Support for course and module design and delivery
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!
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.
By September 2021, the Hallam Model will stand firmly at the centre of how we design and enhance our courses, support our students, provide them with opportunities, and how we communicate to students through the new external brand strategy ‘Knowledge Applied’. Additional resources:
- Kevin Kerrigan has produced interim guidance for addressing Hallam Model: principles in course validation paperwork. If you have any queries about this guide please email us at ! Hallam Model.
- We encourage you and your teams to complete a Hallam Model case study for the innovative and amazing practice that can then be showcased and shared across the institution.
- “What it means to you and your course.” – session recording and presentation slides – delivered at the Course Leader Fest annual event December 2020.
- Evaluation of the Hallam Model.
Planning and delivery our course and module principles 2021/22
Each College has their own course and module start of year checklist which provides key actions and resources moving forward:
Business, Technology and Engineering (BTE)
Health, Wellbeing and Life Sciences (HWLS)
Start of year checklist – 2021-22.
Social Sciences and Arts (SSA)
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.
|Course Principles | Blended and Flipped Learning | Inclusive Practice | Embedding Study Skills/Library Support | Placement-Work Experience-Apprenticeships|
|Delivery practicalities | introducing your module | recording taught sessions | evaluating and adapting delivery | academic advising.|
|Designing flexible and authentic assessments | formative assessment | inclusive assessment | exams|
|Teaching spaces guidance | health and safety guidance|
The Academic Quality and Standards Team oversee the University’s Quality Assurance Regulations and Procedures in respect of the following areas:
For further discussions on Quality Assurance please speak with your departmental Quality Leads.
Transforming Lives: performance and progress review
As part of Transforming Lives, here are the 2020/21 – 2022/23 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.
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.
Resources to support teaching, learning and assessment
The Academic Administration service promotes consistency and a holistic, end-to-end approach to supporting the student experience. This includes supporting our course and module leaders with course administration and academic administration officers who are responsible for the day-to-day operations of the team and provide support for the Department Managers, working with key stakeholders. Visit the Academic Administration SharePoint site for an overview of these services and who you can content.
Our Academic Advising offer can be found on:
- Supporting our Students overview page – student support triangle section.
- Teaching Delivery: academic advising.
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 Improvement Plans (CIPs)
Update May 2021: A new template for the Course Improvement Plans (CIPs) was circulated in the Colleges Thursday 6th May. Course Leaders – please do read the email from Roger Eccleston.
The CIP and course planning processes are central parts of the Department Quality Review process supporting a continuous improvement approach for our taught provision and informing wider Department, College and University plans. While the Course leader has overall responsibility for its completion, the CIP is a team document – colleagues responsible for employability, learning and teaching, internationalisation, placements etc in each Department have a role in contributing to the review and action planning process for courses.
CIPs will continue to be sampled for review at College and University level, to identify key development themes and areas for support / intervention. The plans are an important aspect of supporting the ongoing development of learning and teaching and our provision.
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 (firstname.lastname@example.org) or Tom Savage (email@example.com).
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 **
Course and Module Review (CMR) meetings
Apprenticeship and Work-Based Learning
Planning and delivery our course and module principles 2021/22 – the assessing section covers:
- designing flexible and authentic assessments
- formative assessment
- inclusive assessment
- exams – see exams section below for more guidance and resources.
AQS Apprenticeship and Work-Based Learning – higher and degree apprenticeships offer apprentices the opportunity to access higher level qualifications while in employment. These qualifications can be between Level 4 and 7.
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.
Assessment and Feedback
Teaching Delivery: assessing 2021-22 – guidance on designing flexible and authentic assessments | formative assessment | inclusive assessment | exams (see section below).
Currently, all assessment and feedback guidance is held on Assessment Essentials. We are currently undertaking a review of this resource with a view to providing guidance in an accessible format, bringing together all sources of inclusive assessment and feedback. If you’d like to be part of this development, please contact the Academic Development & Diversity team for more details.
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.
- Academic Services: student attendance and engagement – staff guidance.
- BESE: Attendance monitoring for apprentices – staff guidance.
- Digital Learning Team: Blackboard attendance tool – see section below under ‘managing your blackboard site’
- Student guidance: managing the impact of difficult circumstances on your studies.
For all Blackboard related guidance and ‘how to’ visit the Digital Capability, Skills and Support overview page – section ‘Blackboard’.
For teaching and learning visit the planning and delivering our course principles 2021/22 section ‘campus teaching’ as above. To support you in preparing for on-campus delivery also see:
- Building opening schedule and opening hours – update on the final plan for leaders and managers.
