The APP PGR has four broad programme aims and associated learning objectives which align to the teaching and assessment on the programme. They provide sufficient breadth to enable participants to gain from a holistic curriculum that prepares them for working as an educator in the Higher Education context, but with a focus and expectation of deeper understanding around the key concepts which are most relevant to postgraduate researchers who teach, and those which are related to summative assessment on the programme. Course learning outcomes reflect those dual expectations.

The aims and objectives of the APP PGR are achieved through six course themes which are interconnected. The themes are presented in a specific order, supporting an approach which starts with the participant and moves through understandings of working with students, colleagues and the wider community.

The six themes of the programme are:

• Theme 1: Teacher role and identity (A5, K1, K2, V3)

• Theme 2: Inclusive learning and teaching (A2, V1, V2, V3)

• Theme 3: Engaging with learners (A1, A2, A4, K3, K4, V2, V3)

• Theme 4: Assessment and feedback (A1, A3, K1, K2 V3)

• Theme 5: Peer dialogue and professional learning (A2, A5, K1, K2, V3)

• Theme 6: Wider issues in HE learning and teaching (A4, A5, K5, K6, V3, V4)

Programme aims and learning outcomes, and an overview of the programme themes are listed below, with an indication of the relationship between them. Alignment to the elements of Descriptor One (Advance HE) are also indicated for each learning outcome and theme:

Theme 1: Teacher role and identity (A5, K1, K2, V3) Programme Aims 2, 3 and 4

The programme begins with an opportunity to explore the identity of HE professionals, consider what it means to have a teaching philosophy and to critically appraise the position of PGR teachers. Participants will start from their own position as researcher/teacher in the department and consider where their work fits in the wider University.

Theme 2: Inclusive learning and teaching (A2, V1, V2, V3) Programme Aims 1, 2, 3 and 4

Equitable and accessible opportunities in learning and teaching are not only central to the University’s strategy, but represent what all HE professionals should be striving for. This theme looks at inclusivity at both macro level (policy, data, the law) and micro level (student experiences, protected characteristics, accessible teaching).

Theme 3: Engaging with learners (A1, A2, A4, K3, K4, V2, V3) Programme Aims 2 and 4

One of the key roles of PGR teachers is to work directly with students in classrooms and lab spaces. This theme explores active learning approaches and facilitation, considering how learning is designed and how teachers and learners navigate roles, peer opportunities and interact with resources, including technology.

Theme 4: Assessment and feedback (A1, A3, K1, K2 V3) Programme Aims 1 and 2 

Constructively aligned curriculum, including well considered assessment, alongside feedback opportunities are the cornerstone of success in learning. Participants will consider different assessment types as well as the role and nature of feedback in a variety of formats. 

Theme 5: Peer dialogue and professional learning (A2, A5, K1, K2, V3) Programme Aims 1 and 4

Collegial approaches to the evaluation of practice are central to this theme, which explores how we learn from peers and through professional dialogue and continuing professional development. There will be a microteaching opportunity for participants and a reflection on planning for future engagement.

Theme 6: Wider issues in HE learning and teaching (A4, A5, K5, K6, V3, V4) Aims 1 and 3

Finally, the programme broadens out to consider the key issues affecting Higher Education, including considerations resulting from student feedback and quality measures. This theme notes that Higher Education does not operate in a vacuum and explores pertinent themes which influence our work.