Level 6 Diploma in Teaching and Learning

1. Advanced Principles of Teaching and Learning : Develops advanced understanding of educational theories, pedagogical approaches, learning processes, motivation, cognition, metacognition, independent learning and the relationship between effective teaching practice and learner outcomes.

2. Curriculum Design and Development : Examines curriculum planning, curriculum models, learning outcomes, sequencing, pedagogical content knowledge, curriculum coherence, subject development, progression pathways and the adaptation of curricula to educational and occupational contexts.

3. Learner Development, Inclusion and Educational Support : Explores learner diversity, individual learning needs, inclusive teaching, equality and accessibility, additional learning needs, learner wellbeing, safeguarding responsibilities, differentiated provision and strategies for removing barriers to participation and achievement.

4. Teaching Practice, Learning Environments and Classroom Management : Develops advanced skills in lesson and session planning, teaching strategies, learning-resource development, classroom and learning-environment management, learner engagement, behaviour management, face-to-face and digital delivery, and adaptation of teaching to different contexts.

5. Assessment, Feedback and Learning Progression : Covers formative and summative assessment, assessment design, validity and reliability, diagnostic assessment, feedback strategies, moderation, learner progress, assessment evidence and the use of assessment information to improve teaching and learning.

6. Educational Technology, Digital Learning and AI : Examines digital pedagogy, virtual and blended learning, educational technologies, digital resources, accessibility, technology-enabled assessment, data-informed learning and responsible use of artificial intelligence in teaching and learning. UNESCO's AI competency framework for teachers emphasises human-centred practice, ethical principles, AI knowledge and continuing professional growth.

7. Practitioner Research, Reflective Practice and Educational Improvement : Develops capability in reflective practice, practitioner inquiry, educational research methods, evidence-informed teaching, evaluation of interventions, professional learning, action research and the use of research findings to improve educational practice.

8. Strategic Teaching and Learning Leadership Project : Requires learners to undertake an advanced teaching and learning project involving critical analysis of an educational issue, evidence gathering, intervention or improvement planning, evaluation of outcomes and recommendations for sustained enhancement of educational practice.

• Develops advanced teaching and learning practice.

• Strengthens pedagogical and curriculum-design capability.

• Builds advanced understanding of learner development and inclusive education.

• Improves assessment, feedback and learner-progress practices.

• Develops digital teaching and responsible AI capabilities.

• Strengthens reflective practice and practitioner-research skills.

• Develops evidence-based educational improvement capability.

• Builds skills relevant to teaching leadership and educational development.

• Provides an applied strategic project demonstrating advanced professional competence.

The qualification is suitable for:

• Experienced teachers seeking advanced professional development.

• Lecturers and tutors in further and higher education.

• Trainers and learning professionals working in vocational or workplace education.

• Education professionals responsible for curriculum and programme development.

• Teachers moving toward educational leadership or mentoring responsibilities.

• Learning and development professionals seeking advanced teaching expertise.

• Education practitioners progressing from Level 5 teaching or education qualifications.

For the English FE sector specifically, the current government framework identifies the Level 5 Diploma in Teaching (FE and Skills) as the industry-standard full teaching qualification, while Level 6/7 study can be incorporated into relevant higher-level programme structures.

Assessment Format: Written examination, teaching and learning case studies, lesson or session planning, curriculum-development assignments, assessment-design tasks, reflective practice, practitioner-research activities and an applied Strategic Teaching and Learning Leadership Project.

Total Questions: 70 questions, consisting of multiple-choice, short-answer, scenario-based and analytical questions, supported by assignments, professional evidence and project work.

Passing Score: Minimum 50% in the written examination and successful completion of all mandatory unit assessments and the strategic project.

Duration: 180 minutes for the written examination, with additional assessment time allocated to teaching practice, assignments, presentations, research activities and the final project.

Certification: Level 6 Diploma in Teaching and Learning

To deliver this Qualification, HiQual UK Approved ATPs must demonstrate the capability to deliver, assess, and internally quality assure qualifications in line with recognised regulatory principles and the expectations of the Regulated Qualifications Framework (RQF).

