Chapter 15 Guidance to answering the practical exercises

The best mnemonics are those that are meaningful to you. For some, the ruder they are, the more memorable they can be. So the examples provided here won't be as useful to you as those you create for yourself. However, let's consider the process required. If you look at the heading in Table 7.1, they are 'Incorporation', 'Construction', 'Reasonableness' and 'Third Party Liability'. You might recall these constituent parts of exemption clause analysis as 'I C (see) Red Things'. To bring to mind the nine cases of the I (incorporation), remembering the first letters may help as a prompt. So, here we have C, L, C, P, O, T, I, H, K. You might re-order the I and recall this as 'Clic(k), Pot, H(ec)k'. If using the first letters in this way doesn't help, consider the memorable words such as 'Estrange, Stiletto, Rambler' and construct some memorable narrative from them. For example, envisage a walk where you see a strange chapel, a clean railway, and in Marlborough see Olley and take a photo of him wearing stiletto shoes on a thorny ramble through holly to Kendal. Get creative!

At one point Prezi was the new PowerPoint. You can enjoy considering how you found it as a communication tool and how Vaughan has thought about his audience and their needs, to bring to mind your learning from Chapter 10. In terms of consolidating your Chapter 15 learning, you will see that Vaughn picks up on the time management. He encourages you to engage with your unit materials, including your handbook and any past papers, and with your tutors so that you fully understand the shape of the assessment. He cautions against being too strategic with your revision in terms of 'question spotting'. He discusses what is effective revision and how to be an active learner while revising. He also explores how to maintain good mental health, and suggests some further reading.

Vaughn (See Q2) chose a positive piece by Destiny's Child and Kate Bingham chose a rude one by Lily Allen. Both describe the positive impact their choice of listening had to achieve the specific mindset they needed at a particular time for success. This is really a question to encourage you to reflect on the most helpful state of mind you need to elicit at any particular time during your period of revision and assessment, and to explore how best to do that. Understanding that there are things you can do to switch your state of mind is empowering. Music is one way you can enjoy exploring to do this. Notice when songs bring up specific feelings, and play them whenever you need to elicit that feeling. Consider putting together a playlist curated by feelings, for when you need, variously, energy, authenticity, confidence, grit, relaxation, reassurance, and so on.

This question is encouraging you to find out as much as you can about your unit assessment. A reflective portfolio (15.2.6) requires very different skills to a presentation (15.2.7) which in turn assesses different skills to an online problem-solving exam (15.2.1). It may be that you seek out a selection of different assessments so you can evidence a range of skills to a future employer, or it may be that you wish to avoid actively a certain assessment method because you have identified it as a weak spot for you. (If the latter is the case, consider how you can develop this weak spot even if you have the option to avoid choosing to be assessed on it.) You may not have the option to choose, yet still having as much information in advance about the assessment will ensure you are in the best position from the outset to prepare for success. Good sources of information will include option fairs or podcasts, opportunities to speak to subject tutors in the year above, electronic libraries of past papers by subject, and your personal tutor.

This question is ensuring you familiarise yourself with the information your school or institution has written in relation to their own assessments. Assessment criteria (see 15.1.5) is very important. It is your assurance of fairness, and your markers and internal and external moderators will be using it to mark and verify the mark awarded for your work. The more familiar you are with it, the more you will be able to ensure your work is easy to mark, using that criteria, to obtain the grade you are aiming for. Academic misconduct is discussed in 14.1.2 and Table 14.1, and one aspect of it, cheating, is explored at 15.2.9. Unless you familiarise yourself with the specifics of academic misconduct, you risk commiting it even unintentionally. It can include, for example, self-plagiarism, and using phrases and wording from unit materials, as well as more deliberate cheating such as collusion and using essay mills. The sanctions can be very damaging, including being an obstacle to entry to the legal profession.