Developing New Modules & Reviewing and Enhancing Modules

Key Information
What is a Module?

A module is a discreet set of learning and assessment, which form the building blocks of a programme of study. Modules are measured by credits which provide an indication of how long they will take the student to complete and how much effort will be required. Modules are defined by the Framework for Higher Education Qualification levels of study and must be commensurate with the students’ expected level of performance.

What is the New Module Proforma and Where Can I Find it?

The module proforma is a key source of data for student information and quality assurance. The information provided will be used to form the basis of the module information in the on-line module catalogue, and also the basis of information provided to students. As modules form the building blocks of programmes, and care should be taken within Colleges/Schools to ensure that the information provided is accurate and accessible to students and staff alike.

This system can also be used to search for and view saved module proformas for further development or amendment following review, and pre-existing module proformas.

ALL new modules, including those delivered by collaborative partners, must be completed online through the module proformal system. Please ensure that any previous or alternate versions of the module template are discarded.

The New Module Proforma is available through the Programme Approval and Management system dashboard and directly via the Intranet under Academic Records > Modules > Module Proforma.

What is Module Maintenance and How Can I Find it?

Once modules have been approved they need to be reviewed and updated annually (see Annual Module Review). Any changes or amendments should be made via the Module Maintenance system on the Intranet and approved by the relevant Board of Studies and College/School Learning and Teaching Committee.

The Module Maintenance system can be accessed through the Programme Approval and Management system dashboard.

What if I Cannot Access the New Module Proforma or Module Maintenance?

If you are unable to view or access the module template, please contact your College/School administrator or submit a request to the ISS Service Desk for access. Your College/School may required for all modules to be maintained by administrative staff, so please check with you appropriate College/School administrator.

Who Approves New or Enhanced Modules?

Any new or amended modules are approved by the College or School responsible for delivering them, in accordance with the University’s defined quality and standards outlined in the Code of Practice for Programme Design, Development, Approval and Review. Proposals must be reviewed and approved by the relevant Board of Studies before submission to the College/School Learning and Teaching Committee for final approval. For more information, see the ‘Approving New Modules’ and ‘Managing Enhancement’ sections.

Which Service can Support me Through Module Development and Review?

Academic Quality Services provides support for all aspects of these process, and can be contacted at

Developing New Modules
Creating a New Module Code

Figure 1.1

When you access the New Module Proforma system, you will see the screen above. This is the basic module information which will be used to generate a new module code and allow you to begin creating your new module.

To begin, select your department/subject area from the first drop down menu. Next, choose your indicator/group response (see below), level, academic year for launch and when you expect to be teaching the module. Finally, ensure you give your module a title which reflects the content.

The system will not work unless you specify a value in the ‘indicator/group’ box. If you do not need a specific letter, please select ‘-‘(dash) from the drop down menu. You can customise the module code according to your College/School requirements by selecting a letter from the ‘indicator/Group’ box.

When you have complete the relevant fields, the system will automatically generate a new unique module code (see figure 1.2). If you have a preferred system for assigning module codes, you may override the generated code, provided the code is unique and contains at least 6 alphanumeric characters assigned as follows: alpha (2), alpha or ‘, alphanumeric (module level), numeric (2) (e.g. MN-108).

Once you have completed the fields, a box will appear in the bottom right hand corner (see figure 1.2) which will allow you to reserve the module code.

Figure 1.2

Viewing an Existing Module

To search for and view a new module in development, either select the subject area for a list of all modules within that area (see figure 1.1), or input search criteria as directed. For the search function to work, all fields must be specified. By typing in the subject area identity letters (e.g. PM for Medicine), into the ‘module code’ box, the drop down menu will be populated with all modules from that subject area.

Module Information

Once you have completed the initial page and reserved your module code, you will be directed to the screen in figure below. This is where you enter the core information about the module.

Figure 2.1


Adding the desired credits will cause the ‘ECTS Credits’ and the ‘Notional Hours’ boxes to be automatically filled. The ‘Notional Hours’ can be manually edited using the up and down arrows to the right of the box. The ‘CQFW Level’ will also be automatically completed.

What are Notional Hours?

