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Ranked 7th in England and 11th in the UK by The Times

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Ranked 7th in England and 11th in the UK by The Times

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It’s the end of term, you’ve finished your marking and you’re starting to look forward to your teaching in Semester One 25/26 – the Digital Education Team has something to inspire you! We will be delivering a compressed schedule of our sessions and workshops throughout two weeks in July as a Hyflex Summer School. These sessions will demonstrate practical use of apps for teaching, allow you to work on your own material and focus on applying the theoretical elements that support the DELTA strategy. The Hyflex delivery allows you to join and participate online or attend in BS7.04 Hyflex room in School of Business and Law.

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Manchester Met is proud of its diverse community of students and staff and aims to create an intentionally inclusive culture of belonging that promotes equity and celebrates diversity. This is a core part of the university's Inclusive and Diverse Culture Strategy.

This resource is here less of a teaching tool and more of a space for you to explore who you are and how you connect with others. We live in a time of great consciousness of wonderful opportunities for global to local intercultural connectivity but are also bound in a history, and for some, a daily reality, that holds a lot of pain where cultural suppression or misunderstanding can leave us feeling alone or marginalised.

Becoming culturally competent as a term and concept can seem to imply that this is an attainable outcome, i.e. that, at some point, an individual can be considered 'culturally competent'. However, in reality, the ability to understand the nuance of every culture everywhere, we can say with some confidence, is an impossibility. So why use 'becoming'? Because saying that you want to 'become' something suggests an aspiration for learning, growth and change. It is a word that is about consciously evolving. It is not static. So we encourage you to embrace this aspiration - it's a life-long challenge, but we hope you will agree, it is one well worth embracing.

Each and every member of our Manchester Met community plays a critical role in fostering a positive, inclusive environment. We invite you to think on how you are able to positively impact our community through your journey. This might lead to you making some big decisions or actions, small conscious changes in your thinking, or listen more intentionally to someone else's story.

Whatever the size of your next steps, we encourage you to enter into this resource being honest with yourself about areas of potential growth and learning, and to do this in a spirit of curiosity, compassion, courage and openness.
Authors and contributors to this resource
Lewis and C-J have been very conscious of the positionality and lens they have had whist creating this resource and are grateful for the many students and staff who have added their input to ensure this resource has taken a large range of perspectives and cultural backgrounds into account.

Lewis Rimmer is an Equality, Diversity and Inclusion (EDI) Specialist working in the University's central EDI Team. Lewis has been fortunate to work across multiple continents with various minoritised groups, throughout his career. He is passionate about growing and promoting community integration and inclusion by walking alongside others to create greater understanding and learning between community members.

C-J Foster is an Experiential Learning Tutor and the Internationalisation and EDI Innovation Lead with the Rise team at Manchester Met. Her work involves collaborating to create experiences of belonging and connection that celebrate our diversity and understanding of ourselves as learners in a multicultural community. As well as being an Australian living in the UK, C-J has lived and worked across four continents within the education and NGO sectors, focussing on the performing arts, cross cultural and interfaith communities, leadership training, youth participation and peace building.

With gratitude to staff and student contributors and reviewers: Mahzabeen Alam, Dr Gladson Chikwa, Hannah Edwards, Catherine Elkin, Ffion Evans, Anne Everett, Stuart Finnerty, Jac Fosset, Dr Josephine Gabi, Amraze Khan, Dr John Lean, Scott Levins, Caroline Lord, Ana Maia, Dr Gayatri Nambiar-Greenwood, Naheed Nazir, Dr Eileen Pollard, Rachael Rooke, Gabriela Santos Diaz, Dr Rachel O'Sullivan, Elle Simms, Nick Sutton and Dr Liz Warren.
This pack will take 1-2hours to complete and is worth 20 Rise Points upon completion.

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Manchester Met is proud of its diverse community of students and staff and aims to create an intentionally inclusive culture of belonging that promotes equity and celebrates diversity. This is a core part of the university's Inclusive and Diverse Culture Strategy.

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Congratulations on your offer. Discover all the information you need to take your next steps and become part of our student community.

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Find accommodation as an international student

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Find accommodation as an international student

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Find accommodation as an international student

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This guide will help you find somewhere to live in the UK. Find out what renting is likely to cost, where to look for properties, who can help and more.

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HE Resource Centre Open Day  Leaflet JG May 25(1)

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If you have any questions about the student value proposition, please contact:

Lucy Stevenson, Senior Marketing Manager (Projects)
Future Students Marketing
l.stevenson@mmu.ac.uk

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Thursday May 15th marks the annual ‘Global Accessibility Awareness Day’ (GAAD), which has been acknowledged since 2012 and has since been traditionally marked each year on the third Thursday of May. The aim of GAAD is to raise awareness of digital accessibility and inclusion with a focus on digital platforms such as websites, apps or any web-based systems to make them usable for as many people as possible.

Since 2018 Public Sector bodies, such as universities, have been subject to a legal requirement to make all digital resources, including our content on Moodle, fully accessible to the standards set out in the Web Content Accessibility Guidelines (WCAG) which were revised as recently as last year.

In view of this, we have updated our Digital Accessibility resources to include clear guidance on what the legislation means for educators, which digital resources potentially require updating and how to make our teaching resources and Virtual Learning Environment (VLE) - Moodle, fully accessible to support our diverse body of students. Along with specific pages of guidance we have also created a new ‘Accessibility Toolkit’ which takes those new to Digital Accessibility through the legislation and what is required in terms of digitally accessible content creation.

Please visit our new Intranet site to view all the guidance and support materials:  Digital Accessibility and Inclusion Intranet Area

If you'd like to discuss Digital Accessibility & Inclusion further please drop Phil Sayer or Stuart Parkin in LEED a message - we're happy to work with individuals or teams, providing training or advice where needed.

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Sign in to Microsoft Power BI for intuitive data visualization, detailed analytics, and interactive dashboards. Unlock your data’s full potential.

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Three amendments were approved at UEC:

To add to the list of circumstances in which an Assessment Board decision can be overturned without consultation with the Chair:

1. Where a student has been offered a pass or an award “subject to acceptance”, whether they opt to accept the decision or be reassessed

2. Where a student has requested to change from repeating without attendance to repeating with attendance (which requires Programme Leader approval)

To amend the role that nominates membership of an Assessment Board from the Faculty Pro-Vice-Chancellor to the Faculty Director of Education, which reflects processes in recent years.

To remove a reference to the maximum period of registration, which has been removed from the Assessment Regulations

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2023 - 24 Annual Report on Academic Misconduct

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2023 - 24 Annual Report on Academic Misconduct

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09. 2023-24 Annual Report on Academic Misconduct

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Manchester Met Learning and Teaching Conference 2025

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Manchester Met Learning and Teaching Conference 2025

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The conference will take place across two days:

18 June 2025: online

19 June 2025: on-campus at Manchester Met Business School

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Exploring our drive to build an innovative, creative, supportive and inclusive educational community.

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Semester 2 Assessments: information and resources

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Semester 2 Assessments: information and resources

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Update to the marking, moderation and verification policy

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Elevating Careers - Showcasing Employability in Academia and Beyond

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Elevating Careers - Showcasing Employability in Academia and Beyond

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25th June 2025

All Staff Welcome

Use this link to submit an expression of interest:

Elevating Careers - Showcasing Employability in Academia and Beyond - Manchester Met Intranet

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Sign in to Microsoft Power BI for intuitive data visualization, detailed analytics, and interactive dashboards. Unlock your data’s full potential.

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Join us for the next Zone Out event. Boost your mental and physical wellbeing with freebies and activities.

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Thank you to Lesley English for joining ESL!

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Library Improvement Plan update April 2025

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PA to Director of Education Contact Information

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PA to Director of Education Contact Information

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Chloe Nickless - PAtoDirectorofEducationFoHandE@mmu.ac.uk

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Trauma Informed Practice in Higher Education

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Trauma Informed Practice in Higher Education

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Monday 12th May

13.00-14.00

MS Teams

Kalum Bodfield will showcase his work on Trauma Informed Practice in Higher Education and inspire you to consider how you can utilise his ideas in your programmes.

