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Peer Assisted Learning Scheme (PALS): Staff Guide

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PALS

The Peer Assisted Learning Scheme (PALS) is a form of student-to-student academic support that is operationalised at Marjon through a centralised scheme.

PALS leaders do not teach; instead, they facilitate collaborative learning. Typically, students from Levels 5, 6 and 7 take on the role of PALS leaders, working with Level 4 or 5 students. Sessions often focus on course-related topics, but may also cover broader learning strategies such as study skills, critical thinking, and effective group work where these are related to the course content. PAL leaders receive training in communication and facilitation techniques to ensure sessions are inclusive, productive, and engaging.

The benefits of PALS are twofold. For PALS leaders, the role develops skills such as mentoring, communication, and leadership. For participating students, PAL offers tailored support from peers who have successfully navigated the same or a similar course at a more advanced stage. Many universities have reported that PAL supports students’ transition into higher education, builds academic confidence, and contributes to improved retention. The benefits are particularly significant for students from groups underrepresented in higher education.

What PALS do▼

Marjon PALS have 5 key areas of responsibility:

Facilitation of Learning Sessions

- Lead regular, structured group sessions for students in earlier years.
- Focus on understanding course expectations, course content and building confidence in approaching academic tasks.
- Use active learning techniques to encourage participation, discussion, and peer-to-peer support.

Supporting Student Transitions

- Help first-year students adapt to university expectations and culture.
- Share practical advice on time management, assignment planning, and independent study.
- Promote strategies for engaging with teaching and assessment.
- Support level 4 and 5 students with resits

Mentorship and Academic Support

- Encourage students to reflect on their learning and develop problem-solving skills.
- Foster a supportive atmosphere where students feel comfortable asking questions and seeking help.

Collaboration with University Teams

- Work closely with Programme Leaders to ensure PALS sessions align with curriculum and student needs.
- Attend training sessions and provide feedback to improve PALS resources and activities.

Administration and Reporting

- Keep records of attendance, topics covered, and session outcomes.
- Share regular updates with the PALS Coordinator, including any patterns of concern or additional support needs identified among students.

Who are the Marjon PALS? ▼

At Marjon we have 8 PALS from a range of disciplinary areas. You can see what experience and skills each has, and if you want to check if a PAL is suitable to support your requirements do email them to check.

Student Name: Ryan Dawe

Department: Sport

Programme/Year: BSc Sport & Exercise Science. 3rd year

Mail: 20221553@marjon.ac.uk

Areas of expertise: Coaching, Assignment structuring and writing, Performance analysis

Student Name: Natalie Chalk

Department: Human Sciences, Society and Culture

Programme/Year: BSc Psychology, MA Social Policy. PhD

Mail: 20102998@marjon.ac.uk

Areas of expertise: Qualitative methodology, JASP Statistical analysis, critical analysis, epistemic research, social justice research, civil liberties laws, neoliberalism, Foucaultian/Medinian analysis style.

Student Name: Oliver Chalk

Department: Education

Programme/Year: a (Hons) Primary Education (Second year)

Mail: 20227060@marjon.ac.uk

Areas of expertise: Creativity in education, academy trusts, critical analysis, child development

Student Name: Harry Copperthwaite

Department: Sport

Programme/Year: MSc Sport & Exercise science. (Health & Sport).

Mail: 20212471@oncourse.marjon.ac.uk

Areas of expertise: Appropriate use of AI, Using Canva, quantitative vs qualitative and knowledge across Sports and Psychology backgrounds

Student Name: Spencer Grout

Department: Sport

Programme/Year: BA Football Coaching & Development. 3rd year.

Mail: 20223126@oncourse.marjon.ac.uk

Areas of expertise: Assessment support, political and cultural studies, sport business and development, football coaching and sporting pedagogy, general pedagogical approaches, presentation support, appropriate writing conventions, general study support and guidance.

Student Name: Penelope Carahar

Department: Health

Programme/Year: Speech and Language Therapy

Mail: 20219722@marjon.ac.uk

Areas of expertise: Time management and planning, Canva, working in groups, understanding feedback and applying it and clinical exams

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Which academic areas are eligible for PALS support? ▼

All Marjon campus based and partner institution academics who lead on courses which meet eligibility criteria can request PAL support.

PAL will be primarily module focused and in 2025-6 applicable to undergraduate study only. All level 4 and 5 modules are eligible.

How do I access a PALS? ▼

To access PALS support use this form. The PALS academic lead is Mark Blackwell mblackwell@marjon.ac.uk

How to support a PALS lead ▼

The focus of PALS sessions are disciplinary knowledge and the academic skills that support that knowledge. PALS leaders are not teachers and they do not teach specific content. Rather, the emphasis is on how to learn independently, ask questions and then seek appropriate academic support from the library or module lead. PALS sessions should be timetabled within the identified module and can be delivered Live in place and Live online.

Integrating PALS into Your Module

PALS works best when it is embedded in the module design, not treated as an add-on.
• Identify points in the module where PAL can support difficult concepts or key assessment skills.
• Give the PALS Leader access to relevant materials or brief them on the topics students are finding most challenging.
• Encourage students to attend PALS sessions by clearly explaining their value.