Notional Hours are the amount of hours a typical student would be expected to spend to complete the module. These are normally calculated by multiplying the credit value by 10 and provide a framework for delivering the module. These are notional rather than definitive.

How Many Contact Hours Should I Plan For?

As a rough guide, contact hours are normally double the credit value for the module (see Table below in the ‘How Should I Break Down the Module?’ section) e.g. for a ‘standard’ 20 credit taught module students could expect 40 contact hours. However, this is not a hard and fast rule and with increasing student expectations and the notion of ‘value for money’. Module Co-ordinators are encouraged to ensure that the contact hours for the module are appropriate to the subject being studied, and that this is clearly communicated to students. It is no longer sufficient for some programmes to offer limited contact on the basis that students have to read a lot.

In the past, the contact hours guidance has been used to limit contact hours and this should not be the case, provided there is a balance between contact and students’ time for assimilating learning and preparing for assessment.

How Should I Break Down the Module?

Along with listing the formal contact hours, you should provide a description of how the remaining hours are broken down so that the full notional hours are appropriately distributed. This will differ by type of module and by subject area, but Module Co-ordinators are encouraged to ensure there is a degree of consistency across the programme and across the University, to ensure students feel that they are getting value for money and a positive and engaged student experience. Table below illustrates a suggested distribution of hours for different module types for a typical 10-credit module. Different credit weightings can be extrapolated from this indicative dataset.

Module Type Credit Weighting Indicative Contact Hours Reading/Private Study Preparation for Assessment Total Notional Hours
Lecture-based 10 20 50 30 100
Intensive Private Study based 10 15 60 25 100
Practical based 10 50 20 30 100
Project based/ Dissertation 10 5 (min.) 95 100
Workplace based 10 20 50 30 100
Enquiry based 10 10 (min.) 70 20 100
Module Synopsis

The module synopsis should contain a brief overview of the module, telling students at a glance what they can expect to gain from it. This is the ‘sales pitch’, and will be included in the module catalogue for students to select. It is advisable to keep this synopsis short, a paragraph is appropriate.

Notes to be Printed (Displayed) in the Catalogue

This section is provided to allow Module Co-ordinators to outline any conditions or special requirements for their module, e.g. ‘not available to visiting students’, or available only to students on a specific programme of study. This information will also be displayed in the online module catalogue.

Delivery Method

Module Co-ordinators should indicate the method of delivery, whether it be based on campus, distance learning, via videoconference or a combination.

Collaborative Provision

Please indicate whether the module includes any placements or whether it will be delivered by or with another organisation. If the answer to either question is yes, then the module must be discussed with Academic Quality Services and the Academic Partnerships Department. The teams will assess what (if any) further scrutiny and action is required. This referral is to ensure that all learning opportunities delivered with or by partners are approved through appropriate channels and recorded in the University’s Register of collaborative activities, including industrial or overseas placements.

If the module includes working with a new external partner, then the Collaborative Partnerships Board must approve the proposed new partner before the new module can be authorised.

The module can only proceed to the College/School Learning and Teaching Committee for review once any collaborative arrangements have been authorised by the College’s/School’s Collaborative Partnerships Board member and under guidance from Academic Quality Services.

For further information and guidance on developing collaborative partnerships, please contact Academic Quality Services or Academic Partnerships.

Module Aims

The aims of the module should be listed in this section. An aim is a general statement outlining what the module will deliver. For example:

‘to help participants to develop their role as health educators in their every day work so that health education is not separated from normal activities’.

The module aims should not be confused with or phrased as Learning Outcomes, which should be focused on what the student will achieve. In addition, the Module Aims should not be the same as the Module Synopsis (above).

Further information on the difference between aims and outcomes and how to write them is provided in Writing Learning Outcomes.

Intended Learning Outcomes

Learning outcomes are statements of what a learner is expected to be able to do as a result of completing a learning experience (normally a module or programme of study), and should be clearly linked to assessment methods as an indication of the evidence required to demonstrate that the required learning has taken place.

Please enter the learning outcomes for the module in this section, relating to the programme Learning Outcomes to which the module will contribute. Learning outcomes can be challenging to write and make effective, therefore Module Co-ordinators are strongly encouraged to review the information on learning outcomes and how to write them included in Writing Learning Outcomes before writing the module.

