UK Quality Code

for Higher Education

Advice and Guidance
Learning and Teaching

UKSCQA
UK Standing Committee
for Quality Assessment
UK Quality Code - Advice and Guidance
Learning and Teaching

Contents
Regulatory contexts for the Quality Code 1
Terminology 1
Expectations and Practices 2
Guiding principles 3
Practical advice 5
Writing group 10

Regulatory contexts for the Quality Code

The Quality Code articulates a set of principles that apply across the UK through four Expectations.
These Expectations are then explained and contextualised through Core and Common practices in
a way that allows institutions to demonstrate them. The Expectations, Core and Common practices
are not regulatory requirements in England, but the Practices should be demonstrated by providers
operating in Wales, Scotland and Northern Ireland.
National regulators and QAA are not bound by the information in this advice and guidance and will not
view it as containing indicators of compliance. This guidance does not interpret statutory requirements.

Terminology
Learning: The process through which students acquire new, build on, or reformulate existing,
knowledge, skills and practice. ‘Teaching’ is any activity that facilitates this learning.
Effective learning and teaching: Learning and teaching that enables student achievement towards their
intended qualifications or awards, through education that they, and other stakeholders, value. This may
be monitored through providers evaluating learner engagement levels.
Stakeholders: The wider community of individuals and bodies that inform, influence and/or contribute
to learning and teaching practice in higher education.

1
 Expectations and Practices
The advice underneath the Expectations and Practices is not mandatory for providers but illustrative of a range of possible approaches.

This Theme gives guidance to providers to help support the provision of effective, high-quality learning
opportunities for all students, wherever or however the learning is enabled and whoever enables it.
It applies to any learning opportunity that leads to the award of a UK higher education qualification
or academic credit, from short courses involving single modules to multi-year courses. Learning and
teaching enables students’ achievement to be reliably evaluated through assessment, calibrated to the
national reference points, for example the Frameworks for Higher Education Qualifications.

Courses are well designed, provide From admission through to completion,

a high-quality academic experience all students are provided with the
for all students and enable a student’s Expectations support that they need to succeed in
achievement to be reliably assessed. for quality and benefit from higher education.

Effective learning and teaching Staff are appropriately supported and

combines robust pedagogic approaches developed, in turn, to support their
with relevant discipline knowledge, students. Learning and teaching activity
subject-specific and transferable skills, is inclusive in its approach, providing
aligned to providers’ descriptors of graduate all students with parity of quality of
attributes, appropriate to the academic learning opportunities, ensuring they are
level of study and reflective of the changing appropriately supported to flourish.
world. Learning and teaching displays
breadth, depth, pace and challenge.

Core practices
The provider has sufficient appropriately qualified and skilled staff to deliver a high-quality
academic experience.
In practice, this means that providers ensure individuals and teams involved in teaching and
supporting students demonstrate an appropriate mix of academic, professional and pedagogic
knowledge and skills.
The provider has sufficient and appropriate facilities, learning resources and student support
services to deliver a high-quality academic experience.
In practice, this means that providers plan for, invest in and maintain an appropriate environment for
delivery of their learning and teaching. Learning facilities and resources are accessible and relevant to
students’ development of their knowledge and skills.
The provider actively engages students, individually and collectively, in the quality of their
educational experience.
In practice, this means that providers use engagement to assess the effectiveness of learning and
teaching provision.
The provider supports all students to achieve successful academic and professional outcomes.
In practice, this means that providers ensure the availability of an inclusive and engaging learning
environment in which all students are supported to succeed. They design and deliver learning
and teaching to develop subject-specific and transferable skills that enhance students’ personal
development and employment opportunities, including self-employment. Providers continually
evaluate the effectiveness of learning and teaching in the context of student needs,
achievement and progression.

Common practice
The provider engages students individually and collectively in the development, assurance and
enhancement of the quality of their educational experience.
In practice, this means that providers engage students, and alumni where practicable, to design,
monitor, review and enhance learning and teaching. Student feedback is responded to and/or acted
upon to enhance the quality of learning and teaching.

2
 Guiding principles
The guiding principles given here are not mandatory for any provider. They are a concise expression of
the fundamental practices of the higher education sector, based on the experience of a wide range of
providers. They are intended as a framework for providers to consider when establishing new or looking
at existing higher education provision. They are not exhaustive and there will be other ways for providers
to meet their requirements.

Effective learning and teaching is underpinned by a shared understanding of the provider’s

1 learning and teaching strategy.

