Develop advanced knowledge and practical skills in higher education teaching, curriculum design, assessment and inclusive learning to strengthen professional teaching practice.
Course overview
The Level 7 Professional Diploma in Learning and Teaching in Higher Education (PDipLTHE) is an advanced professional qualification designed to develop the knowledge, critical understanding and practical capabilities required to facilitate effective learning within higher education and related professional educational environments.
The programme integrates contemporary educational theory with practical teaching, curriculum evaluation and development, assessment and feedback, inclusive pedagogy, digital learning and advanced professional reflection. Learners critically examine established and emerging approaches to higher education teaching, applying educational research and professional judgement to the design, delivery and evaluation of effective learning experiences.
The qualification is positioned at Level 7, carries 60 credits and combines advanced educational theory with practical teaching application, reflective professional development and inclusive assessment.
A distinctive feature of the programme is its integrated teaching and peer observation model. Every learner designs and delivers a teaching session of up to 60 minutes, participates in structured peer observations, provides constructive professional feedback and critically evaluates their own teaching practice.
Assessment follows Britannia College's Inclusive by Design approach, combining academic rigour with authentic professional application. Learners develop an integrated professional portfolio throughout the programme, drawing upon educational research, curriculum design, assessment practice, teaching evidence and critical reflection.
The programme is designed with reference to Level 7 qualification expectations and Advance HE's Professional Standards Framework (PSF 2023), supporting the continuing professional development of higher education educators.
Successful graduates receive the Level 7 Professional Diploma in Learning and Teaching in Higher Education and may use the institutional post-nominal PDipLTHE.
The programme integrates contemporary educational theory with practical teaching, curriculum evaluation and development, assessment and feedback, inclusive pedagogy, digital learning and advanced professional reflection. Learners critically examine established and emerging approaches to higher education teaching, applying educational research and professional judgement to the design, delivery and evaluation of effective learning experiences.
The qualification is positioned at Level 7, carries 60 credits and combines advanced educational theory with practical teaching application, reflective professional development and inclusive assessment.
A distinctive feature of the programme is its integrated teaching and peer observation model. Every learner designs and delivers a teaching session of up to 60 minutes, participates in structured peer observations, provides constructive professional feedback and critically evaluates their own teaching practice.
Assessment follows Britannia College's Inclusive by Design approach, combining academic rigour with authentic professional application. Learners develop an integrated professional portfolio throughout the programme, drawing upon educational research, curriculum design, assessment practice, teaching evidence and critical reflection.
The programme is designed with reference to Level 7 qualification expectations and Advance HE's Professional Standards Framework (PSF 2023), supporting the continuing professional development of higher education educators.
Successful graduates receive the Level 7 Professional Diploma in Learning and Teaching in Higher Education and may use the institutional post-nominal PDipLTHE.
Who this course is for
This qualification is intended for individuals seeking to develop, enhance or formally demonstrate advanced professional competence in learning and teaching within higher education.
The programme is particularly suitable for:
- Current and aspiring university lecturers, tutors and higher education teaching staff.
- Academic professionals seeking to develop their teaching practice and educational scholarship.
- Experienced educators and trainers transitioning into higher education.
- Professionals responsible for designing, delivering or evaluating education and training programmes.
- Academic managers, curriculum developers and educational quality assurance practitioners.
- Researchers, doctoral graduates and subject specialists seeking to develop their teaching capabilities.
- Former educators returning to teaching or seeking formal recognition of their professional experience.
- Professionals supporting learning within higher education, further education and specialist professional education environments.
Applicants are not required to hold an active teaching appointment. The programme recognises previous teaching experience while providing structured opportunities for all learners to demonstrate teaching capability through practical teaching sessions, peer observation and professional reflection.
The programme is particularly suitable for:
- Current and aspiring university lecturers, tutors and higher education teaching staff.
- Academic professionals seeking to develop their teaching practice and educational scholarship.
- Experienced educators and trainers transitioning into higher education.
- Professionals responsible for designing, delivering or evaluating education and training programmes.
- Academic managers, curriculum developers and educational quality assurance practitioners.
- Researchers, doctoral graduates and subject specialists seeking to develop their teaching capabilities.
- Former educators returning to teaching or seeking formal recognition of their professional experience.
- Professionals supporting learning within higher education, further education and specialist professional education environments.
Applicants are not required to hold an active teaching appointment. The programme recognises previous teaching experience while providing structured opportunities for all learners to demonstrate teaching capability through practical teaching sessions, peer observation and professional reflection.
Why study this course
Effective higher education teaching requires more than subject expertise. Educators must be able to critically evaluate educational theory, design coherent curricula, facilitate inclusive learning, develop meaningful assessment and feedback processes, and continuously evaluate their professional practice.
The Level 7 Professional Diploma in Learning and Teaching in Higher Education provides a structured postgraduate-level pathway for developing these capabilities.
Through the programme, learners will:
- Develop an advanced understanding of contemporary learning and teaching theories.
- Critically evaluate and develop higher education curricula and learning outcomes.
- Design and manage effective assessment, feedback and moderation processes.
- Demonstrate teaching capability through a structured practical teaching session.
- Participate in professional peer observation, feedback and collaborative evaluation.
- Apply inclusive teaching principles to diverse educational contexts.
- Evaluate digital technologies and their contribution to accessible and effective learning.
