Teaching

Teaching Domain

The Teaching domain encompasses the academic and operational structures that support high-quality teaching, inclusive learning environments, and pedagogical innovation at NCI. It ensures that teaching is student-centred, evidence-informed, and aligned with programme learning outcomes and institutional goals.

Policies in this domain support the design and delivery of effective learning experiences across multiple modes of provision, including face-to-face, blended, and online formats.

Policies

Legacy QAES Content

The following chapters of the 2019 QA Handbook remain in effect and are accessible through this domain until fully reviewed and replaced:

Note: Selected sections of Chapters 4 and 5 have already been superseded by the new policies listed above. The remainder of these chapters will remain active until fully reviewed and replaced as part of the QAES Refresh Project. Changes will be clearly tracked and published on this page.

Summary of Changes

The below tables indicate changes made as of August 2025

New Policy	Supersedes QAES	Summary of Change
Policy on Blended and Online Learning Programmes	Chapter 13: Programmes using Technology-Mediated Learning	Fully replaces and restructures Chapter 13 to align with QQI 2023 online/blended guidelines. Clarifies governance, delivery modes, curriculum design, and support services. “TML” terminology deprecated in favour of “blended/online”.
	Chapter 4 (partial)	Supersedes Chapter 4 sections that refer to assessment in online/blended contexts. Formal adoption of principles around academic integrity, equivalence, and remote assessment (now expanded under Online Exams Policy).
	Chapter 5 (partial)	Supersedes teaching environment guidance that applied to online/blended delivery. Modernizes standards for delivery infrastructure, VLE, student engagement, and online pedagogy frameworks (e.g. CoI, UDL).
Online Exams Policy	Chapter 13 Appendix 1; Chapter 4 (partial)	Extracts and replaces all procedural detail relating to online proctoring and remote assessment integrity. Formalises exam setup, roles, and contingencies under a standalone QA policy.
Asynchronous Learning Development Policy	New Policy (based on QQI 2023 standards)	Not directly replacing an existing section; extends guidance in Chapter 13 (section 7) on asynchronous delivery and formalises NCI’s approach. Developed in response to differential validation requirements and programme panel feedback.
Policy on Timetabling	Chapter 5 (partial)	Replaces and formalises previously undocumented or operational practice regarding timetable development. Sets academic policy on timetabling principles, priority rules, and integration with QA oversight.
Policy on Apprenticeships	Supersedes: Chapter 12 – All sections including: - 2.0 Quality Assurance Framework - 3.0 Consortium Formation - 4.0 Partnerships and Agreements - 5.0 Programme Development - 6.0 Roles and Responsibilities	Replaces the standalone QAES Chapter 12. Aligns NCI’s statutory apprenticeship provision with QQI/SOLAS/HEA frameworks. Formalises approval, delivery, monitoring, assessment, and governance of national apprenticeship programmes.
Overarching Assessment and Examination Policy	Chapter 4 – Assessment (2018) (framework-level provisions including Section 4.2 – Principles of Assessment and governance of Examination Boards and standards assurance)	Replaces the consolidated Chapter 4 framework with a layered policy architecture. Separates overarching assessment principles and governance from operational procedures (now formalised as discrete sub-policies). Aligns explicitly with QQI Assessment and Standards Guidelines (Revised 2022).
Assessment Resits Policy	Chapter 4 – Section 4.6.4 (Repeat Assessment); Section 4.7 (resit-related provisions only)	Extracts repeat in-class assessment provisions from Chapter 4 and formalises them as a standalone institutional policy. Clarifies eligibility, application process, approval authority, and scheduling (Assessment Contingency Week). Separates resits from deferrals and late penalties.
Late Submission of Coursework Policy	Chapter 4 – Section 4.7 (late submission penalty provisions only)	Replaces embedded late submission rules with a standardised College-wide penalty framework. Formalises percentage deductions, submission cut-off points, and appeal rights. Separates penalties from extension and deferral processes.
Extension of Coursework Policy	Chapter 4 – Section 4.7 (extension-related provisions only)	Extracts short-term coursework extension arrangements from Chapter 4 and formalises eligibility criteria, evidence requirements, approval authority, and standardised extension periods. Clearly distinguishes extensions from resits, late penalties, and deferrals.
External Examiner Policy	Chapter 4 – Section 4.4.1 (External Examiners); Sections 4.10.5–4.10.6 (external moderation)	Replaces embedded external examining provisions with a standalone governance policy. Formalises appointment, tenure, independence, reporting obligations, and oversight of standards. Separates governance framework from operational procedure and aligns with QQI externality requirements.
Policy on Second Marking	Chapter 4 – Section 4.10 (internal moderation and second marking provisions)	Extracts internal moderation/second marking provisions into a standalone policy. Formalises sampling, reconciliation, escalation and documentation requirements. Clarifies developmental and quality assurance function distinct from external examining.