POLICY: Academic Experience Policies - Learning and Teaching Strategy POLICY URL: https://lsi-ac.uk/policy/861cf8c7-32b0-4338-b29e-d650807032b0 POLICY STATEMENT: The School is committed to delivering an innovative and dynamic Learning and Teaching Strategy that fosters academic excellence and personal development. By integrating cutting-edge pedagogical methods and leveraging emerging technologies, including AI, we ensure a student-centred approach. We focus on active engagement, real-world application, and inclusivity, preparing students to become effective, innovative, and socially responsible leaders. POLICY PRINCIPLES: ------------------ - Student-Centred Learning : Prioritise active engagement, critical thinking, and real-world application, encouraging students to take ownership of their educational journey; - Innovation in Pedagogy : Integrate cutting-edge teaching methodologies, fostering a culture of inquiry and intellectual curiosity; - Technology Integration : Seamlessly incorporate digital tools and emerging technologies into the curriculum to enhance accessibility and engagement; - Continuous Professional Development : Provide ongoing training and resources for faculty to ensure they stay updated with the latest teaching techniques and technological advancements; - Inclusivity and Diversity : Create a learning environment that respects and values different perspectives, ensuring all students feel welcome and supported; - Real-World Relevance : Design curriculum and assessments that reflect real-world challenges and opportunities, preparing students for practical application of their knowledge; - Feedback and Reflection : Encourage continuous improvement through regular feedback from students, faculty, and stakeholders, fostering a culture of self-reflection and growth; - Collaborative Learning : Promote teamwork and collaborative projects to build communication skills and peer learning opportunities; - Ethical and Social Responsibility : Instil values of ethical behaviour and social responsibility, preparing students to be conscientious global citizens; - Adaptability and Responsiveness : Remain flexible and responsive to the evolving needs of the student body and the broader societal and technological landscape, ensuring the School remains at the forefront of educational innovation. REGULATORY CONTEXT: ------------------ This Policy has been developed in line with the applicable laws, regulations, regulatory advice, and sector best practices, including the following: R1. Quality Assurance Agency (QAA): The Quality Code - This code represents a shared understanding of quality practice across the UK higher education sector, protecting public and student interests and championing the UK's reputation for quality. R2. Quality Assurance Agency (QAA): Higher Education Credit Framework for England: Advice on Academic Credit Arrangements - This framework for credits assesses course value, evaluates student workload, impacts degree outcomes, supports institutional transfer, and determines graduation eligibility. R3. Office for Students (OfS): Sector-recognised standards - The standards set with regards to B5 and B8 of the OfS' conditions of registration for higher education institutions. R4. Quality Assurance Agency (QAA): Advice - Course Design and Development - R5. Quality Assurance Agency (QAA): Subject Benchmark Statement - Computing - It describes the nature and characteristics of awards in computing and what graduates are expected to know, understand and be able to do. R6. Office for Students (OfS): Regulatory framework for higher education in England - This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money. R7. Quality Assurance Agency (QAA): Advice - Learning and Teaching - METRICS AND KPIS: ------------------ The following metrics will be measured and regularly reviewed as key performance indicators for the School to ensure the effectiveness of this policy and associated operations: M1. Faculty Professional Development Participation: Measure the participation rate of faculty members in professional development programs, workshops, and training sessions. Continuous professional development ensures faculty stay updated with the latest pedagogical and technological advancements, directly impacting the quality of education provided. M2. Graduation and Retention Rates: Monitor the percentage of students who complete their courses and graduate within the expected timeframe, and track the rate at which students continue from one academic year to the next. High graduation and retention rates are indicators of student satisfaction, effective teaching strategies, and a supportive learning environment. M3. Inclusivity and Diversity Metrics: Assess the diversity of the student body and faculty, and measure the inclusivity of the learning environment through surveys and demographic analysis. Diverse and inclusive environments foster a richer learning experience and can improve student satisfaction and performance by ensuring all voices and perspectives are valued. M4. Student Engagement Levels: Measure the degree of active participation in lectures, seminars, and online activities, as well as involvement in extracurricular academic projects. High student engagement is directly linked to improved academic performance and satisfaction. Monitoring engagement helps identify successful teaching strategies and areas needing enhancement. M5. Student Satisfaction and Feedback Scores: Collect and analyse student feedback on courses, teaching methods, and overall educational experience through surveys and focus groups. Direct feedback from students provides valuable insights into the strengths and weaknesses of the current learning and teaching strategies. High satisfaction scores indicate that the educational needs and expectations of students are being met. SECTION 1: Introduction ------------------ 1.1. 