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Wednesday 7th May

11.00-12.00

MS Teams

We are running an information and sharing good practice session on preparing for transition to higher education.  We will run through the key areas of focus for transition this year and we can share examples of effective activity from across the faculties.

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The first of the two Faculty Education Away Days is tomorrow in the Business School.

If you can attend, then please do (just let Chloe know if you haven’t already sent and RSVP).

We’ve got Mike Coldwell talking us through research language and landscape for educators and you’ll have chance to quiz him on anything research orientated, should you want to.

We then have Ian Sadler joining us from LJMU to introduce the concept of social moderation and how calibration of academic standards.

In the afternoon we have two sessions on ESD, with Liz Price setting the scene and Elizabeth Malone helping us to consider how we can best integrate and scaffold ESD into our curricula.

On 12th June we have the second away day, so please save the date in your diaries as the agenda will be coming round soon.  We are planning to focus on preparation for extended induction and the new academic year, peer review, and showcasing excellent practice.

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We have the initial data from the GO survey. Overall, the University is 0.2% down, but this may be positive in comparison to the sector benchmarks.

There will be a new post in the Faculty attached to the FPO to help with our GO activity.

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LEED M3 briefing 14th April 2025 for sharing

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Thank you to Lindsay Halliday and Lisa Law for joining ESL to discuss the Employability Curriculum Toolkit.

This toolkit is for any member of staff looking for guidance, ideas and resources about integrating employability into the curriculum. It focuses on Work Integrated Learning (WIL) and Career Learning which are sub-sets of employability.

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Can International Students Travel Home During Summer?

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Can International Students Travel Home During Summer?

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In all instances, we strongly recommend that students are signposted to Immigration@mmu.ac.uk should their circumstances be unclear. However, some initial guidance is below:

Undergraduate level:

For many students studying at Undergraduate level, their is no required contact time over the summer. They can therefore travel during the summer, permission from the University is not required.

Postgraduate Taught:

Yes. However, as the summer period is still counted as term-time for postgraduate students, we advise Student visa holders to only do so if necessary, and to do so only for short periods of time if they are intending to keep their student visa. As a student visa-holder, they are expected to be engaging with their course and working towards their degree from inside the UK. UK Visas and Immigration (UKVI) have never had any permanent concessions that allow remote study.

Postgraduate Research:

Yes. However, as the summer period is still counted as term-time for postgraduate students, we advise Student visa holders to only do so if necessary, and to do so only for short periods of time if they are intending to keep their student visa. As a student visa-holder, they are expected to be engaging with their course and working towards their degree from inside the UK. UK Visas and Immigration (UKVI) have never had any permanent concessions that allow remote study.

There may also be instances where students would like to conduct data collection overseas. Students should consult our changes of circumstances webpages in these instances.

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Thank you to John for joining ESL today to discuss Student Visa Compliance. If there are any questions, please contact John at  J.Mcfarlane@mmu.ac.uk

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Education and Practice workshop: Trauma Informed Practice in Higher Education - Dr Kalum Bodfield 

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Education and Practice workshop: Trauma Informed Practice in Higher Education - Dr Kalum Bodfield 

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o   Monday 12th May, 1-2pm, MS Teams

o   Please email for the invite - PAtoDirectorofEducationFoHandE@mmu.ac.uk

o   You can find out more about Kalum’s educational research on his Manchester Met staff profile.  Dr Kalum Bodfield | Manchester Metropolitan University

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We have completed the St John Ambulance training for this semester – if you have any suggestions, please contact Ffion Evans to feed into the planning for next year.

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Education and Practice workshop: Trauma Informed Practice in Higher Education - Dr Kalum Bodfield 

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Education and Practice workshop: Trauma Informed Practice in Higher Education - Dr Kalum Bodfield 

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Monday 12th May, 1-2pm, MS Teams

Please email for the invite - PAtoDirectorofEducationFoHandE@mmu.ac.uk

In the Faculty of Health and Education we are committed to ensuring our students and graduates are well equipped to respond with empathy and compassion to the people they work with in the face of difficult life events and trauma. Our students also require the chance to develop and practice essential life skills and strategies to manage their own wellbeing. As such we play a vital role as educators, by teaching and modelling these practices, providing space to allow for self-refection, and fostering opportunities for students to develop self-efficacy and emotional regulation strategies.

