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The placement learning policy provides guidance on the management, maintenance and evaluation of credit bearing placement learning.

We have an ambitious strategy to ensure that all students are provided with opportunities for work or placement-based experience where transferable employability skills are embedded across their curricula. This is so students at all levels are prepared for the transition to the world of work. Supporting students to access high quality placement opportunities during the course of their studies is central to ensuring that this commitment is met.

The placement learning policy supports the development of credit bearing placement provision to ensure that it is safe, accessible and enhances the student experience though the achievement of defined programme/module level learning outcomes as set out in the revised UK Quality Code for Higher Education with the expectations and practices noted in the supporting advice and guidance on Work-based Learning being particularly relevant.

Where non-credit bearing placement activity is being arranged and/or supported by schools or professional service departments, there is an expectation that provision  is reviewed to ensure that it complies with the key principles identified in the policy.

Placement Learning Policy

Provides guidance on the management, maintenance and evaluation of placement learning including PGR and Degree Apprenticeships.

The key principles

The key principles of the policy are designed to uphold the highest academic standards and provide safe placement provision that supports an excellent student experience, whilst ensuring that processes are not overly bureaucratic, unwieldy to operate or a barrier to our strategic ambition.

Given the wide range of placement provision available, we adopt a risk based approach to the approval and management of each individual placement proposal.

The policy outlines guiding principles for staff relating to the key aspects of approving, managing and monitoring credit bearing placement activity, namely:

  • developing modules/programmes that include placement-learning;
  • ensuring placement opportunities are inclusive and supported;
  • approving placements and ensuring placements are safe;
  • monitoring, evaluating and reviewing placements.

Often, there will be additional disciplinary or professional guidelines that provide further information on the operation of specific placement types – for example, the Agreement for the Provision of Medical Undergraduate Clinical Teaching for clinical placements. These supplement this overarching placement learning policy in those settings.

Quality and Standards Team