1.1 Our Manifesto (by Academic Board): Recent breakthroughs in AI and other deep technologies have opened up unprecedented opportunities to create a better tomorrow. The age of abundance is within reach, and profound innovations are possible across every industry, sector, and aspect of our world. But we have a massive legacy. Transforming the world as we know it, into what it can be, won't happen on its own. It's an exciting but also challenging journey that requires strong leadership. It needs leaders who not only know their business domains but also understand technology and the art of innovation. Leaders who can see what's possible, and who can make it happen. Forging those skills is what the School is all about; Our mission is to foster a community of professionals equipped with the knowledge and skills to thrive in this new landscape. We educate them on how to use AI not just as a tool, but as a catalyst for innovative thinking and pioneering solutions. We believe in a future where technology is shaped by diverse, intelligent minds, working together to create a more inclusive and forward-thinking society. And we achieve that by offering practical, AI-driven education that applies directly to real-world scenarios; In this rapidly evolving digital age, adaptability and continuous learning are key. At the School, we prioritise these values, ensuring our students are not only equipped with current knowledge but are also prepared to embrace future advancements. Our curriculum is dynamic and constantly updated to reflect the latest thinking, tools, techniques, and ideas, keeping up with the rapid developments in AI and other digital technologies. Ultimately, our goal at the School is not just to educate but to inspire. We aim to ignite a passion for innovation in our students, empowering them to become leaders who will drive positive change in their industries and communities. We envision our graduates as catalysts for a brighter, AI-enhanced future, where technology serves humanity in profound and meaningful ways. The School is more than an educational institution; it is a movement. A movement towards a future where AI and innovation are at the heart of solving the world's most pressing challenges. Join us in shaping this future. Join us at the LSI. 1.2. 1.2 Our Vision (by Academic Board): ‘The School has a vision to forge leaders of our AI-augmented tomorrow.’ 1.3. 1.3 Our Mission (by Academic Board): The School will immerse learners in an expansive and practical tech-powered study experience, using the latest technology, and transform them into tech leaders that unite and inspire all stakeholders involved in digital projects at all levels of change (team, organisation, and society). 1.4. 1.4 Our Values (by Academic Board): • Lifelong Learning: encouraging a lifelong passion for learning; • Impactful Pioneering: working with the latest methods to give our communities the best possible experience; • Practical Wisdom: emboldening people to develop skills to apply what they have learnt in new directions; • Bold Leadership: developing strong and inspirational leaders. 1.5. 1.5 Our Strategic Aims (SA’s) (by Academic Board): Our Strategic Aims are:; SA1: Pedagogical Excellence Pioneering cutting-edge and AI-powered teaching methodologies, tools, and environments to inspire critical thinking and adaptability, empowering leaders for an AI augmented future; SA2: State-of-the-Art Curriculum Curating forward-thinking curricula representing the latest thinking in the domain, rooted in real-world application, empowering students to become leaders with the vision and confidence to pioneer progress in the digital age; SA3: Impactful Professional Network Foster a community of forward-thinking changemakers through diverse networking initiatives, including hosting industry events, roundtable discussions, and guest lectures, boosting visibility, lifelong learning and cross-industry collaboration and networking opportunities; SA4: Distinctive Brand Gain sustained global recognition as a leading institution in digital engineering, innovation management, AI, interdisciplinary studies, scholarship and student success and impact; SA5: Gold standard for Student Experience Continually raise the bar for student experience and inspire a passion for lifelong learning; SA6: Global Scalability Establish a global platform to nurture a diverse community of leaders from around the planet who will transform the world for an AI-augmented tomorrow. SECTION 2: Learning and Teaching Strategy ------------------ 2.1. 2.1 Graduate Attributes (by Academic Board): Our learning and teaching strategy flows from the manifesto, vision, and School strategy. We aim to create a stimulating and dynamic environment where learners can deepen their knowledge and understanding, and develop relevant skills to make a positive difference. We take a student-centred approach and this is motivated by a strong set of graduate attributes. We aim for our graduates to be:; • Future tech leaders who will create technology that is made for everyone, by everyone; • Respectful and responsible citizens who are committed to ethical behaviours; • Capable communicators, establishing productive relationships and networks; • Effective team players, able to provide leadership and encourage the development of others; • Creative and enterprising thinkers, accustomed to problem-solving, researching and implementing ideas; • Able to work confidently in a range of environments and new situations by being organised, evaluative, adaptable, and self-aware; • Proactive in identifying and addressing personal development needs, making realistic and informed career choices; These graduate attributes are threaded through our learning and teaching and are supported by several systems, including monitoring and student feedback. 