- Develop advanced reflective practice and evidence-informed professional judgement.
- Undertake practitioner enquiry to inform educational improvement.
- Build a professional portfolio demonstrating their academic and teaching development.
The programme is designed to accommodate learners with different levels of professional experience. Assessment activities can draw upon previous teaching practice, contemporary educational experience and structured practical demonstrations.
All assessment briefs are available from the commencement of the programme, enabling learners to plan their work, undertake research and progressively develop their final portfolio.
The curriculum is informed by Advance HE's Professional Standards Framework (PSF 2023), providing a foundation for learners wishing to develop evidence towards professional recognition through the relevant Advance HE Fellowship pathways.
Successful completion provides a postgraduate-level professional qualification and entitlement to use the PDipLTHE post-nominal designation awarded by Britannia College.
The Level 7 Professional Diploma in Learning and Teaching in Higher Education provides a structured postgraduate-level pathway for developing these capabilities.
Through the programme, learners will:
- Develop an advanced understanding of contemporary learning and teaching theories.
- Critically evaluate and develop higher education curricula and learning outcomes.
- Design and manage effective assessment, feedback and moderation processes.
- Demonstrate teaching capability through a structured practical teaching session.
- Participate in professional peer observation, feedback and collaborative evaluation.
- Apply inclusive teaching principles to diverse educational contexts.
- Evaluate digital technologies and their contribution to accessible and effective learning.
- Develop advanced reflective practice and evidence-informed professional judgement.
- Undertake practitioner enquiry to inform educational improvement.
- Build a professional portfolio demonstrating their academic and teaching development.
The programme is designed to accommodate learners with different levels of professional experience. Assessment activities can draw upon previous teaching practice, contemporary educational experience and structured practical demonstrations.
All assessment briefs are available from the commencement of the programme, enabling learners to plan their work, undertake research and progressively develop their final portfolio.
The curriculum is informed by Advance HE's Professional Standards Framework (PSF 2023), providing a foundation for learners wishing to develop evidence towards professional recognition through the relevant Advance HE Fellowship pathways.
Successful completion provides a postgraduate-level professional qualification and entitlement to use the PDipLTHE post-nominal designation awarded by Britannia College.
Accreditation and recognition
The Level 7 Professional Diploma in Learning and Teaching in Higher Education is a professional qualification developed and awarded by Britannia College under its academic and quality assurance framework.
The qualification is positioned at Level 7 and carries 60 credits. Its curriculum develops advanced knowledge and professional capability in higher education teaching, curriculum development, assessment, inclusive learning, educational practice and critical reflection.
The programme integrates educational theory with practical teaching application, incorporating curriculum design, constructive alignment, assessment and feedback, reflective professional practice and evidence-informed approaches to facilitating learning. Its academic structure supports the development of advanced professional judgement and the critical evaluation of teaching and learning in higher education.
The qualification supports continuing professional development for educators, academic practitioners, trainers and individuals seeking to develop their teaching responsibilities within higher education and related learning environments. It provides a foundation for further postgraduate study, educational leadership and advanced professional development.
The qualification is positioned at Level 7 and carries 60 credits. Its curriculum develops advanced knowledge and professional capability in higher education teaching, curriculum development, assessment, inclusive learning, educational practice and critical reflection.
The programme integrates educational theory with practical teaching application, incorporating curriculum design, constructive alignment, assessment and feedback, reflective professional practice and evidence-informed approaches to facilitating learning. Its academic structure supports the development of advanced professional judgement and the critical evaluation of teaching and learning in higher education.
The qualification supports continuing professional development for educators, academic practitioners, trainers and individuals seeking to develop their teaching responsibilities within higher education and related learning environments. It provides a foundation for further postgraduate study, educational leadership and advanced professional development.
Entry requirements
Applicants are considered on the basis of their academic qualifications, professional experience, prior learning and demonstrated ability to undertake study at Level 7.
Applicants would normally be expected to demonstrate one or more of the following:
- A relevant higher education qualification or equivalent academic achievement.
- Substantial professional experience in education, training, learning and development, assessment, curriculum development or a related field.
- Relevant professional qualifications, industry expertise or responsibilities involving teaching, mentoring, supervision or the development of others.
- Evidence of prior experiential learning and professional achievement demonstrating the knowledge, analytical capabilities and academic potential required for postgraduate-level study.
Applicants who do not hold formal academic qualifications are encouraged to apply. Britannia College recognises that advanced professional knowledge and capability may be developed through employment, independent learning and practical experience.
Applications are assessed individually, taking account of relevant experience, previous achievements, professional responsibilities and readiness for Level 7 study. Applicants may be invited to provide a professional portfolio, supporting statement or participate in an academic interview.
Current employment in a teaching role is not required. As part of the programme's assessment process, learners will plan and lead a teaching session of up to 60 minutes, demonstrating their ability to apply educational theory and facilitate learning in practice. Learners will also participate in structured peer observation, observing and providing feedback on sessions delivered by at least three other learners. These activities form part of the compulsory practical assessment and are supported by academic staff.
Admission decisions are made in accordance with Britannia College's admissions and Recognition of Prior Learning policies.
Applicants would normally be expected to demonstrate one or more of the following:
- A relevant higher education qualification or equivalent academic achievement.
- Substantial professional experience in education, training, learning and development, assessment, curriculum development or a related field.
