Professional Graduate Certificate in Education
Key Details
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Available at:Bangor (New Campus), Rhos-on-Sea, Dolgellau
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Study Mode:Part-time
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Course Length:
1 year full-time:
Rhos: Monday 11.30am-5pm and Thursday 11.30am-5pm
Bangor: Monday 11.30am-5pm and Thursday 11.30am-5pm
Dolgellau: Monday 2:30 - 6:30pm and Thursday 1:30pm-5:30pm
2 years part-time (1 day OR a half-day and evening per week)
Rhos: Monday 11:30am-5pm
Bangor: Monday 12-5pm
Dolgellau: Monday 2:30-6:30pm
Professional Graduate Certificate in Education
University-level Courses
Part Time
If you are applying to study part-time you can apply directly to the campus of your choice.
Full Time
There are two ways to apply to study for a full-time higher education course - either through UCAS or directly to the college.
Applying through UCAS:
You should apply through UCAS if you are currently studying for A Levels, a vocational Level 3 course (i.e. BTEC) or an Access to Higher Education qualification, or if you wish to apply to more than one higher education provider.
There are two ways to apply to study for a full-time higher education course - either through UCAS or directly to the college.
Course Description
Unlock Your Teaching Potential
The Programme Aims To:
- Equip you with a solid grasp of effective teaching, learning, and assessment principles in the post-compulsory education sector.
- Foster the application of sound teaching principles in alignment with professional standards and sector-specific values.
- Cultivate critical reflection skills and a profound sense of responsibility towards learners.
- Nurture creativity and innovation in teaching through the use of technology and diverse tools for an enhanced learning experience.
Would you like to start a rewarding career teaching young people and adults? Or are you already teaching, but looking for a recognised qualification?
In addition to this formal requirement, evidence from past years shows that completion of the course enhances the career and employment potential of course members.
Whether you are a new or an experienced teacher, this part-time course helps you to develop your career in post-compulsory education. It gives you the skills, knowledge and qualification to begin or continue teaching in further education, adult and community education, prisons or work-based learning contexts.
If you already hold a degree, this teaching course is suitable for you. It allows you to achieve a Level 6 qualification, since you are progressing from previous Higher Education experience. The course is not intended for those wishing to teach in Primary or Secondary schools.
Additional information
More detailed information on Modules is to be found in the ‘Additional Campus/Course Information’ section.
Fees
Visit our course fees page for information on full and part-time degree course fees.
Financial Support
Visit our financial support page for information on the range of support available.
More detailed information on other costs associated with your course and work placements/work experience (if applicable) will be outlined in the programme validation document and explained to you at your interview.
Start date
September
Entry Criteria
Academic requirements:
- Honours Degree (at least 120 credits, with half at Level 6 or above)
- Enhanced DBS check
- Evidence of literacy and numeracy skills at Level 2 (or above)
- Ability to complete a minimum of 100 hours teaching practice over the duration of the course in an approved environment (e.g. FE, adult education, voluntary sector or publicly funded training provider). Undertake 40 hours observation of experienced practitioners.
Language requirements:
- Good proficiency in English or Welsh, with equivalent GCSE grade C/4 or above
- For overseas applicants: proficiency in English Language at IELTS level 7 or equivalent.
- GCSE in Welsh or English as first language, grade C/4 or above.
- Any degrees, diplomas or certs should have been taught and assessed in Welsh/English.
- For overseas applicants, for entry onto Level 4: English fluency to IELTS 5.5 or higher (with no element less than 5.0)
- For overseas applicants, for entry onto Levels 5: English fluency to IELTS 6.0 or higher (with no element less than 5.5)
- GCSE Maths desirable
All places are subject to satisfactory interview.
If your qualifications do not meet the entry requirements listed above, we would still encourage you to apply for the course you're interested in, as many of our courses will consider learners based on their previous work and skills experience rather than their qualifications.
If your qualifications do not meet the entry requirements listed above, we would still encourage you to apply for the course you're interested in, as many of our courses will consider learners based on their previous work and skills experience rather than their qualifications.