2.2. 2.2 Learning and Teaching: Sub-Goals (SG’s) (by Academic Board): Our learning and teaching strategy is based on 3 sub-goals (SG’s). These all contribute to the vision, mission, strategy, and graduate attributes above, especially SA1, SA2 and SA5:; SG1: Innovative Programmes Pursuing a Master’s degree at the London School of Innovation will be more than just academic advancement. It will be an immersion into the world of innovation. We will also design short course programmes. All our programmes will equip students with the insights and skills to navigate and shape the rapidly evolving digital landscape, whether they are seeking to advance in their current role or carve a new path in the realm of digital engineering and beyond. (SA2); SG2: Innovative Pedagogy A student’s journey at the School will be underpinned by a blend of academic rigor and practical application. We will design an AI-driven, personalised learning experience, where each programme is tailored to student’s professional contexts, providing real-world relevance, and immediate applicability. We’ll use automation and AI systems to guide each student through a personalised journey of learning by doing. Pre-designed challenges will be presented to each student throughout their programmes in a bespoke environment where the student gets to solve those challenges while receiving specific feedback from a virtual mentor. The feedback from the virtual mentor will allow the student to identify areas of improvement and develop their skills further. This approach to learning will provide a more engaging and effective learning experience than traditional methods. (SA1 and 5); SG3: Innovative Research and innovation are in the School’s DNA. We aspire to be a leading institution where impact-driven technologists come together from around the planet to re-invent the human experience. In contrast to most universities, the focus of our research is not to just understand and expand the edges of human knowledge. It is to reimagine what’s possible. We will have a strong research programme, including looking at the Science of Adult Education. Our research is inventive, experimental, agile, and bold. We will ensure our teaching and research are synergistic. We recognise the coupling of teaching and research in all that we do and engage all our academic staff in both. We ensure that the duality of our mission is reflected in all our operations. (SA2 and SA5) 2.3. 2.3 SG1: Innovative Programme (by Academic Board): As the School manifesto identifies, the School avidly believes that dynamic modern technologies are creating exciting new openings. AI, for example, provides the means to reconceptualise the delivery of services, offering even more value and delivering greater efficiency. It is not just new programmes that can be developed. Innovative technologies provide the basis to explore - and develop - new ways of delivering learning and teaching, and providing an educational challenge. That is why the School’s learning and teaching sub-goals bring together programmes, pedagogy, and research. This recognises that recent technologies offer opportunities. This requires students to deepen their understanding of how these technologies work, understanding new concepts, such as foundations of data, cloud basics, and ethics of AI; These can be brought together through new programmes to motivate creative problem solving. However, dynamic new teaching activities working to connectivism, heutagogy, and experiential forms of learning that place the learner at the centre in new ways add another layer. This is what the School aims to do with SG’s 1-3: develop new learning and teaching tools supported by research. Identifying innovative programmes is at the core; Members of the School have been leaders in technology for many years. They have worked with major companies and designed and built innovative solutions, appreciating how landscapes are changing. They have won many awards for innovation, undertaken mentorship, and understand the market and what skills will be required in the future. This supports programme development within the Framework for Higher Education Qualifications and other sector-recognised standards. This is a core part of the School’s strategy (SA2 and SG1). The School’s Academic Standards’ Regulations set out that all its degree programmes must follow Framework for Higher Education Qualifications, Subject Benchmark Statement (Computing), and other sector standards, particularly when it comes to requisite credit values and qualification descriptors. It has a set of outcomes that require students to demonstrate:; • Domain knowledge: Systematic understanding of knowledge in their field • Problems and new ideas in the field: A critical awareness of current problems or new ideas in their field. • Techniques: Comprehensive understanding of applicable techniques in their field • Originality: Some originality in applying knowledge Knowledge discernment: Practical understanding of how to create and interpret knowledge in their field using established techniques of research and enquiry • Research critique: Conceptual understanding so they can criticise and evaluate the current research papers in their field, and the current methodologies and techniques; This is particularly important for SA2 and is delivered through the School’s 8 teaching systems. As the Academic Standards’ Regulations say:; “The School adheres to the OfS’ principle that ‘the award of higher education qualifications is based on the demonstrated achievement of outcomes rather than years of study.’ (OfS, ‘Sector-Recognised Standards) and that this can be shown through a credit-based system whereby students are awarded credits following the successful completion of modular assessments and programmes that have been ratified by the School, or some other means approved by the School's regulations. The School uses the Credit Accumulation and Transfer System (CATS) system.”; The School has a set of New Programme and Module Approval and Modification Regulations, which explain how these standards and teaching systems are embedded within the School’s programme approval rules. Programmes must pass 4 stages, including Academic Development (Stage 3) and Academic Approval (Stage 4). As the Regulations say, stage 4 provides that: ‘the Academic Board will consider whether the documentation, particularly the programme and module specifications, adhere to appropriate descriptors and credit values, and that there are clear and realistic programme outcomes under the requisite FHEQ and subject benchmark statement that can be met by a coherent balance of core and optional modules providing sufficient depth of learning: The Academic Board will look at:; • Are the learning outcomes clearly stated, measurable, and in line with academic standards? • How does the programme integrate theory and practice in its curriculum? • Does the programme provide opportunities for interdisciplinary learning, aligning with modern academic trends? • How does the proposed programme support the development of soft skills, critical thinking, and problem-solving abilities in students? • Do the learning outcomes prepare the students for a range of specific fulfilling and sustainable careers?; There are specific rules when it comes to programmes on academic rigour and academic cohesion to ensure students get the best learning experience; The Regulations also set out approval rules when it comes to new modules. These set out a number of requirements, including that the new module meet the appropriate FHEQ Level, contain appropriate learning outcomes, contain an appropriate School teaching system, have satisfactory assessments, and have gone through internal and external review; The School offers a diverse and cohesive range of core and optional modules in all its programmes and ensures that they unfold across all the teaching weeks through activities in a way that enables students to develop their understanding of foundational concepts before moving onto and learning others. Programmes and module activities cater for diverse learners, building in opportunities for deeper understanding through additional resources and research, and providing opportunities for reflection and formative feedback. This is evaluated during monitoring, when students can also provide feedback on their learning that module and programme leaders need to analyse and report on; Further to its manifesto and strategy, the School is committed to identifying and developing programmes. Its programme and module approval rules ensure that the School meets its obligations under sector-recognised standards, with the appropriate levels of quality, especially credit and learning outcome requirements, as well as aligning with the School strategy and the graduate attributes above. Learning outcomes and teaching systems, apart from meeting qualification descriptors, also encompass all the graduate attributes, including on learning and deepening ethical behaviours, communication, and creative problem solving through a range of teaching activities. These are all reflected in the programme and module specifications. As part of its manifesto, SA2 and SG1, the School will continue to explore new innovative programmes that add value, modules, and short courses. It will deliver innovative new teaching activities, ensure that they all meet sector standards, and also follow the School’s approval rules. 2.4. 2.4 SG2: Innovative Pedagogy (by Academic Board): Innovation represents the raison d'être of the School and this is at the core of SA1 and 5 too. We want our students to have the best learning experience. The School’s mission clearly states that the School will immerse learners in the latest technologies, especially when it comes to learning and teaching, and this is captured in the core of SA1 on pedagogic excellence. The School does this in many ways. For example:; Learning and Teaching Tools: Knowledge Maps and AI The School wholly recognises that people learn in diverse ways and aims to create learning and teaching tools that are inclusive. The School’s 8 teaching systems, articulated in its Teaching and Learning Policy document, all capture a diverse range of activities and promote active learning. These 8 systems through which students learn are:; • Research 60 Credits: A research-based module, suitable for the final project of a specialist master's programme, with one-to-one supervisory meetings every 2 weeks for 45 minutes per session on average. This involves learning the concepts in the glossary of research methods and best-practices. • Professional 15 Credits: Standard LSI teaching system for 15-credit modules for professional subjects focusing on understanding key concepts and processes, and developing management or analytical skills. • Technical 20 Credits: Standard LSI teaching system for 20-credit modules for subjects requiring hands-on technical skills. • Technical 15 Credits: Standard LSI teaching system for 10-credit modules for subjects requiring hands-on technical skills. • Technical 10 Credits: Standard LSI teaching system for 10-credit modules for subjects requiring hands-on technical skills. • Foundational 10 Credits: Standard LSI teaching system for 10-credit modules for