- Relevant professional qualifications, industry expertise or responsibilities involving teaching, mentoring, supervision or the development of others.
- Evidence of prior experiential learning and professional achievement demonstrating the knowledge, analytical capabilities and academic potential required for postgraduate-level study.
Applicants who do not hold formal academic qualifications are encouraged to apply. Britannia College recognises that advanced professional knowledge and capability may be developed through employment, independent learning and practical experience.
Applications are assessed individually, taking account of relevant experience, previous achievements, professional responsibilities and readiness for Level 7 study. Applicants may be invited to provide a professional portfolio, supporting statement or participate in an academic interview.
Current employment in a teaching role is not required. As part of the programme's assessment process, learners will plan and lead a teaching session of up to 60 minutes, demonstrating their ability to apply educational theory and facilitate learning in practice. Learners will also participate in structured peer observation, observing and providing feedback on sessions delivered by at least three other learners. These activities form part of the compulsory practical assessment and are supported by academic staff.
Admission decisions are made in accordance with Britannia College's admissions and Recognition of Prior Learning policies.
English-language requirements
The programme is taught and assessed in English. Applicants must demonstrate sufficient English-language proficiency to engage critically with postgraduate academic literature, participate in professional discussions, deliver teaching activities and complete Level 7 assessments.
Applicants whose first language is not English will normally be expected to demonstrate proficiency equivalent to IELTS Academic 6.5 overall, with no individual component below 6.0, or an accepted equivalent qualification.
Applicants may also demonstrate English-language competence through previous academic study undertaken and assessed in English, relevant professional experience or an alternative assessment approved by Britannia College.
English-language requirements are considered in accordance with the College's admissions and Inclusive by Design policies. Reasonable adjustments may be provided where appropriate without compromising the academic standards or learning outcomes of the qualification.
Applicants whose first language is not English will normally be expected to demonstrate proficiency equivalent to IELTS Academic 6.5 overall, with no individual component below 6.0, or an accepted equivalent qualification.
Applicants may also demonstrate English-language competence through previous academic study undertaken and assessed in English, relevant professional experience or an alternative assessment approved by Britannia College.
English-language requirements are considered in accordance with the College's admissions and Inclusive by Design policies. Reasonable adjustments may be provided where appropriate without compromising the academic standards or learning outcomes of the qualification.
Recognition of prior learning
Britannia College recognises that significant professional knowledge, skills and educational competence may be developed through previous academic study, professional practice, teaching experience and independent learning.
Recognition of Prior Learning (RPL) enables applicants and enrolled learners to present relevant evidence of previous learning and achievement for consideration against the qualification's learning outcomes and assessment requirements.
Evidence may include previous academic qualifications, professional development records, teaching portfolios, curriculum development work, assessment materials, teaching observation reports, professional training records and critically evaluated educational experience.
Previous teaching observations and professional practice may be accepted without a fixed expiry period, provided the evidence remains relevant, authentic, sufficient and appropriate to the learning outcomes being assessed.
RPL applications are considered individually through an academically moderated process. Recognition may contribute towards satisfying specified learning outcomes or assessment requirements, subject to the College's approved qualification and RPL regulations.
All learners are required to meet the academic standards of the qualification. Recognition of previous experience does not remove the requirement to demonstrate current Level 7 critical understanding and professional competence.
Where the qualification becomes subject to external regulation or accreditation, RPL decisions will also comply with the applicable awarding and regulatory requirements.
Recognition of Prior Learning (RPL) enables applicants and enrolled learners to present relevant evidence of previous learning and achievement for consideration against the qualification's learning outcomes and assessment requirements.
Evidence may include previous academic qualifications, professional development records, teaching portfolios, curriculum development work, assessment materials, teaching observation reports, professional training records and critically evaluated educational experience.
Previous teaching observations and professional practice may be accepted without a fixed expiry period, provided the evidence remains relevant, authentic, sufficient and appropriate to the learning outcomes being assessed.
RPL applications are considered individually through an academically moderated process. Recognition may contribute towards satisfying specified learning outcomes or assessment requirements, subject to the College's approved qualification and RPL regulations.
All learners are required to meet the academic standards of the qualification. Recognition of previous experience does not remove the requirement to demonstrate current Level 7 critical understanding and professional competence.
Where the qualification becomes subject to external regulation or accreditation, RPL decisions will also comply with the applicable awarding and regulatory requirements.
Units and modules
EDU7V01U1Contemporary Theories and Principles of Higher Education Pedagogy10.0 credits
This unit develops advanced understanding of the theoretical, philosophical and research foundations of learning and teaching in higher education. It examines behaviourism, cognitivism, constructivism, experiential learning, transformative learning and critical pedagogy, considering their influence on teaching approaches, learner engagement and educational practice.
Learners critically evaluate established and contemporary educational theories, including the contributions of influential scholars, and examine their relevance to different teaching environments. The unit introduces the Professional Standards Framework (PSF 2023), supporting the development of an evidence-informed teaching philosophy, professional judgement and reflective educational practice.
Learners critically evaluate established and contemporary educational theories, including the contributions of influential scholars, and examine their relevance to different teaching environments. The unit introduces the Professional Standards Framework (PSF 2023), supporting the development of an evidence-informed teaching philosophy, professional judgement and reflective educational practice.
