This case study explores the successes and challenges experienced while creating the Academic Skills Toolkit1 for use by academic staff at London South Bank University (LSBU). Based on similar initiatives at Queen Mary University of London (McConlogue, Mitchell and Peake, 2012), the University of Derby (2021) and the University of Huddersfield (Hill and Tinker, 2013), LSBU's toolkit is a database of formative academic skills activities which are available for academic staff to adapt and deliver during lectures and seminars. The case study opens by explaining LSBU's institutional context, including our Curriculum Framework, and the Centre for Research Informed Teaching's (CRIT) role in supporting various features: employability, embedded learning development, pedagogy, inclusivity and assessment. The case study also discusses LSBU's student profile, namely that we have a large proportion of students from non-traditional academic backgrounds. As such, the toolkit's activities have been designed to enhance students' criticality, analysis and confidence in their academic writing in a more general sense. The toolkit is freely available to the public on the internet. The link for this will be given to staff at other institutions at networking events. For the purposes of our institution our team can advise on its implementation by discussing ways to tailor activities to a given session with individual academics. The toolkit has five key areas: critical thinking development, quantitative analysis development, reading development, reflective development and writing development. The case study describes the elements within the toolkit and explains how it was developed, tested and revised to enhance its usability. It discusses the difficulties faced with building the toolkit within LSBU's existing IT framework and outlines how we ultimately succeeded in generating a comprehensive database of tasks to support student learning.