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Support for course and module design and delivery

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This section has been curated by a range of stakeholders from across both academic and professional services teams to provide you with guidance, information and resources to support your teaching, learning and assessment activities, including sources of support for our course and module leaders with design and delivery of their courses/modules.

This resource is maintained by the Academic Development & Diversity Team on behalf of our stakeholders. If you’d like to become a stakeholder and contribute to this resource, have a suggestion for content or just want to offer feedback, click the feedback button and let us know!




Future Strategy Programme

Our Future Strategy Programme (FSP) is a comprehensive package of work being undertaken to support the delivery of our priorities set out in Transforming Lives.  Read more about:

Hallam Model

All of our course are designed and delivered in accordance with our Hallam Model principles. Explore the Hallam Model principles to see ideas and links to existing programmes that may assist you to be more creative and innovative in designing your curriculum through the Hallam Model lens.

As part of the Hallam Model, the Academic Development & Diversity Team have created Hallam Model Inclusive Prompts which relate to each of the 4 principles. 

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Planning and delivery our course and module principles: 2021/22

Changes to teaching, learning and assessment 2022/23

Guidance on teaching and learning expectations for 2022/23 (SP site). You can also see the 2021/22 future directions guidance released through Academic Strategy below:


Each College has their own course and module start of year checklist which provides key actions and resources moving forward:

Teaching Delivery (SETL)

The planning and delivering our course principles 2021/22 guidance as outlined below, is for staff in implementing the University Course Delivery Principles during the 2021/22 academic year. This guidance is kept under review and will be updated if and when new information becomes available or circumstances change. Contact the Digital Learning Team for content feedback. 

Visit Assessment Essentials for all your assessment and feedback design and delivery including * course design * setting (module level) * Submitting / Sitting * Marking / Feedback * Reflecting and Reviewing. 

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Quality Assurance

Sheffield Hallam University is responsible to its students for the quality and standards of its academic provision. External expectations are that the University’s academic standards must meet or exceed UK threshold academic standards and offer high quality learning opportunities to students. These include, curriculum catalogue, validation, modifications, annual review (course improvement plans), periodic review, external examiners, apprenticeships and work-based learning, collaborative and professional statutory and regulatory bodies (PSRBs).

The Academic Quality and Standards Team oversee the University’s Quality Assurance Regulations and Procedures. They also manage the Academic Quality and Standards (AQS) Quality Framework, an externally facing guidance and home to our Quality Manual, sections 1 – 9. 

For further discussions on Quality Assurance please speak with your departmental Quality Leads.   Click on the following headings to jump to the respective section: 


The Quality Assurance Agency (QAA) for Higher Education

The QAA safeguard standards and improve the quality of UK higher education wherever it is delivered around the world. The QAA check that students working towards a UK qualification get the higher education they are entitled to expect. Take a look about their remit and work with HE partners. 

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Transforming Lives: performance and progress review

As part of Transforming Lives, here are the 2020/212022/23 strategic plans from the University’s 5 Planning Units which cover Department, Research Centre, Directorate, Service, or Team level and that capture the detailed actions that contribute to delivery of the strategic plans.

As part of the University’s ‘plan, do, check, review’ annual business planning cycle, we review our performance using a range of KPIs and in-year performance indicators; the progress of implementing the College, Research Institute and Professional Services plans; and any risks to the delivery of those plans on a quarterly basis, and then provide assurance to the Board of Governors.

  • Quarter 1 : August, September, October.
  • Quarter 2: November, December, January.
  • Quarter 3: February, March, April.
  • Quarter 4: May, June, July.

Please visit the Strategy, Planning and Insight intranet site to check out the Q reports for an overview of how we are performing and the progress that has been made since the last quarter.    

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Timeline of teaching and learning activities

Following the academic calendar, we are developing a timeline of teaching and learning activities. Originally created by Lucian Tipi, Head of Teaching and Learning, BTE, we are working with key stakeholders to include UG and PG modes of delivery for both September and January starts. You can filter the columns to see activities that take place, week by week, month by month and provides links to the source of the guidance.  If you have any suggestions or feedback on this, please contact the Academic Development & Diversity Team

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A-Z of resources to support teaching, learning and assessment  