Please join us for this forthcoming workshop on Trauma Informed Practice in Higher Education. The session is led by Dr Kalum Bodfield from the School of Psychology, who will present key findings from his research on trauma informed and compassionate education. The workshop will explore how wellbeing and trauma informed practices can be integrated into our programmes and will allow space to unpick the concept of being ‘trauma informed’, the sharing of current practice, and the chance for discussions and questions.

You can find out more about Kalum’s educational research on his Manchester Met staff profile.  Dr Kalum Bodfield | Manchester Metropolitan University

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LEED M3 briefing 17th March 2025 ( for sharing with Faculties) 

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Removal of Semester 2, Assessment Week 3 

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Removal of Semester 2, Assessment Week 3 

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It is likely that assessment week 3 in semester 2 will be removed.  This is unlikely to affect many of our programmes as we tend to have bespoke assessment dates due to the non-semesterisation of our programmes.

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Verification, Marking and Moderation Policy 

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Verification, Marking and Moderation Policy 

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An in-year adjustment to the published stepped marking scheme was presented as well as updated verification, marking and moderation policy for 2025-26 implementation.

The in-year amendment to remove the descriptive language (Exception, etc) from the scheme, whilst leaving the steps unchanged.

The policy changes included:

Introducing a requirement for verification to consider if assessments are accessible and fair.

A visual timeline covering calibration, marking and moderation activities.

Clarification that adjustments should not be made to individual module marks.

The stepped marking scheme has been altered to ensure the steps are evenly spaced, including the upper end of the scale.  The term marginal fail has been replaced with condonable fail.

More guidance on the limitations of moderation.

Changes resulting from internal and external moderation are to be approved by the FDE.

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In October 2024, the Students’ Union Education Officer, Forum Yadav, presented a paper to Education Committee, which made the case for further exploration of whether resits should continue to be capped at the pass mark.

UEC was asked to decide whether there was an appetite to further explore uncapping resits.  The committee was also asked to consider if there was an interest in retaining capped resits but potentially allowing uncapped marks to be displayed on transcripts.

The committee decided to retain capped marks as this was seen to be the fairest way to distinguish between those who passed at first and second attempt.  There was concern that uncapped resit marks would encourage more students to resist or to not submit at first attempt.  The decision was made investigate whether the uncapped marks could be displayed on the transcripts, to motivate students to achieve the best mark they could.

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Arrangements to accommodate religious observance (2.7 viii)

Students needing to accommodate religious observance should discuss scheduling conflicts with their module leader. If an alternative session

is available, the student should be permitted to change to a class at a different day/time. If no alternative class is available students should be

provided with access to lecture recordings or materials. The session leader is responsible for ensuring the student is not penalised for non-attendance, late arrival or early departure.

Arrangements to manage scheduling conflicts (2.10)

Scheduling conflicts will be resolved with consideration to the combination of the following priorities:

i. Reasonable adjustments for students and staff with disabilities will take precedence over other considerations, (unless this causes unreasonable impact);

ii. Solutions with the least impact on the fewest students will be prioritised;

iii. Regular linear delivery will take priority over irregular non-linear delivery;

iv. Activities which have a longer duration will take precedence over shorter duration activities;

v. Larger activities will take priority over smaller activities;

vi. Solutions minimising travel for the most students;

vii. Activities will be prioritised according to the following level of study L6, L4, L7, L3, L5;

viii. Consideration will also be given to activity complexity, institutional priorities and home building context;

In the first instance, conflicts will be resolved by Timetabling Services and the parties concerned. Irreconcilable conflicts will initially be referred to the Head of Timetabling Services, and then if necessary to the Faculty Director of Education where impact is contained within a faculty or Pro Vice Chancellor for Education where impact is interfaculty. Any conflicting priorities requested outside of the relevant deadlines must be approved by the Faculty Director of Education where impact is contained within a faculty or Pro Vic Chancellor for Education where impact is interfaculty.