- Resource booker website is now open to allow bookings for desk space, teaching preparation space, group space, car parking and rooms for synchronous teaching.
- Returning to work on campus – providing a safe environment for staff and students.
- Security Team – if you have any problems accessing your allocated teaching space/room.
- Health and Safety guidance and resources – risk assessments and planning arrangements for returning to campus.
- Beyond Covid-19 intranet site – staff wide guidance.
- The Library & Campus Services SharePoint site brings together the trading areas of the Facilities Directorate including catering, accommodation services, print shop etc.
- Academic Essentials: Digital Capability, Skills and Support overview page – equipment section for access to AV equipment on campus.
- Academic Essentials: Supporting our Students overview page – guidance on TORS: specialist teaching spaces such as labs.
AQS Collaborative – the University collaborates with education providers and other organisations to provide a diversity of pathways and progression to higher education.
Course Leader Essentials guidance, support and information – for collaborative course leader related materials.
Course page – online prospectus
- Find a Course: if an academic wants to update their course page you can find all the information needed on the How to Update your Course webpage including online prospectus import dates
- Our 2022 undergraduate prospectus and guide to Sheffield is now available.
- Assessment Essentials website – for details of coursework submissions and associated resources.
Curriculum Catalogue / View – SITS
AQS Curriculum Catalogue – is used to manage the creation, maintenance and storage of all course and module records. Also known as SITS, there are many activities that are required before course and modules commence. Here you can access:
- the required guidance documents.
- screencasts that can guide you through on how to use the system.
- course and module descriptors that are now available within the system.
Student and Academic Services – Academic Services
- what is SITS/SITS Online and My Student Record (MSR)?
- student systems support and training
- Online Blackboard training module: aimed at academic administration it also contains useful guidance about SITS module records for academic colleagues. Highlights:
- types of modules and module records * viewing student module information in SITS * changes to student module records and how to view them * creating class lists and reports * where nodule data is used in other areas
- to book your place email ! SITS Help with your user code and ask to be enrolled on the Blackboard site for SITS module training (00-Z-S0062-20178).
- Curriculum data guidance – for queries about curriculum data.
- Curriculum View – how do I? – presented at the Course Leader Fest event 2019.
- Student Life Cycle – introduction to student records system (SITS). Book your place via The Core Portal.
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 – SITS-Help@shu.ac.uk or telephone 0114 225 4475.
Actions: Course and Module Leaders
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:
- How to update a Course Leader in SITS Online – guidance and Updating a Course Leader in SITS – screencast
- How to update a Module Leader in SITS Online – guidance and Updating a Module Leader in SITS – screencast
- Are your Academic Adviser (AA) allocations on SITS? Have you downloaded your AA report? Visit the Academic Advising website: guidance, support and information page – SITS allocations.
- When student’s Learning Contracts are published an automated notification email is generated and sent to each of the student’s current Module Leaders which are recorded on here. We understand that some Module Leaders are not receiving their notifications. Its essential that all Module Leader’s ensure their name is recorded against their respective module(s) by the end of August each year.
Departmental Assessment Boards (DABs)
- The full DABs schedules, dates and key resources including process guidance and reporting can be found on the Academic Services DABs SharePoint site.
- The Assessment Essentials website provides 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:
- For guidance on accommodating and supporting your students with disabilities and Learning Contracts, visit the Inclusive Practice and Accessibility section below.
- Refer to Supporting our Students overview page for resources and guidance.
Enrolment is the process during which new students become members of the university and returning students re-confirm their membership.
Evaluation: adapting your delivery
- Support for evaluation – the Student Evaluation, Engagement and Research Team in SETL have a wide range of guidance and resources to help you evaluate your course(s).
- For course improvement plans course evaluation bursary scheme – see Annual Review section above.
- Teaching Delivery 2021/22 guidance: Evaluating and Adapting Delivery | Suggested evaluation methods | Student Engagement
- National Student Survey (NSS) is the national survey of undergraduate students. 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.
- Postgraduate Research Experience Survey (PRES) is a national online survey designed specifically for postgraduate research students.
- Postgraduate Taught Experience Survey (PTES) is a UK-wide survey open to all Higher Education Institutions (HEIs) with postgraduate taught students and is made available by Advance HE.
- The UK Engagement Survey (UKES) is a national survey, designed and supported by Advance HE and based on the National Survey of Student Engagement (NSSE).
- Module evaluation – is a comprehensive and systematic process to provide module leaders with anonymous feedback from the students studying their modules.
- Learning Analytics – see section below.
Student and external resources
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
TEL Help – Blackboard: how to enrol your EE on your Blackboard sites. 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
Academic Essentials: Academic Induction, careers and work planning overview page – are you looking to become an EE yourself? For details of career enhancement and development.