Academic Administration | Academic Advising  |  Academic ServicesAnnual Review  |  Apprenticeship and Work-Based Learning  |  Assessment and Feedback  |  Attendance and Engagement  
Blackboard  |  Campus Teaching  |  Collaborative Courses  |  Course page: online prospectus  |  Course Improvement Plans (CIP) Course Principles  |  Coursework submission  |  Curriculum Catalogue/View
Departmental Assessment Boards (DABs)  |  Digital Capability, Skills and Support  |  Disabled Students  |  Enrolment  |  Employability and Placements | Evaluation  |  Examinations  |  Exemplars  |  External Examiners (EEs)  
Group Work  |  Hallam Welcome  | Health and SafetyInclusive Pedagogy and Practice/Accessibility  |  Learning Contracts  |  Learning Analytics  |  ModerationsModifications
Modules | Module Evaluation (MEQs)
Periodic Review  |  Professional Statutory and Regulatory Bodies (PSRB)  |  Reading Lists Online  |  The Source  |  Student Recruitment  |  Supporting our Students  |  SurveysTimetabling  |  Validations | Verifications

Academic Administration and Academic Services

The work of Academic Services touches all members of the University community and provides services to students, staff, partners and external agencies. Academic Services comprises of:

  • Academic Administration: The Academic Administration service promotes consistency and a holistic, end-to-end approach to supporting the student experience. 
  • Registry Operations
  • Student Policy & Compliance
  • Students Systems & Reporting


Academic Advising

Hallam students have an Academic Adviser allocated to them at the beginning of Semester 1/2 and will have contact with them at least 3 times per academic year to discuss their Academic Progression Development – Personal Development and Professional Development. 

Each College / Department has an Academic Advising Lead – this is maintained by Melissa Jacobi, Head of Academic Advising. Contact ! Academic Advising if you have queries about the content. 

Academic Advisers are members of the teaching team within the Colleges and Departments.  If you are an Academic Adviser or support a colleague undertaking this role, you can find a host of guidance, information and resources on

Annual Review

AQS Annual Review – the monitoring and evaluation and the continuous enhancement of all the University’s award-bearing provision is an essential activity to assure the quality of the student experience and to maintain standards. The annual review is also known as Course Improvement Plans (CIPs) and covers Course and Module Review (CMR) meetings.

Course Evaluation Bursary Scheme: supporting Course Improvement Plans

The SETL/STEER led Evaluation Bursary Scheme began in September 2021, and nine applicants were granted up to £1,000 to focus on an action from their Course Improvement Plan. Each Project Lead and the student researchers working with them will receive a comprehensive package from SETL/STEER that includes training and development workshops, online resources, and tailored support with developing and evaluating these initiatives. For further details about the Course Evaluation Bursary Scheme, please contact either Dr Jill Dickinson ( or Tom Savage (

Course Improvement Plans – SMART development

If Departments wish to organise a development session for completing CIP’s  that explores SMART action planning, using data and the Hallam Model, please contact the Academic Development & Diversity Team.

Take a look at a previous Course Improvement Plans workshop – Zoom recording (passcode &$R$H2SC).  Hosted by Emma Morris – Transformation Directorate and Dr Helen Kay and Dr Claire Walsh, Academic Development & Diversity Directorate – a recent workshop for our course leader community, covering the new CIP cycle  **  data sources  **  investigation  **  qualitative data  **  SMART objectives  **  

Understanding Course Performance – Presented by Lynsey Parker,  Planning Manager, Planning, Risk & Compliance, Strategy, Planning & Insight and colleagues at the December 2020 Course Leader Fest ‘Engaging and Thriving’.

Course and Module Review (CMR) meetings

Preparation: early to mid January and should be held for every course. 

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Apprenticeship and Work-Based Learning

Visit Academic Essentials: Apprenticeship, Employability and Work-Based Learning overview page for a range of guidance and resources from across a number of teams and services that offer apprenticeship, work-based learning, employability and placement guidance, information and resources. 


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Assessment and Feedback

Currently, all aspects of the assessment and feedback journey is held on Assessment Essentials, the dedicated assessment and feedback academic resource website. This website hosts guidance around:

  • Course design
  • Setting (module level)
  • Supporting students
  • Submitting / Sitting work
  • Marking / Feedback
  • Reflecting / Reviewing

Academic Essentials: Case Studies – for examples of good assessment and feedback practice.  

Attendance and Engagement


The University’s Attendance and Engagement Policy clearly sets out expectations in terms of attendance and engagement and identifies processes whereby students who are not engaging can be offered support in an efficient way across a range of roles and services. 