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NHS England | Workforce, training and education

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NETS 2024 | NHS England | Workforce, training and education

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The 2024 National Education and Training Survey is now open - click this link and have your say today NHS England Workforce Training and Education directorate oversees the quality of education and training for over 250,000 students, apprentices and trainees across a variety of clinical roles in the NHS. To support continuous improvement, we conduct the National Education and Training Survey (NETS) each year, offering a platform for healthcare learners and trainees to share their experiences and shape the future of healthcare education.

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The SharePoint site shows the actual number of students for the current academic year (24/25), and projected (forecast) numbers for the following academic year (25/26). The latter is based on the student number targets we submitted in February.

You will be able to filter to your School/Department, as well as Fee Status (Home / Overseas), Mode (Full-Time, Part-Time and FT & PT Distance Learning), and Apprenticeship programmes.

We’ve also included a KPI report on the same SharePoint page to show departmental/school metrics on entry quality, student satisfaction, level 5 returners and graduate outcomes.

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Sharing your practice: the scholarship of teaching and learning (SoTL)

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Sharing your practice: the scholarship of teaching and learning (SoTL)

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This resource will support colleagues on the Education, Practice and Citizenship pathway to share their practice in a way that is authentic to their values, principles and strengths.

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Please pass along any comments or suggestions for the SharePoint page to: PAtoDirectorofEducationFoHandE@mmu.ac.uk

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Health & Education Education Away Day - 29th April 2025

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Health & Education Education Away Day - 29th April 2025

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With a following Summer Away Day being planned for the 12th June 2025

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InfoSession - Graduations Ceremonies Overview

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InfoSession - Graduations Ceremonies Overview

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The scheme enables colleagues on the EPC pathway, and those in student-facing professional services roles, to lead our institutional approach to teaching, learning and student support.

These scholars will have the opportunity to engage in a range of events, mentorship and resources designed to support their own growth and success, as well as advance their thematic leadership across the Institution.  We are very lucky to have two Lead Scholars in the Faculty, working on Equity in Education, and Active Learning.

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The End of Module Survey (EMS) gathers feedback on students' experiences at module level. This includes both quantitative ratings and free-text comments, supporting improvements locally within departments and across the University.

The survey runs in Weeks 10 and 11 for semesterised modules. For exempt modules, it opens three weeks before the final assessment date. Local Faculty Planning teams can confirm the dates for exempt modules. If your module does not fit this timetable, please email surveys@mmu.ac.uk

The survey is open for two weeks (rather than the previous one week) and appears on each module’s Moodle page at least one week before the survey opens. Students are reminded to complete the survey when they log into Moodle, and staff are encouraged to promote participation.

Note: Apprenticeships use their own survey and practice modules are exempt.

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NSS – Still need to keep going with NSS activity as response rates need to be above 50% of the population for a programme to be included in the feedback.

SVS – Responses are very low so we need to continue activity to improve this.

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LEED M3 briefing 17th February 2025 Slides to share

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Welcome to the Faculty of Health and Education’s Enrichment Page

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Welcome to the Faculty of Health and Education’s Enrichment Page

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NHS England Multi-Professional Learning Webinars 

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NHS England Multi-Professional Learning Webinars 

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You're invited to NHS England Multi-professional Learner Webinar: Improving the Quality of Education and Training

Taking place on Wednesday, 12 March 2025 17:00 - 18:00.

Please join us in our series of webinars designed to keep you up to date with relevant information from NHS England.

Professor Sheona MacLeod, Director of Education & Training and Sam Illingworth, Director of Education Quality, Reform & Professional Standards, NHS England will be chairing the event.

At this session you will hear more about how we improve learner experience.

We are delighted that Professor Namita Kumar - National Postgraduate Dean, Bev Harden - Deputy Chief Allied Health Professions Officer, Kerri Elertsen-Feeney - Lead Midwife, Laura Smith - AHP Workforce Lead, Ellie Melkuhn - Capital AHP Education Workforce Lead and Emma Jones - National Head of Education Quality will be joining us to share some of the work underway.

