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Queen Mary Academy


Key facts

  • Award: Certificate 
  • Course type: Taught 
  • Mode of study: Part time 
  • Modules: 
  • Duration: 1 year 
  • Total Hours: 300
  • Total credits: 30 (at Level 7, Masters) 

What is CILT?

The Certificate of Learning and Teaching (CILT) is an accredited qualification leading to Associate Fellowship of the Higher Education Academy.  It is a two-module introduction to the knowledge, skills and principles required to be an effective teacher.  CILT covers the theories, principles and techniques of learning and teaching in higher education.  Participants will also explore learning and teaching practice within their own disciplinary and institutional contexts.  The course combines workshops, independent study and work-based activity such as teaching observation. 

As a 30-credit course, CILT takes 300 hours to complete. This is made up of teaching sessions, preparation and reading, and completion of the assessments.

Who is CILT for?

To qualify for the programme you will be expected to teach at least at FHEQ level 4 (year 1 undergraduate) (or equivalent), and to have planned teaching of at least ten hours during the course.  CILT is open to anyone who teaching or supporting the learning of QMUL students including PhD students who teach, professional services staff, clinicians who teach and academics.

"I have learnt many new teaching methods that I plan to use in future to enhance student engagement and critical thinking."
"The way that teaching is set up on the module clearly demonstrates the good practice that the module teaches about, e.g. active learning; use of flipped classroom."


We are now accepting applications for a September 2024 start, please see How to Apply.

Please note priority will be given to colleagues required to complete our courses as part of their probation or contract agreement with Queen Mary. Thereafter, applications will be considered on a first come, first served basis. We have a limited number of places and we may need to close application bookings sooner than the closing date. Submitting an application does not guarantee your place on the programme.

(Please note the January 24 intake has now closed and fully booked).

Course aims and learning outcomes 

The overall aim of the programme is to help staff develop and enhance as educators. Staff who take the programme will be able to complete observations and practice education skills, and will learn about a variety of teaching methods and theories of learning. 

The programme aims to support QMUL’s strategic priorities for its education provision in Strategy 2030 by equipping staff with the knowledge, skills and attitudes that will make them confident, effective and inclusive practitioners in their role. The programme acknowledges and supports the needs of the different disciplines, Schools and professional services at QMUL, and our diverse student population.  The programme aims to:

• Support QMUL strategic priorities for its education provision in line with Strategy 2030

• Equip staff new to teaching and supporting learning with the knowledge, skills and attitudes that will make them confident and effective practitioners in their role

• Provide a means for new educators to enhance their practice through building on their knowledge, skills and attitudes for effective practice, as identified in the UK Professional Standards Framework

Intended learning outcomes (aligned to the UK Professional Standards Framework Dimensions)

Participants who successfully complete the programme will be able to:

  • Critically appraise theoretical foundations and current trends of teaching and learning in higher education 
  • Apply pedagogic theories and practices to teaching and learning in your discipline 
  • Analyse the wider context of UK higher education, including its regulatory and professional bodies, processes, development, funding, and strategic agendas  
  • Identify relevant QMUL structures, regulations and processes and evaluate the ways in which they relate to your teaching and learning role 
  • Design effective sessions, modules or programmes of study through selective use of methods, approaches and technologies for active learning that align with measurable learning outcomes 
  • Design and implement assessment and feedback strategies that measure and promote learning success 
  • Synthesise evidence from educational research and scholarship, subject research, peer dialogue and observation, evaluation and self-reflection, to continually develop and enhance your practice of teaching and / or supporting learning    
  • Evaluate and apply mechanisms for assessing and enhancing the quality of academic practice 
  • Develop an inclusive and student-centred approach to teaching and learning which reflects the diversity of students and meets established guidelines for accessibility and inclusivity 
  • Facilitate student learning effectively in order to maximise learners' equality of opportunity 
  • Engage critically and collaboratively with educational practice, literature and evidence 
  • Learn from discussions with colleagues, educational research and scholarship, and observations, including across different disciplines 
  • Evidence meeting the Dimensions of Practice in Descriptor D1 of the UKPSF 


There are four summative assessments on CILT, all coursework: one is a presentation, while three are written. All four assessments are aligned to Descriptor 1 of the UK Professional Standards Framework. Please see the Taught Programmes Handbook for the full criteria.


ADP7116 / ADP7216 (DL): Learning and Teaching in Higher Education (15 credits)

ADP7117 / ADP7217 (DL): Learning and Teaching in the Disciplines (15 credits) 

Mode of study

Module are currently delivered online, but will include optional in-person activities.  



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