Delivery
In our dynamic educational environment, we embrace a holistic approach to learning that incorporates various elements to enrich our academic journey.
Group work forms a cornerstone of our curriculum, fostering collaboration and teamwork among trainee teachers which may then be replicated in the trainees own classroom.
Classroom-based learning provides a structured foundation, allowing for engaging discussions and interactive sessions that promote a deeper understanding of teaching in a variety of settings.
Complementing this, tutorial support ensures that individual learning needs are addressed, offering personalised guidance to enhance comprehension.
MOODLE and Google Classroom platforms serve as a robust virtual learning environment, offering resources, assignments, and a platform for ongoing communication.
Moreover, our commitment to a comprehensive learning experience is reflected in the diverse perspectives brought by guest speakers, who share their expertise and real-world experiences, further enriching our educational landscape.
Contact:
For specific course enquiries, please contact:
Lesley Surguy-Price (Programme Leader - Coleg Llandrillo): surguy1l@gllm.ac.uk
Christian Davies (Programme Leader - Coleg Menai): davies10c@gllm.ac.uk
Catrin Edwards (Programme Leader Year 1 - Coleg Meirion-Dwyfor): edward4c@gllm.ac.uk
Delyth Williams (Programme Leader Year 2 - Coleg Meirion-Dwyfor): willia11d@gllm.ac.uk
Lisa Nobbs (Administration): nobbs1l@gllm.ac.uk
For general enquiries about our degrees, please contact: degrees@gllm.ac.uk
Assessment
Our approach to assessment is multifaceted, ensuring a comprehensive evaluation of teacher trainee progress and understanding. Diverse assessment methods are employed to cater to various needs and skills. We emphasise the importance of continuous assessment through assignments and projects, encouraging critical thinking, problem-solving, and creativity. Peer teaches enable trainees to practice and apply theoretical knowledge to real life classrooms. Formative assessments, facilitated through feedback-rich processes, contribute to ongoing development, while summative assessments provide a comprehensive overview of overall performance. Our commitment to fairness and inclusivity is reflected in our use of a variety of assessment modes, recognising the diverse strengths and abilities of our students.
This course is assessed through a range of activities these can include:
- Practical and written assessments/assignments
- Presentations and demonstrations
- Portfolios of work
- Performance and observation
Progression
Upon completion of the course you will be able to seek employment in numerous forms of post-compulsory education.
If you are already teaching, you will have your skills formally recognised and may be able to seek an enhanced position.
Alternatively, you may choose to progress in your own studies, and could obtain a Masters degree in Education or in your specialist area.
Campus Information Bangor (New Campus)
Unit information
Modules:
PTT - Prepare to Teach
This module introduces students to effective teaching and learning strategies, equipping them with the foundational skills needed to become successful teachers or trainers. It focuses on essential theories of teaching, learning, and assessment, exploring their impact on lesson planning and delivery.
Emphasis is placed on lesson structure, some of the key principles and practices of teaching including inclusivity, and the use of diverse learning resources, aids, and assessment methods to enhance the learning experience.
The module will introduce concepts including:
- Lesson planning and structure
- Teaching and learning theories
- Interactive learning technologies
- Setting learning objectives
- Learning aids, resources and technologies
- Teaching / learning and assessment strategies
- Student engagement
- Equal opportunity and inclusivity (Equality act)
- Communication skills
- Roles and responsibilities of teachers and trainers
- Time management
- Reflect on own experiences of learning
- Awareness of teaching and learning in a bilingual setting
Planning Teaching Learning and Assessment
This module aims to explore the theoretical foundations that underpin effective planning for teaching, learning, and assessment. Participants will engage in reflective practice, examining key theories and applying these principles to the design, delivery, management, and assessment of learning experiences.
Emphasis will be placed on inclusive practices and the promotion of equality, ensuring that teaching strategies meet the diverse needs of all learners.
Collaborative activities will support participants in developing and demonstrating effective teaching, learning, and assessment tools.
