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You are here Schools > Resources for Teachers > Teacher CPD > Postgraduate Certificate Course

PG Cert - 21C Teaching & Learning

Our flagship CPD programme is the Postgraduate Certificate in 21st Century Teaching and Learning (NFQ Level 9, part-time). The aim of this course is to equip in-service teachers with the requisite knowledge, skills and competence to support the development of an innovative learning culture within schools, which is team-based, technology-mediated, project-focused and cross curricular. The course modules aim to enhance the expertise of participant teachers in student-centred models of teaching and learning with particular emphasis on, but not limited to, Science, Technology/Computer Science, Engineering, and Maths (STEM). In particular, the Bridge21 pedagogical model is used throughout the course. The modules also aim to address complex challenges related to developing an inclusive educational environment and preparing all school students for higher academic aspiration and progression, through a focus on whole school culture, leadership and change management. It is intended that participant teachers will learn how to develop and lead a 'cultural change process' within the classroom and the wider school community. If you'd like to take part in (audit) any of the modules from the certificate course (listed below) without registering for the course or submitting any assignments, you can do that. The modules that are currently open for registration are shown here - click on the title of the workshop to book your place. Module Details for 2021/22 will appear here.

What areas are covered by the course?

  • The modules include hands-on, practical sessions in innovative pedagogical approaches covering areas such as Digital Media Literacy, Computational Thinking, Computer Programming for Beginners (and more advanced levels), Contextual Mathematics and Information Literacy. In addition to modules on innovative pedagogical approaches there are a number that promote the development of innovative and inclusive cultures within schools, these include: Inclusive Education, Leadership and Change Management and Teacher as Co-Researcher. More detail can be found in our course brochure or the module outlines below.
  • What commitment is required for the course?

  • This course requires registration fees and the submission of assignments, although the workshops are open to those not interested in accreditation (see below for more details on these Á La Carte Workshops). The course commitment includes attendance on six modules and each module runs on a full Saturday (with the occasional Friday evening). Certificate participants complete one assignment for each module. Workshops will usually take place in Trinity College Dublin with selected workshops held in our purpose-designed learning space in Oriel House, Fenian Street, Dublin 2, just off the main Trinity College Dublin campus - (see map here). In 2020/21, due to the global pandemic, all modules were successfully migrated to the online environment- we will update this page with the delivery plan for 2021/22 in due course.
  • Is the course suitable for all teachers?

  • The course is suitable for teachers of all school subjects. While it is aimed at post-primary teachers, other teachers such as teachers of senior primary students, third level and further education teachers, and educators in informal settings such as coding clubs may also be suitable candidates for the programme. Please contact us if you have questions about your eligibility.
  • Testimonials

    As a PG cert I feel this was delivered very well online. As a student it was convenient/suited my lifestyle. The lecturers were all very supportive and I actually feel as a group we did get to know each other through break out rooms etc. I was very pleased with the delivery of this course this year; during a global pandemic well done!!
    2020/21 participant
    Whilst nothing beats face to face learning, given the circumstances I feel that the online learning experience has been outstanding. The interactive nature of the tasks and the mixing with other professionals has been excellent and the disruption to learning during this difficult time has been minimal. Support and understanding from staff has been excellent as well.
    2020/21 participant
    As a Science teacher the course has made me think differently about my approach to methods of investigation and in particular inquiry based learning. The practical nature of the assignments has given me more confidence to allow students to solve problems on their own and take more control of their learning.
    Stephen, 2018/19 graduate
    Participating in the Postgraduate Certificate has helped our school introduce and embrace 21st century skills in our classrooms. We have developed a team of teachers and students that are engaged in project-based learning in the Arts, Sciences and Technology using the Bridge21 model of teaching and learning. Personally, I am enjoying a more facilitatory, creative role in my classroom, and my students have become more active learners.
    Deirdre, 2016/17 graduate

    Modules/Workshops

    Introductory

    Digital Media Literacy (Compulsory Module)

