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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 your courses/modules.

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This resource is maintained by the Academic Development & Diversity Team. 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!

 

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.Hallam Model Support and Resources

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’.

Update: May 2021

Academic Quality and Standards (AQS) are currently working to update and refresh the new course validation templates, guidance documentation, training etc. in relation to both EDI and the Hallam Model. In the interim Kevin Kerrigan has produced interim guidance for addressing Hallam Model: principles in course validation paperwork so that academic staff may want to read if they are looking at taking a new course through validation this academic year. Please note: this should be seen as a guide and not in replacement of AQS instructions. AQS will communicate the formal process/expectations soon and will supersede this, but the guide may help course teams with structuring their thinking and course design. If you have any queries about this guide please email us at ! Hallam Model.  

We also 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. Take a look at:

 

The following information aims to guide you through the wide range of academic content that supports your course and module design and delivery.  Click on the following headings to jump to the respective content.

  1. Planning and delivering our course principles 2021/22
  2. Transforming Lives: performance and progress review
  3. Timeline of teaching and learning activities
  4. Quality Assurance – includes resources to support these quality activities
  5. Resources to support Course and Module Leader Activity
  6. Professional Development Activities (CPD)
  7. Personal and Professional Development Planning (PPDP) 

Planning and delivery our course principles 2021/22

The planning and delivering our course principles 2021/22 guidance 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 the following sections for further guidance and resources:

Preparing your teaching

The preparing your teaching section covers  **  Principles  ** Pedagogic Model  **  Blended and Flipped Learning  **  Inclusive Practice  **  Embedding study skills / library support  **  Placements, work experience and apprenticeships. Look at the resources to support course and module leader activity below.

Delivering your teaching

The delivering your teaching section covers  **  delivery practices  **  recording taught sessions  **  evaluating and adapting delivery  **  academic advising. Look at the resources to support course and module leader activity below. 

Assessing

The assessing section covers  **  designing flexible and authentic assessments  **  formative assessment  **  inclusive assessment  ** exams. Look at the Assessment and Feedback Journey overview page for more guidance and resources. 

Campus teaching

The campus teaching section covers  ** teaching spaces guidance  **  health and safety guidance. Look at the resources to support course and module leader activity below. 

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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Quality Assurance

The Academic Quality and Standards Team oversee the University’s Quality Assurance Regulations and Procedures in respect of the following areas – 

Annual Review  **  Apprenticeship and Work-Based Learning  **  Collaborative  **  Course Improvement Plan (CIPs)  **  Curriculum Catalogue / View – SITS  **  External Examiners (EEs) **  Modifications  **  Periodic Review  **  Professional Statutory and Regulatory Bodies (PSRB)  **  Validations 

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 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.    

Call for Proposals from Course Leaders for Evaluation Bursaries to support Course Improvement Plans

Course Leaders from across the University are invited to submit applications for up to £1,000 to create teaching and learning activities/initiatives that support the development of their Course Improvement Plans. The available funding is for the recruitment and support of student researchers and/or participants, and to disseminate findings from the activities/initiatives. Successful applications will be provided with support from SETL/STEER in terms of administration, training and development, project management, and evaluation. 

The equality impact assessment is the internal way to consider if a new policy/practice is discriminatory. Complete the screening form and submit this to HR.

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 our 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

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

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Apprenticeship and Work-Based Learning

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 further guidance and resources. 

Collaborative

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. 

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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.  Additional guidance on this system can be found on the following:

Student and Academic Services – Academic Services

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.

Course and Module Leaders

Have you checked to see if you have had your course(s) allocated to you? All staff undertaking the Course Leader role must be allocated to their course(s) by the end of August each year: 

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. 

College Planning & Initiatives Teams

Academic Administration teams can check that your name has been allocated to the right course/module. Check out the guidance on updating course leaders in SI using My Student record

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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. 

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. 

Modifications

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. 

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. 

Validations

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.

Academic Essentials: Hallam Model course validation update May 2021 above. 

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Resources to support Course and Module Leader Activity 

We have a number of course and module leader activities to support our colleagues in the planning, design, delivery and evaluation of their course(s) and module(s). 

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. 

Blackboard

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

Campus teaching

Course and module principles

Course and module design

Academic Essentials

Academic Services

  • Module selection guidance – for staff covering process – selection periods – setup – operations group – glossary – student communications.   

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Course page – online prospectus

Coursework submission

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Enrolment

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

Evaluation

  • 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).
  • Teaching Delivery 2021/22 guidance:
  • 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. The NSS 2021 Marketing Tool is a useful ‘one stop shop’ resource containing all you need to brief your students who have yet not completed the NSS.  Also check out the official NSS video, aimed at students.
  • 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 – A student’s engagement with their teaching to support their learning is essential to ensure they are able to achieve and succeed. Take a look at:

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Examinations

Academic Essentials

Academic Services

External resources

Group Work

Hallam Welcome.

Course Leaders

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:

Students

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Inclusive and accessible course and module materials.

You need to ensure your course and modules are inclusive and accessible. Take a look at the:

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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. 

Room bookings

Resource booker website is now open to allow bookings for desk space, teaching preparation space, group space, car parking and rooms for synchronous teaching. 

The Source

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

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Student Recruitment

Admissions

Clearing

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 course and module leaders.

  • 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 a central Registry aligned with an Academic Administration (as above) service distributed across the academic departments of the University.  Registry comprises three elements (Registry Operations, Student Systems and Reporting, Student Policy and Compliance) which together are responsible for student lifecycle processes, co-ordination of user functionality, process delivery and meeting external stakeholder requirements.
  • Academic Administration – promotes consistency and a holistic, end-to-end approach to supporting the student experience. The Service is led by Helen Aram, Head of Academic Administration and Sue Hughes, Deputy Head of Academic Administration. This includes College/Departmental support such as course admin teams.
  • Take a look at the Supporting our Students overview for details of the front-facing staff who support our course and module teams. 
  • Take a look at the Academic Development & Events page for key stakeholder details. 
  • Resource booker website is now open to allow bookings for desk space, teaching preparation space, group space, car parking and rooms for synchronous teaching. 

Supporting our students

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

Timetabling

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.

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Professional Development Activities (CPD)

We have a number of professional development activities to support our new and existing course and module leaders.

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

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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: 3rd June 2021 NB