Transferable Skills

This key section should contain information on what transferable, employment, entrepreneurial or generic skills a student will learn during this module. In general this section should be structured in a similar way to the Learning Outcomes, utilising a similar prefacing sentence such as ‘At the end of this module students should be able to…’ This section is becoming increasingly critical to students as they seek to enhance their employment prospects by developing additional learning skills which will help them in the future. Developers should carefully consider what transferable skills students will learn during your module and reflect them accurately within the template. An example of appropriate transferable skills is included below:

At the end of this module, students should be able to:
• Retrieve, manage, and manipulate information in all media, including electronically;
• Present information clearly in written, electronic and oral forms, and communicate ideas and arguments effectively;
• Effectively manage time and resources and set priorities;
• Study topics in depth;
• Operate resiliently and work within a changing environment;
• Work effectively within a team.

Education for Sustainable Development and Global Citizenship

Education for Sustainable Development and Global Citizenship is understood to be an important responsibility of Higher Education. The University aims to equip its alumni, as future leaders, professionals and citizens, to better understand the issues and impacts of non-sustainability, and to apply their university learning to effectively contribute to the design of sustainable solutions and impacts. When developing new modules, Module Coordinators should consider how their module will contribute towards this education throughout. Examples of how your module can include this are as follows:

• Positioning subject area/matter within a local and a global context
• Linking subject matter to environmental and global issues
• Developing key and transferable skills, in particular critical thinking
• Leadership skills
• Research skills
• Work placements
• Employability skills

Further information is provided on embedding Education for Sustainable Development and Global Citizenship.


The syllabus is usually structured as a bullet point list of the topic or subject areas covered by the module. For example:
• Behaviour;
• Nutrition;
• Transport;
• Development;
• Movement;
• Defence.

It is preferable to keep information in this section relatively brief, while giving students a good idea of what they will be studying throughout the module.

Reading Lists

In the Reading List section, you should include the latest editions of the key texts and journals students will need to be familiar with to meet the basic learning outcomes of this module. It is expected that further reading will be expected and/or provided to students throughout the module, and this list should be indicative only. All texts and resources listed should be available in or through the main library, and should not, in general, require students to go to any special efforts to locate them. Once the module has been approved, please remember to ensure the reading lists are updated through Module Maintenance each year.


Figure 2.2

The University launched the new iFindReading system (Rebus reading lists) during 2012-13, which has significantly enhanced the use of reading lists and the links between Module Co-ordinators and Subject Librarians. For new modules, a new reading list will need to be created. To begin, select ‘Create/Edit list’ and log into the iFind system as instructed using the standard University login information. Once logged in, search for the newly created module using the search box. When the appropriate module appears in the list, select ‘items’.

Adding items to a Reading List

Click ‘add new item’. The search box which appears links to iFind Discover, the library catalogue. This can be used to search for and retrieve details of any item that is in the library catalogue (Book, eBook, Journal etc.).

The easiest way is to search by title or author of the book required (searches can also be conducted by ISBN). Once you find the item(s) required for the reading list click on add new item. If the item required cannot be located, please check in and adjust the search parameters. This will create the live link with the library catalogue information for the students.

If an item is required which is not currently held by the library or is otherwise specialist, items can be added manually. However, please add a note to advise students the item is not available in the library and explain how this will be provided or accessed. Alternatively, items can be ordered for inclusion in the Library stock via standard purchasing methods or via the ISS Scanning Service.

Adding Journal Articles

Links to journal titles can be added in the same way as books directly from the library catalogue, e.g. “British Journal of Social Work”.

Journal articles to which the University has an online subscription have to be added manually. A link to the article can be generated automatically.

If the University does not have an electronic subscription and a journal or article reference is required, the Module Co-ordinator is required to use the ISS Scanning Service. Members of staff are not permitted to upload PDF copies of journal articles.

To add non-standard items to the reading list (e.g. websites), enter them into the free-text box, providing as much information as possible.

Please remember to reference items correctly, providing as much information as possible for students and library staff.

