In the post COVID era, face-to-face (F2F), or blended, learning is preferred by most higher education students (Irish Survey on Student Engagement National Report, 2022). We also know from the ‘Next Steps in Teaching and Learning: Moving Forward Together’ Report (2021), that active, rather than passive, learning in large F2F classrooms is key to achieving engagement and attendance in the post COVID era. However, where students from different programmes attend the same lectures, aligning learning outcomes to classroom-based activities can be difficult. The architecture for the lecture theatres may also preclude effective interactions for co-learning across programmes. Hence inter-programme learning in large classrooms is often passive rather than active. From a Connected Curriculum perspective, we know that cross/inter and transdisciplinary learning is optimal for transformative education. While there is some evidence about the benefits of fostering interprofessional large classroom learning between healthcare students from different schools (see Vuurberg et al. 2019), it is not known whether similar benefits are seen for students across other programmes within the same classrooms.