The session will cover:

•         Examples of how our NHS education quality strategy and framework is applied to improve the overall educational experience for our leaners;

•         How we use our data and intelligence to improve overall leaner experience;

•         How leaners can engage and support ongoing improvement.

The webinar will also provide the opportunity for you to ask questions.

Joining Link: https://teams.microsoft.com/l/meetup-join/19%3ameeting_ZmQxMzc5YTktMWI1NC00NDc0LTlhNjQtZmI1MTliY2VmMGUw%40thread.v2/0?context=%7b%22Tid%22%3a%2237c354b2-85b0-47f5-b222-07b48d774ee3%22%2c%22Oid%22%3a%22a8750a26-e6a9-4b77-8227-a78553f1e645%22%7d

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Inclusion and Disability Service Newsletter

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Inclusion and Disability Service Newsletter

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Inclusion & Disability Service Staff Newsletter - February 2025

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Student support training - Manchester Met Intranet

Please find attached a link to our new Student Services menu of training opportunities for staff Student support training - Manchester Met Intranet.  These bespoke training opportunities are available in addition to our regular training sessions throughout the academic year.

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An initiative to raise awareness around internationalisation.

An example of the B&L website:

B&L GoGlobal: Week 6 - Manchester Met Intranet

Here is the list of non-S&E specific opportunities which are on offer in FSE that are unrestricted, so feel free to share with your own students too:

Global Ties: Clothes Mending with Stitched Up - Rise x Future Me at Manchester Met (in-person, drop-in)

Global Student Library: Immerse yourself in cultural storytelling - Rise x Future Me at Manchester Met (in-person, limited spaces)

Keynote and Q&A with Jeremy Hicks: From Manchester Met to Fujitsu, Siemens, Wipro and beyond... - Rise x Future Me at Manchester Met (online)

Play the 2030 Sustainable Development Goals Card Game - Rise x Future Me at Manchester Met (in-person, limited spaces)

Becoming Culturally Competent - Rise x Future Me at Manchester Met (in-person, limited spaces)

Connect Hub: Celebrating International Women's Day - Rise x Future Me at Manchester Met (in-person, limited spaces)

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Deadline: 14th February 2025

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Student Surveys - Student Voice Survey, National Student Survey, End of Module Survey - Manchester Met Intranet

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Everyone taking the survey before the end of 28 February is automatically entered into our prize draw:

10 x Graduation packages

100 x £50 Love2shop vouchers

Ipsos will choose 110 winners at random after the 28th February

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‘Awareness, Action, Agency’ is a series of workshops for the Faculty of Health and Education.

The workshops are designed to be informative, collegial and supportive, and tailored to Faculty, group and individual needs.

Awareness: Writing Abstracts - Where to start

Wed 12th February – 13.00-14.00 - In person - BR.2.04 (BIRLEY) In person session

Action: Developing your abstract

Wed 19th Feb – 13.00-14.00 – In Person -  BR. 2.37  (BIRLEY)  In person session

Agency: 1-2-1 support to finish your abstract

Wed 26th Feb – 13.00-14.00 – In Person – BR.  3.02 (BIRLEY) In person session

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Awareness Action Agency workshops Writing an abstract

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Your Careers Starts Here Event

Date: March 13th 2025

Time: 10am - 1pm

Location - The Multifunctional Hall, Brooks Building

There will be over 30 employers and MMU postgraduate programmes hosting stands. As well as the networking aspect of the event, there will be a series of Q & A type talks & Alumni panels taking place where students can find out more about careers in specific sectors. We’re also hoping to run a ‘LinkedIn headshot’ area for students to get professional style photos taken for their LinkedIn profile.

If you have any questions about the event, please do contact Megan Sharifi (M.Sharifi@mmu.ac.uk) who will be able to provide further information.

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Peer Guides will be in the Resource Centre on Mondays & Fridays for the next 8 weeks.

They are there to listen to students and talk to students about anything related to understanding how the university works, accessing university support and services, confidence, making friends, and engaging in university life.

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Ramadan this year is between 28th Feb and 30th March 2025.