Inclusive Learning and Teaching

Please use this section to provide a summary of any issues which may be challenging for disabled or other students (e.g. mobility/visually impaired students, students with medical conditions or specific learning difficulties) during the module, and how you intend to make learning as inclusive and accessible as possible.

What is Inclusive Learning and Teaching?

Inclusive learning and teaching aims to make education more accessible and effective for all students, whilst minimising the need for individual changes required for students with any restrictions impacting their ability to access learning (e.g. disability, religion, background, location).

The Equality Act (2010) requires Swansea University to be anticipatory to the likely needs of students to ensure that students are able to fully access all aspects of the curriculum equally. Whilst this is often related to disabled students or students managing wellbeing issues, it should be applied to all students and will have a positive impact where properly planned.

In addition, where required, reasonable adjustments must be made to learning and teaching to enable this. The Equality Act sets out duties and responsibilities for all Higher Education Institutions and sets out very specific requirements when professional competencies must be demonstrated.

The most effective and efficient way to meet the requirements of the Equality Act is to make your teaching inclusive from the beginning through the use of Universal Design.

You should discuss any possible challenges which may arise with your College/School Disability Link Tutor, Swansea Academy of Inclusivity and Learner Success (SAILS) and/or Swansea Academy of Learning and Teaching (SALT) during development and prior to delivery of the module, to ensure that any alterations to make learning more inclusive can be made at an early stage. We recognise that it is impossible to always make learning fit for every student, so additional reasonable adjustments may be required, but minimising these changes will save you time, effort and money and will enhance the student experience.

It is not sufficient to include a generic statement regarding inclusive learning and teaching. It is expected that Colleges/Schools will liaise with SAILS, SALT and Student Support Services when developing inclusive learning approaches, therefore specific information about how learning, teaching and assessment is made more inclusive on the module is required.

How can I make my teaching more inclusive?

There are a number of simple ways that you can make your teaching more inclusive for all students:
• Use a variety of presentational methods and teaching strategies;
• Take care when designing learning material, PowerPoint or Presi presentations that the font style, colour and background are complementary to viewing;
• Consider providing a range of learning opportunities for students to demonstrate achievement of intended learning outcomes in a way that suits their learning style or need;
• Prepare course materials well in advance to allow time for them to be adapted (e.g. produced in Braille);
• Provide all course material, including handbooks, relevant lecture notes and handouts, in electronic format on Canvas for all students in advance of lectures. The importance of attendance at sessions should also be made clear to students;
• Allow all students to record lectures for personal use;
• Provide podcasts/video recordings of all lectures on Canvas to help students to engage;
• Ensure student note takers and support workers can attend classes;
• Ensure field trips/practical/laboratory sessions are accessible (where possible) or that alternatives methods for achieving the learning outcomes are available;
• Conduct accessibility audits for all learning activities to be taken externally;
• Consider the teaching space (lecture room, seminar and practical sessions): what issues could affect the learning experience of disabled people – is it accessible and is there a hearing loop installed?
• Plan all assessment deadlines effectively to avoid multiple assessment deadlines occurring in close proximity;
• Provide assessment feedback to all students electronically and where possible through a range of formats (e.g. video, audio)
• Most importantly, discuss issues with your students – find out what matters to them.

The Code of Practice for Learning, Teaching and Assessment, SALT website and SAILS website provides further information on making learning, teaching and assessment more inclusive.

Assessment and Feedback

All modules must have a specified type of moderation method to be used. Whilst double blind marking for all assessments would be ideal, the University accepts that it is very resource intensive. The University therefore accepts a range of moderation method options for assessment(s) which contributes to the overall module mark. Please select the most appropriate form of moderation method for the assessment type or subject area. Assessment methods that have objective and/or automated marking (e.g. optically read or computer based), do not require double marking.

All Taught Postgraduate Dissertations and Project Work submitted as part of Directed Independent Learning MUST be subject to either universal double blind or universal non-blind double marking.

When a collaborative partner is involved within the development and delivery of a module, the partner must be made aware of Swansea University’s regulations, and the requirements of its Feedback and Assessment Policy.