The module will introduce concepts such as:
- Theories and models of planning for teaching and learning
- Cross-cutting themes relevant to subject specialisms
- Strategies for effective assessment and feedback
- Integrating ILT, blended learning, and flipped learning approaches
- Inclusive teaching and learning strategies that address diverse learner needs
- Equality and diversity legislation, alongside models of good practice to foster equitable learning environments
Pedagogical Principles and Practice
This module aims to develop effective teaching practice skills through the provision of a variety of teaching and learning strategies (including learning technologies), that can then be applied in the course participants' own subject area. Participants will be able to apply theoretical principles to the design, delivery and management of teaching and learning events.
The module also investigates the importance of integrating cross cutting themes into learning events, as well as the use of and embedding of contemporary education technologies.
The module will introduce concepts such as:
- Exploration of theoretical approaches and perspectives within course participants’ own areas of teaching.
- Consideration of theory and practice in managing learning whilst ensuring inclusive learning and equality of opportunity.
- Pedagogical theory will be explored using a range of literature and the modelling of good practice within taught sessions.
- A range of technology will be demonstrated, applied and evaluated to support course participants teaching in their subject areas.
- Evaluate the level of skills needed to ensure successful achievement, attainment and progression.
- Assessment and critique of the potential impact of pedagogical theories in participants' own practice.
Professional Reflective Practice 1
This module will focus on reflection as a key tool in professional practice. Students will gain an understanding of the cycle of planning, delivery, assessment, review, and evaluation, equipping them to become self-reflective practitioners.
They will apply this knowledge by integrating theory into practice, engaging in the planning, delivery, assessment, and reflection of teaching sessions. Additionally, a strong emphasis will be placed on working alongside mentors, who will provide invaluable guidance and support throughout the process, helping students to refine their teaching practices and grow as educators.
The module will introduce concepts such as:
- Teaching, learning and assessment principles
- Learning Preferences (Working with groups & motivating your learners)
- Learning theories (Re-focus, Introduction to Planning and Assessing Learning)
- Teaching methods, differentiation and motivation
- Reflective Practice - using Gibbs reflective framework
- Academic writing skills
- Professional Roles & Responsibilities (EWC code of conduct)
- Cross Cutting Themes: ILT, Cwricwlwm Cymreig & Bilingualism, Employability Skills, Embedding Literacy, Digital Literacy, Numeracy (Essential Skills Wales) & ESDGC
- Introducing digital learning tools to enhance teaching, learning and assessment
- Equal Opportunities, Inclusivity, Safeguarding and Prevent (Children's Act , Equality act) Anti racism
- Classroom management
- Assessment & Evaluation strategies and tools
- Marking, Questioning & Feedback
- Experiential learning
Innovative Pathways
The module aims to enhance the trainees’ skills, knowledge and understanding of innovative approaches that can be implemented when planning and delivering learning events.
This module also further explores the theoretical ideas that underpin planning for teaching, learning and assessment, and encourages trainees’ critical reflection and evaluation of a wide variety of innovative strategies and their impact.
These strategies will include current learning technologies within the participant’s subject area to develop further teaching practice skills.
The module will introduce concepts such as:
- Explore new and innovative teaching, learning and assessment strategies in conjunction with the key theories and models of good practice.
- Critically explore a wide range of teaching and learning methods and consider the implications on the processes of student learning. Participants will be encouraged to experiment with a range of teaching and learning strategies that promote inclusive and experiential learning.
- Focus on the effective use of innovative teaching and learning strategies including learning technologies within the planning and provision of taught courses and a critical examination of their teaching and learning strategies.
- Consider the wide range of learners accessing education, their characteristics and motivations exploring strategies to engage with and enhance student centred learning ensuring inclusivity and equality of opportunity.
- Exploration of the domains of learning, learning taxonomies, levels of learning and the implications when defining learning objectives and tasks will be analysed and evaluated.
- Development of skills of critical analysis and reflective practices on the processes involved in planning, delivering and participation in and evaluation of a range of innovative teaching and learning strategies.
