The paper explores the impact of embedding a student centred approach to teaching and learning on a post-graduate professional module with a mixed cohort in terms of previous academic experience and cultural background. It was the first module on the programme and student performance was assessed by summative examination. The student-centred approach was characterised by interactive discussion based delivery, group work and formative assessment and feedback on a weekly basis. In addition students were invited to undertake a mock exam as independent study and formative audio feedback was provided. Student views on the process were surveyed and responses were highly positive. As assessment data suggests that students who engage with the formative process do better at summative assessment, the next step for the tutors will be to explore ways of engaging the students who do not currently participate