Unit assessment
Learners complete a Critical Learning Log (30%) examining educational theories, professional assumptions and the development of their teaching philosophy. They also undertake a Critical Evaluation of Higher Education Pedagogy (70%), comparing at least three educational theories and justifying their application within a selected higher education context.
Submission: A Critical Learning Log and an academically supported critical evaluation incorporating a justified professional teaching philosophy.
Submission: A Critical Learning Log and an academically supported critical evaluation incorporating a justified professional teaching philosophy.
Philosophical Foundations of Higher Education Pedagogy
Examines the philosophical foundations of higher education teaching and learning, including different understandings of knowledge, educational purpose and professional practice. Learners explore behaviourism, cognitivism, constructivism and humanistic approaches, critically evaluating their influence on teaching decisions, learner autonomy, academic relationships and the development of independent thinking.
Contemporary Learning Theories and Their Application
Explores contemporary learning theories, including social learning, experiential learning, transformative learning, situated learning and adult learning. Learners critically examine the contributions of influential educational scholars and evaluate how different theoretical perspectives inform teaching strategies, student engagement, collaborative learning and educational development within higher education.
Critical Pedagogy and Evidence-Informed Teaching
Examines critical pedagogy, reflective educational practice and the application of research to higher education teaching. Learners explore the contributions of Freire, Brookfield and Schön, critically evaluating educational power, participation, professional assumptions and the use of academic evidence to inform teaching decisions and professional judgement.
Professional Teaching Philosophy and the PSF 2023
Develops an academically justified philosophy of higher education teaching informed by educational theory, professional experience and reflective practice. Learners examine the Professional Standards Framework (PSF 2023), including its Areas of Activity, Core Knowledge and Professional Values, and evaluate how these dimensions inform professional identity, inclusive practice and evidence-informed teaching.
EDU7V01U2Facilitating Student Learning in Higher Education10.0 credits
This unit develops the advanced knowledge and practical teaching capabilities required to facilitate effective learning in higher education. It examines teaching preparation, active learning, student engagement, educational communication, collaborative learning, facilitation techniques and the application of appropriate pedagogical strategies.
Learners plan and deliver a teaching session lasting no longer than 60 minutes, supported by formal academic observation and professional feedback. They also observe at least three other learners, providing constructive feedback and critically evaluating teaching effectiveness. The unit develops reflective practice and professional competence in accordance with relevant dimensions of the Professional Standards Framework (PSF 2023).
Learners plan and deliver a teaching session lasting no longer than 60 minutes, supported by formal academic observation and professional feedback. They also observe at least three other learners, providing constructive feedback and critically evaluating teaching effectiveness. The unit develops reflective practice and professional competence in accordance with relevant dimensions of the Professional Standards Framework (PSF 2023).
Unit assessment
Learners complete a Critical Learning Log (30%) reflecting on teaching preparation, facilitation, observation and professional development. They also produce a Teaching Practice and Critical Evaluation Portfolio (70%), incorporating a planned teaching session of no more than 60 minutes, formal assessor observation, structured observations of at least three peers and an evidence-informed evaluation of their teaching practice.
Submission: A Critical Learning Log and teaching practice portfolio containing a lesson plan, observed teaching evidence, three peer observation records, critical evaluation and professional development plan. The teaching and peer observation requirements are compulsory.
Submission: A Critical Learning Log and teaching practice portfolio containing a lesson plan, observed teaching evidence, three peer observation records, critical evaluation and professional development plan. The teaching and peer observation requirements are compulsory.
Planning and Designing Effective Teaching Sessions
Examines the principles of planning coherent and inclusive higher education teaching sessions. Learners explore constructive alignment, learning outcomes, teaching strategies, learning activities and resource selection, developing structured teaching plans that support student engagement, accessibility and the effective evaluation of learning.
Teaching Delivery, Facilitation and Student Engagement
Develops practical capabilities in facilitating higher education learning through effective communication, questioning, active learning and collaborative teaching approaches. Learners examine student motivation, participation and teaching adaptability, applying evidence-informed strategies through a planned teaching session of no more than 60 minutes supported by formal academic observation.
Peer Observation and Professional Feedback
Examines peer observation as a method of professional learning, reflective evaluation and teaching improvement. Learners explore observation techniques, constructive feedback and professional dialogue, undertaking structured observations of at least three other learners and evaluating teaching approaches, learner engagement and educational effectiveness.
Critical Evaluation and Enhancement of Teaching Practice
Develops the ability to critically evaluate teaching effectiveness using educational research, observation evidence and professional feedback. Learners examine reflective practice, learner engagement and achievement of intended learning outcomes, identifying strengths, limitations and evidence-informed opportunities for improving their teaching practice.
EDU7V01U3Curriculum Evaluation and Development in Higher Education10.0 credits
This unit develops advanced knowledge of curriculum evaluation, design and development within higher education. It examines curriculum theories, educational models, constructive alignment, learning outcomes, curriculum sequencing, academic standards, assessment integration and approaches to maintaining coherent educational provision.
Learners critically evaluate existing curricula and develop justified improvements informed by educational research, professional expectations and institutional quality processes. The unit considers inclusive curriculum design, accessibility, student engagement and the relationship between curriculum decisions and educational achievement, supporting evidence-informed professional judgement and curriculum enhancement.
