Topics to cover with your students

Read guidance on recommended topics and issues to cover with your students each year in the Academic Personal Tutoring curriculum. 

Supporting your students throughout their degree

This section provides guidance on the broad aims and topics to be addressed with students at different points in their studies. This is designed to be flexible and your School/Faculty may have a more detailed structure which should be followed.

It is neccessary, however, to meet with all tutees in the Spring to discuss their assessment feedback.

• year 1 (and foundation year where applicable)
• year 2
• year 3 (and year 4 where applicable).

Year 1 (and foundation year where applicable)

In the first year of study the focus of Academic Personal Tutoring should be on supporting a smooth transition into higher education and the University of Sussex. 

Autumn term

In Autumn, you should:

• introduce yourself as APT, encouraging students to engage with you, and explaining your role in supporting them to get the most from their studies at Sussex 
• help your students meet each other, primarily through group meetings, and encouraging engagement with (for instance) societies, clubs and the Spirit of Sussex Award 
• outline expectations for attendance and engagement, explaining why attendance is important 
• ensure your tutees are familiar with Canvas and know how to find their timetable on Sussex Direct and access the Student Hub. 

Spring term

In Spring, you should:

• check how tutees found their first term and what their aims are for the rest of the year
• discuss selecting option or elective modules (where relevant) with tutees
• discuss assessment feedback following Assessment Period 1 (A1) with tutees individually by:

- ensuring students have accessed their assessment feedback

- asking students to reflect on key points from assessment feedback

- helping students develop a plan for how they will use their feedback in their next assessments (understanding applications across modules). 

This discussion should be a constructive dialogue that gives students space to interpret their feedback. It should focus on identifying strengths to build on, developing skills, and clear actions (including where to find support where relevant) for future assessments. Read guidance on developing student feedback literacy and understanding how feedback appears to students.

Year 2

The second year will consolidate and build on the first year, including discussion of academic options and chances for experiences outside of study (such as placements and other career-related opportunities). 

In Autumn, you should:

• help students reflect on year 1, thinking about how this experience can be used to plan for the year ahead, celebrating successes and building on strengths they have developed 
• engage with students on identifying the transferrable skills, knowledge and experience developed through their course. You can signpost Careers and Employability resources to students.
• consider opportunities such as Career Lab internships, placements, Study Abroad and Junior Research Associates programmes, ensuring students are aware of application deadlines for any schemes
  
• begin planning for selecting option or elective modules for third year, where relevant
• If you have ‘direct entry to second year’ students, you should meet with them as though they are new undergraduate students, signposting to support and liaising with the relevant Partnership Tutor.

Spring term

In Spring, you should:

• confirm option or elective modules for third year, where relevant
• discuss assessment feedback from Assessment Period 1 (A1) with tutees, using the feedback guidance provided under Year 1 Spring (see above).

• remind tutees to review timelines for graduate schemes, postgraduate study applications and graduate employment schemes, and signpost to careers support. 

Year 3 (and year 4 where applicable)

In the final year(s) of study, the focus is on supporting students with more intensive modules and assessments, with an emphasis on skills for independent study and research. APTs should also help students plan for their next steps after university and build confidence in their chosen route. 

Autumn term

In Autumn, you should:

• help students reflect on experiences and feedback from Year 2, using this to plan for the year ahead
• enable students to plan for modules that have a greater focus on independent study and research 
• discuss next steps following degree completion and how to prepare for what comes next. Here the focus should be on how the skills, knowledge and experiences developed through the degree are applicable for careers or other next steps (such as further study)
• work with students to consider what further experiences, within or outside their course, might help them achieve their aims (for instance student consultancy live projects)

• for students writing dissertations, you should clarify expectations around supervisor-student roles, deadlines, research ethics approval where relevant, and signpost to departmental and Skills Hub guidance.

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