How to Write Module Descriptions

What a module description must do

A module description is a compact document that tells students, staff and external stakeholders what a module will teach, how learning will be assessed, and how it contributes to the overall programme. Clear module descriptions support academic governance, student decision-making and quality assurance.

• Explain the module purpose and placement in the programme.
• State precise learning outcomes (knowledge, skills, attitudes).
• Summarise assessment methods, weighting and pass criteria.
• Note delivery mode, credit value and workload.
• List essential reading and pre-requisites.

Structure and required elements

Adopt a consistent template across the institution so descriptions are comparable and auditable. A recommended minimal template includes:

1. Module title and code.
2. Credit value and level within the institution's framework.
3. Module aim or brief summary (one or two sentences).
4. Learning outcomes expressed as observable statements.
5. Indicative content or syllabus outline.
6. Teaching and learning methods (lectures, seminars, placements, online).
7. Assessment strategy: methods, weightings, submission rules and resit policy.
8. Prerequisites or co-requisites.
9. Core and recommended reading.
10. Staff contact or module leader title.

Writing learning outcomes and assessment alignment

Learning outcomes should be specific, measurable and aligned with assessment. Use active verbs (e.g., analyse, evaluate, apply) and avoid vague phrasing (e.g., "understand"). For each outcome describe an assessment task that provides direct evidence of achievement. Ensure assessment weightings reflect intended workload and give students a transparent grading rubric or marking criteria.

Language, accessibility and student information

Use plain, inclusive language and short sentences. Make reasonable adjustments clear for students with additional needs and include information about academic integrity expectations. Indicate where students can find fuller policies (assessment regulations, appeals, disability support) in institutional handbooks or the student portal.

Governance, review and publication

Module descriptions must be approved through the institution's academic governance processes, scheduled for periodic review, and published in a stable location (programme specification or module catalogue). Maintain version control so prospective and current students can see the effective date and any changes. Accurate public information is an institutional responsibility under ITAA guidance.

Practical examples (short templates)

Two concise templates for immediate use:

• Two-line summary: Aim: One sentence describing purpose. Outcomes: Three bullet outcomes. Assessment: One-sentence summary with weighting.
• Full template (compact): Title/code; Level & credits; Aim; Outcomes (4–6); Content; Learning & teaching; Assessment (tasks & weightings); Reading; Module leader; Effective date.

Use the full template for official catalogues and the two-line summary for programme brochures and timetables.

Common pitfalls to avoid

• Vague outcomes that cannot be assessed.
• Assessment methods that do not match outcomes.
• Overlong reading lists presented as requirements.
• Unexplained specialist jargon that hinders student understanding.
• Failure to publish or update descriptions after syllabus changes.

Implementation checklist

1. Use the institutional module template.
2. Map each learning outcome to at least one assessment.
3. Confirm credit and level with programme specifications.
4. Obtain academic approval and set an effective date.
5. Publish in the module catalogue and update the public site.