Inclusive Practice
The overall aim of an Inclusive Practice module is to equip students, educators, and practitioners with the knowledge, skills, and attitudes necessary to create and sustain inclusive learning and working environments. It focuses on recognising, addressing, and reducing barriers to participation for individuals from diverse backgrounds, ensuring that all learners have equitable access to education and opportunities.
By the end of the module, participants should be able to assess and implement inclusive practices, ensuring that all learners, regardless of background or ability, are supported in reaching their full potential. It ultimately aims to promote an education system that is fair, representative, and empowering for everyone.
The module will introduce concepts such as:
Understanding Diversity and Inclusion
- Develop an awareness of diverse learning needs, including Additional Learning Needs (ALN), disabilities, neurodiversity, and mental health considerations.
- Explore how factors such as race, ethnicity, gender, socioeconomic status, and cultural background impact educational experiences.
Promoting Equity in Education
- Differentiate between equality (same resources for all) and equity (resources tailored to individual needs).
- Examine inclusive teaching strategies and assessment methods that accommodate diverse learners.
- Define how systemic barriers, biases, and discrimination impact learning outcomes.
Addressing ALN and Accessibility
- Explore legislation and policies related to ALN (e.g., reasonable adjustments, assistive technology).
- Learn strategies for Universal Design for Learning (UDL) to support all students effectively.
- Foster inclusive classroom management and curriculum development.
Anti-Racism and Social Justice in Education
- Analyse the impact of racism, bias, and microaggressions in educational settings.
- Promote anti-racist practices, decolonised curricula, and culturally responsive teaching.
- Develop strategies to challenge discrimination and advocate for marginalised groups.
Creating Inclusive and Supportive Learning Environments
- Foster psychological safety, belonging, and respect for all learners.
- Encourage self-reflection and awareness of unconscious biases.
- Engage in inclusive leadership, allyship, and advocacy for systemic change.
Professional Reflective Practice 2
This module builds on the Professional Reflective Practice 1 module, and supports professional learning by enabling education practitioners to engage in reflection on their emerging professional practice.
Essentially the module aims to prompt the students to integrate professional experience with current developments in research. Students will not only be able to identify key concepts in the literature on the role of critical reflection in professional learning but also use that process of reflection to consider the contextual significance of their emerging practice, on both personal and wider scales.
This module also provides an opportunity to explore and demonstrate how to embed literacy, numeracy and digital literacy within the student’s specialist area.
The module will introduce concepts such as:
- Review of Theories of Learning, introducing Personal Theories
- Innovation & Assessment
- Effective Feedback to support progression and achievement
- Teacher Decision Making
- Socially Situated Practice & Student Attributes
- Ethics
- Learning Through Acquisition
- Designing assessment criteria
- Embedding Literacy & Numeracy
- Bilingualism, embedding this within the specialist subject area
- Pastoral care towards learners and groups of learners
- Emotional wellbeing and awareness of support mechanisms
- Working with teaching assistants
- Using technology to enhance teaching, learning and assessment
- Equal opportunities, safeguarding and prevent (Children's Act, Equality act)
Campus Information Dolgellau
Unit information
Modules:
PTT - Prepare to Teach
This module introduces students to effective teaching and learning strategies, equipping them with the foundational skills needed to become successful teachers or trainers. It focuses on essential theories of teaching, learning, and assessment, exploring their impact on lesson planning and delivery.
Emphasis is placed on lesson structure, some of the key principles and practices of teaching including inclusivity, and the use of diverse learning resources, aids, and assessment methods to enhance the learning experience.
The module will introduce concepts including:
- Lesson planning and structure
- Teaching and learning theories
- Interactive learning technologies
- Setting learning objectives
- Learning aids, resources and technologies
- Teaching / learning and assessment strategies
- Student engagement
- Equal opportunity and inclusivity (Equality act)
- Communication skills
- Roles and responsibilities of teachers and trainers
- Time management
- Reflect on own experiences of learning
- Awareness of teaching and learning in a bilingual setting
Planning Teaching Learning and Assessment
This module aims to explore the theoretical foundations that underpin effective planning for teaching, learning, and assessment. Participants will engage in reflective practice, examining key theories and applying these principles to the design, delivery, management, and assessment of learning experiences.
