Student Life,
Careers & Employability
Work Based and
Placement Learning
Good Practice Guide
Work Based and Placement Learning Management
Good Practice Guide, Toolkit and Resources
Contents:
Introduction
Mapping of Work Based and Placement Learning Provision to QAA Quality Code
How to set up work placements
Chapter 1 Why Introduce Work Based and Placement Learning
Chapter 2 Challenges in introducing Work Based and Placement Learning
Chapter 3 Pre-Work Based and Placement Learning Information
Chapter 4 Work Based and Placement Learning Assessment and Preparation Sessions
Chapter 5 Sourcing Work Based and Placement Learning
Chapter 6 Responsibilities
Chapter 7 Health and Safety
Chapter 8 Work Based and Placement Learning Approval and agreements
Chapter 9 Work Based and Placement Learning preparation of Students
Chapter 10 During Work Based and Placement Learning Information
Chapter 11 Post Work Based and Placement Learning Information
Chapter 12 Work Based and Placement Learning visit
Chapter 13 Placement Guidance Work Based Placements Disability and Learner Support
Appendix
Introduction
The main focus in this Guide is for work-based and placement learning (WBPL) opportunities
that are a planned and integrated part of a student’s programme of study. This guidance is
intended to be useful to practitioners irrespective of the level or mode of study, the academic
subject, whether work-based or placement learning.
WBPL is important in that it helps to bring together academic theory and workplace practice,
integrating the working with the learning. It might be about increasing a student’s
employability, but may also be a defining characteristic of a qualification and therefore must be
considered in the same manner as other forms of learning, teaching and assessment when it
comes to quality and standards in Higher Education.
The guide recognises that the Professional, Statutory and Regulatory Bodies (PSRB) are another
key reference point for those working on programmes with WBPL that lead to professional
accreditation and this Guide should be read alongside those reference points, not in place of.
There are many other activities that a student may undertake whilst on a Higher Education
programme of study, which might contribute towards their employability development; some
of those are excluded here.
This Guide is intended for WBPL that is a planned and integrated part of a programme of study.
Where there are activities that are not part of their studies such as volunteering or part time
employment (or full time employment in the case of part time students), or where the learning
is sought through reflective Personal Development Planning or accreditation of prior
experiential learning it is not intended that this guidance should be applied retrospectively.
Purpose of this Good Practice Guide
This Guide adopts an approach to developing ‘Good Practice’ by providing a set of fundamental
principles that can be used as a framework for continuous enhancement.
The following principles foster ‘Good Practice’ in work based and placement learning when all
parties work to...
1. Accept and recognise the value to employability
2. Are partners in planning and in management
3. Clearly understand the responsibilities and expectations of everyone involved
4. Collaborate to ensure opportunities are inclusive, safe and supported
5. Engage in structured opportunities for learning and development
6. Establish sustainable relationships and networks
7. Record outcomes and evaluate feedback for continuous enhancement
These principles are effective because they:
• Cover the range of activities associated with establishing, engaging in and evaluating work
based and placement learning
• Provide a coherent framework whilst allowing for innovation and creativity
• Use simple language
• Apply to each of the parties; The Colleges, school and programmes, Work based and
Placement Learning staff, students and employers can all identify with each principle.
Sound Practice and Good Practice
This Guide uses the terms ‘Sound Practice’ and ‘Good Practice’ and it is important to be clear on
the difference between the two.
• ‘Sound Practice’, as used in the Quality Code, means that the practice is robust, fit for
purpose, and should be embraced by any Higher Education provider
• ‘Sound Practice’ sets a benchmark, acting as a starting point for enhancing the quality of
practice, and is less vulnerable to becoming out dated or overtaken by developments in the
field
• ‘Good Practice’ builds on ‘Sound Practice’ and may include innovative, outstanding or cuttingedge examples
• As ‘Good Practice’ becomes embedded, it can become ‘standard practice’ therefore this
Guide is accompanied by a toolkit of templates which will support development of what is
‘Good Practice’ across the sector
Relationship between this Good Practice Guide and the Quality Code
The Good Practice Guide has been researched and developed by Careers & Employability with
the input of ASET and its executive committee as a useful tool to practitioners in setting up
their provision, to ensure that all parties involved in work-based and placement learning are
well supported and informed pre WBPL, during and after the experience.
In doing so, this Guide will assist staff in setting up provision and processes that enable them to
demonstrate that their practice is “sound”, in accordance with the expectations of the UK
Quality Code for Higher Education (Quality Code).
The Quality Code is developed and held by the Quality Assurance Agency for Higher Education
on behalf of the UK Higher Education sector. The Quality Code sets out the expectations that all
UK Higher Education providers reviewed by QAA are required to meet. It is the nationallyagreed, definitive point of reference for all those involved in delivering Higher Education
programmes which lead to an award from, or are validated by, a UK Higher Education awarding
body.
The Quality Code covers all four nations of the UK and UK Higher Education delivered overseas.
It applies to providers with the power to award their own degrees and to those who deliver
Higher Education on behalf of another Higher Education awarding body. The Quality Code
protects the interests of all students, regardless of where they are studying or whether they are
full-time or part-time, undergraduate or postgraduate students.
Whilst the Quality Code sets out sound practice in the sense of thresholds, this Guide considers
good practice which illustrates the ways in which institutions can meet or exceed the threshold
of sound practice.
The QAA Quality Code should be considered holistically, but this Good Practice Guide should
assist practitioners in meeting both the ethos of the Quality Code and the specific indicators of
sound practice found in sections B3, B4 and B10, and in section C
Fitness for purpose
The emphasis should always be on fitness for purpose. Throughout this Guide we use the
expressions continuum and proportionate; and due to the wide range of work based and
placement learning found in Higher Education we must acknowledge that these opportunities
are distributed along a spectrum, both in terms of length and integration to the curriculum.
Consequently we need to think of ‘Good Practice’ as a continuum, as shown in the table below,
and what is thought of as ‘Good Practice’ for a very short insight day may look quite different
from that which is required for a practice placement – hence the need to be proportionate.
Spectrum of work based and placement learning activities
1-5 days
Insight days
Work shadowing
Company visits
Projects
1-2 weeks
Work shadowing
Internships
Vacation
placements
Projects
3-15 weeks
Internships
Vacation
placements
Projects
Live Briefs
15-30 weeks
Practice
placements
Semester
placements
Study/work
abroad
Projects
Live Briefs
30+ weeks
Sandwich
placement
Study/work
abroad
Work based
award
Continuum of Proportionate Good Practice
Work Based and Placement Learning
The objective of any work based or placement learning experience, regardless of length, is to
consolidate and complement the academic learning, knowledge and skills with experience.
It generally involves a three-way partnership involving student, employer and University of
Salford, and this Guide suggests ‘Good Practice’ for each party, in terms of roles, entitlements
and responsibilities. It is important to remember that irrespective of who initiates the
placement; whether a student makes a speculative application, an employer advertises a
scheme or a Higher Education provider sources a project, it is important that all three parties
are brought into the relationship in order that it becomes a successful learning opportunity.
The relationships are likely to include those:
• Between student and employer: for longer periods, this would be a formal legal contract of
employment, with all the implied entitlements and responsibilities. If the student is joining the
employer for a placement this is likely to be a new contract (see Work Based and Placement
Learning Agreement), for a student embarking on work based learning with their existing
employer this may require a variation in contract or working terms. For periods as short as a
few hours, the student would probably be regarded as a visitor rather than employee
• Between student and University of Salford: the formal contract implicit in acceptance of a
student on a course, and evidenced by the student’s contributions towards tuition fees
• Between University of Salford and employer: usually a formal contract, particular to practice
placements where the employer is often involved in competency assessments such as in the
Health sector
Whilst acknowledging that it is not always a clear divide, in this Guide we use the following to
distinguish between work based and placement learning:
• Work based learning is when the learner might be considered as employee first, student
second; i.e. they came to the Higher Education experience by virtue of their employment or
employer
• Placement learning is when the learner might be considered as student first, employee
second; i.e. they came to the placement experience by virtue of their studies
There are many activities that a student may undertake whilst on a Higher Education
programme of study which might contribute towards their employability development; some of
those are explicitly excluded here. Experiential learning such as reflection on activities that are
not part of a programme of study, for example volunteering or part time employment, where
the learning is evidenced retrospectively, through Personal Development Planning or
accreditation of prior learning, is not included here. It is not intended that the principles in this
Guide should be applied retrospectively to these sorts of learning opportunities.
This Guide is intended for those work based and placement learning opportunities that are a
planned and integrated part of a student’s programme of study at a Higher Education provider.
Terminology
To raise the effectiveness of student life position to support Work Based and Placement
Learning across the differing needs of schools and programmes of study we have included some
examples of common terminology related to work based and placement learning opportunities
in the UK that are widely used throughout Higher Education institutions. Outside the UK,
terminology and concepts are too extensive to include here, but regardless of vocabulary the
underlying principles may still be of use. Terminology is an area of considerable on-going
debate and the examples are not definitive.
Company
visits
Insight
days
Internships
/
Vacation
placements
Practice
placements
Projects
Sandwich
placements
Semester
placements
Semester
or Year
Abroad
Work
shadowing
Work
based
award
Usually undertaken as a supervised, group activity either as part of the curriculum or
outside, as an enrichment activity for students
Offered and advertised by employers, aimed at first or second year undergraduate
students.
A short term placement opportunity usually offered and advertised by employers
although may also be secured through a speculative application. Taken by students at
any level of study in a vacation time or part time during an academic year. Elsewhere,
the term “internships” is used in another context to describe opportunities for new
graduates.
Governed by a formal agreement between the Higher Education provider and
employers, these placements are usually undertaken on programmes where qualification
leads to a licence to practice such as in health or education. Students will often do
multiple practice placements as part of their programme of study and employers may be
involved in the assessment of students.
Negotiated pieces of work, either group based or individual that may be sourced by the
Higher Education provider or the student and can be located at the employers’ premises.
A placement equivalent of a year’s academic study (30-52 weeks depending on the
Higher Education provider’s regulations). Typically taken by undergraduate students as
the penultimate year of their programme.
If a full time placement, it would be equivalent of a semester’s academic study (12-15
weeks depending on the Higher Education provider’s regulations). May also be used to
describe a part time placement where a student integrates spending 1 or 2 days a week
throughout the semester on placement with their academic study.
When a student opts to study at an overseas Higher Education provider which has
collaborative / reciprocal agreement with their home Higher Education provider, this
could include a period of work or may be study only. This may be part of, or additional
to, their degree e.g. Erasmus, the EU educational exchange programme.
Short term, informal activities where a student will spend time on company premises but
will have no contract or expectation of making a working contribution; it is an
observation opportunity.
A full programme where the employment setting is used as a contextual focus for the
learning regularly throughout the degree; either retrospectively through reflection or
prospectively through the setting of specific projects.
Principles of Good Practice
This Guide adopts an approach to developing ‘Good Practice’ by providing a set of fundamental
principles that can be used as a framework for continuous enhancement.
The following principles will hopefully foster ‘Good Practice’ in work based and placement
learning when all parties work to...
1. Accept and recognise the value to employability
2. Are partners in planning and management
3. Clearly understand the responsibilities and expectations of everyone involved
4. Collaborate to ensure opportunities are inclusive, safe and supported
5. Engage in structured opportunities for learning and development
6. Establish sustainable relationships and networks
7. Record outcomes and evaluate feedback for continuous enhancement
We believe that these principles are effective because they:
• Cover the range of activities associated with establishing, engaging in and evaluating work
based and placement learning
• Provide a coherent framework whilst allowing for innovation and creativity
• Use simple language
• Apply to each of the parties; University of Salford, All staff involved with Work Based or
Placement Learning, students and employers can all identify with each principle
This Guide is accompanied by a toolkit to assist staff with examining their own practice, against
each of the principles, and from the perspectives of each of the stakeholders/parties. The
templates and examples will be reviewed annually and will grow and develop over time –
demonstrating that what is considered to be ‘Good Practice’ must also evolve. The toolkit will
give examples of how the principles can be applied proportionately along the spectrum of work
based and placement learning opportunities.
The mapping which follows demonstrates that by adopting an approach to developing
‘Good Practice’ by providing a set of fundamental principles, staff can easily show how these
activities contribute towards the achievement of the Indicators of the Quality Code.
Examples are given for the following chapters of the Quality Code:
• B3: Learning and teaching
• B4: Enabling student development and achievement
• B10: Managing Higher Education provision with others
The mapping must not be interpreted as a fail-safe guide to meeting the Expectations of the
Quality Code. It is intended as a cross-referencing of the principles and the relevant guidance in
the Quality Code, to support staff in implementing the Principles while ensuring that academic
standards are safeguarded, and the quality of learning opportunities is assured and enhanced.
The Good Practice Principles mapped to the Quality Code: Chapter B3 Learning and Teaching
2. • Learning and teaching practices are informed by reflection, evaluation of
professional practice, and subject-specific and educational scholarship.
(Indicator 3)
• Higher Education providers collect and analyse appropriate information to
ensure the continued effectiveness of their strategic approach to, and the
enhancement of, learning opportunities and teaching practices. (Indicator 5)
1. • Learning and teaching practices
7. Higher Education providers articulate and implement a
are informed by reflection, evaluation
of professional practice, and subjectspecific and educational scholarship.
(Indicator 3)
strategic approach to learning and teaching and promote a
shared understanding of this approach among their staff,
students and other stakeholders. (Indicator 1)
 Learning and teaching practices are informed by
reflection, evaluation of professional practice, and
subject-specific and educational scholarship (Indicator
3)
 Higher Education providers maintain physical, virtual
and social learning environments that are safe,
accessible and reliable for every student, promoting
dignity, courtesy and respect in their use. (Indicator 6)
6. • Learning and teaching activities and associated
resources provide every student with an equal and
effective opportunity to achieve the intended learning
outcomes. (Indicator 2)
• Higher Education providers assure themselves that
everyone involved in teaching or supporting student
learning is appropriately qualified, supported and
developed. (Indicator 4)
• Higher Education providers maintain physical, virtual
and social learning environments that are safe,
accessible and reliable for every student, promoting
dignity, courtesy and respect in their use. (Indicator 6)
• Every student is provided with clear and current
information that specifies the learning opportunities
and support available to them. (Indicator 7)
• Higher Education providers take deliberate steps to
assist every student to understand their responsibility
to engage with the learning opportunities provided
and shape their learning experience. (Indicator 8)
1. Record outcomes
and evaluate
feedback for
continuous
enhancement
7. Establish
sustainable
relationships
and
networks
• Every student is enabled to monitor their progress and further their academic
development through the provision of regular opportunities to reflect on
feedback and engage in dialogue with staff. (Indicator 9)
2. Accept and
Recognise
the value of
employability
3. • Higher Education providers articulate and implement a strategic approach
to learning and teaching and promote a shared understanding of this approach
among their staff, students and other stakeholders. (Indicator 1)
Principles for
6. Engage in structured
Opportunities for
learning and
development
Good Practice
5. Collaborate to
ensure
opportunities are
inclusive, safe and
supported
3. Are partners
in planning
and
management
4. Clearly
understand the
responsibilities
and
expectations of
everyone
involved
• Learning and teaching activities and associated resources provide every
student with an equal and effective opportunity to achieve the intended
learning outcomes. (Indicator 2)
• Learning and teaching practices are informed by reflection, evaluation of
professional practice, and subject-specific and educational scholarship.
(Indicator 3)
• Higher Education providers collect and analyse appropriate information to
ensure the continued effectiveness of their strategic approach to, and the
enhancement of, learning opportunities and teaching practices. (Indicator 5)
5. • Higher Education providers articulate and implement a strategic approach
to learning and teaching and promote a shared understanding of this approach
among their staff, students and other stakeholders. (Indicator 1)
• Learning and teaching activities and associated resources provide every
student with an equal and effective opportunity to achieve the intended
learning outcomes. (Indicator 2)
4. • Higher Education providers articulate and implement a strategic approach
to learning and teaching and promote a shared understanding of this approach
among their staff, students and other stakeholders. (Indicator 1)
• Higher Education providers assure themselves that everyone involved in
teaching or supporting student learning is appropriately qualified, supported
and developed. (Indicator 4)
• Higher Education providers assure themselves that everyone involved in
teaching or supporting student learning is appropriately qualified, supported
and developed. (Indicator 4)
• Every student is provided with clear and current information that specifies the
learning opportunities and support available to them. (Indicator 7)
• Every student is provided with clear and current information that specifies the
learning opportunities and support available to them. (Indicator 7)
• Higher Education providers take deliberate steps to assist every student to
understand their responsibility to engage with the learning opportunities
provided and shape their learning experience. (Indicator 8)
• Higher Education providers take deliberate steps to assist every student to
understand their responsibility to engage with the learning opportunities
provided and shape their learning experience. (Indicator 8)
The Good Practice Principles mapped to the Quality Code: Chapter B4 Enabling Student Development and Achievement
7.


Higher Education providers inform students before
and during their period of study of opportunities
designed to enable their development and
achievement. (Indicator 4)
To enable student development and achievement,
Higher Education providers put into place policies,
practices and systems that facilitate successful
transitions and academic progression (Indicator 5)
Higher Education providers ensure all students
have opportunities to develop skills that enable
their academic, personal and professional
progression. (Indicator 6)
7. Establish
sustainable
relationships
and networks
1.• Higher Education providers ensure
2. Through strategic and operational planning, and quality assurance and
staff who enable students to develop
and achieve are appropriately
qualified, competent, up to date and
supported. (Indicator 7)
enhancement, Higher Education providers determine and evaluate how they
enable student development and achievement. (Indicator 1)
1. Record
outcomes and
evaluate
feedback for
continuous
enhancement
• Higher Education providers ensure all students have opportunities to develop
skills that enable their academic, personal and professional progression.
(Indicator 6)
2. Accept and
Recognise
the value of
employability
3. • Through strategic and operational planning, and quality assurance and
Principles for
6. A commitment to equity guides Higher
Education providers in enabling student
development and achievement. (Indicator 3)
6. Engage in structured
Opportunities for
learning and
development
• Higher Education providers ensure all
students have opportunities to develop skills
that enable their academic, personal and
professional progression. (Indicator 6)
Good Practice
5. Collaborate to ensure
opportunities are
inclusive, safe and
supported
3. Are partners
in planning
and
management
4. Clearly
understand the
responsibilities
and
expectations of
everyone
involved
enhancement, Higher Education providers determine and evaluate how they
enable student development and achievement. (Indicator 1)
• Higher Education providers inform students before and during their period of
study of opportunities designed to enable their development and achievement.
(Indicator 4)
• Higher Education providers ensure all students have opportunities to develop
skills that enable their academic, personal and professional progression.
(Indicator 6)
• Higher Education providers make available appropriate learning resources and
enable students to develop the skills to use them. (Indicator 8)
5. • Through strategic and operational planning, and quality assurance and
4. • Through strategic and operational planning, and quality assurance and
enhancement, Higher Education providers determine and evaluate how they
enable student development and achievement. (Indicator 1)
enhancement, Higher Education providers determine and evaluate how they
enable student development and achievement. (Indicator 1)
• Higher Education providers inform students before and during their period of
study of opportunities designed to enable their development and achievement.
(Indicator 4)
• Higher Education providers inform students before and during their period of
study of opportunities designed to enable their development and achievement.
(Indicator 4)
The Good Practice Principles mapped to the Quality Code: Chapter B10 Managing Higher Education provisions with others
Indicators have been shortened - please refer to Chapter B10 for the full text)
1• All Higher Education providers maintain records...
(Indicator 10)
6• Governance arrangements at appropriate levels are in place... (Indicator 2)
• Degree-awarding bodies retain responsibility for ensuring that students admitted to a
programme who wish to complete it under their awarding authority can do so...
(Indicator 9)
• Degree-awarding bodies are responsible for the academic standards of all credit and
qualifications granted in their name... (Indicator 11)
• When making arrangements to deliver a programme with others, degree awarding
bodies fulfil the requirements of any professional, statutory and regulatory body
(PSRB)... (Indicator 12)
• Degree-awarding bodies approve module(s) and programmes delivered through an
arrangement with another delivery organisation... (Indicator 13)
• Degree-awarding bodies ensure that delivery organisations involved in the assessment
of students understand and follow the assessment requirements... (Indicator 15)
7• A strategic approach... (Indicator 1)
• Degree-awarding bodies are responsible for the
academic standards of all credit and qualifications
granted in their name... (Indicator 11)
• Policies and procedures ensure that there are adequate safeguards...
(Indicator 3)
• The risks of each arrangement to deliver learning opportunities with others are assessed...
(Indicator 5)
• When making arrangements to deliver a programme with others, degree awarding bodies
fulfil the requirements of any professional, statutory and regulatory body (PSRB)...
(Indicator 12)
6. Establish
sustainable
relationships
and
networks
7. Record
outcomes and
evaluate
feedback for
continuous
enhancement
1. Accept and
Recognise
the value of
employability
Principles for
5• A strategic approach... (Indicator 1)
• Degree-awarding bodies that engage with other
authorised awarding bodies... (Indicator 4)
• The risks of each arrangement to deliver learning
opportunities with others are assessed... (Indicator 5)
• There is a written and legally binding agreement, or other
document, setting out the rights and obligations of the
parties, which is regularly monitored and reviewed...
(Indicator 7)
• Degree-awarding bodies take responsibility for ensuring
that they retain proper control of the academic standards...
(Indicator 8)
• Degree-awarding bodies retain responsibility for ensuring
that students admitted to a programme who wish to
complete it under their awarding authority can do so...
(Indicator 9)
• Degree-awarding bodies are responsible for the academic
standards of all credit and qualifications... (Indicator 11)
• When making arrangements to deliver a programme with
others, degree-awarding bodies fulfil the requirements of
any professional, statutory and regulatory body (PSRB)...
(Indicator 12)
• Degree-awarding bodies approve module(s) and
programmes delivered through an arrangement with
another delivery organisation... (Indicator 13)
• Degree-awarding bodies ensure that delivery
organisations involved in the assessment of students
understand and follow the assessment requirements...
(Indicator 15)
5. Engage in structured
Opportunities for
learning and
development
Good Practice
4.
Collaborate
to ensure
opportunitie
s are
inclusive,
safe and
supported
• Degree-awarding bodies ensure that delivery
organisations involved in the assessment of students
understand and follow the assessment
requirements... (Indicator 15)
• Degree-awarding bodies ensure that modules and
programmes offered through other delivery
organisations... (Indicator 17)
• When degree-awarding bodies make arrangements
for the delivery of learning opportunities with others,
they ensure that they retain authority for awarding
certificates and issuing detailed records... (Indicator
19)
2. Are partners
in planning
and
management
3. Clearly
understand the
responsibilities
and
expectations of
everyone
involved
4• Governance arrangements at appropriate levels are in place... (Indicator 2)
• The risks of each arrangement to deliver learning opportunities with others are assessed... (Indicator 5)
• Appropriate and proportionate due diligence procedures are determined for each proposed arrangement...
(Indicator 6)
• There is a written and legally binding agreement, or other document, setting out the rights and obligations of the
parties, which is regularly monitored and reviewed... (Indicator 7)
• Degree-awarding bodies take responsibility for ensuring that they retain proper control of the academic standards...
(Indicator 8)
• When making arrangements to deliver a programme with others, degree-awarding bodies fulfil the requirements of
any professional, statutory and regulatory body (PSRB)... (Indicator 12)
• Degree-awarding bodies clarify which organisation is responsible for admitting and registering a student... (Indicator
14)
• Degree-awarding bodies ensure that delivery organisations involved in the assessment of students understand and
follow the assessment requirements... (Indicator 15)
• Degree-awarding bodies retain ultimate responsibility for the appointment, briefing and functions of external
examiners... (Indicator 16)
• Degree-awarding bodies ensure that modules and programmes offered through other delivery organisations...