Assessment Components

Figure 3

To add assessment components, click on the ‘Update Module Component(s)’ button in the top left hand corner. This will automatically update the Student Examination System, so that you should not need to update any other systems.

Enter all required components, including the percentage weighting each assessment type contributes to the overall module mark. In the ‘component descriptions’ section, enter any other information about the assessments, including word lengths, duration of presentations etc.

Once all required assessment components have been added, click on the cross in the top right of the screen to return to the template. There is currently no indicator to confirm the amendments have been made, other than that they should now appear in your template.

How much Assessment should I Include in my Module?

The table below provides some indicative assessment tariffs for a typical taught 10-credit module. As the University expects more formative and authentic approaches to assessment, the indicative model becomes increasingly inflexible, therefore should be used with caution and as a guide, to avoid limiting innovation. Some modules can appear to include a higher weighting of assessments than others depending on the overall programme. Where possible there should be some consistency between modules contributing to programmes in terms of weighting/contribution to overall marks. Where there is variance, this must have a clear rationale.

Whilst table below shows three categories of assessment, this can be broadly interpreted, and wherever possible ‘word count’ can be used as a proxy for consistency for any assessment in a written format. For example, a posted may be limited to 1000 words, but the skill in assembling a professional poster may actually be equivalent to a standard essay of 2500 words.

You should ensure that overall the Programme contains an appropriate variety of formative and summative assessment types, which are relevant to the subject area. The overall assessment load should be fair and balanced, and should not place undue pressure on the students, therefore it is important to look at the programme assessment load as well as the loan in each individual module.

Module Co-ordinators and Programme Directors should consider the overall assessment strategy of the programme whenever new modules are made available, to ensure the overall programme assessment pattern remains balanced. Formative assessments do not need to be included on the assessment system, but staff may find it beneficial to include this on the template to aid the approval process.

For further information and guidance on assessment and feedback approaches, please see the Code of Practice for Learning, Teaching and Assessment.  

Assessment Weighting



Continuous Assessment  (Coursework)(total word count or equivalent)

Total Timed Assessment/


100% 30 minutes 2000-2500 words 60 – 120 minutes
75% 15-30 minutes 1500-2000 words 60-90 minutes
50% 10-15 minutes 1000-1500 words 60 minutes
25% 5-10 minutes Up to 1000 words Up to 60 minutes
Feedback/ forward approach

Individual written/verbal

Individual  written/verbal Cohort, Group or individual, written and/or verbal

Formative Assessment: Formative assessments have a developmental purpose and are designed to help learners learn more effectively and discover how to approach different types of assessments to suit their learner style. Feedback on formative assessments is essential for students to gain from the experience. Formative assessments do not contribute to the module mark.

Summative Assessment: Summative assessments are used to indicate and measure the students’ success in meeting the assessment criteria used to gauge the intended learning outcomes of a module or programme. Only the results of summative assessments contribute towards a students’ progression or award. Effective summative assessment is also formative, in that in contributes to students’ learning. Summative assessment does contribute to the module mark

Diagnostic Assessment: Diagnostic assessments can be used to provide an indicator of a learner’s aptitude, progress and preparedness for undertaking a module, programme or assessment, and identify possible strengths and gaps in knowledge, understanding and skills which should be addressed. Diagnostic assessments are generally used at the beginning of a programme, but can be used at key stages within a programme on a formative basis to provide insight to both students and academic staff as to students’ progress. Diagnostic assessment can be formative, summative or both. Diagnostic assessment may contribute to the module mark.

Feedback on Assessment

Please provide information on how students will receive feedback on their assessed work. Students should normally receive feedback on their work within 3 weeks of submission, or within the scheduled feedback weeks following the examination periods.

All feedback should be constructive and provide students with sufficient analysis of their work to enable them to utilise it to help them to improve in time for the next assessment. Feedback should also be provided to all students on all modules, regardless of where and how they are delivered.

Where written feedback is provided, it should be provided in electronic format on a basic level, but markers are encouraged to make use of video/audio feedback and other innovative approaches.

Markers should avoid providing handwritten feedback to ensure feedback is clear for all students, particularly those with disabilities which may affect their ability to read handwritten text. Feedback should be clearly identified to students, to ensure that they understand the value of what they are being provided with.