foundational subjects focusing mostly on understanding key concepts, with minimal hands-on technical skills. • Seminars 10 Credits: In this teaching system, each student in the cohort will be assigned a unique topic to research, produce a presentation for, and deliver as a seminar. Students will also be required to sit the seminars of the other students and then write a critical review (500 to 1000 words) for each. This teaching system is for highly dynamic modules to broaden the student's knowledge, as well as develop critical analysis skills. • Seminars 05 Credits: In this teaching system, each student in the cohort will be assigned a unique topic to research, produce a presentation for, and deliver as a seminar. Students will also be required to sit the seminars of the other students. In each weekly session, 2 students will present their research on the chosen topic to the class, followed by discussion and debates, moderated by the module leader. This teaching system is for dynamic modules whose natures revolve around intellectual awareness, knowledge and critical analysis skills as opposed to practical skills; An example of an innovative teaching method that the School has developed, which is contained in its teaching systems, is an interactive knowledge graph (IKG), ‘a hyper-personalised approach to knowledge dissemination in higher education in the age of AI.’ IKGs work on the principle that students come to education with different levels of knowledge and skills, and that technology can be used to provide a customised learning experience that differentiates and provides an optimal learning experience for students and places them at the centre. Rather than presenting linear learning, technology can be used to provide highly customised, dynamic, and interactive learning experiences, introducing engaging activities and scaffolding on what students already know. This is especially important for postgraduate students, who will come to postgraduate education with prior learning and experience of some concepts and will feel empowered to develop and build upon this, particularly through further research. The interactive knowledge graphs developed by the School, powered by AI, provide an intelligent and interconnected network of concepts that students can self-assess themselves on and the map will then adjust to provide students with an optimal experience and activities based on their prior understanding. They can then progress through these, understanding how concepts interconnect with each other. This also fits well with our flipped learning model: every week, students are given an IKG to complete for that week prior to their class. They self-assess what concepts they already feel comfortable with and then go into activities for the other concepts, including an introduction, text, analogies, and quizzes with feedback. Real-time, AI feedback is built into all IKGs and students are also provided with additional research sources. Videos, audios, and other activities are built in to cater for diverse and inclusive learning styles - and students then come to class ready to apply and build on what they have learnt, and receive additional feedback from their tutors and peers. Feedback is central to IKGs and our workshops; The School is strongly committed to innovation when it comes to learning and teaching systems. It has designed its own customised automated governance system (AGS), which houses a dynamic virtual learning environment (VLE) with its programmes, modules, IKGs, and other learning and teaching content built in so that they are effectively delivered. This complements the 8 teaching systems it has designed. The School will continue to pioneer different learning and teaching tools. Apart from what is mentioned in SG1 and SG3, it is will also provide CPD for staff, an annual learning and teaching symposium, and participate in external opportunities and projects, such as funding opportunities, with a view to expanding its work in learning and teaching innovation. This all to aid student learning. 2.5. 2.4 SG3: Innovative Research (by Academic Board): Research brings together the work the School does on innovative new programmes (SG1) and dynamic new learning and teaching tools (SG2). Research also facilitates the School’s core values of impactful pioneering and immersing learners in the latest technologies, whilst ensuring technology can be used to deliver positive change. It goes to the heart of the School’s SA2 and SA5. Two projects that the School is currently working, on to all these ends, are:; A. Science of Adult Education Module This module explores the intricacies of learning science to enhance learning outcomes in the age of AI. It is designed for educators, administrators, professionals, and others committed to using emerging technologies, such as AI, to transform teaching and learning, and higher education institutions. The curriculum covers the psychology of learning and the theories of how adults acquire, process, and retain knowledge, and how they develop cognitive, technical, and professional skills. It looks at how teaching and learning has been historically delivered, and the paradigms and theories underpinning them, and how technology is challenging and disrupting this. It compares a spectrum of methods for teaching, learning and assessment, from in-person seminars and interactive workshops to online learning platforms and AI-powered virtual tutoring. It looks at how design processes can be used to inform new pedagogy and the new opportunities that EdTech provides. It considers user-centric design and the user interface and what educators and learners look for in higher education. The module looks at how to overcome challenges and will also