Approved centres must operate effective systems to ensure the validity, reliability, fairness, consistency, and security of assessment.

1. Centre Recognition and Legal Compliance

Centres must be formally recognised by HiQual UK prior to the delivery or assessment of any qualification. To maintain recognition, centres must: Be a legally constituted organisation operating in compliance with applicable legislation and regulatory requirements. Demonstrate effective governance, management oversight, and clear lines of accountability. Comply with all HiQual UK policies, procedures, and conditions of centre recognition. Notify HiQual UK promptly of any material changes that may affect delivery, assessment, or internal quality assurance arrangements.

2. Resources, Facilities, and Learning Environment

Centres must ensure that sufficient and appropriate resources are in place to support learning and assessment. This includes: Learning environments appropriate to the mode of delivery, including classrooms and, where applicable, specialist or practical facilities. Access to learning and assessment resources that enable learners to meet qualification outcomes. Secure systems for managing learner data, assessment records, and certification claims. Arrangements that support equality of access and reasonable adjustments for learners where required.

3. Staff Competence and Occupational Expertise

Centres must ensure that all staff involved in delivery, assessment, and internal quality assurance are competent and suitably qualified. Centres must: Appoint tutors with appropriate subject knowledge, teaching competence, and relevant occupational or professional experience. Ensure assessors are trained and competent in applying HiQual UK assessment requirements and standards. Appoint a qualified Internal Quality Assurer (IQA) responsible for monitoring assessment practice and decisions. Maintain records of staff qualifications, experience, training, and continuing professional development (CPD).

4. Assessment Practice and Internal Quality Assurance (IQA)

Centres must operate robust internal quality assurance systems to ensure assessment integrity. Centres must: Ensure assessment is valid, fit for purpose, and conducted in line with HiQual UK requirements. Implement effective IQA procedures to monitor assessor performance and confirm the consistency of assessment decisions. Maintain accurate, complete, and auditable records of learner registration, assessment evidence, and outcomes. Carry out regular internal reviews and standardisation activities to support continuous improvement.

5. Integrity, Risk Management, and Malpractice

Centres must take appropriate measures to protect the integrity of assessment. Centres must: Maintain policies and procedures for the prevention, identification, and management of malpractice and maladministration. Ensure secure handling, storage, and retention of assessment materials and learner evidence. Report any suspected or confirmed malpractice to HiQual UK in accordance with published procedures.

6. Health, Safety, Safeguarding, and Learner Protection

Centres must provide a safe, inclusive, and supportive learning environment. Centres must: Comply with applicable health and safety and safeguarding legislation. Conduct risk assessments for learning activities, particularly where practical or technical work is involved. Maintain procedures to safeguard learner welfare and wellbeing.

7. Learner Information, Support, and Fair Treatment

Centres must ensure learners are informed, supported, and treated fairly. Centres must: Provide clear and accurate information on programme requirements, assessment methods, and certification. Ensure learners receive timely and constructive feedback on assessment outcomes. Operate transparent complaints and appeals procedures aligned with HiQual UK requirements. Manage learner information securely in compliance with data protection legislation.

Successful learners who achieve the Level 6 Diploma in Teaching and Learning may progress to:

• HiQual UK Level 7 qualifications in Education, Educational Leadership, Teaching and Learning or related disciplines.

• Higher education programmes such as Education, Educational Leadership, Curriculum Studies, Learning Sciences or related postgraduate study, subject to institutional entry requirements.

• Professional and specialist development in teacher education, curriculum leadership, assessment leadership, digital pedagogy, inclusive education and educational research.

• Employment or career advancement in roles including Senior Teacher, Lecturer, Curriculum Developer, Learning and Development Specialist, Education Coordinator, Teacher Mentor and Teaching and Learning Lead.

• Continuing professional development toward Educational Leadership, Head of Teaching and Learning, Programme Leadership, Teacher Education and senior academic-management pathways.

Progression claims should be accurately supported within the approved qualification specification; HiQual UK's framework requires employment and progression claims to be evidence-based and appropriately described.