Providers adopt an evidence-based strategic approach to learning and teaching, developed and
delivered in partnership with staff, students and other stakeholders (where relevant). Course-level
strategies for learning and teaching are consistent with provider-level strategy and tailored to the
specific needs of the discipline, which may include relationships with professional, statutory and
regulatory bodies (PSRBs).

Effective learning and teaching is underpinned by a focus on student achievement

2 and outcomes.

Providers design, deliver, monitor and evaluate learning and teaching with a focus on the
outcomes to be achieved by the student and how effectively the chosen learning and teaching
approaches enable this. Providers use a variety of evidence to assess student achievement and
outcomes throughout their educational experience and respond accordingly.

3 Effective learning and teaching provides students with an equivalent high-quality learning
experience irrespective of where, how or by whom it is delivered.

The nature, content and context of students’ learning experiences may vary but providers ensure
parity of quality of learning opportunities by adopting inclusive learning and teaching practices
(see the Assessment Theme for guidance on how this is mirrored in providers’ approaches to
assessment). Providers ensure that practices take account of different ways of learning, modes of
study, diverse educational, linguistic, social and cultural backgrounds, and abilities to provide a
flexible and inclusive approach that enables and empowers every student to fulfil their potential
and achieve a successful outcome.

Effective learning and teaching is informed through reflective practice and providers enable
4 staff to engage in relevant, timely and appropriate professional development that supports
students’ learning and high-quality teaching.

Effective student learning is facilitated by interaction with appropriately qualified, supported

and developed teaching and support staff. Providers ensure that staff demonstrate up-to-date
knowledge and practice in both their subject and appropriate pedagogies. Providers ensure that
staff engage in self-reflection to appropriately inform their learning, teaching and assessment
design and practice. Staff are provided with access to continuing professional development (CPD)
that is planned, monitored and evaluated (for example, for its impact on student achievement,
where possible). Providers offer opportunities for all those involved in learning and teaching to
inform each other’s practice and experience.

5 Effective learning and teaching is underpinned by routine evaluation of provision to

manage and enhance their learning and teaching activities, including achievement of
qualification and award outcomes.

Providers use a range of internal and external information and feedback to enable them to keep
their approach to learning and teaching under review, taking deliberate steps to facilitate the
continuous improvement of the learning opportunities and support they provide. Evaluation and
enhancement takes place for all learning and teaching activities.

3
 Effective learning and teaching activities, facilities and resources make the learning
6 environment accessible, relevant and engaging to all students.

Providers design their learning environment to be safe, accessible and suitable for the nature of
the learning activities and planned in a systematic way in consultation with students. The learning
environment may encompass:
¡ physical environment (seating, lighting and acoustics, availability of technology)
¡ virtual environment (technological facilities including virtual learning environments
and library systems)
¡ social learning environment (dialogue based on mutual dignity and respect and a safe
environment for exploring new ideas and providing feedback).

Effective learning and teaching ensures that information about, and support for,
7 learning and teaching is clear and accessible to all students and stakeholders.

Providers give clarity on the responsibilities of staff, students and, where appropriate, other
stakeholders (such as employers involved in work-based learning and apprenticeships) for learning
and teaching and its support. Information is provided in an inclusive, transparent and accessible
way. Providers engage students to monitor, review and evaluate this information to ensure that it
meets the needs of different groups of students.

Effective learning and teaching encourages and enables students to take an active role
8 in their studies.

Providers enable students to engage in independent learning relevant to the level of study,
working in partnership with individuals and teams to display appropriate academic behaviour and
integrity. Providers assist students to transition and progress through their studies.

Providers encourage and enable students to evaluate and manage their own learning
9 development, supported by opportunities for ongoing dialogue with staff.

Providers encourage students to evaluate their learning experiences and provide feedback in
dialogue with individuals and teams through deliberate steps that inform the enhancement of
learning and teaching.

4
 Practical advice
This section provides practical, contextualised advice to providers on learning and teaching.
Where relevant, we have indicated which guiding principles the advice will help you achieve.
Please bear in mind this advice is illustrative and intended to inform the approaches you consider
and ultimately implement.

Effective learning and teaching (Guiding principles 4, 7, 8)

Effective learning and teaching in practice features:
¡ delivery by individuals appropriately qualified in learning and teaching practice, whose ongoing
development is underpinned by robust evidence and expertise
¡ delivery by individuals with disciplinary and/or interdisciplinary expertise appropriate to the level
of student learning
¡ inclusive learning and teaching practice
¡ higher education providers, staff, students and other stakeholders working in partnership with
students as co-creators in shaping their learning experience
¡ support for learning in a range of environments, which may extend beyond the provider.