  • Digital media is all around us in our daily lives. This workshop aims to develop teachers' confidence to design lessons that use digital technology, communication tools, and the internet creatively and innovatively. This module provides the participants with an immersive experience, where they will see and experience the Bridge21 Model in action.
  • Problem Solving in the 21st Century (Computational Thinking)

  • At the heart of all computer programming is the ability to 'think like a computer'. This workshop looks at developing 21st century thinking skills such as problem solving, data visualisation, modelling real world problems and developing algorithms. There are no pre-requisites and teachers of any subject can attend and benefit from this module.
  • Contextual Mathematics (Project Maths and the Bridge21 Model)

  • Research in TCD has developed a set of guidelines for the design of maths learning activities which are technology mediated, contextualised and which resonate with a view of mathematics as a problem-solving activity in which students construct their own knowledge through the solution of real world problems. This workshop is suitable for Junior and Senior cycle maths/applied maths/physics teachers.
  • STEM Pedagogy

  • Science Technology Engineering and Mathematics (STEM) teaching and learning in post-primary education, particularly the subjects of Science and Mathematics, has undergone major development in recent years. Teachers will learn how to create learning opportunities for students to develop key skills, such as cooperative and collaborative learning, creativity and problem-solving. Suitable for STEM teachers.
  • Information Literacy

  • The main means by which students at post-primary and third level seek out information is via Internet searching. Participating teachers will learn how to use the internet effectively as a research resource, design their own contextualised inquiry activity, and plan and implement strategies to teach inquiry skills in the classroom context. This module is suitable for teachers of all subjects.
  • Programming/Coding

    Introduction to Programming through Animation

  • This module is for those who are new to programming and provides a quick introduction into algorithmic thinking ('how to think like a computer'). We uses a simple drag and drop, block based interface (e.g. Scratch, Snap!) that is suitable for developing basic animations. This is suitable for teachers of all subjects.
  • Intermediate Programming through Game Design

  • This module builds on the 'Introduction to Animation' module, and is centered on designing a multi-level game using a block based programming environment (e.g. Scratch). Prior Scratch (or similar) experience is recommended. This is suitable for teachers of all subjects.
  • Text-based Programming (Python Introduction)

  • The Python programming language is the next level beyond block based programming and is used extensively as an introduction to text-based coding. This module will focus on a mix of Python basics that will then be used to build a more complex application. Participation in the Problem Solving and Introductory Programming modules is recommended. This is suitable for teachers of all subjects.
  • Exploring Computer Systems (Raspberry Pi, Arduino and Micro:bit Introduction)

  • Embedded computing technologies, such as those found in ATMs, traffic lights and wearable technologies, are becoming ubiquitous, readily available, cheap and easily modified for a variety of applications. A number of platforms such as Raspberry Pi, Arduino and Micro:bit come with a set of easily programmable interfaces. This module provides an introduction into the world of computers and controllers. The workshop will focus on hands on activities exploring light electronics, buttons and game controllers.
  • Leading Culture Change in Schools

    Leadership and Change Management in Education

  • This module helps teachers to critically examine the role that leadership has in promoting change in schools and reflect on their own part in this process. On successful completion of this module, participants should be able to:
    • Identify and critically discuss key issues related to educational leadership
    • Taking context into account, reflect critically on change theories and their implementation in practice
    • Evaluate their conceptualisation of leadership within the context of their own schools
  • Inclusive Education: issues related to equality, diversity and (dis)advantage in educational settings

  • This module explores the socio-cultural factors that impact on the distribution of educational access, participation and advantage/disadvantage within the compulsory context. On successful completion of this module, participants should be able to:
    • Identify and critically describe key issues related to educational (dis)advantage
    • Evaluate and apply educational theory to an analysis of educational access, participation, advantage and disadvantage and marginalisation in the Irish context
    • Reflect on the relevance of sociological perspectives and concepts interrogated through the module
  • Teacher as Co-Researcher

  • This module will provide participants with a critical grounding in the principles and practices that underpin the generation of research-based evidence, with a specific focus on its effect on policy and practice in the domain of education. It is intended in this module to provide participants with the capacity to undertake their own research, but to do so from a theoretically and methodologically informed perspective, to enact evidence-based change within their school context.