CREATE Level 1 Standard Route

CREATE Level 1 for PGRs has been specially designed to enable PGRs from a range of teaching backgrounds and experience to engage with and gain recognition for their practice. The workshops you will attend are designed to be appropriate for your role and level and you can choose options according to the particular areas of practice that you would like to develop. 

Participants must have 10-15 guaranteed teaching hours during CREATE level one made up of seminars, tutorials, lab teaching –but not project supervision, office hours, marking or prep time. Participants must also have previously attended Starting to Teach for PGRs (either Small Group Teaching or Lab Demonstrating).

This page outlines a typical timeline through Level 1 and the elements involved.  

Typical timeline

CREATE level one will run between 6 December 2017  - 18 June 2018. 

  1. Briefing
  2. Enrolment
  3. Workshops and Disciplinary Learning Groups (DLG)
  4. Portfolio development and submission
  5. Decision making process

Briefing sessions

A number of Briefing sessions will run in advance of enrolment.


Each participant is required to attend 6 workshop sessions. You will select your preferred sessions and dates as part of your enrolment.

The 6 sessions are made up of 3 x Core Learning & Teaching sessions and 3 x flexible sessions, as follows:

  • All 3* core Learning & Teaching sessions (*note that attendance to Starting to Teach will give you recognition of prior attendance for Small Group Teaching).
  • Two options from the Research and Professional Development strand
  • One other option from either the Optional Learning and Teaching or Research and Professional Development strands or participation in two or more Beyond Starting to Teach sessions. 
Learning and Teaching - coreLearning and Teaching - optional
  • Small Group Teaching
  • Student Learning & Student Diversity
  • Feedback
  • *More to be added in due course
  • HEA/School/Faculty session
  • Attendance at two or more Beyond Starting to Teach sessions
Research & Professional DevelopmentBeyond Starting to Teach programme 
  • Planning and writing your thesis
  • Introduction to project management: Practical tools for your research and beyond
  • Project management for researchers: Planning your PhD
  • Project management for researchers: Completing your PhD
  • Presenting with Confidence and Flair
  • Personal impact and confident networking
  • Productivity ninja
  • Becoming a resilient researcher
  • Abstracts and posters
  • Motivating student groups
  • Balancing teaching within your PhD
  • Managing classroom dynamics
  • Practical TEL
  • Upscaling small group teaching
  • Creating inclusive spaces
  • Effective Feedback to students
  • Developing your teaching practice 


Disciplinary learning groups

  • Each participant is required to attend 5 x one-hour Disciplinary Learning Group (DLG) meetings over the duration of Level 1.
  • These are small groups (5-8 participants from cognate disciplines) led by a Disciplinary Leading Group facilitator (fDLG) from the same School/Faculty/cognate discipline area.
  • The purpose of these meetings is for participants to consider along with their peers how the themes covered in the block sessions inform their disciplinary practice across all elements of teaching and learning, research/scholarship and professional development.

The portfolio

To successfully complete Level 1 you will need to attend all the workshops and DLGs, and submit a portfolio that evidences links to the UK Professional Standards Framework. The portfolio consists of the following parts:

  • Opening Level Statement – A statement on your initial considerations on the different aspects of your role, to identify the workshop sessions you want to take and how they fit into your own academic development.
  • Closing Level Statement – A review of your learning on the level (comparing this with the opening statement) across all aspects of the sessions, the DLGs and more generally over the duration of the year in their role. Also a statement about your next steps in terms of development.
  • Two Teaching Observations – one of your teaching and one where you have observed a colleague’s teaching.
  • Teaching assignment – A considered and scholarly reflection/project on your teaching practice informing current and future practice at the UoB. This will focus solely on what is of interest to you in your current teaching and wider academic practice at the UoB and links to the UKPSF.

The assignment will take the form of a Teaching Incident Analysis (TIA) where the participant is asked to review an incident from their current teaching experience and identify the learning from this for future practice. The maximum length of this will be 1500-2000 words. Evidence to support the assignment is limited to 3 sides of A4.