1. Teaching Psychology
Demonstrating for stage 1 & 2 practical classes, statistics, some tutorials
Teachers should have a Psychology degree
Work in teams on Modules for a semester
Training is via ILTHE
If interested contact

2. Demonstrating in School of Biology
Form to be completed
Training through ILTHE
For further info contact

3. Teaching Statistical Computing
Facilitating day long workshops (2 per month)
Teachers should have a first degree & research with a significant numerical component
Fully conversant in SPSS preferably also SAS and Minitab
Training is via ILTHE
Application by CV to

4. Regulations Paid teaching Must have supervisor’s agreement
Must attend appropriate training before commencing
Normally only for full-time doctoral or MPhil
English, equivalent IELTS 6.5
Normally less than 40 hrs/term 120 hrs/year
Your supervisory team cannot unreasonably with hold the right for research students to teach if it is available to them
Appropriate training default is ITLHE part A but biomedical Sciences and IT have their own training
Only where no full time PGR are available would a part time student be considered for a teaching role – too much of their time
A general stipulation of IELTS average of 6.5 but schools or leaders of teaching may impose their own limits on what level of English is required
The limits on teaching hours are to ensure your research does not suffer as a result and teaching is considered something you do in addition to your usual research activities not in place of it. Limits also mean that more research students should get an opportunity to teach, sometimes it isn’t possible to keep within these limits which is why it says normally. If you do a lot of teaching one year maybe a good idea to let someone else have a go the next.

5. Broader teaching opportunities
Not all teaching is paid – but is valuable
e.g. UG/MRes project support
Training Teaching & Supervising Project Students
ILTHE by agreement with supervisor

6. Remember to Record and Reflect
Teaching & training to teach contributes toward professional development
Good thing to add to ePortfolio & CV
You should receive feedback on your teaching – use it

7. Supporting postgraduates who teach
Richy covering for Donal - Professional Development Manager, Sue Gill - Academic Practice Team Leader
Donal Shanahan and Sue Gill
LTDS, October 2017

8. Available programmes
Introduction to Learning and Teaching in Higher Education (ILTHE) workshops.
Learning Teaching and Engaging Students module (LTES).
Both are run by the Learning & Teaching Development Service (LTDS) and information can be found here
Two programmes available the one for those of you who will be leading seminars as part of your teaching or who do not have in-house training from the school of biomedical sciences or Medical Education will need to complete ILTHE before starting
LTDS is generally a pathway more appropriate for staff.

9. Introduction to Learning and Teaching in Higher Education (ILTHE)

10. Learning outcomes of the Introduction to Learning and Teaching in Higher Education
Participants in this course will:
Develop an awareness of how people learn based on evidence informed approaches.
Demonstrate an understanding of the skills involved in small group seminars and demonstrations including dealing with difficult situations.
Gain an understanding of the importance of assessment and feedback in students learning.
Develop an understanding of diversity and inclusivity responsibilities at Newcastle University (legal and ethical).
Be aware of the Newcastle and UK Higher Education experience of learning and teaching.
Reflect on your teaching practice and peer observation of other participants’ practice.
ILTHE offers guidance in a broad range on teaching skills, not focussed on specific discipline but should be applicable to teaching on all programmes

11. Blended learning ILTHE course
The blended learning ILTHE course consists of:
An online component and a F2F one day workshop consisting of the following:
How students learn.
The skills involved in delivering small group seminars and demonstrating.
The importance of assessment and feedback.
Teaching experience.
Diversity and inclusively responsibilities in teaching.
The ILTHE has now moved to a blended learning approach with one full day of attending in person and an online component

12. How to apply Application is via workshops.ncl.ac.uk
Choose either a Demonstrator or a Seminar Leader workshop from the list of available workshops.
Look at the online component of the blended learning course via Blackboard. To access the online course logon in Blackboard go to courses and search for ILTHE and then self-enrol onto ILTHE.
Student login
Once your place has been booked you should be enrolled in the Blackboard materials login to Blackboard

13. Learning Teaching and Engaging Students module (LTES)

14. LTES – entry requirements
Must have completed ILTHE before beginning LTES.
Have a minimum of 5 hours of observable group teaching at Newcastle University while undertaking LTES.
Have completed at least 20 hours teaching experience by the time you complete LTES.
LTES is for those who have completed ILTHE
And only available to those with a consistent teaching

15. Learning outcomes of Learning Teaching and Engaging Students module
Participants in this course will: In your subject-discipline and/or professional teaching context, show appropriate knowledge of methods for teaching and learning for the relevant students and academic programme. Design and plan appropriate learning activities for students at the level of a specific session, including the use and value of appropriate learning technologies and respecting individual learners and diverse learning communities.
It will help plan context specific teaching practice

16. Learning outcomes of Learning Teaching and Engaging Students module (cont).
Teach students and/or support their learning in a way that is educationally effective, appropriate and responsive, engaging them in classroom or other formal or informal assessment and feedback. Demonstrate how you have developed professionally in your subject discipline(s) or professional context and its ways of teaching and supporting learning, showing how your practice aligns with UKPSF Descriptor 1. Respond to the research-intensive and wider context in which Newcastle University and UK Higher Education operates, recognising the implications for professional practice.
And also considers you own professional development
It links to the National standards for teaching.

17. LTES module block of teaching
This block of teaching consists of: Introduction to module – core. Student learning - core. Introduction to assessment - core. Supervision for taught programme projects and dissertations - optional. Shared lunch on day 1 - core. Laboratory practical and fieldwork teaching - optional. Principles and practice of teaching in groups - optional. Teaching dialogues as part of professional practice - core. Technology Enhanced Learning - core. Teaching large groups - core. Video-enhanced microteaching practical - core. Review and next steps - core. The remainder of this module will consist of you gaining skills in teaching and in giving feedback.

18. Once you have completed LTES
You can apply to become an Associate Fellow of the Higher Education Academy.
PDF of postgraduates who teach policy available at: