Postgraduate Certificate in
Learning and Teaching

The module introduces practising teachers to the knowledge, skills and principles required to be effective at supporting students’ learning. It aims to provide a solid foundation in key concepts related to teaching methods and approaches to learning and teaching. The module provides participants with an opportunity to critically evaluate and reflect on their teaching practice, engage in professional dialogue, and share good practice with colleagues from various institutions.

Assessment: Assessment for this module is an oral critical conversation based on a written reflection.

The module examines the role of assessment within the overall learning process. It covers assessment quality assurance, purposes and principles of assessment practices, and technology-supported assessment. The module considers assessment from a learning perspective, highlighting the concept of assessment as learning. It provides guidance on designing authentic tasks, using backward design, implementing inclusive assessment practices, and understanding plagiarism.

Assessment: Assessment for this module consists of a single coursework assignment in the form of a written review.

The Teaching Practicum module provides an experiential learning opportunity for students to apply and extend their understanding of learning, teaching and assessment in authentic educational contexts. Through a combination of seminars, supervised teaching, observation and reflection, students integrate theory with practice and develop as reflective, evidence-informed professionals. The module promotes global citizenship and sustainable education, aligning with Sustainable Development Goal 4 (Quality Education).

Assessment: Teaching Practicum Reflective Portfolio of 100 percent.

This module equips practicing teachers with the advanced knowledge and practical skills to design effective, high-quality learning and teaching plans. Students will move beyond basic planning to critically evaluate and apply a range of influential lesson and learning design models. The core principle of constructive alignment is positioned as a fundamental, integrative tool for ensuring coherence between learning outcomes, teaching and learning activities, and assessment. Through a process of analysis, design, and critical reflection, students will learn to select and justify appropriate planning frameworks for specific contexts and learning objectives.

Assessment: Assessment is a 100 percent practical task.

This module explores how artificial intelligence (AI) and digital pedagogies can enhance contemporary teaching and learning practice. Emphasising practical application, students will engage with AI-supported pedagogical design including lesson planning, assessment, feedback, and inclusive learning strategies.The module blends theoretical frameworks such as Technological Pedagogical Content Knowledge (TPACK), SAMR Model, and Connectivism with hands-on experimentation using AI tools.

Assessment: Project (E-artifact development and critical reflection) - 100 percent.

This module equips students with the theoretical knowledge, practical skills, and reflective mindset necessary to create inclusive and equitable learning environments for all. It begins by exploring learner variability and the diverse personal, social, and cultural factors that influence access, participation, and achievement. Students will explore the historical development of inclusive education, examining the key philosophies and legal frameworks that underpin equitable teaching practices. Through Universal Design for Learning (UDL), the module provides a practical framework for designing flexible, engaging, and accessible learning experiences that anticipate and address a wide spectrum of strengths and needs. A core focus is placed on identifying and overcoming both individual and systemic barriers to learning. The module fosters skills in collaboration, empathy, and pedagogical innovation, empowering educators to build classroom communities where every learner feels valued.

Assessment: Project 100 percent

This module introduces students to the key theories, research, and applications of educational psychology as a foundation for evidence-informed teaching. It explores the affective domain of how people learn, think, and behave in educational contexts, connecting cognitive, behavioural, and social theories with professional practice. Students will critically engage with classical and contemporary perspectives on motivation and development and explore how these apply to today’s educational challenges including the impact of AI and digital learning environments on cognition, motivation, and assessment. The module encourages participants to integrate theory, reflection, and practice, and to design psychologically informed teaching strategies that support diverse learners in both face-to-face and technology-enhanced contexts.

Assessment: Project 100 percent

The module equips students with the critical knowledge and practical skills to engage effectively and transformatively within their professional contexts. Students will explore major leadership concepts and theories, learning to analyze and apply them to improve practices within their own institutions. The module integrates essential management strategies, with a specific focus on artificial intelligence (AI) and data-informed decision-making. Participants will learn to harness these tools to enhance teaching, optimize learning environments, and foster institutional innovation.

