Newcastle Law School

Teaching Quality

Teaching Quality

The quality of our teaching is consistently commended.

In 2003 the Higher Education Funding Council (HEFCE) “warmly commended” us for the quality of our taught programmes.

In the most recent audit, in 2014 the University’s Learning and Teaching Review panel (with an external representative) conducted a thorough review of the degree programmes and learning provision.

The 2014 Learning and Teaching Review revalidated our teaching programmes and awarded us 2 commendations for exemplary practice – for our “implementation of a comprehensive assessment and feedback strategy and ethos that is integrated within all modules and engages students as partners”, and for our induction arrangements for new teaching staff. 

We have received a further 6 good practice commendations, including commendations for our approach to small group teaching, it’s requirement that all Stage 1 students compile a curriculum vitae and engage in discussions about employability with their personal tutor, and for our arrangements for the support of international students.

National Student Survey

The Law School has recorded consistently high levels of student satisfaction in the annual university surveys of teaching and indeed in the National Student Survey. Nevertheless we are constantly striving to enhance the student experience and work with our students to improve the learning environment.

The quality of our teaching was confirmed in the 2008 and the 2014 Learning and Teaching Reviews (formal University teaching quality audits) which both resulted in excellent reports.

The 2008 audit team was "highly impressed by the collegiate and welcoming environment for study".

The 2014 audit team noted the “security of standards and the quality of student learning opportunities”.

The 2008 and 2014 reports contained a number of commendations for exemplary or good practice. These included:

Assessment processes

  • Assessment and feedback strategy and ethos integrated within all modules and which engages students as partners
  • The variety of assessment at stage 3 and use of formative assessment at stage 1 of the undergraduate programmes
  • Detailed marking and moderation of marking processes

Teaching quality and support

  • A curriculum encouraging self-directed, independent learning
  • Small group teaching provision
  • Support for international students through a peer mentoring programme
  • Support for student transition into studies
  • CV exercise at stage 1 to engage students in a discussions about employability with personal tutors
  • Processes for maintaining teaching quality including induction arrangements and peer review of teaching

We were also commended on the:

  • Law School/Careers Service annual law fair
  • physical identity and coherence of the school
  • quality of the school administrative support team
  • quality of the Law library support team

The review team were impressed by the Law School's suite of LLM programmes with their effective curriculum structure, intensive but interactive seminars and a commitment to innovation in emerging areas.

Find out more about National Student Survey results.

Postgraduate Taught Experience Survey (PTES)

The Law School has scored excellent results in the 2013-14 Postgraduate Taught Experience Survey (PTES) which covered the School’s three distinguished LLM programmes.

  • 100% of respondents rated the overall quality of the teaching on their programme as good or really good
  • 92% of respondents were overall satisfied with the quality of the course
  • 100% of respondents agreed that staff are good at explaining things, they were encouraged to ask questions or make contributions in taught sessions and the course has enhanced their academic ability

Professor Chris Rodgers, Head of School, has commented on the results: ‘These results are a testament to the enormous efforts made by our academic staff to give our postgraduate community an excellent learning experience, and to the School’s ongoing commitment to providing the best teaching and learning environment for all our students. It is very satisfying to see that our postgraduate students value what we strive to deliver for them.’