a single room in commune or a bachelor/studio flat in the

city within campus vicinity
OTHERS
Laptop +/- R15 000.00
Textbooks and
+/- R5 000.00
Stationery
Minibus Taxi R16.00 – R22.00 per trip
Bus Ticket R9.00 – R25.00 per trip (depends on the distance)
Where to buy groceries and necessities:

If you are staying on the Qwaqwa campus or surrounds:
• Maluti Crescent Mall (Pick n Pay, SuperSpar & Game)
• Setsing Shopping Centre (Shoprite, OBC, Boxer or BiBi Supermarket)
• Mandela Shopping Centre (Shoprite or OBC)
• Naledi Mall Shopping Centre (BiBi Supermarket)
146
Growth Mindset

147
Table of contents
Topic Page
Introduction 151
What is growth mindset and how will this assist you in being 152
successful at university.
Why does my mindset matter? 153
Understanding how your thinking affects success and failure. 154
Impact of your thoughts 155
Two Mindsets: Fixed and Growth mindset 156
Activity - Fixed vs Growth mindset
How can you develop a Growth Mindset? 159
Where can you get support? 160
References 163
148
Growth Mindset
Explore the value of a growth mindset on your experience as a
university student.

• define the concept of growth mindset;
• understand how your thinking affects your success and failure;
• describe the relationship between thought and action;
• identify and explain the difference between a fixed and a growth
mindset;
• develop a growth mindset.
149
Define the concept of

growth mindset
• What is growth
mindset?
• Why does my
mindset matter?
Understanding
how your thinking
affects success &
failure.
Describe the
relationship between
thought and action
Identify and explain • Impact of your
the difference thoughts.
between a fixed and
a growth mindset
• Two Mindsets:
Fixed and
Growth mindset. Develop a growth
• Activity – Fixed mindset.
vs Growth • How you can
mindset. develop a growth
mindset.
• Where can you get
support?
150
Introduction
A Growth Mindset is a way of thinking that will allow you to mentally process
the ups and downs of academics and life as a challenge that you are able to
handle. This will make you successful at university because it will help you to
approach your studies and learn new concepts without confining your
capacity to learn and grow to only one discipline or industry. This will allow
you to gain new strengths and succeed.
How does Growth Mindset skills add to the value of your degree?
Growth mindset is a concept that will train you to better navigate your
academics and later life when you encounter failure. We want to train you to
be resilient in how you approach new challenges because you will need to
constantly persist when pursuing your goals. Moreover, even when you are
successful, you need to learn to constantly strive to improve and explore new
skills and experiences without limiting yourself. If you adopt and practice a
growth mindset as a student, you will learn valuable skills that will contribute
to being an even better employee in your workplace one day.
151
What is growth mindset?
Growth mindset is a concept that was developed by psychologist Dr Carol

Dweck. After studying the behaviour of children, she noticed effects that
failure has on some students: students who bounce back, and students
who become devasted by the smallest setback. The terms fixed and
growth mindset were therefore developed and describes beliefs people
have about learning and their abilities.
How will this assist you in being successful at university?
Throughout your university career, you will be faced with success and
failure that will impact your studies and personal life. Learn to understand
that a growth mindset will drive and motivate you to bigger achievements,
this is illustrated in the image below.
On the next page, we look at why mindset matters.
152
Why does my mindset matter?
Your Mindset (beliefs about learning and intelligence) has a dramatic

impact on your ability to perform and reach your potential.
-Carol Dweck
Why waste time proving over and over how great you are, when you
could be getting better? Why hide deficiencies instead of overcoming
them? Why look for friends or partners who will just shore up your self-
esteem instead of ones who will also challenge you to grow? And why
seek out the tried and true, instead of experiences that will stretch you?
The passion for stretching yourself and sticking to it, even (or especially)
when it’s not going well, is the hallmark of the growth mindset. This is the
mindset that allows people to thrive during some of the most challenging
times in their lives.
-Carol Dweck
If you want to know how people with growth mindsets THINK about failure,
have a look at this video (3 min, 10MB).
153
Understanding how your thinking affects success and failure.
For the majority of students, adapting to university is hard. They may