Feedback can be provided in a number of ways including via Canvas, email, verbally, in tutorial meetings (individual or group), via audio recordings or podcasts or via printed feedback sheets.

For further information and advice on how to provide feedback for students, please see the Code of Practices for Learning, Teaching and Assessment.

Inclusive Assessment

As with learning and teaching practices, the University must, wherever possible, ensure that assessment is accessible to all students, and take anticipatory action during the design of assessment to minimise any changes required to assessment methods to allow students with any restrictions which may impact upon their ability to undertake it (e.g. disability, religion, background, location).

It is not sufficient to include a generic statement regarding inclusive assessment. It is expected that Colleges/Schools will liaise with SAILS, SALT and Student Support Services when developing inclusive assessment approaches, therefore specific information about how assessment is made more inclusive on the module is required.

What is Inclusive Assessment?

Inclusive assessment aims to ensure that assessment approaches are designed to be accessible and effective for all students, whilst minimising the need for individual changes required for students with any restrictions impacting their ability to undertake specific types of assessment.

The Equality Act (2010) requires Swansea University to be anticipatory to the likely needs of students to ensure that students are able to fully access all aspects of the curriculum equally. Whilst this is often related to disabled students or students managing wellbeing issues, it should be applied to all students and will have a positive impact where properly planned. In addition, where required, reasonable adjustments must be made to assessment to enable this. The Equality Act sets out duties and responsibilities for all Higher Education Institutions and sets out very specific requirements when professional competencies must be demonstrated.

The most effective and efficient way to meet the requirements of the Equality Act is to make your assessment inclusive from the beginning through the use of Universal Design.

You should discuss any possible challenges which may arise with your College/School Disability Link Tutor, Swansea Academy of Inclusivity and Learner Success (SAILS) and/or Swansea Academy of Learning and Teaching (SALT) during development and prior to delivery of the module, to ensure that any alterations to make learning more inclusive can be made at an early stage. We recognise that it is impossible to always make learning fit for every student, so additional reasonable adjustments may be required, but minimising these changes will save you time, effort and money and will enhance the student experience.

Where you are unable to make changes to assessment practice for some reason, you must identify and prepare alternative assessment approaches to ensure that all students can be accommodated, for example an examination should have a form of continuous assessment for those students who cannot undertake an examination.

How can I make Assessment more Inclusive?

There are a number of simple ways that you can make your assessment more inclusive for all students:

  • Reflect on what assessment types you wish to use and discuss them with colleagues – can you immediately see that some students may not be able to access them effectively? How can you assess the same learning outcomes in a more accessible way? This is especially important for any modules delivered off campus by a collaborative partner.
  • Ensure that you develop alternative forms of assessment when developing the module. You may wish to consider providing all students with an option on which type of assessment enables them to perform to their best.  Most effective learning outcomes can be assessed through multiple methods of assessment, and you should consider this when writing your learning outcomes. Alternative assessment methods should not affect the competence standards of the module, as all types of assessment should be equally robust.
  • Develop formative assessments to provide students with experience of different assessment types – this may help identify where some students may require a different assessment format.
  • Provide a range of assessment opportunities for students to demonstrate achievement of intended learning outcomes.
  • Where possible and appropriate, exercise flexibility in terms of deadlines, presentational requirements etc. All deadline extensions should be discussed with the student – the University is not expected to provide ‘unlimited’ deadlines to students, but must be considerate of disabled students’ specific needs.
  • Consider providing all assessments on a paper colour and in a font size more friendly to dyslexic and visually impaired students (e.g. blue or cream).
  • Ensure examination rubrics are clear, and are clearly explained to all students during the examination. Really challenge yourself and think about whether formal examinations are really the best approach.
  • If group work is required, consider appropriate adjustments for disabled students who may not perform well in a group situation.[1]
  • Ensure any electronic assessment is compatible with screen reader software.
  • Most importantly, discuss different methods of assessment with your students to find out which students value most, and which are most challenging for disabled students.

Further information on inclusive assessment is available from the SALT website at

[1] Note: if group work is mandatory as part of the subject benchmark, then this should be made clear in all promotional materials to ensure that disabled applicants are aware of this.

