Module Approval Form2017
Module Approval Form2017
You may find it helpful to read through the whole form before starting to complete it.
A: Administrative Information1 / Module Code
2 / Module Title
Max 50 characters
3 / ModuleCo-ordinator
4 / Proposer or other contact for approval purposes if different to above
5 / Owning department
6 / Owning faculty
7 / Other contributing departments
It is important that this has been agreed between all departments involvedas these figures will have a direct impact on departmental income allocations. / Department / % split
8 / Date of Introduction of module
State semester and academic year
9 / Location of delivery (if not Sheffield)
State institution
For modules to be delivered as part of a collaborative programme only
10 / Owning institution (institution delivering and assessing the module)
11 / Language(s) of delivery and assessment
12 / Credit value
If the module is 0 credit rated please note whether it is a requirement of the programme(s) it is associated with.
For further guidance on credit values see
13 / FHEQ (Framework for Higher Education Qualifications in England, Wales and N Ireland) level
Please delete as applicable. For further guidance on Level selection please see:
/ FHEQ Level 4
FHEQ Level 5
FHEQ Level 6
FHEQ Level 7
FHEQ Level 8
Other
14 / Semester Taught
Please delete as applicable. Modules that continue throughout the summer (such as dissertations) should be shown as Semester 2. If the module is taught to the same cohort in both sessions, please use either Academic Year or Graduate Year. This information will be included in the guide to module choice for students. / Semester 1
Semester 2
Academic Year (S1+S2)
Graduate Year (S1+S2+summer)
Other
15 / Associated programmes
Specify which programme(s) this module will contribute to and whether the module is core or approved. Note that the programme code refers to the University of Sheffield programme code, not the JACS or UCAS code. / Programme Code / Core / Approved
16 / Is the module available for unrestricted choice? / Yes/No
17 / Prerequisite modules
Modules that students must have successfully completed before this module, including any Semester 1 modules that must be taken before Semester 2 modules in the same academic year. This should not include core modules.
18 / Co-requisites modules
Modules that must be studied during the same academic year as the proposed module.
19 / Excluded modules
Modules that must not be studied at the same time as the module
20 / Special restrictions on availability
Are there any special restrictions on availability not covered by the information provided in other sections of the form (for example, if the module is restricted to students in a particular department or school)? If yes, please also give further details. / Yes/No
B: Detailed Learning and Teaching Information
The information provided here will contribute to module information available to students. Please ensure that the language used is appropriate for students.
This section assists the process of evaluation and approval of the proposed module. It is particularly important that the depth of detail provided is sufficient to enable this to take place.
1 / Module Description
Overview of the module to be included in the guide to module choice.
Max 100 words
Module Aims and Learning Outcomes
Where possible, responses should relate to any relevant QAA Subject Benchmark Statements. These are available at . Numbering the aims and learning outcomes ensures ease of reference.
2 / Module Aims
Aims are the areas of knowledge or skill which will be covered in the module. A single aim may generate more than one learning outcome.
Please describe the broad academic aims of the module.
This module aims to … (please add/delete rows as required)
A1
A2
A3
3 / Learning Outcomes are what the student can expect tobe able to demonstrate by the end of the module i.e. the knowledge, skills, capabilities or aptitudes which you intend students to acquire during the module, both through explicit teaching and through independent study. Learning outcomes should be measurable and are linked to the aims. They should be specific without being restrictive to allow for potential minor changes in future iterations of the module. Learning and teaching methods will state how the students will achieve the learning outcomes; assessment methods will state how students will be assessed on their achievement of the learning outcomes.
Learning outcomes state the cognitive skills (i.e. from the more surface level skills of being able to recall and explain to the deeper level learning skills of evaluating and creating) which you expect students to develop during the module. The language used to write the learning outcomes should accurately reflect the specific skills referred to. We strongly recommend you refer to Bloom’s Taxonomy of Learning in deciding on appropriate cognitive skills for the module. Guidance on this and other aspects of writing learning outcomes can be found in the L&T Toolkit.
Please state the learning outcomes for the module, referring to the module aims.
By the end of the module, a student will (be able to) (please add/delete rows as required) / Link to Aim
LO1
LO2
LO3
LO4
LO5
4 / Learning and Teaching Methodsare the means by which the module is delivered so that students can achieve the learning outcomes and undertake the assessment tasks to evidence these. Learning and teaching methods should also include student-led or independent learning with some form of guidance provided to students in the form of an introductory lecture or handout etc. The L&T Toolkit provides advice on methods of learning and teaching.
