Northumbria University

Academic Registry
Guidelines for Completion of Module Descriptor Form MD
Red Guides on Developing a new module and Delivering a module are also available 1
A module descriptor must be completed by the module author for every new module as follows:
1. Module Code: This box will be completed by the administrator when entering the details onto
record systems.
2. Module Title: Please remember that the title will appear on listings of modules which are used
for a number of purposes and needs to be as meaningful as possible. Please avoid lengthy
titles.
3. Indicate the subject division that owns the module, normally where the module tutor and
subject expertise reside.
4. Indicate the level of the module 3,4,5,6,7,8.
5. Indicate the Module Tutor/Author.
6. Indicate how many credit points the module is worth. Note that the University has moved to a
standard 20 credit module wherever possible (see section 4 of the Modular Framework 2).
7. Indicate whether the module is year long or semester based.
8. Indicate one of the following types (note that the majority of modules are standard).

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9. Show location(s) of delivery of this module. If the module will be delivered on collaborative
sites, indicate all sites on which delivery will take place (name of institution, country and start
month in each case).
10. Provide a brief overview of module.
11. Indicative reading list or other learning resources: The reading list should only include key
texts and/or other learning resources. Care should be taken to ensure that these are realistic
and that too many references are not included. This list can also include e-based learning
resources.
12. The outline syllabus should indicate the contents of the module in bullet point form. This
should be written in plain English that can be understood by students.
13. The aims of the module should comprise a broad statement of educational intent and overall
purpose of the module in relation to the subject area. Again, this should be written in plain
English that can be understood by students.
14. Learning outcomes should be written with reference to the Programme Specifications for the
programmes on which the module will be delivered. Learning Outcomes should state what
the student is expected to know and/or can do at the end of study on the module and should
be matched to the module level.
15. Leave this box blank if there are no pre-requisites for this module. Pre-requisite modules are
those which must already have been taken at a lower level, or any stipulated level of prior
knowledge required: they ensure that students are likely to be capable of achieving the
module learning outcomes and identify prior learning required for students to be successful
in a module.
16. Leave this box blank if there are no co-requisites for this module. Co-requisite modules are
those which must be studied at the same time, or any stipulated level of concurrent
knowledge required: they ensure that students are likely to be capable of achieving the
module learning outcomes and identify concurrent learning required for students to be
successful in a module.
17. Enter the specific resources required to deliver the module by distance learning eg specific
learning materials, hardware and software specifications.
18. The Learning and Teaching strategy should explain how students are supported to achieve
the learning outcomes of the module and should relate to the learning outcomes listed under
section 14.
19. The Assessment and Feedback strategy should include details of summative assessment
and rationale for tasks. Additional formative assessment should be specified including a
rationale for tasks. Indicate how and when (note - specific dates are not required, only an
indication of the key stages such as weekly, fortnightly, mid-point, after completion of a
specific component etc) students will be provided with feedback on their performance both
throughout module and on completion of summative assessed tasks (e.g. written comments
on draft/final work, one-to-one meetings, group feedback, model answers/eLP tests, reflective
activities, via MP3 etc). When deciding on the assessment and feedback strategy remember
that assessment should enable learning and be clearly aligned with the module learning
outcomes. Refer to the Red Guide on Developing a new module 3, the Guidelines for
Assessment Practice4 and the CETL Assessment for Learning5 for guidance. This section

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should indicate whether the module as a whole or assessment component/s are exempt from
NUs Anonymous Marking Policy (see Examiners Handbook section A2)6
20. Make clear to students if there are any implications that they need to be aware of in selecting
this module e.g. modules which require this as a pre-requisite.
21. Please complete the NSW accurately. It should convey the expectation of workload to
students. The tables reflect the learning and teaching activities needed to inform total hours
of Scheduled, Independent and Placement study, identified as part of HEFCEs Key
Information Set (KIS) requirements. SITS will use these NSW hours to calculate the yearly
percentage proportions of Scheduled, Independent and Placement that will be displayed
on the KIS for all undergraduate programmes. The distribution of NSW on the module may
differ where there are multiple modes of delivery (e.g. part time, full time, distance learning).
Separate tables should be completed to ensure that NSW for individual modes is clear.
Please see Appendix 1 for detailed definitions7 of learning and teaching activities
22. When the module is entered on SITS, a marking scheme is attached to the module overall
and to each component of assessment. The particular marking scheme attached has a
bearing on the reassessment process and normally depends on either School policy or
professional body requirements for the programme on which the module is delivered.
Reassessment can either test all module learning outcomes (synoptic) or only reassess
individual failed components (non-synoptic). Where the same module is delivered on
programmes that have different marking schemes, a different module code will be required.
23. Detail the elements of summative assessment in this section the normal expectation is that
there would not be more than one assessment per 10 credits. Refer to the Red Guide on
Developing a new module8, the Guidelines for Assessment Practice 9 and the CETL
Assessment for Learning10 for guidance. Under Assessment Description, include each form
of assessment on a separate line indicating the % it contributes to the overall module mark in
the Weighting column (e.g. examination 50%, coursework 25%, presentation 25%).
KIS identifies only three assessment categories written, coursework and practical.
However SITS will use the CP codes and PRE codes to inform the practical assessment
category. . See Appendix 2 for further information
An example is completed below for a module which, exceptionally, has three components of
assessment:
Seque
nce
001,
002
etc.