Emphasis will be placed on inclusive practices and the promotion of equality, ensuring that teaching strategies meet the diverse needs of all learners.
Collaborative activities will support participants in developing and demonstrating effective teaching, learning, and assessment tools.
The module will introduce concepts such as:
- Theories and models of planning for teaching and learning
- Cross-cutting themes relevant to subject specialisms
- Strategies for effective assessment and feedback
- Integrating ILT, blended learning, and flipped learning approaches
- Inclusive teaching and learning strategies that address diverse learner needs
- Equality and diversity legislation, alongside models of good practice to foster equitable learning environments
Pedagogical Principles and Practice
This module aims to develop effective teaching practice skills through the provision of a variety of teaching and learning strategies (including learning technologies), that can then be applied in the course participants' own subject area. Participants will be able to apply theoretical principles to the design, delivery and management of teaching and learning events.
The module also investigates the importance of integrating cross cutting themes into learning events, as well as the use of and embedding of contemporary education technologies.
The module will introduce concepts such as:
- Exploration of theoretical approaches and perspectives within course participants’ own areas of teaching.
- Consideration of theory and practice in managing learning whilst ensuring inclusive learning and equality of opportunity.
- Pedagogical theory will be explored using a range of literature and the modelling of good practice within taught sessions.
- A range of technology will be demonstrated, applied and evaluated to support course participants teaching in their subject areas.
- Evaluate the level of skills needed to ensure successful achievement, attainment and progression.
- Assessment and critique of the potential impact of pedagogical theories in participants' own practice.
Professional Reflective Practice 1
This module will focus on reflection as a key tool in professional practice. Students will gain an understanding of the cycle of planning, delivery, assessment, review, and evaluation, equipping them to become self-reflective practitioners.
They will apply this knowledge by integrating theory into practice, engaging in the planning, delivery, assessment, and reflection of teaching sessions. Additionally, a strong emphasis will be placed on working alongside mentors, who will provide invaluable guidance and support throughout the process, helping students to refine their teaching practices and grow as educators.
The module will introduce concepts such as:
- Teaching, learning and assessment principles
- Learning Preferences (Working with groups & motivating your learners)
- Learning theories (Re-focus, Introduction to Planning and Assessing Learning)
- Teaching methods, differentiation and motivation
- Reflective Practice - using Gibbs reflective framework
- Academic writing skills
- Professional Roles & Responsibilities (EWC code of conduct)
- Cross Cutting Themes: ILT, Cwricwlwm Cymreig & Bilingualism, Employability Skills, Embedding Literacy, Digital Literacy, Numeracy (Essential Skills Wales) & ESDGC
- Introducing digital learning tools to enhance teaching, learning and assessment
- Equal Opportunities, Inclusivity, Safeguarding and Prevent (Children's Act , Equality act) Anti racism
- Classroom management
- Assessment & Evaluation strategies and tools
- Marking, Questioning & Feedback
- Experiential learning
Innovative Pathways
The module aims to enhance the trainees’ skills, knowledge and understanding of innovative approaches that can be implemented when planning and delivering learning events.
This module also further explores the theoretical ideas that underpin planning for teaching, learning and assessment, and encourages trainees’ critical reflection and evaluation of a wide variety of innovative strategies and their impact.
These strategies will include current learning technologies within the participant’s subject area to develop further teaching practice skills.
The module will introduce concepts such as:
- Explore new and innovative teaching, learning and assessment strategies in conjunction with the key theories and models of good practice.
- Critically explore a wide range of teaching and learning methods and consider the implications on the processes of student learning. Participants will be encouraged to experiment with a range of teaching and learning strategies that promote inclusive and experiential learning.
- Focus on the effective use of innovative teaching and learning strategies including learning technologies within the planning and provision of taught courses and a critical examination of their teaching and learning strategies.
- Consider the wide range of learners accessing education, their characteristics and motivations exploring strategies to engage with and enhance student centred learning ensuring inclusivity and equality of opportunity.
