1. Start with the learning outcomes, not the question title
Most students jump straight to the assignment question and ignore the learning outcomes at the top or end of the brief. With LSPM, that is a mistake. The learning outcomes are the base of the whole assignment. Your marker will use them to decide whether you pass, and sometimes to award higher grades.
Before you write anything, sit with the brief and read each learning outcome slowly. Don’t worry about clever wording. Just ask yourself, in simple English:
For example, an outcome might say “critically evaluate leadership styles in a health and social care setting.” In plain language, this means: explain different leadership styles and say which ones work well or badly in health and social care, using reasons and evidence.
Once you translate each outcome into your own words, you’ll have a much clearer idea of what the assignment is really asking for.
2. Break the brief into small tasks linked to each outcome
LSPM briefs often look long and heavy, but they are usually built from the same learning outcomes. Your job is to connect each part of the question to one or more outcomes.
Take a piece of paper or open a new document and make a simple map:
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Write LO1, LO2, LO3, LO4 (or however many there are).
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Under each, write what it means in your own words.
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Then, match each section of the task sheet to these outcomes.
For example:
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LO1 might be about theories or concepts.
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LO2 might be about applying those ideas to a case study.
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LO3 might ask you to analyse problems or challenges.
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LO4 might focus on recommendations, plans or reflection.
When you do this mapping first, you can see clearly which paragraphs and sections will cover which outcomes. This stops you from writing long parts that sound nice but don’t actually count towards the marks.
3. Build your structure around the learning outcomes
A strong LSPM assignment is usually not about fancy language; it is about clear structure. The simplest way to build a structure that meets the learning outcomes is to let the outcomes shape your main sections.
For example, your report or essay might look like this:
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Introduction – explain what the assignment is about, the organisation or case you’re using, and what you will cover.
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Section 1 (linked mainly to LO1) – explain and discuss key theories or concepts.
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Section 2 (linked mainly to LO2) – apply those theories to your chosen organisation, project or scenario.
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Section 3 (linked mainly to LO3) – analyse problems, risks or challenges using evidence.
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Section 4 (linked mainly to LO4) – make recommendations, plans or reflections.
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Conclusion – briefly sum up your main points and show how you have met the outcomes.
You don’t have to write “LO1, LO2” as headings, but you should know in your own mind which part of your work is doing which job. This makes it much easier to stay on track and gives your marker exactly what they are looking for.
4. Write in clear, simple academic English
You don’t need very heavy language to pass LSPM assignments. In fact, many students lose marks because their writing is so complicated that their main point is not clear. Aim for simple, honest, academic English.
A few tips:
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Explain ideas as if you’re talking to a classmate who has not read the same textbook.
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Avoid long sentences that run on and on. Break them into two if they feel too heavy.
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Use key module terms (for example, “stakeholders”, “organisational culture”, “risk assessment”) but don’t pack every sentence with jargon.
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Always link your ideas back to the question and the learning outcome.
If the outcome says “analyse”, don’t just describe. Add phrases like “this suggests that…”, “this causes…”, “this leads to…”, “however”, “on the other hand”. These show you are thinking about the effect of something, not just naming it.
5. Use evidence that actually supports the outcomes
Markers want to see that you have not just copied opinions from random websites. They look for evidence that fits the learning outcomes. This usually includes:
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References to books, journal articles or reliable reports used on your course.
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Data or examples from your chosen organisation or sector.
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Case studies or practice examples that match the unit (for example, NHS, local councils, retail chains, care homes, project-based companies, etc.).
When an outcome asks you to “evaluate” or “assess”, evidence is what helps you move from “this is what it is” to “this is how well it works and why”. After you introduce some evidence, always comment on it in your own words. Don’t just paste it in and move on.
6. Keep checking: “Which outcome does this paragraph meet?”
One simple habit can make a big difference to your LSPM marks: after you write each paragraph, ask yourself:
“Which learning outcome am I helping to meet here?”
If you can’t link the paragraph to at least one outcome, it might be off-topic or too general. You can then:
This keeps your assignment tight and focused. It also means you are less likely to run out of word count before you have covered every outcome.
7. Show the marker you’ve covered all outcomes in your conclusion
Many students write a conclusion that just repeats the introduction or adds new points at the end. With LSPM, you can use the conclusion to gently remind the marker that you have met the learning outcomes.
You don’t need to list them like a checklist. Instead, use a short paragraph that pulls everything together, for example:
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Sum up the main argument or findings.
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Briefly mention how you have explained key theories, applied them, analysed issues and suggested improvements.
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End with a clear, final sentence that shows the purpose of the assignment has been met.
This helps the marker see that you understand the aim of the unit, not just the surface question.
8. Give yourself time for a final “LO check” before submission
If possible, don’t submit your LSPM assignment as soon as you finish writing. Leave it for a little while, then come back and read it with only one question in mind:
“If I was the marker, could I tick every learning outcome from this work?”
Print the outcomes or keep them on the screen next to your assignment. For each one, highlight or note the sections where you have covered it. If you find any outcome that is weak, add a short paragraph or strengthen your explanation or analysis in the relevant section.
This last check is often what moves a piece of work from borderline to safe pass – and sometimes from pass to a higher grade.
Writing LSPM assignments is much easier when you remember that the learning outcomes are your roadmap, not just formal words on the brief. If you build your plan, structure, writing and final checks around them, you give the marker exactly what they need to award you the marks you’re aiming for.
