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Enhancements implemented:

• More time for student reflections in the final lesson in the 10 week semester

• No more contextualiser task

• Students only having to complete one worksheet for practise and the final presentation assessment

• Google Drive student folders

• More choices for students for Making Connections (i.e., secondary data).

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Also think in terms of how students performed in F:F SA1 assessments compared to last year (think in terms of mock & SA1 performance, and more focus on presentation delivery)

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Students seem to be settled in to F2F classes now. Engagement seems to have improved this semester. These points could account for the slightly higher achievement in this academic year as compared to last year.

There is still a mixture of English skills in classes. It is hard to support some students whose English level is quite low. This is an ongoing problem.

It was better not having the Contextualiser task as students therefore had more time to concentrate on the Summary, Making Connections and the Discussion Question.

The mocks were essential for supporting students with feedback. The final assessments were much better in some cases after the mocks.

The worksheets were simplified and the examples in class were matched to the worksheet.

Only a quarter will have to resit the assessment this year, as compared to a third last time. The changes to the assessment (e.g. no more contextualiser) could account for some of this difference.

Presentation delivery was improved in part because the presentations were no longer online. When they were online, there was a lot of reading from worksheets.

The weakest criterions were eye contact, the discussion question and the key terms. These will be focused on in the reassessment tutorials.

Note cards could be a way to minimise the use of notes, and the chance that students would read from their notes during their presentation.

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Student folders on Google Drive are good for checking student work all in one place. They are also useful for checking whether students are working and making progress.

Some of the content was reduced (e.g. PPTs and activities edited) to make more time.

Students had less to do in preparation for the final presentation assessment this year.

More emphasis on adding source to the annotated bibliography throughout the semester could be useful.

The addition of the key terms and the removal of the contextualiser task. The key terms task might have more material in classes to support it. This helped with explaining and understanding the summaries in terms of clarity.

A lot of the semester did not focus on the end of semester assessment. The focus on the assessment could be drawn out to be included in more of the semester, rather than being crammed in at the end. Assessment preparation could perhaps be interwoven into earlier parts of the semester. This could more time for reflection.

The class on discourse and content analysis seems to be unhelpful for most students because they rarely choose a source with these methods. Different methods could be prescribed to students with different pathways, perhaps.

The first semester might be better spent focussing on the literature review, since this is the most challenging part of the module for many students.

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As usual, student feedback was largely positive. Comments about teacher were also mostly positive.

Perhaps independent learning could be more clearly emphasised in class.

Students made many comments about course materials. These seem to reflect an inability to navigate what is already on Blackboard.

There were positive comments on feedback, materials and teaching that reflect tutors' hard work and attention to detail.