consider regulation when it comes to higher education. Case studies from around the world are considered; B. Tech for Good Research and innovation are in the School's DNA. We aspire to be a leading institution where impact-driven technologists come together from around the planet to re-invent the human experience. In contrast to most universities, the focus of our research is not to just understand and expand the edges of human knowledge. It is to reimagine what’s possible. Our research is inventive, experimental, agile, and bold. Our teaching and research are synergistic. We recognise the coupling of teaching and research in all that we do and engage all our academic staff in both. We ensure that the duality of our mission is reflected in all our operations. The School strives to be a leading force for technological innovations that benefit humanity at large by incubating and driving a diverse range of “Tech for Good” initiatives, tackling some of the age-old challenges of mankind. Integrated into the fabric of our education system, academic staff and students extensively contribute to these projects through an online opensource hub. Students are encouraged to align their academic course requirements (projects and assignments) with the opportunities in these initiatives. The benefits include: • More meaningful and enjoyable learning experiences. • Better and deeper learning, due to higher motivation and energy. • Opportunity to showcase their work to potential employers. On the flip side, this enables progress and traction on some highly ambitious ideas that would be too risky to resource commercially – ideas with profound potential for impact; Both the Science of Adult Education Module and Tech for Good research initiatives are central to the School’s strategy and sub-goals. They enable the School to discuss, research, and explore dynamic new teaching methods that work to heutagogical and other forms of learning; and provide both staff and students an opportunity to research tech for good initiatives. This is especially useful for students who are at the start of their research careers. The Tech for Good project is also linked to the Final Master’s Project so the students can develop their research skills, including considering and applying for ethical approval if this is needed; We will continue to promote such research, especially when it comes to our vision, mission, and strategic aims. For example, part of this is already captured centrally in the School’s Research Supervision Code of Conduct: • Research events will be regularly held throughout the academic year, drawing on both internal and external experts, so that students can exposure to a rich and diverse research environment. • Industry experts will be particularly helpful as students get to learn, both experientially and reflexively, about how the implementation lifecycle works in practice, especially with a view to developing solutions and artefacts, and careers. • Students will be invited to present their research to receive feedback. The School will facilitate research clusters and societies, so that students and staff can come together around interests. • Space will be provided for students to meet to discuss their research and hold events. • The School is committed to the work and vison of organisations such as the BCS, The Chartered Institute for IT, UKRI, Vitae, the National Centre for Research Methods, UK Computing Research Committee (UKCRC) and other bodies and will incorporate these in its strategy; We will prepare an annual research plan, which will be approved by the Academic Board and Board of Governors as part of our strategy. SECTION 3: Implementation and Support Systems ------------------ 3.1. Introduction (by Academic Board): The 3-pillars of innovative programmes, new pedagogy, and cutting-edge research, together with our graduate attributes and monitoring and engagement systems, form the bedrock of our teaching and learning strategy. The School also has several support systems to facilitate their implementation. These enable our teaching systems to be fully delivered. The School invests and supports these through their respective regulations, policies, and strategies 3.2. System A: Module and Approval Process (by Academic Board): The School’s automated governance systems (AGS) sets out programme and module approval rules and the School uses it to check that programmes and modules meet these rules and also sector standards, such as qualification descriptors. It also requires programmes and modules to be internally reviewed by experts, and also that external reviewers assess programmes and modules. 3.3. System B: Teaching Systems, Automated Governance System (AGS), and Virtual Learning Environment (VLE) (by Academic Board): As part of its pedagogical research, the School has designed 8 teaching systems, delivered through its AGS and VLE, so that its learning and teaching activities, such as the IKGs and credit hours, can be best matched to a module based on the specific subject matter of a module and what will maximise a student’s chances of success in and beyond education. 3.4. System C: Diverse Summative Assessments and Formative Assessments (by Academic Board): The School offers a diverse and effective range of summative assessments to students, and these are closely aligned to the teaching systems and activities that students undertake through their modules. Formative assessments and feedback are a part of the module approval rules and are built into all modules. 