achieve lower marks than at school and experience feelings of failure.
Have a look at this quote from a UFS student:
Many of you may feel this way. We are going to share a method and
mindset with you to help you think differently when you go through
challenging times.
On the next page, we look at the power of your thoughts.
154
Impact of your thoughts
We are what we The primary cause
think. All that we are of unhappiness is
arises with our never the situation,
thoughts. With our but your thoughts
thoughts we make about it. – Eckhart
the world. – Buddha Tolle
Your thoughts
Be careful what you create your reality.
think, because your Your mind is more
thoughts run your powerful than you
life. – Proverbs 4:23 know. – Neale
The Donald Walsch
Power of
Thought
How we think makes all the difference
The only thing you can really control…is how you

react to things outside your control – Bassami
Tazari
155
Two Mindsets: Fixed and Growth mindset
“A lot of scientific evidence suggests that the difference between those

who succeed and those who don’t is not the brains they were born with,
but their approach to life, the messages they receive about their potential,
and the opportunities they have to learn” (Boaler & Dweck, 2015).
A fixed mindset assumes that character, intelligence and creative ability

are fixed and cannot change – meaning you are born with these, and they
are static. A growth mindset, however, believes that character, intelligence
and creative ability can be developed and can grow if you invest time and
effort to do so.
On the next page, you can see the difference between a fixed mindset on
the right, and a growth mindset on the left.
156
Two Mindsets
Carol S. Dweck, Ph.D. - Infographic by Nigel Holmes
157
Activity - Fixed vs Growth mindset
Go through the fixed and growth mindset infographic on the previous page
and then complete the following:
1. Draw up a table, one column for fixed mindset and another for growth
mindset.
Fixed mindset Growth mindset
2. Select a scenario below:

▪ “I failed a test”
▪ “My hockey team lost in the finals against another
university”
▪ “I was given a hard puzzle and could not solve it”
3. Now, complete the following table by listing what your thinking would
be in a fixed mindset compared to a growth mindset. Do so by stating
what your thoughts, behaviors and then actions would be in this
scenario.
4. Compare your two columns to see how your thinking has changed
from one mindset to another or whether it stayed the same.
Fixed . Growth
The best way to move to a growth mindset is to first identify and

acknowledge your mindset. There are strategies to improve your mindset,
which are listed on the next page. If you would like to get a free mindset
assessment, click on this link.
158
Develop a Growth Mindset?
There are 9 ways that you can develop a growth mindset:
Acknowledge your imperfections
View challenges as opportunities
Use ‘learning’ instead of ‘failing’ to describe your

experiences
Learn from other people’s mistakes
Welcome criticism which comes your way
Work with purpose
Celebrate your actions rather than your characteristics
Set goals and work hard to achieve them
Be patient with yourself, and stay consistent
159
Where can you get support?
• You can access online support at #UFSLearnOn and/or the student

counselling toolkit , or face-to-face support in the following ways:
• Speak to your lecturers, tutors and Teaching Assistants, and stay in
touch with fellow students.
• The CTL Academic Advisors are always willing to help and can refer
you to the appropriate services – contact them at
[email protected] (BFN campus) and
[email protected] (QQ campus).
• For UFSS1504, we have consultations, but are also available
through email and even on Facebook. You can find these details on
Blackboard.
• Student Counselling and Development has the following
programmes on offer:
GROW Programme REBT programme

• Resilience based • Recognising the link between
• Cognitive flexibility an activating event (A),
thoughts (B) and emotions
• Dealing with challenges and behaviours (C).
• Replacing unhelpful thoughts
For GROW, there are 5 main with helpful thoughts.
focus points:
1.Self-Awareness
2.Self-regulation
3.Cognitive flexibility
4.Connection
5.Optimism, Hope & Meaning
160
Clearest/Muddiest
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Still to come:
Now that you have completed this unit, later in the semester, there will
be a Growth Mindset Learning Experience that will take place
and count towards your attendance.
Please remember to check your announcements for further details and
dates.
161
This unit is best summed up in this quote from Carol Dweck:

“Growth mindset allows people to value what they’re doing, regardless of
the outcome. Those with a growth mindset find setbacks motivating.
They’re informative. They’re a wake-up call. Growth mindset is based on
the belief that your basic qualities are things you can cultivate through your
efforts, your strategies, and help from others. Although people may differ in
every which way – in their initial talents and aptitudes, interests, or
temperaments – everyone can change and grow through application and
experience.”
Actionable steps:
Have a look at the checklist below and tick off the items as you complete
them.
Checklist
Assessment
❑Complete your Growth mindset quiz on Blackboard

❑Complete your reflection section on Growth mindset
Attendance
❑Attend your Growth mindset class or watch the asynchronous video

❑Attend your Growth mindset webinar/Learning experience
Communication
❑Check your announcements
162
References
Boaler, J., & Dweck, C. S. (2015). Mathematical Mindsets : Unleashing

Students’ Potential Through Creative Math, Inspiring Messages and
Innovative Teaching (1st ed., p. 5). Jossey-Bass, A Wiley Brand.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random

House.
Dweck, C. S. (2016). Mindset: The new psychology of success (2nd ed.).