(Indicator 17)
• Degree-awarding bodies ensure that they have effective control over the accuracy of all public information, publicity
and promotional activity... (Indicator 18)
2• When making arrangements to deliver a
programme with others, degree awarding bodies
fulfil the requirements of any professional, statutory
and regulatory body (PSRB)... (Indicator 12
3• A strategic approach... (Indicator 1)
• Appropriate and proportionate due diligence
procedures are determined for each proposed
arrangement... (Indicator 6)
• There is a written and legally binding agreement, or
other document, setting out the rights and obligations
of the parties, which is regularly monitored and
reviewed... (Indicator 7)
• Degree-awarding bodies retain responsibility for
ensuring that students admitted to a programme who
wish to complete it under their awarding authority can
do so... (Indicator 9)
• When making arrangements to deliver a programme
with others, degree awarding bodies fulfil the
requirements of any professional, statutory and
regulatory body (PSRB)... (Indicator 12)
Good Practice Checklists
In addition to the mapping, the checklists that follow are examples of what following these
principles might look like in practice for each of the key stakeholders; The University of Salford,
Work Based and Placement Learning staff, students and employers. These checklists are not a
fail-safe guide to meeting the Expectations of the Quality Code and must not be used in
isolation.
Scope and use of the Guide
Who is it for?
All staff associated with work-based and placement learning; this includes but is not limited to:




Professional and administrative staff
Academic tutors
Student Life teams
Resource Managers
Whilst this Good Practice Guide offers guidance, it is important that each school responds to it
in the ways that are appropriate for their organisation, internal structures and the range of
work-based and placement learning opportunities that they offer. As they are responsible for
meeting legislative and professional, statutory and regulatory body requirements, so are they
responsible for how they use resources associated with guidance and good practice.
In every case this guidance is to be interpreted with appropriate contextual consideration and
at all times the emphasis should be on the development of procedures that are fit for purpose.
The guidance is also aimed at helping evaluation of existing Work Based and Placement
Learning schemes particularly in relation to pre-Work Based and Placement Learning activities
and ensuring effective fit for purpose identification and recording of learning gained by
students during the Work Based and Placement Learning.
This Guide is accompanied by a toolkit of resources to assist Work Based and Placement
Learning staff with examining their own practice, against each of the principles, and from the
perspectives of each of the parties. Careers & Employability intend the toolkit to be a dynamic
resource of templates and examples that will grow over time – demonstrating that what is
considered to be ‘Good Practice’ must also evolve. This toolkit will give examples of how the
principles can be applied proportionately along the spectrum of work based and placement
learning opportunities. Careers & Employability will contribute to this resource and will also act
as a dissemination channel, welcoming contributions and examples from all staff involved in
Work Based and Placement Learning.
How to set up Work Based Learning and Placements
This good practice guide and templates toolkit is designed to support staff that are considering
introducing Work Based and Placement Learning into a degree programme.
The information given includes:
1. Why introduce Work Based and Placement Learning?
Aimed at staff considering setting up Work Based and Placement Learning who want an
indication of the main reasons why Work Based and Placement Learning should be a key
component in their student’s academic career, the challenges, the support available and how
these challenges can be reduced.
2. Issues to be considered in setting up Work Based and Placement Learning
Aimed at all staff new to Work Based and Placement Learning who want information about the
main issues they need to consider.
Includes: Types of placement, Learning outcomes, Assessment, Required Professional
Competencies (RPCs), the Work Based and Placement Learning Assessment Documents (WAD),
Sourcing placements, Responsibilities, Health and Safety and Risk Assessment, Insurance and
Good Practice.
3. Pre-Work Based and Placement Learning information
Includes: Detailed information, Work Based and Placement Learning preparation of students
through pre Work Based and Placement Learning workshops and reflective learning
development, example template forms, Learning outcomes, Assessment, Sourcing placements,
Responsibilities, Tripartite agreements, Health and Safety and Risk Assessment and Insurance
4. On-Work Based and Placement Learning information
Includes: Health and Safety, Changing Risk Assessments Reflective Learning, Assessment,
Action Plans, Visits and Maintaining contact.
5. Post-Work Based and Placement Learning information
Assessment, Debriefing, Continuing Personal Development, Employer contact and Work Based
and Placement Learning visit.
6. Work Based and Placement Learning forms and templates
A resource of example forms and templates referenced.
Key References
•ASET (2013) ASET Good Practice Guide for Work based and Placement Learning in Higher
Education, available from www.asetonline.org/pubs.htm
•ASET (2007) Managing Placements with IT and Online, ‘Good Practice’ for Placement
Guides, available from www.asetonline.org/pubs.htm
• ASET (2010) Health and Safety for Placement Students, ‘Good Practice’ for Placement
Guides, available from www.asetonline.org/pubs.htm
• QAA (2011) UK Quality Code for Higher Education, QAA, available from
http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
Chapter 1
Why Introduce Work Based and Placement Learning
There are many reasons why the introduction of Work Based and Placement Learning should be
given serious consideration in degree programmes.
These include:
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The increasing concerns regarding the employability of graduates.
The increasing number of graduates, leading to enhanced pressure for graduate level jobs.
The misunderstanding by some graduates of their initial role in the workplace.
The often misleading impression graduates have of the range of their potential career
prospects.
The lack of self awareness of some graduates looking to enter in the employment market
place.
Opportunity to develop deeper learning through Reflective Learning in Work Based and
Placement Learning.
Students see the relevance of their degree programme to the work place. This includes
both academic theory and skills.
It can act as a recruitment tool.
For staff and the university the outcomes of Work Based and Placement Learning can be
beneficial in many ways including:
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Building partnerships with local and national employers which can lead to additional
activities such as guest lecturers and speakers, research links and sponsorship.
Student engagement with their academic studies is usually enhanced on return to
university.
The degree programme develops a positive reputation with employers, which can affect
recruitment, strengthening programme credibility.
Students are more clearly visible in the graduate job market, in some cases jobs are created
for specific graduates, and this impacts on graduate destinations.
The Personal Development and self awareness of students during Work Based and
Placement Learning increases in ways which are not enabled by the university
environment, i.e. responsibility, commitment and the significance of their role in a team
activity.
There is an opportunity for students to develop the Emotional Intelligence competencies of
Self-Awareness, Self-Management, Social Awareness and Relationship Management which
businesses are increasingly listing as essential criteria in the person spec for employing new
graduates.
Chapter 2
Challenges in introducing Work Based and Placement Learning
The major drawbacks are resources, i.e. human and Work Based and Placement Learning
opportunities, and uncertainty as to what the outcomes of Work Based and Placement Learning
should be.
Significant human resources are needed to operate a well run Work Based and Placement
Learning scheme. However, the efficiency and effectiveness of Work Based and Placement
Learning schemes can be increased by:
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A clear and structured process in the provision and management of Work Based and
Placement Learning allowing for more effective support from Student Life Careers &
Employability and Health and Wellbeing.
Training staff to administer the placements. This includes sourcing placements, dealing
with students and employers and sorting out all the administrative paperwork necessary
for such schemes.
Clearly defining why students are doing Work Based and Placement Learning i.e. what are
the aims and learning outcomes.
Clearly defined assessment criteria
All parties involved in Work Based and Placement Learning (student, University of Salford
staff and the WBPL provider(employer)) being clear of their role/s and responsibilities and
those of the student.
Providing clear information to students particularly with respect to their responsibilities.
Accepting that not all students will undertake the same Work Based and Placement
Learning the aims and learning outcomes must be achievable by students in a range of
suitable Work Based and Placement Learning.
Having clear approval criteria and processes for Work Based and Placement Learning.
Having clear and robust procedures for the provision and management of WBPL and using
templates/forms wherever possible to help facilitate good practice.
Ensuring availability of Work Based and Placement Learning by considering as wide a range
as possible of opportunities i.e. paid Work Based and Placement Learning, Live Projects and
the voluntary sector.
Issues to be considered in Setting up Work Based and Placement Learning Programmes
When setting up Work Based and Placement Learning within a programme a number of key
areas need to be considered to establish the framework for the Work Based and Placement
Learning scheme to be offered. The following list of issues is intended to enable this framework
to be established before looking at further details.
Once the framework for the Work Based and Placement Learning scheme has been decided,
further information on these aspects is given through the three key areas as outlined by the
EFWE (European Framework for Work Experience) Pre-Work Based and Placement Learning,
On-Work Based and Placement Learning and Post-Work Based and Placement Learning
Types of Work Based and Placement Learning
Consider the following options:
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Compulsory or optional
Length and timing
Location
Work related and/or project based
Live Project/Brief
Learning Outcomes
Defining Learning Outcomes
It is necessary to determine clear learning outcomes/aims for work based and placement
learning.
Depending on the type of Work Based and Placement Learning selected, this may be limited to
project work or cover a wide range of skills and academic development.
Work placements can be lead to development of subject specific, transferable and cognitive
skills, understanding of the relationship between theory and application of knowledge and
career knowledge.
In most cases assessment of such development is through reflection and students may need
support and practice in developing this skill.
Schools should agree which learning outcomes are appropriate for their degree programmes
and the Work Based and Placement Learning they wish to offer.
It is also necessary to agree the weighting of the assessed elements for each of the learning
outcomes i.e. if skill development is important, (i.e. clinical practice) this would have a high
weighting.
When considering Work Based and Placement Learning the learning outcomes i.e. what the
student should gain from the placement, need to be decided and the opportunity to meet
these learning outcomes agreed by all parties involved in the Work Based and Placement
Learning (student University of Salford and the Work Based and Placement Learning
provider(employer)).
Assessment
Assessment of students on Work Based and Placement Learning can take many forms and the
nature and extent of assessment needs to be considered. Options include:
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Pass/Fail minimum competencies for successful Work Based and Placement Learning
Academic assessment as part of the degree programme
Assessment by Work Based and Placement Learning provider/visiting tutor
Types of assessment
Assessed pre Work Based and Placement Learning
Development and assessment of Reflective Learning
Weighting of individual parts of the assessment
Sourcing Work Based and Placement Learning
In considering Work Based and Placement Learning there is a need to ensure sufficient Work
Based and Placement Learning opportunities are available for the students and the range of
Work Based and Placement Learning sources should be examined.
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Identifying Work Based and Placement Learning providers
Working with Business Liaison Team of Careers and Employability
Sharing and dissemination of personal and professional contacts
CRM system (Salford Advantage System)
Students sourcing own Work Based and Placement Learning
Responsibilities
As many aspects of Work Based and Placement Learning operate outside the university
environment it is essential for all staff, students and Work Based and Placement Learning
providers to be aware of their and the other Work Based and Placement Learning parties
responsibilities. These include:
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Responsibilities for securing Work Based and Placement Learning
School, student and Work Based and Placement Learning provider responsibilities
Work Based and Placement Learning parties Tripartite agreement
Health and Safety
The University has a duty of care to all its students in respect of the health and safety
standards of a student’s learning environment. Departments should therefore ensure that
they have the expertise to organise and maintain appropriate and safe work-based and
placement learning opportunities.
Before a student can undertake a WBPL opportunity there are key steps that need to be
adhered to:
If the student will be working in a potentially high risk environment A Risk Assessment must be
completed by the Work Based and Placement Learning provider before the commencement of
a placement. To meet QAA sound practice indicators it is advised that all WBPL staff:
 Attend Health & Safety Training (ASET provide Risk Assessment and Due Diligence training.
As a member institution we have discounted rates for all training)
 Use and adapt University of Salford Risk Assessment Tool
Insurance
Students must be covered by sufficient insurance whilst on placement. This includes:
 Students on compulsory placement
 Students on optional placement
 Overseas placements
Overall Good Practice - QAA code of Practice
The Quality Assurance Agency for Higher Education has published a Code of Practice within
which chapter B3, B4 and B10 cover Work Based and Placement Learning. The Indicators
summarise the key points relating to sound practice.
Chapter 3
Pre-Work Based and Placement Learning Information
Most of the work involved in setting up a Work Based and Placement Learning programme
occurs during pre-Work Based and Placement Learning and can be the reason why Work Based
and Placement Learning is not established.
