Course Catalogue

The Postgraduate Certificate in Learning & Teaching in Higher Education is a Level 7 60-credit programme. As a professional qualification for new lecturers it offers a structured opportunity for staff to reflect on and develop their learning, teaching and assessment practice. Overall aims Support and accredit the professional development of staff in respect of learning and teaching in a higher education context. Develop effective teaching, assessment and professional practice, in line with the UK Professional Standards Framework (UKPSF) underpinned by educational theory. Develop research skills within the scholarship of learning and teaching both generally and within subject disciplines Enhance professional development through critical self-reflection and evaluation of practice

Acquisition of knowledge is achieved through a broad range of learning and teaching methods including: tutor input, workshop, case studies, participants' presentations, seminar/group discussion, individual reading and research. Resources to support these methods include: use of the institutional VLE (Canvas),visiting speakers, video and external web based materials. Knowledge and understanding are assessed through a variety of formative and summative assessments. These include: reflective accounts; presentations to peers; projects; critical evaluation of practice; peer review; course design tasks and a small scale piece of research. Details of these can be found in the module handbooks. Intellectual skills are developed through a range of formal and informal activities including workshops, use of case studies, examples from own practice, project work, work with peers, reading, production of a small scale piece of research, engagement with educational and discipline specific literature. Intellectual skills are assessed formatively through group discussions, participants' presentations, individual reflections (including use of e-learning) and summatively through projects, consideration of alternatives, explicit links made between theory and practice e.g. rationale for scheme of work assignment and peer assessments, critical review of educational and discipline specific literature, judicious choice of evidence. Details of these methods can be found in the module handbooks. Professional practical skills are developed in a progressive manner throughout the programme. At the start of the programme participants are required to reflect on what they think a "good learning experience" is and provide a rationale for their choices. The rest of the course is structured around the perceptions of what a good HE teacher is with course members introduced to a range of practical skills that they will require for teaching in HE e.g. lesson planning, choice and use of teaching and assessment methods, using resources etc. In addition to participants using and evaluating these skills in their working context they will be developed through a series of weekly workshops that include a range of methods which model professional practice e.g. small group work, role play, simulations, case studies, problem based learning, use of course members' experience. It is a requirement that course members observe and reflect on peer activities within teaching and learning. Individuals are encouraged to critically reflect on their own practice in order to improve and develop. Course members will experience a range of e learning approaches throughout the programme. Professional practical skills are assessed throughout the course using the following methods Being observed teaching by peers and experienced colleagues Course work materials e.g. lesson plans, scheme of work Reflective commentaries and critical evaluations Presentations/group activities with peers in the workshops and in work based settings Self assessment of teaching within HE context Summative evaluations of professional development with action plans for further improvement Contributions to and evaluations of ICT methods including LJMU's institutional VLE As this is an M level programme all these practical skills have to be discussed within a theoretical framework These transferable skills underpin all the work of the programme and are incorporated into the delivery mechanisms and assessment methods of modules as outlined in previous sections. Participants are encouraged to further develop their transferable skills by peer/tutor interaction, independent reading and research and through LJMU's VLE, Canvas. The programme has been designed to model this approach and is demonstrated through the programme team's professional and supportive relationships with course members. The transferable skills are assessed in the following ways: Self assessment at the start of the course mapping activity which is

This programme is firmly rooted in professional practice, therefore the learning and assessment takes place in participants work-based settings.