Learners critically evaluate existing curricula and develop justified improvements informed by educational research, professional expectations and institutional quality processes. The unit considers inclusive curriculum design, accessibility, student engagement and the relationship between curriculum decisions and educational achievement, supporting evidence-informed professional judgement and curriculum enhancement.
Unit assessment
Learners complete a Critical Learning Log (30%) examining curriculum theory, constructive alignment and professional curriculum judgement. They also undertake a Curriculum Evaluation and Redesign Project (70%), critically evaluating an existing or constructed curriculum and developing a revised educational design supported by academic research and justified recommendations.
Submission: A Critical Learning Log and curriculum evaluation and redesign project incorporating a revised curriculum or learning component, supporting academic justification and an evaluation strategy.
Submission: A Critical Learning Log and curriculum evaluation and redesign project incorporating a revised curriculum or learning component, supporting academic justification and an evaluation strategy.
Curriculum Theory, Models and Educational Purpose
Examines the theoretical foundations and purposes of curriculum development in higher education. Learners explore curriculum models, educational philosophies and the contributions of Tyler, Taba and Bruner, critically evaluating how academic standards, disciplinary expectations and learner needs influence curriculum design and educational outcomes.
Constructive Alignment and Curriculum Structure
Explores the principles of constructive alignment and the development of coherent higher education curricula. Learners examine learning outcomes, teaching activities, assessment arrangements, curriculum sequencing and academic progression, critically evaluating how educational components can be structured to support effective learning and maintain academic standards.
Curriculum Evaluation, Quality and Inclusive Design
Examines approaches to evaluating curriculum quality, educational effectiveness and inclusive design. Learners explore student feedback, academic standards, accessibility, stakeholder perspectives and institutional quality assurance, developing evidence-informed approaches to identifying curriculum weaknesses, barriers to learning and opportunities for educational improvement.
Applied Curriculum Development and Enhancement
Develops practical capabilities in curriculum design, redevelopment and educational enhancement. Learners apply curriculum theory, constructive alignment and inclusive design principles to develop improved learning provision, critically evaluating implementation requirements, academic coherence, stakeholder considerations and the effectiveness of proposed curriculum improvements.
EDU7V01U4Managing the Assessment and Feedback Process10.0 credits
This unit develops advanced understanding of the design, management and evaluation of assessment and feedback within higher education. It examines formative, summative, diagnostic and authentic assessment, constructive alignment, academic standards, assessment validity, reliability, marking criteria, moderation and academic integrity.
Learners critically evaluate assessment practices and develop appropriate assessment strategies, marking instruments and feedback processes. The unit considers inclusive assessment, accessibility, feedback literacy, feedforward, digital technologies and the professional responsibilities associated with academic judgement, supporting evidence-informed assessment design and continuous improvement.
Learners critically evaluate assessment practices and develop appropriate assessment strategies, marking instruments and feedback processes. The unit considers inclusive assessment, accessibility, feedback literacy, feedforward, digital technologies and the professional responsibilities associated with academic judgement, supporting evidence-informed assessment design and continuous improvement.
Unit assessment
Learners complete a Critical Learning Log (30%) examining assessment theory, feedback, academic judgement and professional responsibilities. They also undertake a Critical Assessment and Feedback Evaluation (70%), evaluating an existing assessment strategy and developing justified improvements to assessment design, marking criteria, feedback arrangements and moderation.
Submission: A Critical Learning Log and assessment evaluation report incorporating a revised assessment brief, marking rubric, feedback strategy and supporting academic justification.
Submission: A Critical Learning Log and assessment evaluation report incorporating a revised assessment brief, marking rubric, feedback strategy and supporting academic justification.
Assessment Theory, Purpose and Academic Standards
Examines the theoretical foundations and purposes of assessment within higher education. Learners explore formative, summative, diagnostic and authentic assessment, critically evaluating assessment validity, reliability, fairness, constructive alignment and the relationship between assessment decisions, student learning and academic standards.
Assessment Design, Criteria and Academic Judgement
Develops advanced understanding of assessment design, marking criteria and professional academic judgement. Learners examine assessment briefs, analytical rubrics, grading descriptors and alignment with learning outcomes, critically evaluating how assessment arrangements can support academic rigour, transparency, accessibility and consistent assessment decisions.
Feedback, Feedforward and Learner Development
Examines feedback as a means of supporting student learning, reflection and academic development. Learners explore feedback literacy, formative dialogue, feedforward, self-regulated learning and different feedback methods, critically evaluating how effective feedback arrangements can improve learner engagement, understanding and subsequent academic performance.
Moderation, Academic Integrity and Assessment Enhancement
Examines assessment quality assurance, academic integrity and the consistency of professional assessment decisions. Learners explore internal moderation, external quality assurance, academic misconduct, digital assessment and artificial intelligence, critically evaluating approaches to maintaining academic standards, fairness and continuous improvement in assessment practice.
EDU7V01U5Inclusive Learning Environments and Digital Teaching Practice10.0 credits
This unit develops advanced understanding of inclusive educational practice and the effective integration of digital technologies within higher education. It examines educational equity, learner diversity, Universal Design for Learning, accessibility, inclusive pedagogy and the identification of barriers to participation and achievement.
Learners critically evaluate digital learning environments, teaching technologies, accessible resources and approaches to supporting diverse learners. The unit considers digital exclusion, ethical responsibilities, data protection and artificial intelligence, applying Britannia College's Inclusive by Design principles to the development of accessible, academically rigorous and effective learning experiences.