The resources and toolkit aim to provide a guide and practical resource to enable the pre-Work
Based and Placement Learning work to be carried out in a logical, progressive and efficient
manner.
The pre Work Based and Placement Learning provision for students is the key to a successful
Work Based and Placement Learning, continued learning and development and the assessment
weighting should highlight this.
Type of Work Based and Placement Learning
Compulsory or Optional
This is important to the structure and assessment of the Work Based and Placement Learning.
Compulsory Work Based and Placement Learning can count towards degree classification and a
number of models exist, i.e. using 10% of the final mark, a module at Level 4 and a module at
level 5. Alternatively compulsory Work Based and Placement Learning can be a requirement of
the degree programme, where a 'pass' is required to meet the programme requirements.
Optional Work Based and Placement Learning can be either an optional/elective module in
which case the mark counts towards degree classification, or optional with regard to the degree
programme in which case it does not count in either the final degree classification calculation
or as a requirement for the degree programme. (Assessment)
Length
The length of the Work Based and Placement Learning will affect the quality of the student
achievement of the learning outcomes. Most employers consider a minimum of 3 months (12
weeks) is needed for a student to settle into Work Based and Placement Learning; therefore
shorter Work Based and Placement Learning need to take this into account when considering
the intended learning outcomes. When specifying the length of Work Based and Placement
Learning it is recommended to include a minimum number of hours per week i.e. 35 hours for
full-time employment.
The length of time required for a Project based Work Based (live projects/briefs) and Placement
Learning depends on the nature of the project and its learning outcomes. Some projects also
suit a part time Work Based and Placement Learning(1 or 2 days a week) enabling the student
to take the Work Based and Placement Learning alongside their taught modules during a
semester.
Some graduate employers seek to employ graduates with a minimum of a year's Work Based
and Placement Learning.
Location
All students must be informed of the procedures for either working within the UK or outside
the UK and sign appropriate declaration form for within the UK or outside the UK which must
be submitted to the School before they undertake their Work Based and Placement Learning as
part of their Work Based and Placement Learning Assessment Documentation (WAD).
Within the UK and most of Europe, it should be possible to visit the student whilst in Work
Based and Placement Learning. (Visits) For students further afield, the School needs to decide if
it is happy for students to take such Work Based and Placement Learning and if so how it can
carry out the same assessment of the Work Based and Placement Learning provider, the Work
Based and Placement Learning job and the Health and Safety aspects. It may be possible to act
through electronic communications such as SKYPE, personal academic contacts, HE institutions
or professional body contacts. For students who decide to work abroad additional information
should be provided such as overseas information e.g. insurance.
Work related and/or project based
Work related placements involve the student carrying out 'a job of work' whilst project based
Work Based and Placement Learning involve students carrying out a specific project in the
workplace. In some cases students may do both in Work Based and Placement Learning.
Procedures for all forms of Work Based and Placement Learning are essentially the same, with
the project being approved similarly to the Work Based and Placement Learning agreement.
Live Projects/Briefs
Live projects should be developed to allow students to learn from and to operate as part of a
cohesive team in a consultant role with an organisation. The live project should provide the
vehicle by which a business proposition can be illustrated, analysed and future direction
formulated. The project should enable students to analyse the aims and objectives and to select
the best means of achieving these. The module should be designed to enable an interactive,
deep learning and to foster the development of reflective skills through the development of the
Reflective Logbook.
The projects are not based upon a contrived scenario; they are real situations presented by
senior representatives from commercial or not for profit organisations, who after approaching
and agreeing the project brief with the university (Live Project/Brief proposal) meet and liaise
regularly with the student teams, and who contribute to the assessment.
Learning Outcomes
The learning outcomes should be clearly defined and may need to be broader/less specific than
is usually found in taught modules to accommodate a range of Work Based and Placement
Learning options. Example learning outcomes are:
At the end of the module students will:
 Have increased their ability to relate academic theory to the work environment.
 Have developed in the employability skills identified as areas for development in the Pre
Work Based and Placement Learning Skills Analysis.
 Be able to effectively reflective on their experience(s) during the Work Based and Placement
Learning
 Be able to critically evaluate their learning from the Work Based and Placement Learning.
 Have enhanced their career knowledge.
 Have planned, carried out, evaluated and reported on a project
 Relates to both the theory the students have already studied in their course and also that
which they will study on return from Work Based and Placement Learning.
 Relates to skill development which should reflect the cognitive, transferable and subject
specific skills as described in the Programme specification and/or Professional body
requirements.
 Relates to students identifying the value of their learning under 1 and 2 for their return to
university, their future career and other aspects of their life.
 Relates to how the Work Based and Placement Learning has affected their career plans, not
only in terms of specific jobs, but also in terms of the working environment and type of work
i.e. individual vs. team, office based vs. field based, project work vs. standard business as
usual work.
 Relates to the process of carrying out a project. Whilst the project itself will be a key
assessment tool for this learning outcome, students should be encouraged to reflect on the
process by which they planned, carried out, evaluated and reported on their project.
Schools should agree which learning outcomes are appropriate for their degree programmes
and the type of Work Based and Placement Learning it wishes to offer. It is also necessary to
agree the weighting of the assessed elements for each of the learning outcomes i.e. if skill
development is important, (i.e. clinical practice) this would have a high weighting. For most
other Work Based and Placement Learningall or a combination of these learning outcomes will
be appropriate.
Chapter 4
Work Based and Placement Learning Assessment and Preparation Sessions
The learning outcomes for the Work Based and Placement Learning and/or live project/briefs
will determine the assessment methodology used
The requirements of a positive Work Based and Placement Learning experience will rely heavily
on the reflective learning of the student and it is advisable to start developing reflective skills in
students during pre-Work Based and Placement Learning to continue through the Work Based
and Placement Learning and post Work Based and Placement Learning experience.
The following describes possible assessments for pre, during and post Work Based and
Placement Learning.
Pre-Work Based and Placement Learning assessment
The pre Work Based and Placement Learning assessed criteria should be concerned with the
student’s start in developing their self awareness, reflective learning capabilities, and the pre
Work Based and Placement Learning research and application processes.
For example pre-Work Based and Placement Learning assessment may include:
 Attendance at skills analysis development session and submission of pre Work Based and
Placement Learning skills analysis.
 Development of intended Independent Learning Outcomes to put forward to the Work
Based and Placement Learning Provider for inclusion in the Work plan of the Work Based
and Placement Learning agreement.
Skills Analysis
The skill analyses (Skills analysis template) and Personal SWOT analysis are undertaken in the
pre Work Based and Placement Learning preparation sessions and can be used as part of the
assessment as they allow students to become more self aware and identify where they are in
terms of their knowledge, skills and competencies, versus where they wish to be. A skills
analysis could also allow a student to clarify their independent learning outcomes for the Work
Based and Placement Learning.
A student’s learning increases when they can see a reason or relevance as to why they are
following a programme of study. By conducting a skills analysis, the Work Based and Placement
Learning tutor and Work Based and Placement Learning provider can identify what job role and
responsibilities within that role are needed. Including the students in the development of their
learning from the outset will help ensure that the Work Based and Placement Learning is in line
with the needs of the student. By assisting the student to identify the gaps in his/her own
learning, the Work Based and Placement Learning tutor, visiting tutor, Work Based and
Placement Learning provider and work based mentor will be better able to support the student
in meeting their specific learning needs and outcomes.
Reflective Learning and Writing Development Pre Work Based and Placement Learning
Sessions
Effective reflective writing is an essential skill that needs to be developed for a student to make
the most of their Work Based and Placement Learning and the development opportunities it
could provide.
By providing the pre Work Based and Placement Learning reflective writing and learning
sessions the student is given the knowledge to become a more reflective learner which during
the Work Based and Placement Learning will allow them to effectively complete their reflective
logbook which:
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Helps the retention and consolidation of their learning
Enables good practice to be replicated and therefore a positive experience to be achieved.
Leads to increased efficiency of the student and again leads to a positive experience
Provides a platform for further opportunities and previously unseen learning opportunities
Allows the student to integrate theory into practice.
By attending the pre Work Based and Placement Learning session(s) and the continuing use of
the reflective logbook and final reflective report the reflective practice involved in the Work
Based and Placement Learning then becomes an ongoing process and a journey rather than a
one-off experience. The student’s Work Based and Placement Learning and development
become iterative rather than straightforward from a mixture of experience, new ideas and
action.
Reflection on all three elements (experience, new ideas and action) is vital to a student
developing their learning, which in turn develops their work in practice and the Work Based and
Placement Learning into an effective and positive experience.
There could also be included in the pre Work Based and Placement Learning preparation and
assessment:
 Attendance of pre Work Based and Placement Learning development sessions (i.e. reflective
writing, skills analysis)
 A summary of applications and outcomes
 Reflection on each application and outcomes
 CV's for all or selected number of applications
 Covering letters/emails for applications
It is important to consider if students are eligible for any other external awards such as City and
Guilds for year long Work Based and Placement Learning and build these requirements into the
assessment.