- Exploration of the domains of learning, learning taxonomies, levels of learning and the implications when defining learning objectives and tasks will be analysed and evaluated.
- Development of skills of critical analysis and reflective practices on the processes involved in planning, delivering and participation in and evaluation of a range of innovative teaching and learning strategies.
Inclusive Practice
The overall aim of an Inclusive Practice module is to equip students, educators, and practitioners with the knowledge, skills, and attitudes necessary to create and sustain inclusive learning and working environments. It focuses on recognising, addressing, and reducing barriers to participation for individuals from diverse backgrounds, ensuring that all learners have equitable access to education and opportunities.
By the end of the module, participants should be able to assess and implement inclusive practices, ensuring that all learners, regardless of background or ability, are supported in reaching their full potential. It ultimately aims to promote an education system that is fair, representative, and empowering for everyone.
The module will introduce concepts such as:
Understanding Diversity and Inclusion
- Develop an awareness of diverse learning needs, including Additional Learning Needs (ALN), disabilities, neurodiversity, and mental health considerations.
- Explore how factors such as race, ethnicity, gender, socioeconomic status, and cultural background impact educational experiences.
Promoting Equity in Education
- Differentiate between equality (same resources for all) and equity (resources tailored to individual needs).
- Examine inclusive teaching strategies and assessment methods that accommodate diverse learners.
- Define how systemic barriers, biases, and discrimination impact learning outcomes.
Addressing ALN and Accessibility
- Explore legislation and policies related to ALN (e.g., reasonable adjustments, assistive technology).
- Learn strategies for Universal Design for Learning (UDL) to support all students effectively.
- Foster inclusive classroom management and curriculum development.
Anti-Racism and Social Justice in Education
- Analyse the impact of racism, bias, and microaggressions in educational settings.
- Promote anti-racist practices, decolonised curricula, and culturally responsive teaching.
- Develop strategies to challenge discrimination and advocate for marginalised groups.
Creating Inclusive and Supportive Learning Environments
- Foster psychological safety, belonging, and respect for all learners.
- Encourage self-reflection and awareness of unconscious biases.
- Engage in inclusive leadership, allyship, and advocacy for systemic change.
Professional Reflective Practice 2
This module builds on the Professional Reflective Practice 1 module, and supports professional learning by enabling education practitioners to engage in reflection on their emerging professional practice.
Essentially the module aims to prompt the students to integrate professional experience with current developments in research. Students will not only be able to identify key concepts in the literature on the role of critical reflection in professional learning but also use that process of reflection to consider the contextual significance of their emerging practice, on both personal and wider scales.
This module also provides an opportunity to explore and demonstrate how to embed literacy, numeracy and digital literacy within the student’s specialist area.
The module will introduce concepts such as:
- Review of Theories of Learning, introducing Personal Theories
- Innovation & Assessment
- Effective Feedback to support progression and achievement
- Teacher Decision Making
- Socially Situated Practice & Student Attributes
- Ethics
- Learning Through Acquisition
- Designing assessment criteria
- Embedding Literacy & Numeracy
- Bilingualism, embedding this within the specialist subject area
- Pastoral care towards learners and groups of learners
- Emotional wellbeing and awareness of support mechanisms
- Working with teaching assistants
- Using technology to enhance teaching, learning and assessment
- Equal opportunities, safeguarding and prevent (Children's Act, Equality act)
Campus Information Rhos-on-Sea
Unit information
Modules:
PTT - Prepare to Teach
This module introduces students to effective teaching and learning strategies, equipping them with the foundational skills needed to become successful teachers or trainers. It focuses on essential theories of teaching, learning, and assessment, exploring their impact on lesson planning and delivery.
Emphasis is placed on lesson structure, some of the key principles and practices of teaching including inclusivity, and the use of diverse learning resources, aids, and assessment methods to enhance the learning experience.
