Please read the following guidance about teaching and learning expectations here at Hallam. The aim of these guidelines are to:
- Provide clarity, direction and guidance for staff planning 2025/26 teaching and learning.
- Focus on things related to teaching and learning that are new or things that have changed recently.
- Meet the expectations of the LTA Framework
Expectations for 2025/26 teaching
The overall focus for course teams should be building and supporting inclusive communities and engaging with students in learning. The expectations include:
- Assessment
- Enhancement of Teaching and Learning
- Delivery
1. Assessment
Assessment Design: should be inclusive and accessible. Embedding student choice within the assessment design avoids an over reliance on reasonable adjustments. Where possible, reassessments will be designed to adopt the principle of 'making good' existing submissions. Effective first attempt feedback should be developmental and focused on how students can improve the original submission to the pass mark.
Please refer to our Assessment and Feedback guidance as well as Assessment Design for more details.
University Grade Descriptors (UGD): all courses should use the revised UGD3 (DOCX, 66.8KB) for all provision if possible. Staff and students should use the descriptive categories (mid-2.1, etc) and the categorical percentage. The UGD is normally applied at overall task level.
Artificial Intelligence Transparency Scale: This, or a similar alternative, should now be used as a method of communicating AI expectations and practices in learning, teaching and assessment.
2. Enhancement of Teaching and Learning
Peer review and Enhancement (PRE): is a requirement for all provision. In 2024/25 we evaluated our practice and we are updating the scheme for greater integration, visibility and sharing. Updates will be published to the Peer Review and Enhancement page for 2025/26.
3. Delivery
Communicating the whole learning experience to current and prospective students: learning should take place in a variety of forms and communicated to students at the start of their course and module, and throughout a module experience. The learning experience should be considered as a nominal 10 hours per credit.
Dissertation/project modules: as part of the Delivery Model Parameters, learning sets are normally 5-10 students and no more than 15 students. The learning set hours are for academic-led learning set activities. Students should be encouraged to continue for student led learning sets following these initial hours.
Taught Sessions: live taught sessions should be recorded and made available to students in line with the Code of Practice for Recording of Taught Sessions and Baseline Inclusive Measures. Students should be directed to these recordings as appropriate. Where the recording of a full or part taught session is not appropriate, an acceptable alternative should be used to provide students with the same information.
Blackboard sites: should be compliant with the Threshold Standards for Supporting Learning with Technology. If staff need support with this, please contact the Digital Learning Team.
There are expected updates to assessment quality assurance and registry processes. As soon as these are confirmed, separate communications will be shared at School and Institute level.
Please initially contact your college school/institute leader with teaching and learning responsibilities if you need any further support.
Last updated: 30th July 2025 NB