WonkHE: To uni I belong

A sense of belonging – measured by quantitative engagement or qualitative feedback – has been strongly associated with academic achievement at university. But what exactly is “belonging”? How do we define it? How do we foster it? And when we do manage to, how can we replicate it elsewhere?

Course Leader Fest

The following were delivered at the ‘Engaging and Thriving’ Course Leader Fest event December 2020: 

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For all Blackboard related guidance and ‘how to’ visit the Digital Capability, Skills and Support overview page – section ‘Blackboard’. 

Campus teaching

Teaching Delivery: Campus Teaching covering guidance on:

To support you with on-campus teaching and learning also visit:

Health and Safety


Collaborative Courses

AQS Collaborative – the University collaborates with education providers and other organisations to provide a diversity of pathways and progression to higher education.

Academic Services: Collaborative Provision (SP site) outlines further provision and information.

Further information about collaborative courses can be found on:

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Course page – online prospectus

Course Principles

The Teaching Delivery resources set out the principles  |  pedagogic models blended and flipped learning considerations.   

Coursework submission

Assessment Essentials website – for details of coursework submissions and associated resources.

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Curriculum Catalogue / View 

Click on one of the following headings for more details:

Curriculum Catalogue * Curriculum View * Action: course and module leader allocations * Resources


Curriculum Catalogue

AQS: Curriculum Catalogue (SP site) highlights the workflow used to manage the creation and maintenance of all course and module records. These records are then stored in our student management system SITS. New courses are set up using a new course request in Curriculum Catalogue and if you need to make a course or module modification, this is done by submitting a change course or change module request through Curriculum Catalogue. Here you can access: 

  • Curriculum Catalogue to start a new request.
  • The required guidance documents.
  • Screencasts that can guide you through using the system.
  • How to access course and module descriptors that are now generated from the SITS.

Tale a look at the student guidance for module selection 2021-22 regarding elective modules. 

Curriculum View

Is a view of course and module data that is set up and held in our student management system SITS. It allows you to view courses and the validated module diet for a course, modules and the courses a module is delivered on, you can search for all modules allocated to a module leader, or all courses allocated to a particular course leader, and many other curriculum searches.

The Academic Services SITS Help team provide support for student systems and processes – visit the SITS Status page and IT Help @ITHelpSHU twitter feed to keep staff users informed of progress during upgrades.  You can also find guidance on changes to the system on SITS annual upgrade changes log.   If you have any queries about the use of the Curriculum Catalogue please contact SITS Help in the first instance – or telephone 0114 225 4475. 

Action: Course and Module Leader allocations

Have you checked to see if you have had your course(s) and module(s) allocated to you? All staff undertaking the Course and Module Leader role must be allocated to their course(s)/module(s) by the end of August each year.  To assist you with this self-service update, take a look at the following resources:


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Departmental Assessment Boards (DABs)

Visit Assessment and Feedback for guidance on DABs that link in with the whole assessment and feedback journey. 

Digital Capability, Skills and Support

Visit the Digital Capability, Skills and Support overview page for a wide range of resources to support digital technologies including an A-Z library of digital tools which includes resources such as:

Disabled Students

Visit Academic Essentials: Equality, Diversity and Inclusion (EDI) overview page for further guidance.

Visit Learning Contracts section below.

Visit Inclusive Practice and Accessibility section below.  

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Enrolment is the process during which new students become members of the university and returning students re-confirm their membership. 

Employability and Placements

Staff guidance, information and resources

Academic Essentials: Apprenticeship, Employability and Work-Based Learning overview page for a range of guidance and resources from across a number of teams and services that offer apprenticeship, work-based learning, employability and placement guidance, information and resources.

Academic Essentials: Case Studies – for examples of good employability practice. 

Evaluation: adapting your delivery 


Student Engagement, Teaching and Learning (SETL)

For course improvement plans course evaluation bursary scheme – see Annual Review section above and for guidance around Learning Analytics – see section below. 

Evaluation resources

Read Liz Austen, Head of Evaluation and Research’s WonkHE blog post ‘Working together on access and participation evaluation: a new collaborative effort to shape, promote and drive effective evaluation of access and participation work‘.

