Working within the higher education (HE) sector delivering higher education teaching
This apprenticeship develops the knowledge and skills needed to deliver effective teaching in higher education. Apprentices learn how to design and plan teaching sessions, assess student work, give feedback, and support student learning at degree level and above. The programme typically leads to Fellowship of the Higher Education Academy (now Advance HE) or an equivalent professional recognition. It covers pedagogical theory alongside practical application, preparing someone to teach confidently and meet the UK Professional Standards Framework for teaching and supporting learning.
Week to week, an apprentice in this role plans and delivers lectures, seminars, or tutorials, marks assessed work, and provides written or verbal feedback to students. They attend departmental meetings, contribute to module or course development, and engage with institutional quality processes. They are likely to keep a reflective journal or portfolio as part of their professional development, and work with a mentor or line manager to review their teaching practice against agreed standards.
Completing this apprenticeship positions someone for a substantive lecturing or teaching-focused academic role within a university or higher education college. Typical job titles include Lecturer, Teaching Fellow, or Associate Lecturer. Progression can lead to Senior Lecturer, Principal Lecturer, or Reader, particularly for those who also build a research profile. Employers are universities, further education colleges offering HE provision, and specialist HE institutions. The qualification is relevant across all subject disciplines, from arts and humanities to science, technology, and professional programmes.
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No training providers currently listed for this standard.
Completing this apprenticeship typically leads into substantive academic roles within higher education. Common titles include Lecturer, Assistant Professor, Teaching Fellow, and Associate Lecturer, usually on permanent or fixed-term contracts. Some completers move into Senior Teaching Fellow positions where their institution recognises the qualification as meeting probationary requirements. The specific title varies by institution, but the role centres on leading modules, designing assessments, and contributing to departmental teaching programmes.
Within three to five years, progression typically moves toward Senior Lecturer or Associate Professor level, often tied to demonstrating impact on student outcomes and curriculum development. Longer term, two tracks tend to open up: an educational leadership path toward roles such as Head of Department, Director of Learning and Teaching, or Dean of Education; and a specialist track focused on pedagogical research, academic development consultancy, or fellowship with bodies such as Advance HE.
Universities and higher education colleges are the primary employers, across both pre-92 research-intensive institutions and post-92 teaching-focused universities. Some roles exist in further education colleges that deliver HE-awarded programmes, and in specialist higher education providers such as conservatoires, art colleges, and medical schools. The sector spans public, private, and charitable institutions, and demand is spread across most academic disciplines rather than concentrated in any single subject area.
Assessment is built around demonstrating competence in higher education teaching, which means showing the knowledge, skills and behaviours required of a professional academic over the course of the programme rather than in a single exam. Learning takes place while the apprentice continues to work in their institution, applying what they are developing directly in the classroom or lecture theatre. Before final assessment, there is a gateway stage at which the employer and training provider confirm the apprentice is ready. The final assessment then confirms whether the apprentice can perform at the level expected of a professional in HE teaching. Assessment models for many Level 7 standards are currently being updated, so check the standard's gov.uk page for the current specification.
Building a record of workplace evidence throughout the programme is essential. Academic professionals should document their teaching practice, feedback received, and any curriculum or scholarly activity from early on, rather than trying to reconstruct it near the end. Working closely with the employer and training provider to understand what readiness looks like at gateway will help avoid gaps. Regular review points with a mentor or line manager make it easier to identify areas that need more development before the final assessment stage.
Providers with strong achievement rates above 75% matter here, but dig further: this standard sits in a niche professional context, so look for providers who can demonstrate active relationships with higher education institutions and a track record of supporting academic staff specifically, not just generic education sector learners. On FATP profiles, check whether apprentice satisfaction scores reflect meaningful feedback from people already working in HE roles. Providers should be able to describe how they align off-the-job learning with a university's own academic development frameworks and institutional expectations around teaching quality.
Be cautious of providers with large cohort volumes but vague answers about how they support learners who are simultaneously teaching, researching, and managing departmental responsibilities. A declining achievement rate for a low-volume standard like this one can indicate poor cohort management or weak pastoral support. Providers who cannot clearly explain how they engage with line managers or heads of department during the apprenticeship, or who default to generic FE-style delivery models, are unlikely to fit the professional context of a university environment.
Employers set their own entry criteria, but candidates are typically expected to hold a degree relevant to their subject area and to be employed in a higher education teaching role. Some employers require a postgraduate qualification or evidence of prior teaching practice. There are no fixed national entry requirements beyond being in eligible employment, so check the specific criteria with your chosen training provider before applying.
The typical duration is 18 months, though the actual length depends on prior learning and how the employer and provider structure the programme. The apprentice remains employed throughout, learning on the job while completing off-the-job training. The current specification, including the minimum duration and off-the-job training requirements, is subject to revision under ongoing Skills England reforms, so check gov.uk for the latest figures before committing.
Before the end-point assessment, the apprentice must pass through a gateway, demonstrating that they have met the required knowledge, skills, and behaviours. Assessment models for many Level 7 standards are being updated as part of current reforms, so the precise assessment methods may differ from older versions of the standard. The most accurate and current details can be found in the published assessment plan on the Institute for Apprenticeships and Technical Education pages on gov.uk.
The funding band for this standard is £9,000, which is the maximum government contribution per apprentice. Larger employers who pay the apprenticeship levy draw training costs from their levy account. Smaller employers co-invest with the government, typically paying 5% of the training cost with the government covering the rest. Very small employers taking on an apprentice aged 16 to 18 pay nothing. Costs above the funding band are met by the employer.
Day-to-day work centres on delivering teaching in a higher education setting, which may include lecturing, leading seminars, designing course materials, and assessing student work. Apprentices are also expected to engage with research or scholarly activity relevant to their discipline, contribute to curriculum development, and take part in academic administration. The balance between these activities varies by institution and department, reflecting the nature of the specific role they are employed in.
Completion typically leads to a recognised teaching qualification in higher education, such as Fellowship of the Higher Education Academy, depending on how the employer and provider have structured the programme. From there, progression routes include senior academic roles, principal or reader positions, or moving into academic leadership and management. Some completers go on to pursue a doctorate or other postgraduate research qualifications to support an academic career long term.
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Curated by Alex Lockey, FATP founder and editor. Last reviewed: .
Sources include the apprenticeship's official specification on apprenticeships.gov.uk, Skills England guidance, IfATE archive records, DWP funding bands, and provider data sourced directly from the public Apprenticeship Provider and Assessment Register (APAR). Standard reference: 272.
Some sections on this page were drafted with AI assistance from published source data and reviewed by a human editor before publication. See our editorial methodology for how we maintain this content. Spotted something out of date? Tell us.