Learners critically evaluate digital learning environments, teaching technologies, accessible resources and approaches to supporting diverse learners. The unit considers digital exclusion, ethical responsibilities, data protection and artificial intelligence, applying Britannia College's Inclusive by Design principles to the development of accessible, academically rigorous and effective learning experiences.
Unit assessment
Learners complete a Critical Learning Log (30%) examining inclusive pedagogy, accessibility, digital learning and professional responsibilities. They also undertake an Inclusive Digital Learning Evaluation and Design (70%), identifying barriers within a selected educational environment and developing an evidence-informed, accessible learning experience.
Submission: A Critical Learning Log and inclusive digital learning evaluation incorporating a proposed learning design, accessible resources, professional justification and evaluation strategy.
Submission: A Critical Learning Log and inclusive digital learning evaluation incorporating a proposed learning design, accessible resources, professional justification and evaluation strategy.
Inclusive Pedagogy, Equity and Learner Diversity
Examines the theoretical, ethical and professional foundations of inclusive higher education teaching. Learners explore educational equity, disability inclusion, neurodiversity, culturally responsive pedagogy and learner diversity, critically evaluating how teaching approaches and institutional practices can reduce barriers to participation and support equitable educational achievement.
Universal Design for Learning and Accessible Education
Explores Universal Design for Learning and the development of accessible higher education experiences. Learners examine varied approaches to engagement, representation and expression, critically evaluating accessible resources, assessment flexibility, learning activities and the application of inclusive design principles while maintaining appropriate academic standards.
Digital Pedagogy and Technology-Enhanced Learning
Examines the educational application of digital technologies within higher education teaching and learning. Learners explore virtual learning environments, synchronous and asynchronous teaching, collaborative technologies and digital assessment, critically evaluating their influence on student engagement, accessibility, educational effectiveness and responsible professional practice.
Designing and Evaluating Inclusive Digital Learning
Develops practical capabilities in designing and evaluating inclusive digital learning experiences. Learners apply accessible design principles, digital pedagogy and evidence-informed educational strategies to selected learning environments, critically evaluating learner diversity, digital exclusion, ethical responsibilities and opportunities for improving accessibility and educational effectiveness.
EDU7V01U6Advanced Professional Learning and Reflective Practice10.0 credits
This unit develops advanced professional capabilities in critical reflection, practitioner enquiry and continuing professional development within higher education. It examines reflective practice, professional identity, educational scholarship, ethical responsibilities and the relationship between research, professional experience and effective teaching.
Learners critically evaluate their developing educational practice, drawing upon teaching experiences, peer feedback, academic research and evidence gathered throughout the qualification. The unit supports the identification of professional development priorities, the evaluation of educational challenges and the development of justified recommendations for improving learning and teaching practice.
Learners critically evaluate their developing educational practice, drawing upon teaching experiences, peer feedback, academic research and evidence gathered throughout the qualification. The unit supports the identification of professional development priorities, the evaluation of educational challenges and the development of justified recommendations for improving learning and teaching practice.
Unit assessment
Learners complete a Critical Learning Log (30%) evaluating professional learning, reflective practice and the development of their teaching philosophy. They also undertake an Advanced Practitioner Enquiry and Critical Evaluation (70%), examining a selected educational challenge through relevant scholarship, professional evidence and justified recommendations for improvement.
Submission: A Critical Learning Log and practitioner enquiry report incorporating critical analysis, evidence-informed recommendations, professional reflection and a continuing professional development plan.
Submission: A Critical Learning Log and practitioner enquiry report incorporating critical analysis, evidence-informed recommendations, professional reflection and a continuing professional development plan.
Reflective Practice, Reflexivity and Professional Identity
Examines reflective practice, reflexivity and the development of professional identity within higher education. Learners explore established approaches to professional reflection, critically evaluating how educational experience, personal assumptions, academic scholarship and professional values influence teaching decisions and continuing professional development.
Practitioner Enquiry and the Scholarship of Teaching and Learning
Explores practitioner enquiry and the scholarship of teaching and learning as approaches to educational improvement. Learners examine research-informed evaluation, professional evidence, ethical considerations and methods of investigating teaching challenges, developing justified approaches to examining and enhancing higher education practice.
Critical Evaluation of Professional Teaching Practice
Develops advanced capabilities in evaluating professional teaching practice through critical reflection and evidence-informed judgement. Learners examine teaching experiences, educational outcomes, observation evidence, professional feedback and academic research, identifying strengths, limitations and justified recommendations for improving educational effectiveness.
Continuing Professional Development and Advanced Practice
Examines continuing professional development and the responsibilities associated with advanced higher education practice. Learners explore professional learning, educational leadership, ethical judgement and reflective improvement, developing evidence-informed development priorities and strategies for evaluating their continuing contribution to teaching quality and educational enhancement.
Teaching and learning
The programme is delivered online through Britannia College's Virtual Learning Environment using a combination of scheduled interactive teaching, guided academic study, collaborative learning, independent research and professional practice activities.
Learning is organised into six compulsory units comprising 24 structured teaching modules. Each unit combines contemporary educational scholarship with practical application, encouraging learners to critically examine educational theory and evaluate its relevance to professional teaching contexts.