Access and Participation: an overview of Hallam’s 5-year plan to address student inequalities; and where to find data and insight about your coursePresented by Claire Walsh, Head of Academic Development & Inclusivity, Lizzie Morgan, Strategy and Policy Manager, Strategy, Policy and Insight and Simon Reade, Insight & Intelligence Manager, Strategy, Policy and Insight at the December 2020 Course Leader Fest  ‘Engaging and Thriving’.

Staff Guide to Using Evidence: Presented by Liz Austen, Head of Evaluation & Research, Student Engagement, Evaluation & Research, SETL at the December 2020 Course Leader Fest ‘Engaging and Thriving’.


Module Evaluation Questionnaire Here you’ll find a range of support, resources and contacts on the comprehensive and systematic process to provide module leaders with anonymous feedback from the students studying their modules.  To access click on image. 
National Student Survey Is the national survey of undergraduate students (to access click on image). Conducted annually it is commissioned by the Office for Students (OfS) and independently run by Ipsos MORI. Universities, Colleges and alternative providers take part in the survey.  

  • In July 2021, the National Student Survey (NSS) results were published. In response, the University has developed an NSS Action Plan
  • The NSS 2022 Marketing Tool is a useful ‘one stop shop’ resource containing all you need to brief your students on completing the NSS. 
  • For departmental / course data on NSS results, visit The Source section below. 
Student Voice Bulletin Jan 2022

The Student Voice Repository is a new place for members of the University community to submit and view Student Voice insights from a wide range of sources. Request access to the Student Voice Repository here (MS Teams channel) for access to our monthly bulletins. 

Postgraduate Research Experience Survey Is a national online survey designed specifically for postgraduate research students. To access click on image. 
Postgraduate Taught Experience Survey Is a UK-wide survey open to all Higher Education Institutions (HEIs) with postgraduate taught students and is made available by Advance HE. To access click on image. 
UK Engagement Survey Is a national survey, designed and supported by Advance HE and based on the National Survey of Student Engagement (NSSE). To access click on image. 
SHU Students Union Each year, the Students’ Union conducts research into the student experience. Most of this research is included in the Student Voice Report.

The Student Voice Report is the main lobbying and advocacy tool produced by the Students’ Union. This report establishes clear actions, priorities and goals which can be reached through a joint partnership with students and the University.


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Visit Assessment Essentials for a range of guidance, information, policy and procedures on designing and delivering exams as part of your assessments.

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Exemplars are examples of previous students’ work or examples developed by practitioners that when used in learning activities help students to grasp key concepts, skills, content and assessment standards and criteria. Unlike model answers which are examples of a ‘perfect’ answer, exemplars are examples of varying standards of academic work. 

We also have a collection of formative feedback examples on our Case Studies page.

External Examiners (EE)

AQS External Examiners (EE) – the University appoint EEs who have an essential role to play in the assurance of quality and standards within UK Higher Education.  Here you can find:

  • forms and templates
  • annual reports
  • EE reports and how to respond to them
  • EE course and module allocations
  • SHU staff EE roles 
  • guidance documents and public information

The TEL Help website hosts a range of guidance around External Examiners:

For more guidance on using Blackboard visit Academic Essentials: digital capability, skills and support overview page.

Academic Services: How to find my module external examiner – screencast

Are you looking to become an EE yourself? For details of career enhancement and development visit Academic Essentials: Academic Induction, careers and work planning overview page. 

Case Studies

  • Making external examining for for the future: November 2020: Dr Lia Blaj-Ward, senior lecturer at Nottingham Trent University, points to ‘the emphasis on the importance of calibration across the sector’ as the highlight of Advance HE’s external examiner course. Visit Advance HE for more information
  • Reflections of an External Examiner: December 2018: John Freeman, Principal Lecturer, HWB spoke to a group of academic colleagues during an External Examiners workshop about life as an external examiner.  John has undertaken the role of External Examiner for about 12 years, in fact pretty much since John started at Hallam! You can read more about John’s role on the HWB Learning Enhancement pages. 

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Group Work

Policies and Regulations

University’s Rules and Regulations: Examinations and Coursework (website) covers group work policy and procedures. 

Staff teaching resources

Case studies

Student Resources

Online e-Module

Hosted on Blackboard “SKILLS HUB (2021/22) 00-Z-E0113-20212” – to support students with group work and covers a wide range of topics. Applicable to all students whereby students can self-enrol. If you’d like to batch enrol students, please contact Nick Russell, Peer Learning Coordinator, Skills, Library Services.

