One of the most common criticisms of law students on clinical placements is that they lack telephone communication skills. Speaking confidently over the telephone is an important part of working with clients, especially in law where advice is often provided over the phone. The 'phone a friend' task meets two aims at once: ensuring students have prepared for class, and encouraging them to develop their oral communication skills when using the telephone.

Students access on-line interactive simulations that allow the exploration of physical systems. They have control over the key parameters which they can actively change and observe the impact on the system under study. The assessment item requires them to explore a particular aspect of the simulation, demonstrating an understanding of the underlying physical processes. A variety of simulations are available across the internet for use across different discipline areas.

Students use artifacts as points of inspiration for short (500 word) written pieces relevant to their discipline. Students are marked on their written expression and adherence to conventions of the genre. Works are also recited during tutorials and students marked on how well they engage others through their spoken delivery.

Developed as an authentic assessment that simulates analytical skills as used in vocational and academic settings, this task has students analyse a real or created assemblage - a group of disciplinary-relevant artefacts, (e.g. in Archaeology, cultural objects, tools or skeletal remains from a specific site) to produce a written report.

In this authentic assessment students write a number of 700-word policy briefing notes. The aim is for students to critically evaluate current economic policy and provide their own policy recommendations. The assessment's innovations focus on the ability of students to connect and transfer economic theory to real-world policy problems and how students obtain feedback, which develops their skills over time.

Underpinned by the principles of authentic assessment, this task gives students an opportunity to develop their skills with research and communicating economic thinking. This experience replicates the type of ‘real world’ work that economists undertake. In ECON2060, students determine their own research question and design practical and feasible methods to answer their question.

Designed as a sequential case-based online and in-class approach, students are able to scaffold their clinical skills and reasoning through developing and implementing case based assessment and management strategies of simple and complex patients. Students are assigned 6 patient cases within Week 8 of the semester of which will be similar to the cases that students are assigned in their end of semester practical examination. Students can work independently or as groups, contributing to Padlet discussions relating to each patient case. Within tutorials, designed sequentially from Week 9 to 12 (2 cases per tutorial), students work together to plan and present their clinical assessment and management of each case, with facilitation and probing from tutorial staff. Within class discussion is facilitated to explore student views and clinical reasoning whilst reflecting on best evidence based practice (Hour 1). Clinical skills practice is then facilitated where students select skills to practice in relation to the outlined case (Hour 2).

Students are required to conduct field visits to two different sites of disciplinary relevance and write a comparative essay. Students are expected to draw on their first-hand, experiential knowledge of the site and link this to the broader theoretical and conceptual frameworks discussed in the course.

Students are set discipline-specific problem-based exercises for completion during class. The objective is to craft a written response (1500 words) to the problem, or use group collaboration to develop and deliver a 10-15 minute presentation proposing a solution. This assessment requires active problem solving and engagement with relevant web sources.

As a class students are set a collaborative task to produce a creative item relevant to their discipline (e.g. in MUSC3020, an original Album recorded and produced by students) and attend weekly laboratory sessions focused on relevant skill acquisition. This is scaffolded with written reflections where students outline their contribution.