Key themes include:

• An introduction to the aims of the programme, the post graduate certificate qualification, and the requirements to complete it
• Core concepts in teaching and learning; an analysis of teaching methods, experiential learning, and the role of reflective practice
• Understanding how people learn – review of the key concepts in psychology and education, including social learning theory, constructivism and ‘schema’ theory
• Emergent research from the most exciting leaders in the field

Key themes include:

• Engaging with the ‘big five’ personality types, and individual difference, in the training environment
• Coaching within the context of teaching, and using coaching skills with groups
• Facilitation skills, and a practical introduction to a variety of methods to support effective facilitation

Key themes include:

• An introduction to training needs analysis
• Methods to measure and evaluate the effectiveness of training and validate knowledge transfer
• Planning and designing your educational and training interventions, aims and objectives in teaching
• Reviewing your own teaching practice, and the impact of programmes on the organisation

Key themes include:

• An introduction to ‘action research’ in educational practice
• An exploration of creativity and innovation in professional practice, mindset and skillset
• Case studies of the most innovative approaches to teaching and learning currently being practiced
• Identify innovations relevant to teaching your own area of professional practice
• A delegate led analysis of current use of technology and other innovations to augment training and education with professional groups

Key themes include:

• An overview of key psychological theories that support teaching and learning, including flow theory, grit, growth mindset, and the zone of proximal development
• Teaching as a leadership capability, and the role of teaching in developing an effective organisational culture
• The role of learning and development in supporting the flow of information, and knowledge management, in organisations
• Reflective practice; reviewing own performance as an educator, using established reflective processes, such as Kolb’s Experiential Learning Cycle
• Action planning and tutorial scheduling