- The Examinations and Coursework guidance covers group work policy and procedures.
- Group Project and Group Presentations guidance to provide a view of implementing group work into your course and module from a digital learning perspective.
- Applied Inclusive Practice resource for a range of guidance and resources to support inclusive and accessible group work.
- Peer and peer-led learning resources to provide the student’s perspective of group work.
- Assessment Essentials website – for details on integrating group work into your module and the associated assessment submissions.
- Supporting our Students overview page – for student guidance on group work and study groups.
In order to prepare and deliver student inductions and foster student engagement, visit the Hallam Welcome SharePoint site which provides resources, guidance and information such as:
- Hint/tips in developing interactive course welcome sessions via PowerPoint – video
- Example of a course leader checklist to prepare for induction – 2021/22
- Academic Advising – an introduction to the AA offer: July 2021 – created by Melissa Jacobi, Academic Director, Academic Advising, this guide is to provide information and ideas to support you during induction week or the first week or two of teaching.
- For Panopto guidance on creating your course welcome videos, visit the Digital Capability, Skills and Support overview page.
- Student engagement guidance around Hallam Welcome – Digital Learning Team.
- Hallam welcome: digital first – 2020/21 guidance – Digital Learning Team.
- Hallam Welcome 2021 – guidance on Welcome Week and beyond.
- Hallam Welcome: student online module – video that explains what it’s all about.
- New student guidance on what the Academic Advising offer looks like.
Inclusive Practice and Accessibility
You need to ensure your course and modules are inclusive and accessible to all. Visit:
- Applied Inclusive Practice guidance
- Academic Essentials: digital capability, skills and support overview page – section: digital accessibility | Blackboard (accessibility).
- From an assessment perspective take a look at the assessment and feedback section above.
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:
- Learning Analytics session recording on how to use the new tool.
- Attendance recording
- User guides and resources
- ‘how to’ screencasts covering all aspects of modifications.
- Read – Module Level Modification guidance
- Read – Viewing and Tracking Modification Requests
Academic Essentials: timelines guidance – for deadline dates for all course modifications for 2021/22.
- Academic Services: Module selection guidance – for staff covering process – selection periods – setup – operations group – glossary – student communications.
- Teaching Delivery: introducing your modules.
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.
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.
Is the university’s reporting mechanism which provides data for both academic and professional services staff.
- Visit The Source news page to access your Source database along with a range of bitesize tutorials.
- Visit The Source for access to the whole range of reports that are available at both university, college, department, course and module levels.
- Department Performance Reporting – presentation to guide you through all you need to know about the Departmental Performance Review and watch the Department Performance Review video guide.
- This Quarterly Performance Reporting presentation will give a quick oversight of each report – explaining what’s included, who should use it and links for further guidance when available.
- Visit the Strategic Planning pages for more details.
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.
The online timetable has been updated and there are some step by step guidance on navigating the new timetable view. 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.
Professional Development Activities (CPD)
We have a number of professional development activities to support our new and existing course and module leaders.
- Academic Induction, careers and work planning – provides an overview of how we induct staff into our academic community and enhance their leadership roles.
- Course Leader events and activities – provides an overview of our induction programme and Fest, our annual networking event.
- Module Leader Essentials – we are developing a dedicated website that focusses on the activities of our module leaders.
- Academic Development & Events – provides an overview of CPD activities covering numerous themes.
The Academic Development & Diversity Team are currently working with stakeholders to develop;
- Module Leader Handbook – to enhance an existing module leader handbook. Originally created by Beth Fielding-Lloyd, T&L Lead, Academy of Sports and Physical Activity, HWLS, it provides best practice and resources to support all the elements of module delivery.
- Module Leader Checklist – to support the module leader handbook as a concise reminder of module leader activities. Working with Mark Jacobi, Deputy Head of Department, Computing, BTE.
- Course Leadership roadmap – to develop a visual road map that highlights the need to know activities.
If you have any examples of course and module leader guidance within your College / Department and would like to share your practice, please contact the team.
Personal and Professional Development Planning (PPDP)
Here are a set of resources to support the development of Personal and Professional Development Planning (PPDP).
- Electronic Tools for student PDP
- PDP – do’s and try not do’s for course planning teams.
- PPDP – key questions for course planning teams. PPDP in Practice – a mix set of resources to support including key questions for course planning teams
- How do I make my students engage in PPDP? Here are some FAQs generated by Employability Leads from across Hallam.
- Engaging students with PPDP – here are some Top Tips.
|Last updated: 14th October 2021 NB|