Pre-Placement
Guidance relating to the actions which need to be completed prior to a work-based or placement learning opportunity (to be read alongside the Quality Code)
Principle: Accept and recognise the value to employability
University of Salford should…
Staff should…
• Recognise the role of WBPL in institutional
strategies such as Learning and Teaching, Student
Experience and Employability strategies
• Make clear to students what provision is
available to support employability development
as part of the student experience
• Develop marketing / promotional
materials for WBPL that make clear the
benefits to employability
• Ensure support materials for WBPL
emphasise the beneficial effects on
employability
Principle: Are partners in planning and management
University of Salford should…
Staff should…
• Commit to providing the necessary
resources to properly plan and manage the WBPL
process
• Be clear about whether opportunities are
compulsory or optional, and when the cut off for
committing to being involved is
• Liaise with PSRB or external accreditation
bodies to ensure the WBPL opportunities meet
those Bodies requirements
• Co-ordinate activity across the provider to
support individual practitioners
• Set clear boundaries for the scope and
length of the WBPL, and what is
acceptable to meet the academic
requirements
• Source and advertise vacancies and
opportunities to all eligible students
• Advertise the potential to offer
opportunities for students to employers,
advising on what is appropriate and
usual timescales
• Compile and distribute support
information for the WBPL; this may be
physical or electronic
• Retain final authorisation and sign off
of any WBPL opportunities that will be
part of the programme of study
Students should…
Employers should…
• Sign up for, and attend, activities
designed to develop employability and
those which are specifically in
preparation for WBPL
• Design opportunities for WBPL that
offer the students a development
opportunity in addition to fulfilling an
employment role
Students should…
Employers should…
• Set clear boundaries for the scope and
length of the WBPL, and what is
acceptable to meet the academic
requirements
• Source and advertise vacancies and
opportunities to all eligible students
• Advertise the potential to offer
opportunities for students to employers,
advising on what is appropriate and
usual timescales
• Compile and distribute support
information for the WBPL; this may be
physical or electronic
• Retain final authorisation and sign off
of any WBPL opportunities that will be
part of the programme of study
• Liaise with University of Salford staff
to ensure that WBPL opportunities
offered meet the academic
requirements
• Recruit and select students for WBPL
roles using the same methods and
standards that apply to regular
recruitment
• Arrange an induction programme and
appoint a line manager who can liaise
with the student and the practitioner
Pre-Placement - Continued
Principle: Clearly understand the responsibilities and expectations of everyone involved
University of Salford should…
Staff should…
Students should…
• Make a clear distinction between the
responsibilities of those supporting
compulsory WBPL and those supporting
optional WBPL
• Provide clear role descriptors for
institutional practitioners supporting WBPL
• Establish institutional processes for the
authorisation of WBPL opportunities, including
written agreements
• Provide a framework for planning, managing
and monitoring WBPL
• Ensure that the responsibilities and
expectations for all are recorded in the
support information for WBPL
• Be clear about particular
responsibilities regarding the
assessment of student learning, and coordinate the development of
competence to support this
• Set up procedures for managing
situations where responsibilities /
expectations are not met
• Follow institutional processes for the
authorisation of WBPL opportunities
including written agreements
• Make and keep all appointments,
whether with employers or practitioners
• Be familiar with the responsibilities
and expectations for all parties
• Be sure to understand their own
assessment requirements prior to
leaving for WBPL
• Agree to the arrangements for WBPL,
which will be recorded in a written
agreement
Principle: Collaborate to ensure opportunities are inclusive, safe and supported
University of Salford should…
Staff should…
Students should…
• Recognise the need to support WBPL in
institutional documents and processes such
health and safety, equality and diversity, due
diligence, student complaints and student
code of conduct policies
• Be clear about institutional responsibilities
under the Equality Act
• Be clear about institutional responsibilities
in relation to National Minimum Wage
• Include details on health and safety,
equality and diversity, due diligence,
student complaints and student code of
conduct policies in the supporting
information for WBPL
• Ensure that all vacancies and
opportunities advertised by the provider
meet legal requirements
• Remember that they are
representatives of their provider at all
times and continue to meet any student
code of conduct policies
• Actively engage in preparatory and
induction activities associated with
health and safety, and equality and
diversity
• Be familiar with the details on health
and safety, equality and diversity, due
diligence in the supporting information
for WBPL
Employers should…
• Liaise with the practitioners to
establish clear communication on
recruitment and selection
• Be familiar with the responsibilities
and expectations for all parties
• Communicate their procedures for
managing situations where
responsibilities / expectations are not
met to the practitioner
• Agree to the arrangements for WBPL,
which will be recorded in a written
agreement
Employers should…
• Offer students expenses for attending
recruitment and selection processes or
offer virtual alternatives; such as
telephone interviews
• Pay students at a rate equivalent to or
greater than the National Minimum
Wage
• Be familiar with the details on health
and safety, equality and diversity, due
diligence in the supporting information
for WBPL
Pre-Placement - Continued
Principle: Are partners in planning and management
University of Salford should…
Staff should…
• Support effective and efficient record
keeping for WBPL
• Ensure that all institutional processes in
relation to health and safety, insurance, due
diligence, risk assessment and visa checks
are followed and the outcomes are recorded
• Ensure that any students with additional
requirements are referred to the
appropriate experts, liaising with them as
necessary
• Refer any non-standard responses to
institutional processes to expert colleagues
within the provider for resolution
• Reserve final authorisation and sign off of
any WBPL opportunities until the
institutional processes detailed above are
complete
• Clearly communicate how issues with
WBPL should be raised, and the timescales
within which they will be addressed
Principle: Engage in structured opportunities for learning and development
University of Salford should…
Staff should…
• Ensure institutional guidance on the design
and development of WBPL is available
• Ensure WBPL is included in the institutional
framework for programme design, review and
monitoring
• Support staff development for
Staff involved in WBPL
• Provide guidance on sourcing, securing and
learning from WBPL opportunities
• Engage in staff development, to enhance
practice
• Exchange ideas with other WBPL staff to
ensure the value of WBPL is recognised in
programme design, review and monitoring
Students should…
Employers should…
• Ensure that they complete all
institutional processes in relation to
health and safety, insurance, due
diligence and risk assessment and return
confirmation of this to the provider
• Accept liability and responsibility for
students on WBPL as they would with all
other employees
• Ensure that they complete all
institutional processes in relation to
health and safety, insurance, due
diligence and risk assessment
and return confirmation of this to the
provider
• Communicate details of starting date,
induction arrangements and contact
information for line manager well ahead
of WBPL commencing
Students should…
Employers should…
• Attend WBPL briefings and complete
all activities required in preparation for
WBPL
• Consider devising own learning
objectives for WBPL
• Liaise with University of Salford staff
to ensure WBPL offered provides
opportunities for learning and
development
• Support staff development for line
managers and mentors of students on
WBPL
• Take up opportunities to be involved in
programme design, review and
monitoring
Pre-Placement - Continued
Principle: Establish sustainable relationships and networks
University of Salford should…
Staff should…
• Establish a framework for effective
record keeping, providing systems where
appropriate
• Maintain records of current and past
students and employers engaging in
WBPL
• Establish a regular schedule for
maintaining contact with students and
employers
• Communicate a statement of service
to all involved in
WBPL
Students should…
Employers should…
• Maintain records of all applications
made for WBPL and the outcomes
thereof, sharing with WBPL staff when
asked to
• Ensure that they have a clear,
professional digital footprint (social
media / web presence) prior to WBPL to
help the establishment of their network
• Behave professionally at all times
during the application process; once a
WBPL opportunity has been accepted all
other applications should be withdrawn.
•If an opportunity is offered but not
accepted, tell the WBPL staff first to
allow the staff to liaise appropriately
with the employer
• If in post, involve students on current
WBPL opportunities in the recruitment
and selection of next group of students
• If still in post, get current students on
WBPL to arrange induction programme
and handover to new WBPL students
Principle: Record outcomes and evaluate feedback for continuous enhancement
University of Salford should…
Staff should…
Students should…
• Establish a framework for effective record
keeping, providing systems where appropriate.
• Set up and maintain records, using
appropriate systems
• Review feedback from previous WBPL
and make any necessary changes,
enhancements or innovations
• Once confirmed, exchange and record
contact details for all parties involved in
WBPL
• Seek and act on feedback from any
unsuccessful applications
• Once confirmed, exchange and record
contact details for all parties involved in
WBPL
Employers should…
• Review feedback from previous WBPL
and make any necessary changes,
enhancements
or innovations
• In particular, consult with outgoing
WBPL students to get feedback on their
experience
• Once confirmed, exchange and record
contact details for all parties involved in
WBPL
During-Work Based and Placement Learning assessment
Students should be required to keep a log book (student logbook guide) of their activities and
learning during their Work Based and Placement Learning and will be assessed by their Work
Based and Placement Learning provider and visiting tutor. The assessment will be continual
throughout the Work Based and Placement Learning but will be visited during the mid and final
Work Based and Placement Learning visits.
The Required Professional Competencies, the student’s performance in their role and their
continued work towards their intended learning outcomes will be the criteria used to assess the
student. This part of the assessment will be conducted by the visiting Tutor and the Work Based
and Placement Learning Provider (or Work based Mentor).
Post-Work Based and Placement Learning assessment
Students should be required to submit a final reflective report on their Work Based and
Placement Learning demonstrating how they have met the learning outcomes and demonstrate
their personal and professional development while on Work Based and Placement Learning
(indicating their development from the initial pre Work Based and Placement Learning skills
analysis through their Work Based and Placement Learning experiences) and also give a
presentation. The latter enables students to show how they have developed personally and
Work Based and Placement Learning providers and other stakeholders can be invited to the
presentations.
Chapter 5
Sourcing Work Based and Placement Learning
It should be made clear to students and staff exactly who has responsibility for securing Work
Based and Placement Learning. The recommendation is that this should rest with the student,
unless there is a specific School managed Work Based and Placement Learning scheme where
places may be limited. The development and maintenance of a CRM system (Salford
Advantage) and the sharing of key contacts is vital to developing an effective and beneficial
Work Based and Placement Learning scheme.
Sourcing of some Work Based and Placement Learning opportunities will be co facilitated by
Student Life Careers and Employability, school and college staff and or the students. The latter
is recommended, however a clear process of approval should be in place. Work Based and
Placement Learning can be sourced through:
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Academic colleagues,
Alumni/recent graduates
Exhibitions,
Journals,
Local/National papers,
Networking particularly for international Work Based and Placement Learning,
Mail shots to organisations,
Professional bodies,
Voluntary organisations,
Charities,
Careers & Employability web information
National Work Based and Placement Learning websites
Careers & Employability
It is important to have some literature available indicating what skills your students can offer a
Work Based and Placement Learning provider.
For mail shots an introductory leaflet, letter containing information about the Programme and
the Work Based and Placement Learning is recommended.
Schools should offer to facilitate application procedures to suit the Work Based and Placement
Learning provider. These can include direct application by students to the Work Based and
Placement Learning provider, application/CV collection by the School and forwarding to the
Work Based and Placement Learning provider.
Chapter 6
Responsibilities
The responsibilities of all parties should be clearly defined in an effectively managed Work
Based and Placement Learning programme and be included in handbooks and other Work
Based and Placement Learning literature.
The parties include the student, School staff including the academic member of staff with
overall responsibility for the Work Based and Placement Learning, the visiting tutor and
administrative staff and the Work Based and Placement Learning provider.
The three partners in the tripartite agreement are:
1. Student
2. University: Student Life Careers & Employability, Work Based and Placement Learning
Tutor, Academic staff, Visiting tutor
3. Work Based and Placement Learning provider (employer)
Their responsibilities will be considered under these three headings (see table)
Student
Pre Work Based and Placement Learning
During Work Based and Placement Learning
Post Work Based and Placement Learning
The responsibilities of the student should be
clearly explained in the first meeting with the
students, written in the handbook, and
repeated at each meeting with the students
until they have secured their Work Based and
Placement Learning.
The responsibilities of the student should be
clearly explained to students before they take up
Work Based and Placement Learning and written
in the handbook.
The responsibilities of the student should be
clearly explained to students before they take
up Work Based and Placement Learning and
written in the handbook.
These will include:
• Responsibility to complete the Health and
Safety checklist within a specified period of
starting their Work Based and Placement
Learning(usually 1 week).
•Responsibility to complete and submit
assessments including deadlines and
consequences of not meeting the deadlines.
•Responsibility under Health and Safety to act in
an appropriate manner.
•That the student is representing the university,
their degree programme and themselves.
•Arranging tutor visit.
•Form connections and relationships between
actions and outcomes
•Form concepts, conclusions
•Understand the value of experiences
•Use theory and learning opportunities to ensure
positive habitualisation
•Carry out the tasks of the work opportunity, be
it a Work Based and Placement Learning or
voluntary
•Reporting and recording work
•Meet their commitments to their employer
•Balance academic work and voluntary/part time
work
•Set objectives
•Apply concepts and conclusions
•Adapt behaviour
•Transfer knowledge and outcomes/awareness of
experiences to future situations
These will include:
•Completion of assessments including
deadlines and consequences of not meeting the
deadlines.
•Any requirements to attend debriefing or
other sessions (i.e. talks for other students)
•Participate in either self-assessment or as part
of an organised assessment day
•Self-assess (as part of reflective logbook)
•Accept certificate, refer to it and use it in
applications
•Research future options, make action plans
•Keep and read records
•Be prepared to answer questions, act as an
ambassador for the organisation
•Express their skills
•Actively ask for references, understand what
this can do for them
•Evaluate their experience
These will include:
• Responsibility in sourcing and attaining a
Work Based and Placement Learning. It should
be clear what the students responsibilities are
in relation to Work Based and Placement
Learning approval. i.e. completion of all risk
assessment documentation.
• Should be aware of their requirements to
attend the compulsory Work Based and
Placement Learning preparation sessions.
• Should be made aware of any assessment
deadline and consequences should they not
meet them.
•Identify potential sectors, careers and
employers, including schemes offered by
employers
•Conduct research through the internet,
careers fairs etc.
•Research organisation and role
•Understand rights and obligations towards
Work Based and Placement Learning and
employer
•Research more about the organisation,
including what they do, what their role will be,
etc.
•Enrol on and attend supplementary training
programmes – if there is a gap in skills e.g.
language, computer software, culture. Identify
funding source
•Getting into right frame of mind, ‘reflective
•Create action plans to help them complete a
writing and learning workshop’, ‘learning to
positive WBL experience.
learn’ theories
•Undergo skills analysis
•Understand their own learning style to find out
how best to reflect
•Be realistic about their capability and the
expectations of their placement
•Have 1 to 1 talks with supervisor, specific
feedback and tips from the employer
•Think about what the organisation can offer
regardless of size
•Understand what is valuable experience,
including any part time work and volunteering
•Identify work experience programmes
currently in place, e.g. through Leonardo,
specific company schemes and careers guidance
schemes, and school/College schemes
•Ask themselves: What skills do I have? What
resources are there to assess my skills?
•Prepare CV and application form
•Prepare for interview and think of evidence of
competencies
•Self-selection for volunteering
•Actively think about working, using theoretical
background
•Complete some form of written self-evaluation
activity (Reflective logbook)
•Engage in social interaction and histories of
experiences.
