First year social policy students were found to have gaps in their foundational factual knowledge of a module entitled 'government and institutions' which created barriers to more advanced work in subsequent modules. A one-hour multiple choice exam has been developed as part of the assessment. Student feedback is positive and the teaching benefits are that it builds student confidence early on whilst also allowing staff to identify any early problems. A few questions are attached to indicate the level of understanding required. Further developments have occurred.

This project report informs on a research study into the experience of first year undergraduate students on an Applied Social Studies Programme. The objective of the project was to gain an understanding of factors that contribute to the support, development of learning, progression and retention of a diverse range of non-traditional entry first year students in order to be able to create appropriate and meaningful changes to learning and teaching support for learning strategies. The report includes background information, methodology, research findings and outlook.