The module will introduce concepts including:
- Lesson planning and structure
- Teaching and learning theories
- Interactive learning technologies
- Setting learning objectives
- Learning aids, resources and technologies
- Teaching / learning and assessment strategies
- Student engagement
- Equal opportunity and inclusivity (Equality act)
- Communication skills
- Roles and responsibilities of teachers and trainers
- Time management
- Reflect on own experiences of learning
- Awareness of teaching and learning in a bilingual setting
Planning Teaching Learning and Assessment
This module aims to explore the theoretical foundations that underpin effective planning for teaching, learning, and assessment. Participants will engage in reflective practice, examining key theories and applying these principles to the design, delivery, management, and assessment of learning experiences.
Emphasis will be placed on inclusive practices and the promotion of equality, ensuring that teaching strategies meet the diverse needs of all learners.
Collaborative activities will support participants in developing and demonstrating effective teaching, learning, and assessment tools.
The module will introduce concepts such as:
- Theories and models of planning for teaching and learning
- Cross-cutting themes relevant to subject specialisms
- Strategies for effective assessment and feedback
- Integrating ILT, blended learning, and flipped learning approaches
- Inclusive teaching and learning strategies that address diverse learner needs
- Equality and diversity legislation, alongside models of good practice to foster equitable learning environments
Pedagogical Principles and Practice
This module aims to develop effective teaching practice skills through the provision of a variety of teaching and learning strategies (including learning technologies), that can then be applied in the course participants' own subject area. Participants will be able to apply theoretical principles to the design, delivery and management of teaching and learning events.
The module also investigates the importance of integrating cross cutting themes into learning events, as well as the use of and embedding of contemporary education technologies.
The module will introduce concepts such as:
- Exploration of theoretical approaches and perspectives within course participants’ own areas of teaching.
- Consideration of theory and practice in managing learning whilst ensuring inclusive learning and equality of opportunity.
- Pedagogical theory will be explored using a range of literature and the modelling of good practice within taught sessions.
- A range of technology will be demonstrated, applied and evaluated to support course participants teaching in their subject areas.
- Evaluate the level of skills needed to ensure successful achievement, attainment and progression.
- Assessment and critique of the potential impact of pedagogical theories in participants' own practice.
Professional Reflective Practice 1
This module will focus on reflection as a key tool in professional practice. Students will gain an understanding of the cycle of planning, delivery, assessment, review, and evaluation, equipping them to become self-reflective practitioners.
They will apply this knowledge by integrating theory into practice, engaging in the planning, delivery, assessment, and reflection of teaching sessions. Additionally, a strong emphasis will be placed on working alongside mentors, who will provide invaluable guidance and support throughout the process, helping students to refine their teaching practices and grow as educators.
The module will introduce concepts such as:
- Teaching, learning and assessment principles
- Learning Preferences (Working with groups & motivating your learners)
- Learning theories (Re-focus, Introduction to Planning and Assessing Learning)
- Teaching methods, differentiation and motivation
- Reflective Practice - using Gibbs reflective framework
- Academic writing skills
- Professional Roles & Responsibilities (EWC code of conduct)
- Cross Cutting Themes: ILT, Cwricwlwm Cymreig & Bilingualism, Employability Skills, Embedding Literacy, Digital Literacy, Numeracy (Essential Skills Wales) & ESDGC
- Introducing digital learning tools to enhance teaching, learning and assessment
- Equal Opportunities, Inclusivity, Safeguarding and Prevent (Children's Act , Equality act) Anti racism
- Classroom management
- Assessment & Evaluation strategies and tools
- Marking, Questioning & Feedback
- Experiential learning
Innovative Pathways
The module aims to enhance the trainees’ skills, knowledge and understanding of innovative approaches that can be implemented when planning and delivering learning events.
This module also further explores the theoretical ideas that underpin planning for teaching, learning and assessment, and encourages trainees’ critical reflection and evaluation of a wide variety of innovative strategies and their impact.
These strategies will include current learning technologies within the participant’s subject area to develop further teaching practice skills.
The module will introduce concepts such as:
- Explore new and innovative teaching, learning and assessment strategies in conjunction with the key theories and models of good practice.