Reflective question

¡ What steps do you take to ensure effective learning and teaching?

Inclusive learning and teaching design (Guiding principles 1, 3, 4)

Curriculum development processes culminating in formal course approval (validation) support the
design and delivery of teaching and learning activities (see also Course Design and Development
Theme). Higher education providers articulate and implement a strategic approach to learning and
teaching that ensures the provision of appropriate, high-quality and inclusive learning experiences,
irrespective of where or when they are delivered, capable of supporting all students to achieve their
intended learning. A well-designed and inclusive learning environment anticipates the multiple
requirements of diverse types of learners and aims to eliminate any arbitrary and unnecessary
barriers to learning.
Providers have a specific responsibility under UK equality legislation to ensure that students with
learning difficulties or disabilities are not placed at a disadvantage and receive accessible learning
opportunities by means of inclusive design wherever possible, and through reasonable individual
adjustments at the point of need. Staff receive guidance and support to understand the impact of
equality legislation on their roles and create an inclusive learning culture for which they have a shared
responsibility with providers. Staff work with individual students to understand the implications of
any specific requirements or reasonable adjustments for their own teaching practices. Staff access
appropriate support to develop inclusive forms of learning and teaching (and assessment), which may
be enabled by new technologies.

Reflective question

¡ Does your institution’s strategy articulate a strategic approach to learning and teaching
ensuring it is appropriate, high quality and inclusive?

5
Learning and teaching’s role in developing graduate attributes
(Guiding principles 5, 6, 8)
Learning and teaching activities locate the delivery of curriculum in local, national and/or global
contexts to develop graduate attributes in line with providers’ individual missions and learning and
teaching strategies. Examples and resources are drawn from a sufficiently broad range of sources,
cultures and viewpoints. Academic and subject-related skills are complemented by the development of
transferable skills, including creative and critical thinking, which enhance students’ general employability
and promote entrepreneurial behaviour. The promotion and development of digital skills and behaviours
(‘digital literacy’) are also crucial to graduates’ ability to thrive in an increasingly connected, complex
world and competitive global jobs market.

Reflective question

¡ How do your learning and teaching activities contribute to the development of your students’
skills and attributes?

Assessment and learning (Guiding principles 2, 3, 9)

Learning and teaching activities provide the basis for assessment, both of individuals and of groups, and
support their academic, intellectual and personal development by establishing links between modules,
subjects and levels of study. Learning and teaching activities are designed in alignment with knowledge
and skills-based outcomes and related formative and summative assessments through which students’
understanding and skills are developed (assessment for learning), and their learning measured and
evaluated (assessment of learning) (see also Assessment Theme).
While the purpose of formative assessment is to facilitate learning development, summative assessment
is also formative where it relates to developing knowledge and skills that extend beyond a specific
assessment task or module, for example, the ability to think creatively and critically.
Students’ engagement in formative learning activities is stimulated by their understanding of the value of
feedback, from peers as well as from staff, which can aid their learning. Personal development planning
(PDP) provides a structured and supported process, open to learners in all settings and at all levels,
by which they may reflect on their own learning, performance and achievement to inform their further
development. Approaches to PDP can vary from standalone delivery, often managed by personal tutors,
to integrated or embedded PDP models; all of these have in common the facility for learners actively to
record, monitor and reflect critically on their progress and related actions for their personal, professional
and academic development in an ongoing dialogue with teaching staff.
The use of multiple teaching and learning approaches, in tandem with varied and relevant assessment
strategies, complements individuals’ different ways of learning, while enabling them to experience new
techniques and develop and practice new skills, attributes and qualities. The assessment schedule
of a course, module or session facilitates feedback, reflection and dialogue, taking into account the
importance of students having sufficient time to put their learning into practice including in the next
round of assessment.

Reflective question

¡ Are your learning and teaching activities aligned with knowledge and skills-based outcomes
and the activities which assess them?