Group assignments / presentations


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Hallam Welcome

The Hallam Welcome Staff Hub (SP site) is a one stop shop for all things Hallam Welcome.  This site provides information, resources and tool kits for staff across the university to deliver their Hallam Welcome Experience to both new and returning students. Also visit:

Case studies


Inclusive Pedagogy and Practice / Accessibility 

You need to ensure your course and modules are inclusive and accessible to all. Visit:

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Learning Contracts

All students who have a declared disability will have a Learning Contract.  Visit: 


Learning Contracts – Presented by Catherine McAuley, Senior Disability Adviser and Marissa Hill, Head of SRAC, SAS at the December 2020 Course Leader Fest ‘Engaging and Thriving’. 

Learning Analytics

A student’s engagement with their teaching to support their learning is essential to ensure they are able to achieve and succeed. With this in mind the University has invested in Learning Analytics software Data Explorer, provided by Jisc.  This will allow colleagues to observe student engagement and allow them to target and improve student support with the aim of improving student success and increasing student retention. Visit the Learning Analytics SharePoint site for more guidance on: 

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AQS Modifications – all modifications for module, course and large scale are managed through the relevant “modify a module/course” function in the Curriculum Catalogue. Also provides guidance on: 

Academic Essentials: timelines guidance  – for deadline dates for all course modifications for 2021/22. 

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Periodic Review

AQS Periodic Review – the periodic review or Departmental Periodic Review is one of the processes through which the University assures itself that the academic quality and standards of its award-bearing provision are maintained. 

Also visit the AQS: Quality Framework website for policy guidance and external content.  

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Professional Statutory and Regulatory Bodies (PSRB)

AQS Professional Statutory and Regulatory Bodies (PSRB) – the University has a professional/academic relationship with a large number of PSRBs who accredit or recognise a wide range of University award-bearing and non-award-bearing courses. 

Reading Lists Online

Supporting our Students overview page – for a wide range of Library Services guidance on how to:

  • create, update and manage your RLOs in collaboration with your subject librarian.
  • use the dedicated RLO’s such as ‘decolonising the curriculum’ and ‘disability’
  • use our new subscription to the new Journal of Contemporary AntiSemitism (JCA).
  • ensure your materials, in particular PDFs hosted on your Blackboard sites adhere to copyright. 

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The Source

Is the university’s reporting mechanism which provides data for both academic and professional services staff.

Strategy, Planning and Insight (SPI) supports the development, implementation and delivery of the University’s strategy.  We provide a range of specialist services that support strategic decision-making within the University.  We use our specialist knowledge of the policy, market, data landscape and wider external environment alongside our understanding of the internal context to provide our high quality services.  

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Student Recruitment

Clearing is the process by which applicants who have changed their mind, not yet applied to University, or have not got the results they were hoping for, can apply to University courses that still have vacancies. Clearing opens on 1st July 2021.  Visit the Recruitment, Marketing and Communications staff SharePoint site for more details. 

Supporting our students

Take a look at how we support our students both pastorally and academically.

Teaching Delivery: Embedding Study Skills/Library Support

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The online timetable has been updated and there are some step by step guidance on navigating the new timetable view (word document). It defaults to the user’s personal timetable so staff and students won’t need to change anything. There’s also a help guide, linked at the top right of the web page which gives simple instructions on how to set up an integrated calendar feed and change notification if preferred. 

  • The Timetabling Team is responsible for the development and delivery of the University teaching timetable. During the academic year, student and staff timetables are available online and contain details of the module, teaching staff, location, and the weeks in which the activities take place.
  • Space Management support and advise on space management, utilisation and modelling to inform and support the delivery of academic portfolios to enhance the student and staff experience and estate development. 


AQS Validation – the process of validation covers all of the University’s award-bearing courses and are subject to initial validation by a University validation panel. 


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Professional Development Activities (CPD)

We have a number of professional development activities to support our new and existing academic colleagues:

  • Course Leadership
  • Module Leadership
  • External Examiners

Visit the Academic Development and Diversity Team website > academic practice, management and leadership.

Visit Academic Essentials: Academic Induction, careers and work planning webpage – for an overview of how we induct staff into our academic community, the roles within Colleges/Departments and how we support and enhance the development of our academics. 

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Personal and Professional Development Planning (PPDP)

Here are a set of resources to support the development of Personal and Professional Development Planning (PPDP).

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Last updated: 1st February 2022 NB