- Critically explore a wide range of teaching and learning methods and consider the implications on the processes of student learning. Participants will be encouraged to experiment with a range of teaching and learning strategies that promote inclusive and experiential learning.
- Focus on the effective use of innovative teaching and learning strategies including learning technologies within the planning and provision of taught courses and a critical examination of their teaching and learning strategies.
- Consider the wide range of learners accessing education, their characteristics and motivations exploring strategies to engage with and enhance student centred learning ensuring inclusivity and equality of opportunity.
- Exploration of the domains of learning, learning taxonomies, levels of learning and the implications when defining learning objectives and tasks will be analysed and evaluated.
- Development of skills of critical analysis and reflective practices on the processes involved in planning, delivering and participation in and evaluation of a range of innovative teaching and learning strategies.
Inclusive Practice
The overall aim of an Inclusive Practice module is to equip students, educators, and practitioners with the knowledge, skills, and attitudes necessary to create and sustain inclusive learning and working environments. It focuses on recognising, addressing, and reducing barriers to participation for individuals from diverse backgrounds, ensuring that all learners have equitable access to education and opportunities.
By the end of the module, participants should be able to assess and implement inclusive practices, ensuring that all learners, regardless of background or ability, are supported in reaching their full potential. It ultimately aims to promote an education system that is fair, representative, and empowering for everyone.
The module will introduce concepts such as:
Understanding Diversity and Inclusion
- Develop an awareness of diverse learning needs, including Additional Learning Needs (ALN), disabilities, neurodiversity, and mental health considerations.
- Explore how factors such as race, ethnicity, gender, socioeconomic status, and cultural background impact educational experiences.
Promoting Equity in Education
- Differentiate between equality (same resources for all) and equity (resources tailored to individual needs).
- Examine inclusive teaching strategies and assessment methods that accommodate diverse learners.
- Define how systemic barriers, biases, and discrimination impact learning outcomes.
Addressing ALN and Accessibility
- Explore legislation and policies related to ALN (e.g., reasonable adjustments, assistive technology).
- Learn strategies for Universal Design for Learning (UDL) to support all students effectively.
- Foster inclusive classroom management and curriculum development.
Anti-Racism and Social Justice in Education
- Analyse the impact of racism, bias, and microaggressions in educational settings.
- Promote anti-racist practices, decolonised curricula, and culturally responsive teaching.
- Develop strategies to challenge discrimination and advocate for marginalised groups.
Creating Inclusive and Supportive Learning Environments
- Foster psychological safety, belonging, and respect for all learners.
- Encourage self-reflection and awareness of unconscious biases.
- Engage in inclusive leadership, allyship, and advocacy for systemic change.
Professional Reflective Practice 2
This module builds on the Professional Reflective Practice 1 module, and supports professional learning by enabling education practitioners to engage in reflection on their emerging professional practice.
Essentially the module aims to prompt the students to integrate professional experience with current developments in research. Students will not only be able to identify key concepts in the literature on the role of critical reflection in professional learning but also use that process of reflection to consider the contextual significance of their emerging practice, on both personal and wider scales.
This module also provides an opportunity to explore and demonstrate how to embed literacy, numeracy and digital literacy within the student’s specialist area.
The module will introduce concepts such as:
- Review of Theories of Learning, introducing Personal Theories
- Innovation & Assessment
- Effective Feedback to support progression and achievement
- Teacher Decision Making
- Socially Situated Practice & Student Attributes
- Ethics
- Learning Through Acquisition
- Designing assessment criteria
- Embedding Literacy & Numeracy
- Bilingualism, embedding this within the specialist subject area
- Pastoral care towards learners and groups of learners
- Emotional wellbeing and awareness of support mechanisms
- Working with teaching assistants
- Using technology to enhance teaching, learning and assessment
- Equal opportunities, safeguarding and prevent (Children's Act, Equality act)
Other details
Course type: University-level Courses
Level:
4-6
Programme Area:
- Teacher Training
Awarding Body: Bangor University
Bilingual:
This programme is available bilingually at the following campus(es):
- Bangor
- Dolgellau
Teacher Training
Awarding Body