University
Pre Work Based and Placement Learning
During Work Based and Placement Learning
Post Work Based and Placement Learning
The University of Salford has a range of
responsibilities in relation to operating an
effective Work Based and Placement Learning
scheme.
•Investigation of any incidents involving students
whilst on placement.
•Provide help with definitions of aims and
objectives between student and Work Based and
Placement Learning providers in the workplace
•Observation and supervision
•Visit of activities
•Support and acknowledge student, give
guidance
•Strengthen relationship between university and
Work Based and Placement Learning providers
•Act as mediator between student and Work
Based and Placement Learning provider
•Possibly act as facilitator for the Work Based
and Placement Learning provider in
administering Work Based and Placement
Learning
•Address any skills gap, providing short courses
•Address theoretical areas of learning
•Provide case studies of previous work
experience participants as examples
•Provide a source of formal documentation
•Provide input into any difficulties
Provide theory behind learning
•Run the assessment either as part of degree or
extracurricular
•Give credits to students (e.g. count towards
degree completion)
•Officially recognise the certificate and produce
it
•Ask students for feedback on their assessment
•Research their students and where they have
gone
•Communicate the process with key
stakeholders, disseminate their good Work
Based and Placement Learning experience to
others
•Evaluate their experience
•Commitment to acting on feedback,
suggestions for continual improvement
•Give credits to students (e.g. count towards
degree completion)
•Officially recognise the certificate and produce
it Ask students for feedback on their assessment
•Research their students and where they have
gone
•Communicate the process with key
stakeholders, disseminate their good work
experience to others
•Evaluate their experience
Commitment to acting on feedback, suggestions
for continual improvement
These include:
•Health and Safety - including Work Based and
Placement Learning provider assessment,
student training clearly defining the role and
responsibilities of each member of staff involved
in Work Based and Placement Learning.
•Setting up clearly defined procedures which are
understood by all parties concerned.
•Training staff and Work Based and Placement
Learning providers where appropriate to ensure
consistency i.e. of visiting tutors to ensure all
students are considered equally and given the
same level of advice and guidance during the
Work Based and Placement Learning visit.
•Provide tools and knowledge to reflect
•Provide guidance and encourage students to
recognise learning opportunities from practical
experience
•Support self-learning
•Help student break down activities into
knowledge and skills
•Encourage students to apply transferable skills
between home and work life
Encourage students to identify work patterns,
good and bad practice
Work
Based and
Placement
Learning
Provider
Pre Work Based and Placement Learning
During Work Based and Placement Learning
The responsibilities of the Work Based and
Placement Learning provider in should be clearly
articulated and preferably included in the
tripartite agreement between the student, the
Work Based and Placement Learning provider,
and the school.
Contact university and Careers & Employability
Ensuring a safe working environment, providing
resources i.e. access to training and supporting
the students in attaining the learning outcomes
for the placement
 Add themselves to lists of organisations
offering work experience or volunteering
placements
 Set up a scheme with a comprehensive
programme for students and universities (e.g.
insurance and other regulations. appropriate
to the size and formality of the company)
 Prepare clear job description and person
specification
 Complete all formal checks e.g. health & safety
and risk assessment checks
 Agreement of Work Plan and independent
learning outcomes and outlining opportunities
for student to work towards all their learning
outcomes
 Provide a specific induction programme to the
organisation, mentor, work etc.
 Allocation and preparation of work based
mentor
 Visit student’s skills analysis and intended
learning outcomes
 Complete their section of the Work Based and
Placement Learning agreement with student
and mentor
 The Work Based and Placement Learning
provider is expected to assess the student;
they may need training to ensure all students
are assessed on an equal basis.
 Provide managers with a suggested list of
tasks a student can do – don’t underestimate
them
 Ensure student is fully integrated with
permanent employees and the team and
communicate with team about students
coming in and work undertaken – highlight
advantages
 Use student to look at current process or
activities with a new and fresh approach e.g.
website visit
 When giving activities to a student, ensure
the business impact of what they are going to
do is explained
 Generate case studies
 Encourage students to challenge current
practice and come up with new ideas
 Keep list of activities/projects that need
doing and organisation has not had time to
tackle
 Check with student what they are interested
in and what do they enjoy doing?
 Ensure some tasks have a tangible output i.e.
report, presentation
 Set objectives in line with learning outcomes
 Monitor student’s performance in line with
Required Professional Competencies.
 Be available for mid and or final visit with
Work Based and Placement Learning contact
tutor. Visit what student has learnt and
provide theoretical input.
 Share with student how their input has
impacted business
Post Work Based and Placement Learning
 Offer a job or more volunteer placements to
student
 Evaluate own Work Based and Placement
Learning policy and whole experience
 Re-assess business benefits of placements
(retrospectively)
 Recognise the value of work experience for
the organisation
 Ask students for feedback on their
experience and their style of assessment
 Assess business benefits of placements
 Give references and evaluation
 Attend post Work Based and Placement
Learning Expo or Presentation visit.
 If required revise or plan new activities to
respond to feedback from student
 Support student in achieving new or revised
objectives in Action Plan
 Look at skills gap and provide additional
training, tasks etc…
 Ask for feedback on how employer can do
better
Chapter 7
Health and Safety
Under the Health and Safety at Work Act, employers have a responsibility to ensure safe
working conditions for all their employees. Schools are responsible for ensuring that the
students will be working in a safe environment whilst on placement. This can be achieved by
assessing the Work Based and Placement Learning provider through a visit (Health and Safety
checklist) and/or completion of Health and Safety Checklist for Work Based and Placement
Learning Provider Form.
Health and Safety assessment should be carried out before a Work Based and Placement
Learning is approved and can be included as part of the Work Based and Placement Learning
approval procedure
Schools also need to ensure that students undertake appropriate Health and Safety training
prior to Work Based and Placement Learning. In most cases this is General Safety training,
however more specialised training may be needed in certain cases where machinery or
biological materials may be used i.e. Agricultural placement, hospitals. Where specialised
training is needed, Work Based and Placement Learning providers may offer this to the student
as part of their induction programme and schools should ask for this to be an essential
requirement.
Insurance
Students undertaking Work Based and Placement Learning as a required (compulsory or
optional) element of their degree programme should be covered by both the University public
liability and the Work Based and Placement Learning provider insurance. The University’s
insurance policy details and contact details for insurance related questions are here). However,
not all legal responsibility for Work Based and Placement Learning lies with the University or
Work Based and Placement Learning provider. The student has responsibility to act in an
appropriate manner, keep in contact with the University to report any problems with the Work
Based and Placement Learning and to check that indemnity is given to them by the Work Based
and Placement Learning provider/employer.
Schools should check that Work Based and Placement Learning providers have employer’s
liability and public liability insurance as part of the approval process. (Health and Safety
checklist) in Work Based and Placement Learning approval procedure)
Chapter 8
Work Based and Placement Learning Approval and agreements
A robust approval procedure should be established to approve each work placement.
Work Based and Placement Learning Approval
The Work Based and Placement Learning provider, their Health and Safety status and the Work
Based and Placement Learning offered should all be assessed and only when all areas are
deemed as satisfactory should the Work Based and Placement Learning be approved. The Work
Based and Placement Learning provider should complete a Work Based and Placement
Learning job description form and/or project proposal form for submission to the School for
approval. It is advisable that the Health & Safety checklist for Work Based and Placement
Learning providers is also submitted at the same time.
The Work Based and Placement Learning job description form should include details of the
Work Based and Placement Learning provider, location of the Work Based and Placement
Learning, payment, length of Work Based and Placement Learning, job description, application
process and specific needs of the students whilst on Work Based and Placement Learning i.e.
access to the internet.
One person or group should have responsibility for approving or Work Based and Placement
Learning. The Work Based and Placement Learning job description should be considered in light
of the learning outcomes expected from the Work Based and Placement Learning and whether
the student is likely to be able to attain them.
If the job description is approved and the Health and Safety status of the Work Based and
Placement Learning provider is satisfactory, then an agreement can be drawn up. If the job
description has shortcomings, the Work Based and Placement Learning can be rejected or the
Work Based and Placement Learning provider asked to amend the job description in such a way
as to enable the student to achieve the learning outcomes.
Work Based and Placement Learning agreement
Once the Work Based and Placement Learning has been approved a Work Based and
Placement Learning Agreement should be drawn up. This is based on the job description
supplied by the Work Based and Placement Learning provider and the academic requirements
for the Work Based and Placement Learning. The latter aspect covers the assessments i.e.
reflective log book and any submissions during the Work Based and Placement Learning and
supporting the student in achieving the learning outcomes, which are stated on the agreement.
The agreement should be signed by the student, Work Based and Placement Learning provider
and school Work Based and Placement Learning tutor before the student starts their Work
Based and Placement Learning.
Chapter 9
Work Based and Placement Learning preparation of Students
Most students view Work Based and Placement Learning as the activities they carry out during
the Work Based and Placement Learning and not the learning they acquire from the activities.
In some cases the skills are directly assessed, however students should be encouraged to reflect
on the learning gained from their Work Based and Placement Learning.
Pre- Work Based and Placement Learning preparation should start well in advance of the
students taking up Work Based and Placement Learning. This would normally be the start of the
academic year before the students go on Work Based and Placement Learning i.e. September
for full time Work Based and Placement Learning starting the following summer. The
programme should emphasise the learning outcomes from the Work Based and Placement
Learning i.e. what the student is expected to achieve through doing the Work Based and
Placement Learning and explain how the student will demonstrate their achievement of these
learning outcomes i.e. through assessment.
The key issues to cover in a Work Based and Placement Learning preparation programme are:
 The value of Work Based and Placement Learning to the student - employability, networking,
career knowledge, skill development, address specific needs (i.e. disability or niche
employment)
 How students source placements - opportunities, websites etc (sourcing work
placements)Employability talks
 CV and Covering letter preparation
 Interview techniques, and sourcing help for aptitude and psychometric testing
 Health and Safety, ethics, confidentiality (especially for research, project based placements)
 Links to other awards such as City and Guilds.
 Careers and Employability can provide training sessions for some of these and workshops
(see Work Based and Placement Learning Approval Procedure)
 The preference is for the Pre Work Based and Placement Learning programme to be a
timetabled activity. Potential Work Based and Placement Learning providers can be invited
in to speak to staff and students in the year below should also be encouraged to attend if
possible.
 Students should be provided with information covering all aspects of the Work Based and
Placement Learning. This can be in the form of a handbook (see Work Based and Placement
Learning handbook) made available in paper or electronic format.
 It is recommended that information is made available to students in electron form, including
all forms, information on placements available and handbooks.
 For project based Work Based and Placement Learning similar preparation is necessary
although projects may be allocated by the School.
Chapter 10
During Work Based and Placement Learning Information
Health and Safety/Induction
Students should be provided with a Health and Safety checklist which covers issues, such as
fire procedures and accident reporting and issues they need to know in relation to 'getting
started' in their Work Based and Placement Learning. These latter issues include dress code,
working hours and reporting line management. This enables the student to ask about these
issues without feeling embarrassed and also ensures they find out all of the relevant
information early in their Work Based and Placement Learning. This should be completed and
signed by the student within their first week of Work Based and Placement Learning. Students
may be asked to submit this form or it can be checked during a visit.
Students should be advised that they should contact the School immediately they have any
concerns regarding health and safety or their working environment. The School should respond
immediately to any such expression of concern from students by either discussion with the
student and Work Based and Placement Learning provider and/or a visit.
Maintaining Contact
Students should be provided with contact details, e-mail and phone, for all staff involved in
Work Based and Placement Learning in case they need to get in touch with someone in an
emergency. These should be the Work Based and Placement Learning tutor, visiting tutor or
School office.
Student contact is vital in the first few weeks of Work Based and Placement Learning. This can
be achieved by for example:
Telephone call to each student
Organisation of mid Work Based and Placement Learning visit
Students should be required to notify the Work Based and Placement Learning tutor or School
office of any change of address or other contact details [i.e. telephone number] during their
placement. (Change of address form)
Visits
The amount of visits depends on the length of the Work Based and Placement Learning. Where
students are working overseas it may not be possible to visit in which case a telephone
conversation or online/video conferencing meeting should be considered as an alternative.