Students may be leaving university around 4pm to get home to break their fast and consequently miss taught sessions, revision sessions, etc.

We can be pre-emptive with this through student voice committees to find out what students who are affected might like us to do.  The numbers for some of our departments are considerable, so changing the times of classes is not always an option (it may be for some of the smaller programmes).

There may be practical things we can do e.g. student led/PALS catch up sessions during the days and/or evenings online.

More fundamentally, is the ability for students to tell us what they think they need, and they would engage in.

The approach may be slightly different in the different departments, but the principles I’d like us all to apply in H&E are:

Avoid assessments where possible during the fasting period (there are still some scheduled in nursing and health professions)

Negotiate to timetable unavoidable assessments at the most agreeable time of day for fasting students (for practical assessments students can choose their timeslot)

Communicate with students that they can apply for an extension if it is a written assignment – to be negotiated with their tutor

Communicate with students that they can negotiate locally with practice learning partners to change their rota on placement if necessary

Reschedule any late timetabled sessions so that students can go home and break their fast (this mainly affects Psychology).

It may also be a good idea to have food available late afternoon if the students need to stay.

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NSS 2025 Help Card_Inappropriate Influence

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Tips and Suggestions for a Successful NSS

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St John Ambulance - Mental Health Awareness

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St John Ambulance - Mental Health Awareness

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Embedding Education for Sustainable Development in Curricula

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Embedding Education for Sustainable Development in Curricula

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Judy has been asked to respond to Andy with a narrative to explain the high number of firsts being awarded in the faculty, as we are out of kilter with the sector (we award far more).  

Judy has identified the modules that contribute to this issue, and Helen, Clare and Anne have provided her with an explanation for why the marks are skewed, together with plans for mitigation.  

By taking action, we hope to avoid an OfS visit as we are likely to be the highest awarding university in the country. 

Reasons for high grades tend to be due to the type and nature of the assessments, such as graded practice, or group assessments, that carry large weighting. 

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STRIVE is hosting a wellbeing event for students.  It is open to all students and is an interactive support session to help students develop strategies to enhance their wellbeing.  It might be quite timely for some, given they have just received assessment results, and some students may be trying to settle into a new life in Manchester.  I also know that well-being support has come up in EARs, as a student experience issue for some groups of students, so thought you might support me in promoting the event within your faculties please!

Please see the details below:

Event:                                        ‘Inclusive wellbeing applied tools”

Date:                                          06/02/2025

Time:                                         2pm – 4pm

Session delivery:               Face to face

Room:                                       Institute of Sport 1.06/1.07

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Inclusive Wellbeing Applied Tools for Students in Higher Education

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Eventbrite - MMU STRIVE team presents Inclusive Wellbeing Applied Tools for Students in Higher Education - Thursday, February 6, 2025 at Institute of Sport Building, Manchester, England. Find event and ticket information.

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This survey is now live for anyone who was involved in the EARs, please complete it if you can.

https://forms.office.com/e/0c721dJz1J

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The Moodle upgrade will go live in June 2025

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H&E have been selected to pilot a project with Higher Health.

Support with life skills such as communication and making connections, digital skills, resilience, team-working and problem solving.

They will cover real world issues such as community building, gender, mental health, disability, staying healthy, staying safe, financial literacy and climate change.

These will be self-paced modules.

The communications regarding this will come out the end of January, but if anyone has anymore questions, please contact Ffion.

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PAL Leader and Peer Guide Recruitment Form

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PAL Leader and Peer Guide Recruitment Form

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From Monday 02 December to Friday 07 February you can nominate yourself to be a candidate in the Student Officer Elections.

There are 5 full-time roles available with a full time salary including:

+ President

+ Education Officer

+ Wellbeing Officer

+ Societies and Development Officer

+ Sport Officer

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Wednesday 29th January (11am - 4pm)

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30th January - deadline for application for Lead Scholar

3rd March - deadline for application for Associate Scholar

3rd March - deadline for abstracts for LEED conference

29th January - NTE & CATE Workshop

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NSS Slides - Adapt slide 8

SVS - Adapt slide 6