001
002
003

Assessment type
indicate ONE of the
following types:
AO Attendance only
CP Clinical Placement
CW Coursework
EXAM
PRE Presentation
CW
PRE
EXAM

Brief description of
assessment
e.g. type/length of exam,
type/word limit of
coursework

Weighting
% or Pass/Fail (for
grade only
components)
Note: % weightings
should add up to 100%
for module overall

Assignment (1500 words)

Group presentation
Multiple choice test (1 hour)

40%
30%
30%

Sections 24-29, now including a log of changes to the Module Descriptor, are completed by
School administrative staff following SSLE approval/entry onto SITS.
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Appendix 1 Definitions of KIS L&T activities

Activity type
Lecture

KIS category Definition

A presentation or talk on a particular topic.
Scheduled

Seminar

Scheduled

A discussion or classroom session focusing on a particular topic or project

Tutorial

Scheduled

A meeting involving one-to-one or small group supervision, feedback or detailed discussion on a

particular topic or project.

Project supervision
Demonstration

Scheduled
Scheduled

A meeting with a supervisor to discuss a particular piece of work.

Practical classes and workshops

Scheduled

A session involving the development and practical application of a particular skill or technique.

A session involving the demonstration of a practical technique or skill.

Supervised time in studio/workshop Scheduled

Time in which students work independently but under supervision, in a specialist facility such as a
studio or workshop.

Fieldwork

Scheduled

Practical work conducted at an external site.

External visits

Scheduled

A visit to a location outside of the usual learning spaces, to experience a particular environment,
event, or exhibition relevant to the course of study.

Work based learning *

Scheduled

Structured learning that takes place in the workplace.

Guided independent study

Independent

Higher education is distinguished from general and secondary education by its focus on
independent learning. Scheduled learning and teaching activities typically feature alongside time in
which students are expected to study independently, which may itself be 'guided'. Guided
independent study might include preparation for scheduled sessions, follow-up work, wider reading
or practice, completion of assessment tasks, revision, etc. The relative amounts of time that
students are expected to spend engaged in scheduled activities and guided independent study
varies between courses. In all cases, students are expected to be responsible for their own
learning, with appropriate support being provided by the institution. Such support can be via a
variety of means, including, for example, through the provision of study skills training, feedback on
assessed work, access to libraries and learning spaces, language skills training, etc.

Placement
Year abroad

Placement
Placement

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Learning away from the institution that is neither a year abroad nor work based learning.
Any study that occurs overseas.

Appendix 2- Definitions of KIS Assessment activities

Activity type
Written exam

KIS category
Written

Definition

Written assignment, including essay

Report

Coursework
Coursework

An exercise completed in writing.

Dissertation

Coursework

An extended piece of written work, often the write-up of a final-year project.

Portfolio

Coursework

A collection of work that relates to a given topic or theme, which has been produced over
a period of time.

A question or set of questions relating to a particular area of study.

A description, summary or other account of an experience or activity.

Project output (other than dissertation) Coursework

Output from project work, often of a practical nature, other than a dissertation or written
report.

Oral assessment and presentation

Practical

A conversation or oral presentation on a given topic, including an individual contribution

to a seminar

Practical skills assessment

Practical

Assessment of a student's practical skills or competence.

Set exercise

Varies - see notes solving or evaluative skills*

Questions or tasks designed to assess the application of knowledge, analytical, problem-

* Examples might include data interpretation and data analysis exercises and problem-based or problem-solving exercises. The categorisation of set
exercises will depend on the nature of the exercise being set. Typically, set exercises will not be conducted under exam conditions and will therefore normally
be coursework. Where the set exercise is performed under exam conditions and does not involve the use of practical skills it should be treated as a written
exam otherwise it should be a practical exam.

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