From the qualitative feedback of 2023 I gained insight to how students value our learning design and the critical views they have as well. Below I summarise and respond to key points in no particular order. Content relevance: It is great to see that what we are trying to do in terms of increasing professional understanding about the teaching of English is recognised by students as being “applicable to future teaching”. Every year we reconsider what policy and syllabus is telling us and then consider how to scaffold our graduates to be deep thinkers with good practical knowledge that is relevant to their future classrooms. The design of teaching and assessment is deliberately challenging because work in schools will demand flexible thinking grounded in solid content and pedagogic know how. As you become reading teachers and teachers of reading, you need to keep developing engagement with the literature that can inspire your teaching. Use of in class tasks for attendance: This was a minor annoyance for some but mentioned enough for me to recognise that the log in system was problematic. My response to this comment is that tutors assume students will be reading information put into the Canvas modules so they can independently shape their own learning. I completely redesigned the way the Canvas modules were set up this year in response to comments that it was hard to find relevant information. There is now only one main page to access each week and all links, resources and tasks were collated there. This redesign garnered positive response from some students. Engaging learning design: As we deliberately design our activities to mirror what students will do, it is affirming to read comments such as “I enjoyed how practical the tutorials were, the activities were fun”. Our deliberate choice to use dialogic pedagogy aims to create collaborative knowledge sharing, so recognition that we gave students opportunities to “see how this would play out in a real classroom” encourages us to keep using that approach. We were commended by students for the “range of approaches to English education” and the fact that we covered “pedagogical strategies that haven't been taught in previous years”. Some state there was too much content in the tutorials and suggest more lectures, however other relish the tutorials as deep learning time. We recalibrated last year and added in an extra lecture so this continues to be a dilemma for us – in particular as not all students attend lectures. The comment that there is often too much material in the tutorial slides can be addressed by the point that we often deliberately include extra material to be used for revision by students. Clarity of information between tutors: This was raised as a challenge for us in a year when we had two new tutors taking tutorials. The tutors met with the unit coordinator as a group on a regular basis to discuss content and assessment guidelines. As always, the single source of truth is the unit coordinator so questions about assessment should be directed to that person. That is one reason why a FAQ discuss quiz was set up so that all queries could be shared there to ensure everyone had the same information. I recognise that the assignments are complex with multiple layers but as we have very high expectations of our fourth years students, that is why we shape our criteria to explicitly name critical insights on practice as an end goal. Integrating learning about the teaching of reading through study of novels, poetry and readers theatre continues to expand connection to children’s literature. I am thrilled to see that some students “started getting back into reading for pleasure”. I affirm the suggestion of students reading a literary book as well as an academic reading each week. I am not sure how to reduce the need to read the essential content, however. Assessment: We note that some students found the assessment tasks to be authentic and a productive way of learning content. Given feedback from last year we revised the assessment taking some sections out and reordering what was left to place greater evidence on the most challenging aspects of professional judgement. Some student greatly valued the experience in tutorial of “annotating, grading and moderating processes” and understood that there was a deliberate step by step logical sequence underpinning our lectures and tutorials leading up to summative assessments including the professional conversations as they “helped in providing feedback prior to submission”. Others did not see a coherent thread or did not understand the rationale to include evidence of decision making which was meant to be written up during tutorial time so some more work needs to be done to signpost our intent. I note that some students recognise that complexity is part of your future profession and that they were happy to be challenged.