Redeeming a Failure

Please outline how students will redeem a failure in the module.  If they fail a component, will they need to repeat only that component or will they need to repeat all components of that module’s assessment? A supplementary assessment (Examination or continuous assessment) can be used in place of repeating specific components if required. Please ensure that any supplementary assessment is different from the original assessment, but assesses the module Learning Outcomes effectively. The following phrases can be used if required:

  • Repeat failed component(s)
  • Repeat all assessment components
  • Supplementary examination and/or assessment

When a module is being delivered as part of a collaborative programme, redemption of failures must be agreed upon by all collaborative partners.

Module Rules, Coordinators and Contributors
Teaching Block/Semester

Please check the appropriate Teaching Block (Semester) has been selected during the initial setup phase. The display box on this screen is for information only and cannot be changed. If the information is incorrect, please contact IT Support.

Module Coordinators and Contributors

It is essential that you accurately list the Module Co-ordinator and all lecturers which contribute to the module. This information is used by the new module feedback process to ensure Module Co-ordinators assigned to modules are accurately recorded. The Module Co-ordinator must be a member of University staff. Staff on fixed term contracts may be Module Co-ordinators, providing there are contingency plans and expertise to deliver the module should the Co-ordinator leave the University.

To add a member of staff, please follow these instructions:

University Employee

Module Co-ordinator

Start typing the surname of the Module Co-ordinator into the box. This should bring up a list of staff from which you can select. If the desired co-ordinator is not on this list please contact the Human Resources department.

Module Contributor

Click on the cross in the top left hand corner to add a new contributor. Type in the contributor’s surname or staff number and this should bring up a list from which you can select. Once selected, this will automatically populate the other fields. Once you have added the contributor, assign an approximate percentage value to the amount of teaching contributed and click on the green cross. You can repeat this process as often as required.

Non-University Employees

Select ‘Yes’ from the ‘Module delivered by non-University employee?’ box, and a sub section will appear. Please type the name, organisation and approximate percentage weight of contribution into the section provided, along with a brief statement outlining how you plan to assure the quality of the work they undertake meets the required standards of the University.

JACS Codes and Selection Rules

Figure 5

Enter the appropriate JACS code(s) for the subject area(s) by opening the list of JACS codes using the link at the top of the section, clicking on the cross in the top left, and then by adding the relevant code(s) into the box. By typing the first letter of the desired code, a drop down list of all JACS codes which begin with that letter will be generated. Add as many codes as required, specifying the percentage weighting of each code in the column on the right hand side.

Module Selection Rules

Please enter any modules which are required to be completed either alongside (co-requisite) or prior to (pre-requisite) the new module (e.g. do students have to complete A101 biology before they can undertake A102, or do they have to undertake both A101 and A102 simultaneously?). For incompatible modules, please enter these in the non-requisite section.

As the University operates a semesterised model to enhance opportunities for student mobility levels 5 and 6, pre or co requisites should be limited. However, if these are required, please discuss with the appropriate Board of Students and College Learning and Teaching Committee and follow the instructions below.

To enter a module, click on the cross and then start typing the module code into the box which appears. If you are unsure of the exact code, type in the first two letters (e.g. PM) and a drop down menu will appear allowing you to select from the list of modules available in that subject area.

Canvas and e-Learning Requirements

Please confirm whether a new Canvas site will be required, or if the new module will share a site with an existing module. If it will share a site, please include the relevant module code for the existing site. Please note that it is a requirement for all modules to have a Canvas presence and a minimum standards and content will apply to the Canvas site when the module is approved.

For What Activities do you intend to use e-Learning?

Please provide a brief overview of any learning activities for which you will use e-Learning, notably Canvas. This can include providing lecture notes and slides, module handbooks, podcasts or videos, in class ‘clicker’ polls and any other useful information for students relating to the module.
For What Assessment Activities for you intend to use e-Learning?

Please provide a brief overview of the assessment activities for which you intend to use e-Learning. This could include formative assessments, submission of assessment via Turnitin, the provision of feedback or summative computer based examinations.