Random House.
Mindset Works. (2017). Decades of Scientific Research that Started a

Growth Mindset Revolution. Retrieved 17 January 2022, from
https://www.mindsetworks.com/science/
Popova, M. (n. d.). Fixed vs. Growth: The Two Basic Mindsets That Shape
Our Lives. Retrieved 15 April 2020, from
https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/
Science Impact. (2020). The Impact of a Growth Mindset – Why Do

Mindsets Matter? Retrieved 15 April 2020, from
https://www.mindsetworks.com/science/Impact
Selva, J. (2020). Albert Ellis' ABC Model in the Cognitive Behavioral

Therapy Spotlight. Retrieved 15 April 2020, from
https://positivepsychology.com/albert-ellis-abc-model-rebt-cbt/
Young, T. (2018). Success and Failure: How Growth Mindset Can Change
Education. MIND Research Institute. Retrieved 17 January 2022, from
https://blog.mindresearch.org/blog/how-growth-mindset-can-change-
education
163

UFSS1504 Semester 1 Module Guide - 2024

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UFSS1504 Semester 1 Module Guide - 2024

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UFSS1504

Inspiring excellence. Transforming lives.

These academic skills are taught in the first semester, in a high-

In the first semester of this module, you will learn to:

You can attend synchronously, which means attending 6 classes live in

Attendance will be monitored in this module, and counts 10% of your

WHAT YOU WILL LEARN?

Orientation Sign Language

UFSS1504 offers face-to-face and online classes, and asynchronous

You will be emailed a personalised schedule according to your faculty’s

1. SYNCHRONOUS FACE-TO-FACE CLASSES

2. SYNCHRONOUS ONLINE CLASSES

4. LEARNING EXPERIENCES AND WEBINARS

A Webinar, short for "web-based seminar," is a live interactive online

WHERE WILL YOU BE ATTENDING YOUR CLASSES?

Micorsoft Teams: You can access this online

Computer labs: The Computer Labs used are:

There are some advantages to having different modes of learning. Having

Homework: You are required to complete the Digital skills and

Reflections: There are 3 reflections during the semester. The reflections

If anything is unclear, please do not hesitate to ask us. We want you to

On the next page, you will find the breakdown

Attendance Quizzes Homework Reflections

Note: The quizzes open on different dates, to pace yourself.

Breakdown of assessments for Semester 1

Digital skills quiz:

Study skills 10 marks 2.5%

Financial literacy 10 marks 2.5%

Growth mindset 10 marks 2.5%

In UFSS1504 you are required to complete continuous assessments that

There is a total of 10 assessments in the first semester –one homework

NB: DUE TO THIS ASSESSMENT STRUCTURE OF USING THE

Email & Telephone:

051 401 3276 (BFN)

UFS Sasol Library,

UFSS1504 is equivalent to UFS101, thus Rule A3.9 of the General Rules

4. UFSS1504 Query Period and Appeals Process

Acceptance of the UFSS1504 Rules

By taking part in the UFSS1504 module it is confirmed that the student

Reflecting on where you are now is an important part of your career

What is the value of a university degree?

You’re surrounded by thousands of brilliant minds at

Befriend 5 Take one “practical skill” class or

Get work Develop a

Find “the” Start

The bottom line? Don’t be afraid to try new experiences!

If you are interested in viewing the video, click on this icon.

Please note, accessing this link will incur data charges.

▪ First-year Orientation 2023

▪ Student Life Peer Mentor Programme 2023

Please note, accessing these links will incur data charges.

UFSS1504 First Semester Module Guide 2024

Inspiring excellence. Transforming lives.

To achieve this outcome, you will do the following:

Identify what you will

Access your UFS

Become aware of your