Group work​

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Clarify the purpose of group work. For example, is it needed to evidence PSRB requirements, programme learning outcomes or develop graduate attributes? What skills will be developed and why are they important post-graduation?

Explain the different roles and expectations within the group. For example, chair, scribe, and participant.  ​

Describe the type of activities that will take place. ​

Provide all reading materials at least 24 hours in advance, ensuring they are accessible and editable. Let students know if they will be required to read these out in the live event. ​

Provide contact details of all tutors to allow students to raise concerns. ​

If group work is not required to meet PSRB requirements or programme-level learning outcomes, Teaching Teams consider alternative arrangements for students with concerns, such as the option to work alone or in smaller groups.  ​

Module Managers offer 1:1 drop-ins for students who may have concerns about group work, referring to Disability Inclusion Tutors where appropriate. ​

Module Managers/Leads decide how students are allocated to groups but ensure that students are encouraged to let them know if this raises concerns. ​

Ensure that any case studies or worked examples reflect the diversity of our student cohort and wider society.

Ensure that all activities are authentic (representative of those undertaken in the workplace) and have real-world relevance.

Ensure the space is inclusive of group discussions. For example, allowing a horseshoe layout to facilitate lip reading.

If students are expected to work in their groups independent to an academic facilitator, then provide timetabled space to facilitate this.​

Offer training in allyship and mentoring to support effective group work.​

Benchmark: Minimum Requirements

(from September 2024)

Benchmark: Good Practice

(by September 2026)

Benchmark: Aspirational

(examples only)

Do not shame or humiliate students in front of their peers by questioning them arriving late or leaving and/or returning to the room early, unless this causes significant disruption to other learners or there are specific PSRB requirements related to attendance. Tutors may contact students after the activity if there are concerns for health and wellbeing. 

Tutors introduce themselves and encourage students to introduce themselves at the start of the activity. 

Ask students to agree ground rules for group discussion, such as not talking over each other and respecting the confidentiality of others. 

Ensure that only one student speaks at a time. 

Ensure that a record is taken of key discussion points and actions. This could include an audio recording, minutes, or photos of white board discussion. 

Do not put students on the spot by asking them to read materials out loud, unless you have already provided the material and explained this requirement in advance. 

Do not question students using assistive technologies such as specialist software, laptops, tablets, mobile phones, fidget toys, stress balls, earphones, headphones, tinted glasses, overlays, back rests, or cushions. 

Allow students to alternate between sitting and standing without comment from the tutor. 

Ensure teaching finishes 10 minutes before the timetabled end. 

Tutors clarify the expectation that all participants are considerate and respectful of each other and model that behaviour themselves.  

Facilitate conflict resolution where needed. 

Plan breaks to allow students to process and consolidate received information. 

Tutors explain that is it the responsibility of each student to ensure that all members of the group are encouraged to participate in discussions and decision making. 

Provide an opportunity for all students to participate in a friendly and caring manner through positive encouragement. 

Instead of asking individual students to answer questions, allow groups of students a few minutes to discuss possible answers and elect their own spokesperson. 

At the end of the event, summarise key points that have been discussed and any further actions that are required. 

If students are expected to work together outside the classroom, then tutors help them to agree how to do this within the activity. 

Tutors make notes of individual contributions and offer positive reinforcement after the event to highlight strengths and offer guidance to individual students about how they can improve their approach in the future. 

Avoid planning group work during times of high student workload. 

Provide blank name badges for all participants so they can choose their preferred name. 

Emphasis key points by repeating them back to students so that they can hear their ideas reflected back at them. 

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Clarify how students will be assessed, including any involvement of group marks, peer review and individual performance.

Design assessment that is not dependent on all students participating.

Explain how students can raise concerns of non-engagement by other students and what the consequences of non-engagement would be​

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Allow students to build on their strengths by providing alternative ways for them to meet the learning outcomes.

Use marking rubrics to help clarify expectations.

Provide opportunities for formative and/or peer feedback prior to summative submission.

Provide an alternative to group assessment that allows individuals to reflect on their personal contribution to the group