Please describe the learning and teaching methods to be used and, where appropriate, how each enable the achievement of the aims and learning outcomes described above referring to Learning Outcome numbers in your explanation.
5 / Assessment methodsare the means by which students can demonstrate that they have achieved the learning outcomes. The L&T Toolkit provides advice on methods of assessment.
Please provide details of the assessment tasks for the module referring to which learning outcomes they are testing. You should state the method of assessment plus other relevant information including word length for coursework, number of hours for exams. One method of assessment can test more than one learning outcome. Please check that
- a particular learning outcome is not being over- assessed across a programme
- there is variety assessment types across the programme
- students have been taught how to do a particular assessment type (e.g. presentation, essay) either in this module or previously in the programme
- the amount of assessment is proportionate to the amount of credit for the module and fits with faculty guidance on this.
approx 4,000 words for a 20-credit taught module for which the main or only assessment is an essay.
10-20,000 words for a 60-credit dissertation.
Summative Assessment Tasks (including word limits etc)
(please add/ delete rows as required) / Proportion of module grade / LO assessed
i
ii
iii
6 / Feedback opportunities
Please provide details of how students will be provided with formative feedback opportunities during the module. This might include feedback on either formative or summative assessment tasks or other activities designed to provide students with feedback on their learning in the modulee.g. written feedback on an essay, online multiple choice quizzes, oral feedback on a presentation, peer feedback on a particular task.NB- when uploading to UMS please use the field previously used to capture info on ‘Student Evaluation of Unit’
C: Summary of Learning, Teaching and Assessment Methods
The total teaching and assessment methods should be based on 10 notional learning hours per credit; i.e. a total of 200 learning hours (teaching, independent learning and assessment) for a 20-credit module. The projected hours of independent study are intended as guidelines only, but are important to ensure a balanced workload between modules.Information for the Key Information Set (KIS) also needs to be entered onto UMS. Please note the following less obvious KIS categories for assessment:
Written refers to formal written exams or ‘set exercises’ performed under exam conditions which do not involve the use of practical skills.
Practical – the assessment focuses on whether, and/or how well, a student performs a specific practical skill or technique (or competency). Examples include clinical skills, laboratory techniques, identification of or commentary on artwork and so on. Oral exams and presentations are classified under practical.
Further details of the KIS categories can be found at
1. Learning and Teaching Methods
Actual Hoursshould be divided into relevant KIS Categories where cells are indicated e.g. Supervised Clinical Activity” (blue cells auto-calculate in UMS)
/Actual Hours
/KIS Categories
Scheduled Hours
/Placement Hours
/Independent Hours
Learning Hours
/Number
/%
/Number
/%
/Number
/%
LecturesSeminars
Tutorials
Problem Solving/Example Classes
Laboratory Sessions
Field Work
Work Placement
Supervised Clinical Activity
Learning Hours must be split into Scheduled and Placement Hours
Independent Study (including preparation for assessments)
Other Formal Contact
Learning Hours must be split by Scheduled, Placement and Independent
Description of ‘Other’ Formal Contact
(please give details of any type of teaching/learning which does not fit into the categories above)
TOTALS
2. Summative Assessment Methods
Proportion of module gradeshould be divided into relevant KIS Categories proportions where cells are indicated e.g. Laboratory Work / University Categories / KIS Categories
Proportion of Module Mark (%) / Number of hours / Word length / Written
(%) / Course work
(%) / Practical
(%)
Formal Examination and duration of Examination (in hours)
Essay(s)/Coursework and word length
Proposers are reminded of the recommended guidelines: approx 6,000 words for a 30-credit taught unit for which the main or only assessment is an essay.
Laboratory Work
Proportion of mark must be split into Coursework and Practical
Field Work
Proportion of mark must be split into Coursework and Practical
Project/Dissertation and word length
Proposers are reminded of the recommended guidelines agreed by the Programmes Committee: 10-20,000 words for a 60-credit dissertation.
Other Assessment
Description of ‘Other’ Assessment e.g. portfolio, presentation, production of a video/other artefact
(please give details of any type of assessment which does not fit into the categories above, including approximate proportions of any ‘written’, ‘coursework’ or ‘practical’ elements)
TOTALS
3. Summary of Learning, Teaching and Assessment Hours
Number of credits
/ Notional Learning Hours (Number of credits multiplied by 10)Total Teaching and Learning Methods Hours
Total Assessment Methods Hours
TOTAL LEARNING HOURS (should equal Notional Learning Hours)
1