Where students are on a long work placement, it may be appropriate to consider 2 or more
different placements within the time period, one or which is overseas. In this case the Work
Based and Placement Learning in the UK should be carried out first wherever possible and the
student visited, so that the student is clear about their responsibilities and the learning
outcomes of the Work Based and Placement Learning before travelling overseas.
The setting up of visits should be the responsibility of the student. This gives the students
greater ownership of the Work Based and Placement Learning and is recommended.
Visit Structure
The aims of the visit are:
 To check the student is working in a suitable environment with respect to Health and Safety.
 To determine and assess the student's progress, through discussion with the student and the
Work Based and Placement Learning provider and their performance assessed on their
Required Professional Competencies, performance in the role and their agreed learning
outcomes
 To deal with any issues regarding the student and the Work Based and Placement Learning.
 To establish links with the Work Based and Placement Learning host.
A proposed structure for a visit is:
 The visiting tutor meets with both the student and Work Based and Placement Learning
provider and explains the purpose of the visit. The visiting tutor then discusses the student's
progress with the Work Based and Placement Learning provider who completes their part of
the mid Work Based and Placement Learning visit based on the Required Professional
Competencies. As they complete the form, they describe the student's work to the visiting
tutor.
 Once completed the Work Based and Placement Learning provider is asked if they are happy
for the visiting tutor to feedback the Work Based and Placement Learning host's assessment
to the student. The student returns with their Reflective Log book entries and is seen by the
visiting tutor on their own. This enables cross reference with what the Work Based and
Placement Learning provider says the student has been doing and what the student says
they have been doing and allows the student to comment openly on their Work Based and
Placement Learning.
 The student discusses their reflective logbook and the work they have been carrying out and
the visiting tutor can determine from comparison of the student and Work Based and
Placement Learning provider assessments if the student is accurately aware of their
progress. Feedback is given to the student on the Work Based and Placement Learning
provider’s assessment. Normally the student assesses themselves similarly or lower than the
Work Based and Placement Learning provider which is acceptable. If the student assesses
themselves higher than the Work Based and Placement Learning host, this indicates the
student is not reading the signals from the Work Based and Placement Learning provider
regarding their progress correctly and the visiting tutor will need to deal with this. It may be
necessary for the visiting tutor to speak to the Work Based and Placement Learning provider
or preferably for the student to do so, to resolve this issue.
 If there are issues regarding the Work Based and Placement Learning then these can be
discussed with the relevant parties and if a solution is found then it is discussed with all
parties.
 If the issues are with the student not meeting their Required Professional Competencies or
struggling with meeting their Learning Outcomes an Action Plan should be drawn up, agreed
and signed by all parties.
Additional points to consider:
Reflective Log books should be discussed with the student to ensure they are completing them
satisfactorily (assessment).
Student should also be reminded of the learning outcomes for the Work Based and Placement
Learning and associated assessments.
Both the Work Based and Placement Learning provider assessment form and the Visiting Tutor
assessment form are based on the job description and include the academic requirements. The
form should include assessment of the Required Professional Competencies, the employability
skills developed as indicated by the skills analysis.
The visiting tutor may also ask for feedback from the Work Based and Placement Learning
provider on the Work Based and Placement Learning processes which are reported to the Work
Based and Placement Learning tutor.
The visiting tutor should be provided with information/training on what is expected during the
visit. (Visiting tutor information)
Assessment
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On-Work Based and Placement Learning assessment may include:
Reflective Log books
Work Based and Placement Learning provider assessment
Visiting tutor assessment
Project/s
Reflective Log books
Reflective Log books can be used as a means of recording student activities and learning. As
students are in diverse work based learning and placements, the learning gained from the Work
Based and Placement Learning is the key to meeting the learning outcomes as evidenced by the
activities carried out. The example reflective logbook and writing guide and assessment
criterion gives both the activities and the learning gained from the activities. Students should be
required to show their reflective log book during the mid Work Based and Placement Learning
and final Work Based and Placement Learning meetings the visiting tutor can monitor the
students' progress and step in if necessary.
Most students have difficulties with the reflective nature of the learning gained in log books
and if possible, completed examples of weekly log books should be made available to students
prior to and during Work Based and Placement Learning as reference points.
Using the Required Professional Competencies
The Required Professional Competencies are the standards of which a student should be
meeting while in Work Based and Placement Learning. The Required Professional
Competencies allow for a more fair and standardized approach to assessing the students.
Work Based and Placement Learning provider assessment
As described above in visits, the Work Based and Placement Learning provider will be asked to
assess the student based on their job description (as given in the Work Based and Placement
Learning agreement), their Required Professional Competencies and Learning Outcomes. The
assessment scale should be straight forward and where different aspects are being assessed i.e.
learning outcomes and Required Professional Competencies, it is advisable to use the same
scoring system.
The Required Professional Competencies are the minimum standards required of a placement
and can be used as an aide memoire in the completion of the student’s W.A.D. The Required
Professional Competencies should be referred to at the mid-point visit and at the end of the
placement to help in the assessment of the placement and the student’s performance and
development throughout. If the student falls into any of the grey areas during the midpoint visit
then an action plan is put into place and if they are in the grey areas at the end of the
placement this part of the assessment is deemed as a failure.
Where the Work Based and Placement Learning provider assessment is to count substantially
towards the students overall assessment, it will be necessary to provide training for Work
Based and Placement Learning providers to ensure all students are treated equally.
Visiting tutor assessment
The visiting tutor will be required to give an assessment of the student's progress (Mid and
final Work Based and Placement Learning visit in the W.A.D.) Whilst this can give greater
equality of assessment of students, they are basing their assessment on a judgement made in a
very short time frame and on information provided by the Work Based and Placement Learning
provider and student. For these reasons, the mid and final visit assessment should be based on
standardized assessment criteria to give the greater equality.
Live Projects/Briefs
Work Based and Placement Learning may be Live Projects/briefs projects and these will form
the basis for the Work Based and Placement Learning. Where students are on Work Based and
Placement Learning which is solely Live Projects/brief based, the Work Based and Placement
Learning tutor, student and Work Based and Placement Learning provider need to agree
responsibilities in terms of independent work and supervision including the number and nature
of meetings between the student(s), employer and Work Based and Placement Learning tutor.
Projects will be assessed as a normal Work Based and Placement Learning but with the final
project report substituting the final reflective report.
It is important to agree the form of the report with the Work Based and Placement Learning
provider, especially if the student is planning to use the project work as their Honours project.
In this case, it may be necessary for the student to write 2 separate reports, one for the Work
Based and Placement Learning provider and one to meet the Honours project requirements.
The process of developing a Live Project will provide a clear path to develop live projects with
potential project providers. In yearlong Work Based and Placement Learning, a project
associated with the Work Based and Placement Learning may be a requirement. In this case the
length/size of the project must be defined. Approval of projects is described in the pre-Work
Based and Placement Learning section.
On Placement
Principle: Accept and recognise the value to employability
University of Salford should…
WBPL Staff should…
• Make a platform available for regular
reflection; through a virtual or managed
learning environment which may take
the
form of an e-portfolio
• Ensure assessment is linked both to
activities on WBPL and future
applicability to employability
Principle: Are partners in planning and management
University of Salford should…
WBPL Staff should…
• Commit to providing the necessary
resources to properly support the WBPL
process
•Ensure that milestones / check-in
points are established, maintained and
recorded
• Establish and manage expectations
with regard to support including
frequency and method. If visits are to be
undertaken this requires managing the
schedule for the cohort of students
Students should…
Employers should…
• Embrace all learning opportunities
during WBPL with enthusiasm, and
capture learning
through personal reflection
• Offer formal and informal
opportunities to assist students with
career choices during WBPL
Students should…
Employers should…
• Contribute ideas for their own
development through the WBPL
• Engage in all reasonable opportunities
for development during the WBPL
• Arrange to meet regularly with a line
manager or mentor to discuss workload,
challenges and ideas
Use the same appraisal and review
methods with the student that would be
used with other employees
Principle: Clearly understand the responsibilities and expectations of everyone involved
University of Salford should…
WBPL Staff should…
Students should…
• Ensure that there are clear reporting
lines
within the provider in relation to WBPL
• Capture responsibilities with regard to
WBPL in institutional policies and
regulations
• Address any issues or concerns that
arise during the WBPL opportunity
promptly and involving appropriate
parties
• Report any issues or concerns that
arise during the WBPL opportunity
promptly to the university WBPL staff
and/or employer as appropriate
• Participate in regular discussion with
the provider or university WBPL staff
about the WBPL opportunity and/or the
employer
Employers should…
• Report any issues or concerns that
arise during the WBPL opportunity
promptly to the university WBPL staff
and/or student as appropriate
• Participate in regular discussion with
the provider or university WBPL staff
about the WBPL opportunity and/or the
student
On Placement - Continued
Principle: Collaborate to ensure opportunities are inclusive, safe and supported
University of Salford should…
WBPL Staff should…
Students should…
• Acknowledge that students remain
students throughout the WBPL, and
commit
to providing the necessary resources
to
properly support the students
throughout
the WBPL process
• Appreciate that transition to working
environments can be challenging and
support students through the process
• Address any issues or concerns that
arise
• Initiate and manage the on-going
support throughout the WBPL; make
arrangements, manage
communications, confirm who is
involved and when
Principle: Engage in structured opportunities for learning and development
University of Salford should…
WBPL Staff should…
Students should…
• Make a platform available for
learning and
assessment purposes; through a
virtual or
managed learning environment which
may
take the form of an e-portfolio
• Provide assessment which drives the
learning process during the WBPL rather
than merely assessing what has been
learned at the end
• If the length of the WBPL allows for it;
invite students back for a shared
opportunity to discuss their learning - or
provide online alternatives
• See contact with the employer as an
opportunity for on-going professional
development
• Engage in all reasonable opportunities
for development during the WBPL
• Capture the learning throughout the
WBPL and not merely at the end of the
opportunity
• Complete the assessment tasks in
order to meet the academic
requirements
Employers should…
• Provide induction materials and
activities associated with health and
safety, and equality and diversity
• Support the line manager of the
student, and consider appointing a
mentor in addition to this
Employers should…
• Provide suitable supervision and
training to enable students to learn and
develop within their WBPL role
• Provide suitable support and training
to enable line managers and/or mentors
to support students
On Placement – Continued
Principle: Establish sustainable relationships and networks
University of Salford should…
University of Salford should…
University of Salford should…
University of Salford should…
• Establish a framework for effective
record
keeping, providing client management
systems where appropriate
• Establish a framework for effective
record
keeping, providing client management
systems where appropriate
• Establish a framework for effective
record
keeping, providing client management
systems where appropriate
• Establish a framework for effective
record
keeping, providing client management
systems where appropriate
Principle: Record outcomes and evaluate feedback for continuous enhancement
University of Salford should…
University of Salford should…
University of Salford should…
University of Salford should…
• Establish a framework for effective
record keeping, providing systems where
appropriate. The systems should be
capable
of recording data safely
• Establish a framework for effective
record keeping, providing systems
where appropriate. The systems should
be capable
of recording data safely
• Establish a framework for effective
record keeping, providing systems
where appropriate. The systems should
be capable
of recording data safely
• Establish a framework for effective
record keeping, providing systems
where appropriate. The systems should
be capable
of recording data safely
Chapter 11
Post Work Based and Placement Learning Information
Post Work Based and Placement Learning activities include:




Assessment
Work Based and Placement Learning provider contact
Debriefing
Work Based and Placement Learning Presentation visit
Assessment
Post Work Based and Placement Learning assessment includes a reflective/ project report and
also includes an oral presentation.
Final reflective report
A reflective report describes the development of the student from the pre Work Based and
Placement Learning, the achievement of the learning outcomes and the success in the job
description. This should be based on the students learning as evidenced from their Reflective
log book, pre-Work Based and Placement Learning assignments, action plan (if completed) and
any training or certificated achievements gained during Work Based and Placement Learning.