6
Students and others as ‘co-creators’ (Guiding principles 5, 7, 8, 9)
The involvement of students in the design and delivery of learning and teaching activities, and of other
stakeholders where appropriate, is conducive to establishing their appropriateness, relevance and value.
Students are consulted about the effectiveness of learning and teaching through surveys and other
feedback mechanisms by which course improvements may be identified and implemented. While the
facility to negotiate assessment methods, essay titles or research (dissertation) topics provides some
opportunity for self-initiated learning and enquiry, students may be engaged more proactively as
‘co-creators’ by other means that help promote their development as active and autonomous learners.
This may include students helping to shape providers’ learning and teaching strategies and/or as
members of course design teams (see also Course Design and Development and Student Engagement
Themes).
Other stakeholder involvement, for example by employers, alumni and professional bodies, is similarly
most effective where it extends beyond simple consultation and feedback to active participation in the
design of learning and teaching activities.
Providers engage students in designing learning and teaching, for example the development of
learning and teaching strategies and/or as members of course development teams (see also
Student Engagement Theme).

Reflective question

¡ To what extent are students, employers and other stakeholders involved in the design and
delivery of learning and teaching activities? What systems are in place to ensure this?

Staff qualifications, research and professional development

(Guiding principles 3, 4)
Effective learning and teaching occurs when staff display a sound understanding and up-to-date
knowledge of their subject, pedagogies and/or professional practice and bring this to a variety of
appropriately-designed learning and teaching activities. Recruitment and appointment procedures
ensure that new staff have an appropriate level of competence for teaching and supporting learning.
Providers consider the extent to which staff have:
¡ appropriate and current practitioner knowledge and an understanding of the subject they teach
(which may be demonstrated by an academic qualification and any relevant professional or industry
qualification or recognition), and an understanding of the disciplinary scholarship appropriate to the
academic level of the students they are teaching
¡ the necessary knowledge, skills and experience to facilitate learning using processes and
approaches grounded in sound learning and teaching scholarship and practice.
Staff draw on scholarship, research and professional activity to facilitate student learning which may
include conventional research (discovery of new knowledge), innovative application or integration and
synthesis of existing knowledge (for example, in professional practice), or the study of learning and
teaching processes and practices (pedagogic development). Teaching staff model good academic
practice to students which reinforces their understanding and appreciation of ethical research
behaviours and academic integrity.
Specialist support staff contribute to learning and teaching (for example, in the design and delivery of
inclusive curricula and learning environments), while learning facilitators, library staff, demonstrators
and technicians work alongside teaching staff to support students’ learning across a range of
environments. Awarding bodies ensure that staff of third-party organisations who deliver their courses
are appropriately qualified and supported. Visiting lecturers, including graduate alumni, enhance the
professional/vocational relevance of course content and delivery.
Staff are encouraged to value their own and others’ skills, to recognise that they have a responsibility to
identify their own development needs and to engage in initial and continuing professional development.
Staff new to teaching or supporting student learning engage in appropriate induction and mentoring
activities (such as observed teaching) and may also access postgraduate teaching qualifications.
Once appointed and throughout their careers, staff engage with CPD to develop and extend their

7
teaching capabilities and reflect critically on their teaching practice. The UK Professional Standards
Framework (UKPSF) provides a mechanism for recognising and benchmarking teaching and learning
support roles within higher education by ensuring that they meet expected national standards.
Providers may use the UKPSF to support staff recognition and reward processes and promotion
opportunities for all academic career paths through professional accreditation at relevant levels of
Fellowship (Associate, Fellow, Senior Fellow and Principal Fellow).
Staff development activities are planned strategically with sufficient resources being allocated to cover
the needs of both research and learning and teaching development, including protected time factored
into staff workload allocation. Providers assure themselves of the effectiveness of their approaches to
staff development and have procedures to identify teachers in need of additional support, providing
them with opportunities, support and mentoring to enable the improvement of their skills and
competency to an agreed level. Providers ensure that part-time and associate tutors, including graduate
teaching assistants and visiting lecturers, have the necessary support for teaching and assessing
students both formatively and summatively.

Reflective question

¡ How do you ensure that staff have appropriate and current knowledge and understanding
of the subject, as well as the necessary knowledge, skills and experience to facilitate learning?