Assessment: Project 100 percent

This module explores key theories and practices in teaching English to speakers of other languages (TESOL), examining traditional and contemporary methodologies such as communicative, task-based, lexical and post-method approaches. It focuses on applying these methods to the teaching of language systems and skills in diverse contexts, promoting learner-centred, inclusive and reflective practice. Students will also consider the effective use of technology and AI in language teaching and feedback, developing the ability to connect theory with practice through lesson design, micro-teaching and critical reflection.

Assessment: Assessment for this module is based entirely on coursework, comprising a Poster Presentation (50%) and Microteaching, supported by a follow-up written reflection (50%).

This module provides an advanced examination of language and the processes involved in second language learning, with a strong focus on language learning and the analysis of learner language. The module introduces key levels of language analysis - phonology, morphology, syntax, semantics, discourse, and pragmatics - as they relate to the development of second language systems. Central to the module is the study of learner language as evidence of language learning. Students analyse spoken and written learner data to investigate interlanguage development, error patterns, pragmatic and discourse competence, and the influence of cognitive, social, and contextual factors on acquisition. Major language learning theories, including cognitive, interactionist, and sociocultural perspectives, are critically examined in relation to empirical data.

Assessment: Project - Investigating Learner Language - 100%

This module aims to help future English language teachers to conceptualize their role not merely as instructors of language skills but as facilitators of development of intercultural competencies of their students to enable them to communicate and mediate effectively between cultures. The module begins with a personal and collective journey inward, reflecting on their own cultural backgrounds and assumptions to build a foundation of self-aware, empathetic teaching practice. From this place of reflection, the students explore the dynamic theories of intercultural communication, learning to see language as a living tapestry woven with cultural values and perspectives. Finally, the module translates this understanding into tangible action, equipping novice and practicing teachers with practical strategies to design vibrant, inclusive classrooms where students learn to navigate cultural differences with curiosity and respect. Through critical dialogue and the shared examination of developing own and their learners’ intercultural competence, this module supports educators in co-constructing a pedagogy aimed at cultivating global citizenship alongside language proficiency.

Assessment: Project 100 percent

The module introduces practising teachers to the theory underpinning the teaching of a content subject through English and discusses how this dual-focused educational approach can be applied in classrooms. It aims to provide a solid foundation in key concepts related to teaching methods and shows how this kind of teaching can be introduced in different types of schools and classrooms.

Assessment: Assessment for this module consists of coursework, completed in the form of a written portfolio comprising several entries.

This module explores creativity as an inseparable component of effective and engaging English Language learning and teaching. It encourages teachers to move beyond routine classroom practices and to reimagine how language, culture, and communication can be taught through creative, learner-centred approaches. Learning on the module begins with examining key theories and perspectives on creativity in education, including its cognitive, social, and linguistic dimensions. Participants critically analyse how creativity can enhance language learning, motivation, and learner autonomy across diverse contexts. They explore how creative tasks can help in developing the attitudes and competencies essential for global citizens, such as cultural empathy, collaborative problem-solving, and critical engagement with global issues. Building on this understanding, participants design and implement creative tasks, projects, and assessments that integrate art, media, storytelling, and digital tools. The module provides a collaborative environment for experimentation including AI use, reflection, and peer feedback, empowering educators to cultivate creative confidence in themselves and their learners, ultimately preparing them to design learning that is both linguistically enriching and socially responsible.

Assessment: Project 100 percent

This module will enable students to effectively engage in discussions on theory and practice related to teaching English to young learners. Students will develop and design learning and teaching materials to cater for the needs of various types of young learners. Students will also explore the various assessment techniques and methods appropriate for young learners and will be able to reflect on their teaching in their context.

Assessment: Students will have to complete a Portfolio of several entries that will assess their competence and application of theory and practice, and their skills in designing and planning learning and teaching materials to cater to the needs of various types of young learners.