||In higher education, the Flipped Classroom is receiving increasing attention as an effective way of incorporating active learning without sacrificing content. For it to work, the flipped classroom requires students to engage with recorded content prior to class. Within the literature, a frequently cited concern relates to motivating students to engage with these recordings. The contribution of this article is that it details one approach towards achieving this goal. The approach contains of four features, namely, the use of a partial flip, recorded screencasts, test questions and assigning marks. The effectiveness of this design was evaluated by monitoring student engagement and through the use of a student questionnaire that combined open and closed-ended questions. An analysis of the data reveals that the design was very successful. Each week, on average, over 90% of the students that took this module engaged with the content prior to coming to class. The qualitative data revealed that the flipped classroom supported learning through the pre-class test questions which helped students prepare and through the recordings and the interactive nature of the face-to-face sessions both of which facilitated understanding. Based on self-reported data, students spent twice as long viewing the recording compared with the recording length. This may help staff developing flipped classrooms to estimate the workload associated with this approach and the overall findings may help staff to design effective flipped classrooms.