Teaching activities include interactive seminars, academic discussions, curriculum development workshops, assessment design exercises, collaborative problem-solving, case-based learning, practitioner enquiry and critical reflective activities.
All learners participate in an integrated teaching practice programme, designing and delivering a teaching session of up to 60 minutes and observing the teaching practice of their peers. Structured observation and feedback support professional dialogue, reflective evaluation and the development of evidence-informed teaching approaches.
Learners are encouraged to draw upon previous academic, teaching and professional experience. Current employment within an educational institution is not required.
The programme follows Britannia College's Inclusive by Design approach, incorporating accessible digital resources, flexible learning opportunities and varied methods of demonstrating professional competence while maintaining Level 7 academic standards.
Learning is organised into six compulsory units comprising 24 structured teaching modules. Each unit combines contemporary educational scholarship with practical application, encouraging learners to critically examine educational theory and evaluate its relevance to professional teaching contexts.
Teaching activities include interactive seminars, academic discussions, curriculum development workshops, assessment design exercises, collaborative problem-solving, case-based learning, practitioner enquiry and critical reflective activities.
All learners participate in an integrated teaching practice programme, designing and delivering a teaching session of up to 60 minutes and observing the teaching practice of their peers. Structured observation and feedback support professional dialogue, reflective evaluation and the development of evidence-informed teaching approaches.
Learners are encouraged to draw upon previous academic, teaching and professional experience. Current employment within an educational institution is not required.
The programme follows Britannia College's Inclusive by Design approach, incorporating accessible digital resources, flexible learning opportunities and varied methods of demonstrating professional competence while maintaining Level 7 academic standards.
Assessment model
Assessment is undertaken through an integrated professional portfolio developed progressively throughout the programme. Learners demonstrate achievement of Level 7 learning outcomes through critical academic analysis, curriculum development, assessment and feedback design, observed teaching practice, structured peer observation, practitioner enquiry and advanced professional reflection.
All assessment briefs are available from the commencement of the programme, allowing learners to undertake research, prepare evidence and develop their portfolio throughout the six units. Formal submission of the final portfolio is permitted following completion of the final unit, with an additional eight-week assessment completion period.
Every learner must design and deliver a teaching session of no more than 60 minutes, receive formal observation and feedback, and undertake structured observations of at least three peers. Previous teaching experience and observation evidence may contribute to the portfolio through Recognition of Prior Learning.
Assessment follows Britannia College's Inclusive by Design principles and is evaluated against published Level 7 assessment criteria. Achievement is subject to academic moderation and confirmation through the College's assessment board.
All assessment briefs are available from the commencement of the programme, allowing learners to undertake research, prepare evidence and develop their portfolio throughout the six units. Formal submission of the final portfolio is permitted following completion of the final unit, with an additional eight-week assessment completion period.
Every learner must design and deliver a teaching session of no more than 60 minutes, receive formal observation and feedback, and undertake structured observations of at least three peers. Previous teaching experience and observation evidence may contribute to the portfolio through Recognition of Prior Learning.
Assessment follows Britannia College's Inclusive by Design principles and is evaluated against published Level 7 assessment criteria. Achievement is subject to academic moderation and confirmation through the College's assessment board.
Assessment
Assessment is designed to evaluate advanced academic understanding, professional teaching competence and the ability to apply educational research critically to higher education practice.
Learners complete an integrated professional portfolio incorporating six areas of evidence:
1. Critical evaluation of contemporary educational theories and pedagogical approaches.
2. Curriculum evaluation and development, including the design or enhancement of learning outcomes, teaching activities and curriculum structures.
3. Assessment and feedback design, including assessment criteria, moderation processes and critical evaluation of assessment effectiveness.
4. Teaching practice evidence, including a planned teaching session of no more than 60 minutes, formal observation, peer feedback and critical reflection.
5. Evaluation of inclusive teaching practice, digital learning environments and accessibility.
6. Advanced professional reflection and practitioner enquiry, culminating in an evidence-informed professional development plan.
Learners must also complete structured observations of at least three peers and provide constructive professional feedback.
Assessment briefs are released at the beginning of the programme. Learners may develop their portfolio throughout all six units, with formative feedback and academic guidance available during delivery.
The final integrated portfolio may be formally submitted following completion of the sixth unit, within the designated eight-week assessment period.
Assessment is undertaken at Level 7 and considers critical understanding, originality in application, analytical depth, professional judgement, engagement with relevant scholarship and the quality of supporting evidence.
Final achievement is subject to internal moderation, applicable external quality assurance and confirmation by the College's assessment board. Awards are classified as Pass, Merit or Distinction in accordance with the approved grading criteria.
Learners complete an integrated professional portfolio incorporating six areas of evidence:
1. Critical evaluation of contemporary educational theories and pedagogical approaches.
2. Curriculum evaluation and development, including the design or enhancement of learning outcomes, teaching activities and curriculum structures.
3. Assessment and feedback design, including assessment criteria, moderation processes and critical evaluation of assessment effectiveness.
4. Teaching practice evidence, including a planned teaching session of no more than 60 minutes, formal observation, peer feedback and critical reflection.
5. Evaluation of inclusive teaching practice, digital learning environments and accessibility.
6. Advanced professional reflection and practitioner enquiry, culminating in an evidence-informed professional development plan.
Learners must also complete structured observations of at least three peers and provide constructive professional feedback.
