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Course and Module 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 the 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!





Changes to teaching, learning and assessment 2022/23:

Delivery Models 

Update: November 2022

Please read the latest update on our Delivery Models project, including a new FAQs page.

The overall aim of the project is to establish a clear approach for planning, scheduling and delivery of the curriculum and how we engage students in learning. Currently, there is huge variation in the way that learning is communicated across courses and modules, and how module activities are timetabled and scheduled, and this needs to change.

It’s interlinked with all the work that is going on around the quality and sustainability of our taught portfolio to support the growth in targeted areas and prioritise efficiency, sustainability and strategic alignment – ultimately this is about making our provision both attractive to applicants and students, and financially and educationally viable.  ​​​​

Please watch Alison Purvis‘ presentation video, which helpfully summarises the delivery models project

Student requests for online learning

The University’s Learning, Teaching and Assessment (LTA) Framework has a vision for an LTA experience that “is characterised by a dynamic in-person experience,” one in which “our excellent applied teaching inspires and challenges our students.”  “Our students use and apply knowledge in critical and creative ways, contributing to society and transforming lives.”  The in-person experience on our campus is a key part of our core offer.  

Take a look at the staff guidance on student attendance and engagement and links to the policy  Particular attention is drawn to the following statement: 

“The expectation is that students will attend on-campus and live on-line sessions as timetabled and will engage with all course materials and assessments provided unless they are unable to do so because of illness, disability or other extenuating circumstances.” 

The University will make reasonable adjustments to support disabled students with on-campus activities or to support occasional missed activities through the provision of a learning contract. A learning contract would not typically include an exemption from attendance at on-campus activities, since these are central to the University’s core learning, teaching and assessment offer.  

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

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Planning and delivering your course principles 2022/23

The Teaching delivery: planning and delivering our course principles 2022/23 guidance as outlined below, is for staff in implementing the University Course Delivery Principles during the 2022/23 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. 

Teaching sessions

Wherever possible, teaching sessions should not be cancelled, although in exceptional circumstances they may need to be postponed and re-arranged. Decisions should be made locally by departments and communicated to College Leadership teams. There may need to be flexibility for students who can’t attend sessions, with materials provided to support any learning activities missed.

Managers should be as flexible as possible to find ways of ensuring staff are not disadvantaged, and that any impact on service delivery is minimised. Staff who are unable to get to Sheffield by other means can work from home if they are able to, and for those who are campus-based the University’s Time Off policy (section 18) provides useful information which might be an option for some colleagues.

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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 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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A-Z of resources to support delivery of your courses and modules  

Academic Advising  | Accessibility  |  Assessment  |  Attendance and Engagement  
Campus Teaching  |  Collaborative CoursesCourse PrinciplesCurriculum ViewDisabled Students
Evaluation  |  External Examiners (EEs)Group WorkHallam Welcome


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. 

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

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You need to ensure your course and module materials are accessible to all: 


Refer to our dedicated Assessment Essentials website for all your guidance and resources on assessment and feedback.

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. 



Belong from the beginning: building connections, confidence and inclusion at university. Watch the recording and access resources (password: BELONG22)

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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Campus teaching

The Digital Learning Team provide Teaching Delivery: Campus Teaching guidance.  To support you with on-campus teaching and learning also visit:

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 Principles

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

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Curriculum View 

Click on one of the following headings for more details:

  Curriculum View  |  Action: course and module leader allocations   |   Resources

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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Disabled Students

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’. 

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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 (MEQ): 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.  
  • National Student Survey (NSS): 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 Repository: 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.
  • 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.
  • UK Engagement Survey: Is a national survey, designed and supported by Advance HE and based on the National Survey of Student Engagement (NSSE).
  • Sheffield Hallam 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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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


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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: 4th November 2022 NB