Learning and Teaching in Higher Education (non FHEA) PG Cert

Postgraduate (12 months part-time, distance learning)

Distance learning

January, September

Teaching times
Semesters 1 and 2: weekly online 'live' webinar and tutorial

Apply online

Apply directly to ARU

Please also complete a supplementary information form when applying for this course.


Practice-based and underpinned by theory, our course is taught by a team of active researchers in education. As a teacher/lecturer in higher education, this course supports you as part of your own continuing professional development (CPD) so that you are able to make positive contributions to teaching and learning in the sector.

Full description


With the needs of the 21st-century classroom and learners constantly changing, our course will provide you with the transferable skills to communicate, research and apply relevant teaching knowledge and understanding to practice.

With a focus on continuing professional development, the course and modules give you the opportunity to develop your own evidence-based practice. They can also contribute to the MA Education course and ultimately towards Professional Doctorate study.

Work placements

In order to meet the course requirements you must currently be teaching and supporting learning in the higher education sector, both when you apply and throughout the course.

Modules & assessment

Core modules

  • Enhancing Learning and Teaching Through Reflective Practice
    This module is designed to introduce practitioners in various higher education contexts to the knowledge and skills necessary to plan, deliver, and evaluate learning. It will encourage you to use effective models of reflective practice to develop and enhance your own teaching practices in the light of relevant theoretical models of learning and your own experience as a learner and teacher. The module will address practical aspects of teaching, ranging from teaching students in large and small groups through using technology to support learning to developing courses of learning based on the principle of constructive alignment. It places considerable emphasis on developing practical teaching skills to enhance the learning experience of students. Seminars, tutorials, presentations, workshops and online activities will be used to facilitate the learning and teaching process.
  • Developing Assessment for Learning
    Developing assessment for learning is crucial to the development of practitioners in post compulsory education - irrespective of the context of learning and/or the extent of practice. This module is designed to help you to become critically aware of the range of strategies available to you and of the need to promote assessment strategies which are reliable, fair and valid. This module will provide the opportunity for you to examine and reflect upon your own practice and develop an understanding of theoretical frameworks particularly in relation to the use of formative assessment, feedback and feed-forward as ways of promoting learning. You will be required to select a form of assessment from a range on offer which you feel will best allow you to meet the learning outcomes for the module. You will also be given the opportunity to develop skills in the use of feedback and feed-forward as well as helping to develop specific assessment criteria which will be used to help assess your own work. This module will seek to develop your range of skills and knowledge which will enhance your professional practice as a teacher and will encourage you to see assessment as an integral part of the learning and teaching process.

You will complete the core modules detailed above. This course does not have any optional modules. Modules are subject to change.


Assessment for both modules involves the completion of a series of pieces of academic work that are informed by your practice and theoretical understanding. The assessment approach, named patchwork text, supports you to demonstrate your engagement with each module’s outcomes as well as compile the assessment as the module progresses. The planning for and observation of your practice, as well as your subsequent reflection, is aligned to the module outcomes and forms part of your academic submission.

We use online submission and feedback for our final assessments. With students across the sector increasingly expected to use online plagiarism detection software packages, this offers you an opportunity to engage with such systems from a student perspective.

Where you'll study

Your faculty

The Faculty of Health, Education, Medicine and Social Care is the largest in ARU, with over 7,000 students. Our Faculty is teeming with expertise and primed to meet the demand for creating health professionals, teachers, doctors, scientists and educators for the three districts we serve: Chelmsford, Cambridge and Peterborough.

We have been training undergraduates for professional roles for over 25 years, with a reputation for quality, dedication and ambition balanced with student satisfaction.

We know that to give our students the very best experiential learning, prior to getting into the workplace, simulation is second to none, for safe, realistic, learning environments. We have invested heavily in purpose built simulated wards, science labs and skills space, to support our students through their learning.

Where can I study?

Distance learning
Person using laptop

Study at a time that suits you, using our online learning management system.

More about distance learning

Fees & funding

Course fees

Distance learning students starting 2020/21 (per year)


Distance learning students starting 2021/22 (per year)


How do I pay my fees?

UK students

You can pay your fees upfront, in full or in instalments – though you won't need to pay until you've accepted an offer to study with us. This information also applies to EU students starting a course before 1 August 2021.

How to pay your fees directly

Funding for postgraduate students

It’s important to decide how to fund your course before applying. Use our finance guide for postgraduate students to learn more about postgraduate loans and other funding options.

Entry requirements

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Important additional notes

Whether you're studying entirely online or through a blend of on-campus and online learning from September 2020, you'll need a computer and reliable internet access to successfully engage with your course. A small number of our courses require additional technical specifications or specialist materials. Before starting the course, we recommend that you check our technical requirements for online learning. Our website also has general information for new students about starting university in 2020-21.

Our published entry requirements are a guide only and our decision will be based on your overall suitability for the course as well as whether you meet the minimum entry requirements. Other equivalent qualifications may be accepted for entry to this course, please email answers@anglia.ac.uk for further information.

For applicants who do not work for Anglia Ruskin University:
The course you have applied for requires you to evidence your professional practice of teaching higher education students. We need to ensure that the institution in which you work can confirm that your teaching role supports these requirements and that they will provide a suitably qualified observer as part of your PG Cert assessment.

As part of your application, you will need to provide a reference from them that confirms:

  • you are regularly teaching higher education students and have an appropriate timetable that demonstrates this during the PG Cert
  • they are willing to support you by observing two of your teaching sessions, one per semester, and will provide an observer who holds a relevant teaching qualification, eg PG Cert (HE) or Cert Ed.

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Get more information

UK & EU applicants

01245 68 68 68

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