Working with Your PALS Leader

Before the Session
• Briefing: Arrange a short meeting (online or in person) to discuss the learning focus, any problem areas in the module, and the types of activities that would be useful.
• Resources: Provide outlines, sample problems, or prompts that will help guide the session without prescribing a script.
• Clarity: Be clear about which topics the PAL Leader should focus on and which areas are outside the scope of the session.
• Session planning: Encourage PAL leads to use session planning

o Introduction (5–10 mins)
Welcome students, set clear objectives, and outline what will be covered.
o Main Activity (30–40 mins)
Facilitate group work, discussions, and active learning tasks related to the module content.
o Wrap-up (10 mins)
Summarise key points, check understanding, and gather feedback to inform future sessions.

During the Module

If you are using PALS support multiple times throughout the module then encourage:
• Regular Check-ins: Have short, regular meetings or email updates to discuss how sessions are going, attendance levels, and emerging student needs.
• Alignment: Ensure PALS sessions remain closely linked to your module learning outcomes and assessment requirements.

After a Session
• Debrief: Ask the PALS Leader for feedback on how the session went and any common questions or challenges raised by students.
• Action: Where relevant, address these in lectures, seminars, or additional resources.
• Recognition: Acknowledge the PALS Leader’s contribution to the module and celebrate successes.

Key Points
• Keep communication open and supportive. PALS works best when the leader feels confident about what is expected.
• Use feedback from PALS sessions to inform your own teaching.
• Encourage a strong sense of partnership between you, the PALS Leader, and the students.

PALS recruitment cycle ▼

PALS recruitment cycle The recruitment process for PALS is annual. PALS must be studying at either levels 5, 6, 7 or 8 and have passed all modules on their programme successfully to be considered. When a PALS role becomes vacant recruitment takes place through the people team between March - May each year ready to support induction the following September. If you have a student who you think would make a good PALS then please email Mark Blackwell mblackwell@marjon.ac.uk with details of the student by March each year. He can then make them aware of the appointments when they are advertised.

Examples ▼

Physiotherapy

First-year students preparing for an assessment in anatomy and movement science join a PAL session led by a second-year. Activities include:

Reviewing anatomical terminology with diagrams and flashcards.
Working through sports injury case scenarios to identify key muscles.
Sharing memory techniques for complex structures.

The PAL leader facilitates discussion and peer learning, helping students consolidate disciplinary knowledge while developing teamwork skills vital for practice.

Journalism

In a group session on news reporting and ethics, a second-year PAL leader supports first-year Journalism students by:

Analysing ethical dilemmas in reporting scenarios.
Comparing how different outlets cover the same story.
Sharing strategies for writing news under deadline pressure.

The PAL leader fosters debate and reflection, encouraging students to connect theory with real-world journalism standards.

Sport and Exercise Science

A PAL session on exercise physiology helps first-year Sport students prepare for practical assessments. Activities include:

Designing warm-up plans and explaining the physiological rationale.
Analysing athlete case studies to identify energy systems in use.
Role-playing as coaches and athletes to apply theoretical knowledge.

The PAL leader ensures the session is interactive and student-led, reinforcing the link between scientific concepts and applied sport practice.

Other ways to embed PALS in your curriculum ▼

Ben Annis
Programme Lead, Sports & Exercise Science

PALS Initiative: SES TEAM mates pilot to improve retention and engagement through informal peer support and structured sessions.

Benefits: CPD recognition, community building, shared perspectives, improved transition.
Challenges: Scheduling, embedding in timetable.
Outcome: Improved retention—no first-year dropouts.

This example of PAL was designed to address retention issues and encourage more student engagement - with assessment and feedback, extra-curricular opportunities, and academic and study skill development. Pilot with 8 students: initial training session, informal support (student-led WhatsApp groups), three structured group sessions (engaging with feedback, assessment support, preparing for transition between levels). Benefits included CPD recognition, sense of community, shared perspectives and widened support/eased transition. Challenges faced were scheduling and embedding in timetable. Extended rolling support through mentoring offered, which ‘mops’ up students who would most benefit. Outcomes: retention improved (no first-year students left unlike previous years).

MarkAndrew Dearden
PGCE Art & Design

PALS Initiative: Cross-year peer teaching project based on co-design principles and subject-specific collaboration.

Focus: Curriculum-based PAL between Y2 and Y3 students in Art & Design.
Benefits: Enhanced subject learning, partnership in teaching, deeper engagement.
Challenges: Timetabling, room scheduling.

This example emerged from MarkAndrew’s experience of using buddy system in school that created ‘family’ feel. He wanted to see how students on the three years of UG BEd programme could better work together, so considered research of Cook-Sather, Bovill & Felten (2014). His PAL intervention was founded on principles that students have insights into T&L that can make practice more engaging, we can draw on these to co-design T&L experiences, partnership makes us all better teachers (staff and students). This example had a curriculum focus and offers an alternative to many regular PAL schemes that support students in academic and study skill development. The question was posed: what happens when different types of students come together (from primary and secondary training groups)? Within ITT Core Standards, what does subject (e.g. Art & Design) content look like for different age groups? A PAL project was created between Y3 and Y2. Once Y3 had done the art activity modelled by the lecturer, they then taught Y2 to do the same project. The chief aim was to improve learning in subject. Challenges included timetabling and scheduling rooms.