Assessment briefs are released at the beginning of the programme. Learners may develop their portfolio throughout all six units, with formative feedback and academic guidance available during delivery.
The final integrated portfolio may be formally submitted following completion of the sixth unit, within the designated eight-week assessment period.
Assessment is undertaken at Level 7 and considers critical understanding, originality in application, analytical depth, professional judgement, engagement with relevant scholarship and the quality of supporting evidence.
Final achievement is subject to internal moderation, applicable external quality assurance and confirmation by the College's assessment board. Awards are classified as Pass, Merit or Distinction in accordance with the approved grading criteria.
Learning outcomes
Upon successful completion of the qualification, learners will be able to:
1. Critically evaluate contemporary educational theories, research and pedagogical approaches relevant to learning and teaching in higher education.
2. Critically analyse, design and evaluate higher education curricula, applying constructive alignment, educational research and principles of effective curriculum development.
3. Design, manage and critically evaluate assessment, feedback and moderation processes that promote academic standards, meaningful learning and equitable student achievement.
4. Demonstrate effective teaching and facilitation of learning through educational planning, observed professional practice, peer observation and evidence-informed evaluation.
5. Critically evaluate and apply inclusive pedagogical principles, accessibility requirements and digital learning approaches to diverse higher education environments.
6. Exercise advanced professional judgement in addressing complex educational challenges, ethical responsibilities and the needs of diverse learners.
7. Undertake critical reflection and practitioner enquiry to evaluate teaching effectiveness and inform continuing professional development.
8. Synthesise educational scholarship, professional experience and evaluative evidence to communicate justified recommendations for enhancing learning and teaching practice.
1. Critically evaluate contemporary educational theories, research and pedagogical approaches relevant to learning and teaching in higher education.
2. Critically analyse, design and evaluate higher education curricula, applying constructive alignment, educational research and principles of effective curriculum development.
3. Design, manage and critically evaluate assessment, feedback and moderation processes that promote academic standards, meaningful learning and equitable student achievement.
4. Demonstrate effective teaching and facilitation of learning through educational planning, observed professional practice, peer observation and evidence-informed evaluation.
5. Critically evaluate and apply inclusive pedagogical principles, accessibility requirements and digital learning approaches to diverse higher education environments.
6. Exercise advanced professional judgement in addressing complex educational challenges, ethical responsibilities and the needs of diverse learners.
7. Undertake critical reflection and practitioner enquiry to evaluate teaching effectiveness and inform continuing professional development.
8. Synthesise educational scholarship, professional experience and evaluative evidence to communicate justified recommendations for enhancing learning and teaching practice.
Tuition fees and payment
£720.00
Current published tuition fee.
Next enrolment fee (from 1 January 2028): £3,000.00
Monthly payment plans may be available during the application process, subject to the course duration and the maximum number of instalments configured for this course.
Careers
The Level 7 Professional Diploma in Learning and Teaching in Higher Education develops advanced professional capabilities relevant to teaching, learning, curriculum development and educational leadership.
The programme is particularly relevant to lecturers, tutors, academic practitioners, professional educators, learning designers and individuals seeking to establish or advance careers in higher education.
Graduates develop expertise in curriculum design, pedagogical theory, inclusive learning, assessment and feedback, reflective teaching practice and the evaluation of educational effectiveness.
The qualification supports career development across higher education institutions, professional education providers, online learning organisations, training establishments and educational development services.
Its emphasis on evidence-informed practice and professional reflection prepares graduates to contribute to teaching enhancement, curriculum innovation, academic quality and educational leadership.
The programme is particularly relevant to lecturers, tutors, academic practitioners, professional educators, learning designers and individuals seeking to establish or advance careers in higher education.
Graduates develop expertise in curriculum design, pedagogical theory, inclusive learning, assessment and feedback, reflective teaching practice and the evaluation of educational effectiveness.
The qualification supports career development across higher education institutions, professional education providers, online learning organisations, training establishments and educational development services.
Its emphasis on evidence-informed practice and professional reflection prepares graduates to contribute to teaching enhancement, curriculum innovation, academic quality and educational leadership.
Progression routes
Successful completion of the Level 7 Professional Diploma in Learning and Teaching in Higher Education provides a foundation for continued academic and professional development within higher education.
Graduates may pursue further postgraduate study in education, educational leadership, higher education practice, curriculum studies and related disciplines.
The programme develops advanced knowledge and professional capabilities relevant to postgraduate qualifications, educational research and doctoral-level study.
Its alignment with the Professional Standards Framework (PSF 2023) supports continuing professional development and the preparation of evidence demonstrating teaching practice, professional values and educational effectiveness.
Graduates will have developed a substantial professional portfolio incorporating curriculum design, teaching practice, assessment development, critical reflection and evidence-informed educational improvement.
Graduates may pursue further postgraduate study in education, educational leadership, higher education practice, curriculum studies and related disciplines.
The programme develops advanced knowledge and professional capabilities relevant to postgraduate qualifications, educational research and doctoral-level study.
Its alignment with the Professional Standards Framework (PSF 2023) supports continuing professional development and the preparation of evidence demonstrating teaching practice, professional values and educational effectiveness.
Graduates will have developed a substantial professional portfolio incorporating curriculum design, teaching practice, assessment development, critical reflection and evidence-informed educational improvement.