3.5. System D: Assessment Regulations (by Academic Board): The School’s Assessment Regulations require it to train students on avoiding academic misconduct and contain other rules such as on academic integrity. The assessment regulations also set out rules on the provision of timely feedback to students. The School will use assessment results and metrics to gauge how effective its learning and teach strategy is, and whether any changes are needed. 3.6. System E: Research Supervision and Ethics (by Academic Board): The School has a code of conduct for research supervisors and has a research ethics code to promote responsible research. 3.7. System F: Learning Resources (by Academic Board): The School has a learning resources action plan that identifies physical, digital, human, and other resources to support students during their learning. This includes the AGS, VLE, and access to a School site in South London. 3.8. System G: Support Services and Wellbeing (by Academic Board): The School fully recognises the importance of support and wellbeing when it comes to succeeding in learning. It has a Student Resources, Support, and Wellbeing Policy that sets out more than 10 means by which it supports students, including its School site, pastoral support, staff support and office hours, mental health support, and through a dedicated Student Success Team 3.9. System H: Engagement with Studies (by Academic Board): The School has an Engagement with Studies Policy that sets out how it will use the AGS to monitor engagement and assist students who may need help. The School also has a number of policies that protect student rights, including on dignity at work. 3.10. System I: Free Speech (by Academic Board): The School’s Free Speech and Academic Freedom Policy promotes the freedom of its community to engage in academic development. 3.11. System J: Student Charter (by Academic Board): The Student Charter sets out the obligations of students and the School and ensures a cohesive community where students can excel. 3.12. System K: Monitoring, Student Engagement, and Feedback Loop (by Academic Board): The School has Monitoring and Evaluation Regulations that require module and programme leaders, and the Director of Education, to reflect on learning and teaching provision every cycle and produce reports for the governance bodies, including on what went well and what needs to change. Student engagement is directly integrated into the regulations, so that students can feedback and contribute to learning and development at the School. 3.13. System L: Staff Recruitment and CPD (by Academic Board): The School will recruit staff who have the requisite experience to deliver teaching and supervise students. They must demonstrate proficiency through an interview process that requires a practical task. The Staff Induction and Development Plan sets out how the School will assist with CPD and external opportunities. 3.14. System M: Events and Annual Learning and Teaching Symposium (by Academic Board): The School intends to hold an annual learning and teaching symposium at its South London site so that research and best practice in learning and teaching can be explored and shared. External speakers will be invited to participate. All the structures above are expanded on in the School’s Teaching and Learning Policy, as well as its other regulations and policies. More will be added as the School grows SECTION 4: Metrics, Evaluation, and Continuous Improvement ------------------ 4.1. Continuous Improvement (by Academic Board): The learning and teaching strategy is complemented by the School’s Teaching and Learning Policy. This is a living document on how the School will support learning and teaching and deliver on the strategy. As with all the School’s regulations and policies, the Teaching and Learning Policy also sets out metrics at the end to enable its success to be gauged; The Director of Education is the owner and responsible for reporting on these metrics as part of their report to the governance bodies. The Director of Education must also recommend means for continuous improvement based on the metrics. The metrics are:; • A.I. Integration success • CPD Engagement levels • Employment Outcome Rate • External Collaboration Impact • Graduation Rate • Learning Support Plan Efficacy • Module Completion rates • Research Output Quality • Student satisfaction Score • Student Tutor Engagement; Under the Monitoring and Evaluation Regulations and Organisational Structure, Governance, and Declaration of Interests Statement, reports are sent to the Academic Board, which has the responsibility to:; • Define and monitor academic standards to ensure the quality of teaching and training. • Monitor and develop strategies to deal with potential risks to academic integrity. • Cultivate informed and open discussion regarding academic issues that affect the entire School, especially those related to higher education standards. • Consider, approve, and amend the academic policy Cultivate innovation, excellence, and knowledge sharing in teaching, learning, and scholarship by providing critical evaluation and feedback on initiatives and proposals in these areas. • Assist and advise the Board of Governors in identifying and addressing the School's academic risks. • Approve amendments to existing programs and evaluate new programs critically • Ensure effective oversight of all standing committees. • Confer or approve academic awards, with oversight of all Examination Boards; Other School committees can be set up, and the Executive Committee support the Director of Education; The Academic Board sends a report to the Board of Governors, which has overall responsibility for quality and standards and can approve and direct changes related to learning and teaching; The learning and teaching strategy sits under the School’s strategic aims (SA’s1-6). They will be reviewed in line with changes to strategy undertaken by the Board of Governors.