Teaching checklist

The City Teaching Online Checklist provides a list of actions that academic staff can take to implement minimum standards for moving your teaching online, within a module context. This list is intended as a framework to help you to design and deliver your module, as well as give some indications on your legal requirements. It can be read online or downloaded and includes links to LEaD’s further guidance.

Several schools have created their own checklists or frameworks of recommended practice. Please check with your School to make sure that you are following this guidance.

PDF version also available for printing, record keeping and access

The City Course Format is applied to all Moodle modules by default. It has been designed to provide students with a consistent and accessible experience across all modules, and to save staff time and effort when setting their modules up.

  • Check for necessary updates to content for modules being rolled over or imported from a previous year

Module rollover tool

Importing activities or resources 

  • Use the ‘General’ section at the top of a module page to introduce module and locate any key administrative information

Adding, deleting, editing, highlighting and hiding sections  

  • Provide a clear structure by labelling sections in a logical order (e.g. by topic or week number)

City Course format 

  • Add a short video (1-2 mins) to introduce yourself and the module

Create your own video resources 

  • Describe how you expect students to use the module page to support their studies in parallel with synchronous online or face-to-face activities, including how often to participate, what they can expect from you

Participation and Engagement on a module page 

Participation and Engagement on a module: Overview 

  • Clearly state the learning outcomes for the module and how activities and assessments link with these outcomes

Organise your module page: Sections names and summaries

  • Ensure that your contact details (key names, hours, methods) are easily accessible and up to date

Contact information on your module page 

  • Set clear expectations around when and how you will communicate and respond

Participation and Engagement on a module page 

  • Use provided communications tools (Moodle – Forums, Quickmail, feedback; Teams – Chat, Meetings)

Participation and Engagement on a module: Overview 

  • Provide meaningful descriptions for resources, key file information (word counts, video durations, expected time on task), and whether resources are compulsory or optional

Organise your module page: Sections names and summaries 

  • Present content in different mediums to provide variation in your materials (eg documents, links, videos, audio, etc)

Moodle activities 

  • Be clear about when resources will be available, such as in good time before any live sessions, etc

Adding content to your module 

  • Use Reading Lists Online (see Library) and ensure your reading lists are up to date

Reading lists 

  • Design your teaching to contain a balance between synchronous and asynchronous activities


Recommendations for ensuring that your module and its content is accessible to all students in order that each has an equal opportunity to succeed.

  • Consider the amount of information you provide in your materials in order to minimise information overload

Organisation and structure of your module page 

  • Design for a diverse learning community, including those with disabilities and bearing neurodiversity in mind

Accessible structure and layout for Moodle modules 

  • Present content in editable versions for students to be able to tailor to their individual requirements

Adding content to your module 

  • Be aware that not all students will be able to access synchronous activities at the same time, due to time zone differences, personal obligations, or technical limitations (eg shared broadband, mobile-only participation, etc)

Moving your teaching online 

  • Ensure that students have access to the technology that you are using (eg Microsoft Teams Meetings, Zoom) and guidance on how to use it

Moving your teaching online 

  • Set clear expectations around how students are expected to participate in that environment, including around use of microphones and chat features

Facilitating online synchronous teaching 

  • Plan your live online session sufficiently in advance, including any intended interactions and regular breaks
  • Make recordings of any live sessions for access after the event and include other asynchronous alternatives (such as discussion forums) for anyone unable to attend at the scheduled time

Upload media to MediaSpace 

Participation and Engagement on a module: Overview 

  • Ensure that assessment criteria and requirements at module or component level are available on the module page

Assessment Overview 

  • Ensure that assessment instructions and submission areas are clearly labelled, including when and how grades and feedback will be made available

Assessment Information on your module page 

Assignment Guide 

  • Signpost the ‘Learning with Moodle’ module which provides students with an opportunity to practise submitting all different assignment types

‘Learning with Moodle’ module 

  • Provide variety in assessment types to give students different opportunities to demonstrate mastery of learning objectives

Which assignment tool? 

  • Make use of Moodle Checklists to give students an opportunity to track their own progress through a module

Moodle Checklist 

  • Working with your course office, ensure that any module evaluations are available online

Annual Programme evaluation 

Uploading files to Moodle 

  • Share institutional policies with students around areas such as expected behaviours, academic misconduct, or lecture capture usage

Studying and Learning Online 

Sources: Credit to UCL Connected Learning Baseline, Arizona State University’s ASU Online faculty expectations checklist. Also draws on LEaD’s own Module Page Checklist.

Please also check our online learning and teaching FAQ



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