Administrative Information

Student Capacity
Please enter the maximum number of students who can enrol on this module, giving due consideration to assessment workload for staff and capacity of available teaching venues. The default setting is 9999, so it is advisable to ensure that you complete this section to avoid the risk of oversubscription.

How Often Will the Module Run?

Please enter how often the module will run during each session – in general this will be ‘once’, however you should indicate if the module will run more than once, and if so, when it will run.

Where will the Module be delivered?

Please specify where the module will be delivered, whether on the main campus, or at other locations (e.g. Local Health Board, Community Sites).

Does the Module Encroach on Other subject areas of replace an existing module?

Please indicate whether the proposed new module either encroaches on subject matter delivered within another module, and why this is required (you should indicate that any issues have been discussed with subject areas involved).

You should also indicate whether the proposed module is a replacement for an existing module which has been developed, by including the module code of the replaced module.

Submission, Scrutiny and Approval

Figure6Once the new module proforma has been completed, the Module Co-ordinator should check the information to ensure that it is correct and accurate. Once this has been completed click the ‘save as draft’ button to ensure the work is saved, and then click on ‘validate’ to check the data entered is complete. If any of the fields are incomplete, these will be identified on the online template. Once the data has been verified, click ‘Submit to LTC’ to submit the form to your College’s/School’s Learning and Teaching Committee for review and approval. This will automatically alert the nominated representative in your College/School.

Once the module has been reviewed at the College/School Learning and Teaching Committee, and any changes required made by the Module Co-ordinator, the authorised person within your College/School will approve the finalised module.  This will alert Student Records automatically, and your module will be added to the online catalogue.

How is my module reviewed and approved?

The complete module proforma once submitted will be reviewed and approved by the relevant Board of Studies, and then by the full College/School Learning and Teaching Committee (unless your College/School has a Board with devolved power over curricula decisions).

Who has final approval for my module?

The College/School Director of Learning and Teaching will make the final decision over approval for the module.

How are ‘Cross-institutional’ modules approved?

Cross institutional modules are those that are delivered across the institution by Module Co-ordinators who sit outside of the formal College/School structure, for example in Professional Services, where there is no College/School Learning and Teaching Committee to approve. In these cases, the complete proformas are submitted to the Programme Approval Committee for review and approval.

What is the Deadline for Module Approval each year?

All new modules should normally be approved by the College/School Learning and Teaching Committee by 31 May each year, in order to run in the following academic year. Please note there are earlier deadlines for programmes (depending on the level/type), which you will need to consider when developing your module.

Only in exceptional circumstances should any new modules be approved after this date and prior to the start of the next academic session, e.g. unexpected new staff/sudden unavailability of existing staff.

Why do modules need to be approved by 31 May?

The deadline of 31 May ensures that all modules can be effectively timetabled and planned.  To ensure that the Timetabling Team in Estates can effectively schedule all taught modules, the following timeframes have been established for the provision of information regarding new and existing modules:

Mid April – Colleges/Schools will be contacted to provide outline information about teaching space requirements for the next academic year. This should include projected requirements for new or amended modules.

01 June –  Final deadline for submission of initial requirements for teaching space, including new or existing modules.

End of July – A draft timetable is released to Colleges/Schools for comment.

Mid August – deadline for final changes to timetable

Please ensure that information (actual or projected) for all new or enhanced modules is provided as early as possible.

How can I use the Module Proforma for Student Information?

The comprehensive central information now stored within the Student Records System through the online Module Proforma and Maintenance system ensures that there is a central, accurate record of module information for staff and students, and negates the need to store information locally. The information, once approved, can form the core of your Student and Module Handbooks, and is also used to populate key information on Canvas. In addition, key elements of the information recorded on the module templates is utilised by the Key Information Sets.

To create a pdf version of the module information, just select ‘Print’ at the bottom of the template. This can be accessed from the Module Proforma screen and the Module Maintenance screen.

Figure 7

It is therefore vitally important that you keep the online module information up to date through Annual Module Review. It will save you time and resources in not having to update multiple information sources about the module or correct any erroneous information produced by the College/School or University.

Managing and Enhancing the Portfolio and Programmes of Study | The Quality Review Process >