‘Now we’re going to work in groups’ is often a phrase which causes a feeling of dread and anxiety in students, but it doesn’t need to. There is a plethora of advantages to structured group work, including the skills that students can develop, but also for authenticity in learning and assessment for learning. Teaching in groups can facilitate peer-peer feedback and subsequently independence from lecturers, leading ultimately to more independent and collegial graduates. Students supporting one another as the first port of call enhances efficiency for lecturers. Group work can also help to reduce the costs of the hidden curriculum: students who haven’t developed those skills can learn them from peers. The advantages are also numerous for lecturers. In large modules, marking can be a significant workload and due to large volumes of marking, it can be impossible to provide truly meaningful feedback, without losing consistency by splitting the marking between staff. Incorporating group submissions means that there are fewer items to mark and therefore, feedback can be much more in depth and useful. The reduced number of submissions has enabled the design of an assessment which is significantly more authentic, efficiently addresses learning outcomes, and provides a learning experience for the students. This talk will illustrate how I have introduced groupwork to be a significant part of my large first year module in a way that the students have enjoyed and benefitted from and the vital considerations to ensure success when designing similar schemes of work.