This checklist is designed as a practical companion to the PGCert book. The items are grouped to mirror the chapters, so it can be used alongside the text when designing or reviewing a PGCert.
It is not a checklist to work through mechanically. The questions are intended to prompt focused design decisions, rather than prescribe a single way of developing a PGCert.
| Design stage | Key questions | Examples | Notes |
| 1. PGCert values | Have we made our core values explicit and translated them into practice? Are these revisited during the course? | Co-creation: participants shape sessions or contribute to design Accessibility: we have used Universal Design for Learning (UDL) approaches | Possibilities Challenges Solutions |
| 2. Entry routes and staff development links | Is there a clear, realistic route into the PGCert? How does the PGCert connect to wider academic development provision? | Introductory workshops or small credited options feeding into the first module | Possibilities Challenges Solutions |
| 3. Learning context | What do we know about participants at the start? How has this shaped design? | Intake survey on background, roles, disciplines, experience, access needs | Possibilities Challenges Solutions |
| 4. Learning content | Are SoTL ideas used to prompt thinking rather than prescribe? Do activities allow multiple ways to participate purposefully? Is reflection built over time? | Using key texts as provocations; combining discussion, writing, visual work; journalling, eportfolio, peer review, mentoring | Possibilities Challenges Solutions |
| 5. Learning assessment | Is assessment designed at programme level? Does it connect to professional practice? Is there choice without confusion? Is feedback integrated across the course? | Redesigning real teaching activities; offering two formats with same criteria; requiring use of prior feedback | Possibilities Challenges Solutions |
| 6. Learning evaluation and impact | How is the PGCert evaluated during delivery? How is longer-term impact captured? | Participant feedback, peer review, team reflection; tracking changes in teaching, student experience, career progression | Possibilities Challenges Solutions |
| 7. Beyond the PGCert | What happens after completion? Is there ownership of continuation activities? | Further study routes, alumni networks, mentoring roles, contributing to PGCert provision | Possibilities Challenges Solutions |
| 8. Professional Standards Framework (PSF) | How is the PSF used? Is alignment visible but not dominating? | Framing reflection and recognition rather than tick-box mapping | Possibilities Challenges Solutions |
| 9. Education for Sustainability | Where does sustainability appear? Is it a thread across the course? | Integrated into case studies, curriculum tasks, programme values | Possibilities Challenges Solutions |
| 10. Online PGCert | If online/blended, is design intentional? Are participants supported to engage in different ways? | Clear structure, predictable rhythm, mix of synchronous/asynchronous activities, multiple interaction options | Possibilities Challenges Solutions |