In the Chemistry department they are recruiting Chinese project officers to help with the attainment gap and with other situations relating to integration.

Two separate examples for how staff can better engage with students during one-on-one meetings, often in the personal tutor system. For example, student pathway preparation or how best to engage with students when they organise a meeting.

Wellbeing journaling empowers students to create their own proactive plans and techniques to manage their wellbeing through stressful periods at University and beyond. By identifying a module where students make regular records, and embedded wellbeing journaling into this record keeping it makes it natural for students to make wellbeing a regular part of their schedule and makes them accountable for taking action on it. Regular supervision helps with accountability and encouragement to act and reflect.

This pedagogy involves creating an audio or visual rubric for assessment briefs to replace the traditional written style. This aims to facilitate a more inclusive environment for those students who learn in different ways and encourages a less daunting feeling when it comes to assessments.

The Student Devised Assessment (SDA) offers students a personalised chance to display their critical engagement with the themes and theories of modules and to take a considered approach as to how they might practically apply what they have learned in a medium of their choosing.

Guidance, warnings and ground rules are all designed to make learning spaces welcoming and inclusive for all students. By taking into account individual students’ needs and experiences, and setting clear parameters for content, dialogue, and classroom interactions, all students know that the classroom is a space in which they can share their ideas in a collegial and constructive environment.

A negotiated curriculum allows students to choose (within set parameters) the content of a module. By empowering students to choose topics that they find the most urgent, important, or interesting, the practice of a negotiated curriculum enhances student engagement, active learning, and inclusivity.

An e-portfolio is a digital collection of evidence and artefacts that represents the knowledge, skills, and accomplishments of an individual or group. There are different types of e-portfolios but in SMLC we use the ‘assessment portfolio’, where our students can reflect about their learning, achievements and challenges in their own time. Thus, it can be very beneficial in the promotion of metacognition. It can also include more specific tasks or group work projects. Another advantage of using these online platforms is that students can be creative and include audio-visual materials.