Learning environments (Guiding principles 3, 6, 7)

Learning and teaching activities take place within a broad learning environment comprised of physical
and/or virtual facilities, with an academic culture and learning ethos promoted by providers and their
staff. Physical learning environments are applicable and appropriate to the mode and location of
learning and are safe, reliable and accessible to all students and staff. Providers have a systematic and
proactive approach to the planning and refurbishment of learning spaces in preference to making ad
hoc adjustments. Where appropriate, learning spaces enable informal (social) as well as formal learning,
for example through group collaboration and dialogue.
Providers make clear to students the learning opportunities and support available to them and
how these can be accessed. The information provided reflects the specific nature of the learning
opportunities and support available, including any study undertaken outside the provider’s own
location (for example, fieldwork, placement or work-based learning) or through a VLE. It also makes
clear where these are delivered by the provider or another organisation, such as an employer or
collaborative partner.
Providers involve learners in developing and maintaining fully-accessible learning environments,
especially for those with specific requirements such as disabled students or those studying part-time,
online or at a partner organisation. Providers access specialist advice on accessible and inclusive
learning space design that best meets the requirements of their students and suits their particular
context. Assistive technologies can make methods of learning and teaching more accessible and
productive to a wide range of students. Where possible, these are made available to all students
through integrated organisation-wide systems rather than targeting limited subsets of learners.
Use of technology to enhance learning can be an important means of engaging students more fully
with their studies. Providers develop technological facilities and services, including VLEs and library
systems, which are accessible and inclusive and cater for a wide range of potential learner requirements.
Systematic consultation with students and staff about the accessibility of technological facilities can
enhance standards of usability. Providers also recognise the importance of digital literacy for staff and
support their own development of digital skills.
See also Enabling Student Achievement Theme.

Reflective question

¡ What systems do you have in place to ensure suitable, high-quality learning environments?
How applicable are they to all modes of study and delivery?

8
Monitoring, evaluation and reporting (Guiding principle 5)
Providers use a range of internal and external information and feedback from diverse sources, along
with examples of sound practice and innovation, to review their strategic approach to learning and
teaching (see also Monitoring and Evaluation Theme). This approach allows modification as appropriate
and facilitates the continuous improvement of learning opportunities. It includes routine evaluation of
quality from as close to the point of delivery as possible up to thematic and provider level.
Regular and systematic course monitoring evaluates the effectiveness of learning and teaching based
on analysis of course (cohort) performance, including data on retention, progression and completion,
and graduate employment. Cohort data are disaggregated by delivery mode and student characteristics
to evaluate the impact of learning and teaching approaches on defined groups as evidence of inclusive
learning and ‘learning gain’ (which can be described as the value added from entry through to successful
exit). Periodic course review provides further potential for longitudinal analysis and evaluation.
Providers review student feedback on their learning opportunities, collected through a variety of internal
means that may include:
¡ module and course evaluation
¡ academic appeals and complaints
¡ formal and informal staff/student meetings.
Providers operate staff performance review processes that include opportunities for observed
teaching and/or peer review of teaching. Providers identify areas for individual or group development
within course teams, academic departments, schools or faculties. Providers assure themselves of the
effectiveness of staff development opportunities through systematic evaluation of their take up and
impact, and the resources required to support them.
Providers monitor, review and evaluate the availability and quality of learning and teaching spaces and
resources including the relevance and currency of facilities for the delivery of specialist professional/
vocational courses. Providers monitor, review and evaluate the information provided to prospective and
current students to ensure that it accurately describes the nature and balance of learning and teaching
activities and resources on their courses.

Reflective question

¡ What routine monitoring, review and evaluation activity do you undertake on the availability
and quality of learning and teaching spaces and resources?

9
 Writing group

Sophie Banks
Education and Representation Coordinator University of South Wales

Simon Bullock
Standards and Frameworks Officer QAA

Hayley Burns
Deputy Academic Registrar University of South Wales

Cameron Graham
Learning Developer University of Glasgow

Natacha Harding
Programme Leader in Criminology University of Winchester

Ahmed Junaid
Associate Dean Bloomsbury Institute Limited

Julie Keane
Principal Registry Officer Coventry University

Nichola Kett
Academic Policy Manager University of Edinburgh

Simon Macklin
Interim Quality Manager University of West London

Professor Andrew Penaluna

Research Director of the Centre for University of Wales
Creative Entrepreneurship Trinity Saint David

Cassie Shaw
Learning and Teaching Enhancement Officer University of Winchester

Ramita Tejpal
Dean of HE London South East Colleges

Anthony Turjansky
Director of Quality Assurance Edge Hill University

November 2018
© The Quality Assurance Agency for Higher Education. This material and its content is published
by QAA (registered charity numbers 1062746 and SC037786) on behalf of the UK Standing Committee
for Quality Assessment, in consultation with the higher education sector.
www.qaa.ac.uk/quality-code

10