Where another award such as the City and Guilds is also being applied for, the assessment
should normally support both the requirements of the award and the module learning
outcomes i.e. students complete only one set of assessments.
Presentation
Students may also be required to give an oral presentation. This is an excellent opportunity to
enhance their presentation skills (Presentation skills Study skills booklet available here). (More
information on Study Skills support available here) and as most students are enthusiastic about
their Work Based and Placement Learning they normally perform well (Presentation
assessment). A presentation also provides an opportunity to invite Work Based and Placement
Learning providers to the university in recognition of their important role in providing the
placements. It is also a valuable promotional activity for the degree programme, Work Based
and Placement Learning and graduates
Work Based and Placement Learning provider contact
Provision of suitable Work Based and Placement Learning is vital to the success of any Work
Based and Placement Learning programme and relies on Work Based and Placement Learning
providers offering and continuing to offer Work Based and Placement Learning. It is only
courteous to formally thank Work Based and Placement Learning providers once a student has
completed their Work Based and Placement Learning.
It is important to obtain feedback from Work Based and Placement Learning providers on the
processes involved in work placement. Schools may wish to ask Work Based and Placement
Learning providers to complete a questionnaire on the processes involved in Work Based and
Placement Learning to assess their effectiveness and where improvements can be made.
Alternatively this information can be obtained by the visiting tutor.
Debriefing
It is important to ascertain student views of a Work Based and Placement Learning in order to
assess its value in students attaining the learning outcomes. This can be done during the final
visit at the end of the Work Based and Placement Learning through a questionnaire.
It may be necessary not to use certain Work Based and Placement Learning providers in the
future should the Work Based and Placement Learning be judged to have been somewhat
restrictive in enabling the student to achieve the learning outcomes or if there are other
concerns.
Chapter 12
Post Work Based and Placement Learning visit
It is important to visit the Work Based and Placement Learning provider in terms of
administration and outcomes.
Administration
This should be a streamlined as possible by enabling online or email submission of forms and
assessment. All information and forms should be available online for students (Form
development and management can be done in Advantage (you need to login to Advantage to
access this training page)) and, where appropriate, employers, to access.
Outcomes
When possible all Work Based and Placement Learning providers should be visited on an annual
basis with regard to student achievement of outcomes, evaluations of students, suitability for
programme information received by students, approval process and Work Based and
Placement Learning preparation of students.
If the Work Based and Placement Learning is provided as a module within a degree programme,
it should be visited in the same way as other academic modules, with evaluation including
students, external examiner comments, examination board comments, student evaluation
questionnaires, suitability for programme, delivery, content, methods of teaching and
assessment, handbooks and information, assessment weighting's, approval process and Work
Based and Placement Learning preparation of students.
For Work Based and Placement Learning assessed within a degree programme, but not as a
module, a similar visit should take place.
Post-Placement
Principle: Accept and recognise the value to employability
University of Salford should…
Practitioners should…
Students should…
Employers should…
• Ensure that the WBPL is recorded on the
academic record; as part of the transcript
or Higher Education Achievement Report
or
Diploma Supplement
• Provide activities and/or materials to
support students to make the most of the
their WBPL experience
• Enable students to integrate the learning
from their WBPL into their future studies
• Participate in all evaluation and
assessment
activities to reflect on the impact of the
WBPL on their employability
• Offer either a reference or testimonial
for the student
Principle: Are partners in planning and management
University of Salford should…
Practitioners should…
Students should…
Employers should…
• Consider ways of encouraging
participation
in future WBPL through institutional
marketing material
• Ensure that assessment is considered
by the appropriate academic processes
including marking, moderation and
external examination
• Provide opportunities for the next cohort
to learn from the experiences of the
current cohort of students and employer
• Assist with opportunities for the next
cohort to learn from the experiences of the
current cohort of students
• Share their reflections on the WBPL
experience with the employer to help
them plan for future WBPL opportunities
• Assist opportunities for the next cohort
to learn from the experiences of the
current cohort of employers
• Signpost graduate employment
opportunities for the student
Principle: Clearly understand the responsibilities and expectations of everyone involved
University of Salford should…
Practitioners should…
Students should…
Employers should…
• Co-ordinate reporting to meet the
requirements for PSRBs and external
accrediting bodies
• Co-ordinate evaluation and feedback
processes at the end of the WBPL
• Liaise with employers about the next
intake of students
• Complete all evaluation and assessment
activities
• Inform the provider of future WBPL
opportunities for the next cohort
Post-Placement - Continued
Principle: Collaborate to ensure opportunities are inclusive, safe and supported
University of Salford should…
Practitioners should…
Students should…
Employers should…
Have mechanisms for providing
institutional responses to any issues raised
• Periodically review the range of WBPL
opportunities; remove any which are
of concern and look for additional
opportunities that enable the promotion
of equality and diversity
• Regularly review content of the
supporting information health and safety,
equality and diversity, due diligence,
student complaints and student code of
conduct policies
• Provide feedback on the suitability of
activities, induction and training with
regard to support throughout the WBPL
• Consider providing the provider and/or
the employer with a case study about their
experience if it was exceptionally positive
• Seek out the student’s reflections on
their WBPL experience to help to plan for
future WBPL opportunities
Principle: Engage in structured opportunities for learning and development
University of Salford should…
Practitioners should…
Students should…
Employers should…
• Facilitate cross institutional learning from
WBPL
• Enable practitioners to learn from other
practitioners across the sector
• Facilitate student learning across and
between the cohorts
• Engage in regular reflection on their own
professional practice
• Look for opportunities for innovation
and development in their own professional
practice
• Complete the assessment tasks in order
to meet the academic requirements
• Participate in opportunities designed
to facilitate student learning across and
between the cohorts, and after graduation
• Agree any follow up development
opportunities with the provider; come into
the provider to talk to students, join an
employers’ advisory group, attend a
careers fair or join a curriculum review
team
Principle: Establish sustainable relationships and networks
University of Salford should…
Practitioners should…
Students should…
Employers should…
• Provide recognition and/or resource to
acknowledge the support of employers
in the employability development of the
students through WBPL
• Establish ‘alumni’ networks of students
on WBPL
• Agree any follow up arrangements;
whether a future WBPL opportunity is
available, employers coming into the
provider to talk to students or join an
employers’ advisory group
• Thank the employer for the WBPL
opportunity and agree any follow up
arrangements; whether a reference or
testimonial is available and who from
• Capitalise on future opportunities; to
undertake project work with the employer
as part of on-going academic study, or to
consider graduate employment with the
same employer
• Update their CV, and digital footprint, to
include the WBPL opportunity
• Volunteer to assist practitioners with the
promotion of WBPL
• Agree any follow up arrangements with
the student; whether they will provide
references/testimonials
• Consider offering future opportunities to
the same student; project work as part of
on-going academic study, or to offer a
route to graduate employment
• Agree any follow up arrangements with
the provider with regard to future
vacancies and timescales
Principle: Record outcomes and evaluate feedback for continuous enhancement
University of Salford should…
Practitioners should…
Students should…
Employers should…
• Establish a framework for effective
record keeping, providing systems where
appropriate. The systems should be
capable of enabling the regular monitoring
and evaluation of data
• Build in the evaluation of WBPL into
standard institutional reporting at module/
programme/School level
• Carry out periodic monitoring and annual
evaluation of WBPL schemes,
disseminating findings internally and
sharing summaries with employers and
students
• Complete all evaluation and feedback
activities
• Review and act on feedback from the
employer and from the assessment
process
• Use their feedback to formulate an
action plan focussing on developing the
next stage of their career
• Keep records of the WBPL and that
evaluation thereof
• Communicate ideas for enhancement
with the provider through the practitioners
Chapter 13
Placement Guidance Work Based Placements Disability and Learner Support
Introduction
This guidance provides a guide and practical advice to all staff with responsibilities for Work
Based and Placement Learning. Students may also find this resource helpful to give them an
idea of what support might be available on placement. Included are examples of reasonable
adjustments when on placement to ensure that disabled students with disabilities have equal
opportunity to benefit from their placements. Reasonable adjustments can help students to
develop strategies which can also be taken into working life. Work placements may take long to
set up for disabled student and the matching process may be more complex.
The Equality Act (2010) states that education providers are not allowed to discriminate because
of disability The Act covers conditions such as hearing and visual impairments, Specific Learning
Difficulties (SpLD) & mental health difficulties; long term health conditions such as diabetes,
HIV, M.S, epilepsy and cancer are also covered.
Since April 2011, the Equality Act places duty on public authorities such as the University of
Salford as an Education Provider and NHS trusts to promote equal opportunity and eliminate
discrimination.
Where possible an inclusive approach should be taken and reasonable adjustments made both
at the University of Salford in an academic setting and a work based placement.
This guidance includes information on
• Benefits of disclosure on placement
• Pre-placement discussions
• Specific guidance for supporting a range of disabilities
• Monitoring and Disabled Student Allowance
Encouraging students to disclose on Placement
Disclosure of a disability is a matter of personal choice and it is important the student considers
valid reasons for and against disclosure, however if the course or placement is not aware of the
students disability it may not be able to make reasonable adjustments.
Students are sometimes reluctant to disclose their disability due to concerns about
discrimination. The Equality Act (2010) states that employers or education providers are not
allowed to discriminate against a student because they are disabled.
Disclosure – Why disclose?
Advantages of disclosure:
 Early disclosure can allow for pre-placement planning, placement will be expecting the
student and will be able to discuss with them the impact of their disability and how they can
best support the student
 Reasonable adjustments can be made which will allow the student to reach their full
potential and help achieve the learning outcomes of the course
 Disclosure should allow the student to concentrate on work in hand
 Demonstrating a proactive approach to disclosure and management of their condition
reflects a sense of professional responsibility
It is recommended:
 That the student discloses as early as possible to the course and placement.
 That the student discusses recommendations at a pre-placement meeting to clarify any
adjustments
 What if the student chooses not to disclose?
 The student may think that their difficulties do not affect them on placement; discussion
with a placement mentor may highlight useful support
 It can become difficult to challenge discrimination later on if the student thinks it may be
happening
Pre-Placement Discussion
When meeting a student for a Student Support Plan (SSP) the Disability Adviser will encourage
the student to disclose their disability when on placement.
It would also be recommended that the student meets with their programme leader or
placement mentor to discuss reasonable adjustments.
Students will usually want to know:
 Whether disclosure to the programme leader will mean that information is automatically
passed to placement teams
 Whether they have the option to not inform placement and what the consequences of not
doing this are
A pre-placement proforma can be completed by a programme leader or placement mentor to
help document Reasonable Adjustments. Please see page 5 for an example of a pre-placement
proforma.
Things to include on the proforma
 Nature of disability
 What adjustments will be made?
 How adjustments will be funded (this may be through Disabled Student Allowance)
 What action will be taken if adjustments are not provided?
 Who is to be informed of the student's disability at the placement?
 Systems for maintaining communication between the placement supervisor and University
Staff
A pre-placement visit is encouraged for students who have difficulties relating to travel,
mobility and orientation in new environments. During this visit students will also be able to
meet with supervising staff. Disability Advisers encourage the student to arrange a preplacement visit independently if this is not usual practice. The pre-placement meeting gives
both parties clear expectations and helps reduce student anxiety from the onset.
Example of a pre-placement proforma
Students Name:
Roll Number:
Programme:
Mentors
Name:
Start
date
End date
Type of placement
Placement site/organisation
Comments/reasonable
adjustment
Staff signature
Student signature
Review Date
Placement 1
Making adjustments
This section is for:
 Academic staff who are involved in preparing students for placements
 Students with a disability and a placement element of the course
 Placement mentors
If any adjustments are required in a placement setting, students should speak to their
programme leader or placement mentor, who can consult with Disability and Learner Support if
required. In most cases students are aware of what support they may require when on
placement.
Examples of types of adjustments that may need to be considered:
 Are working patterns flexible enough to enable students with different difficulties to fully
participate?
 Presentation of written material - is everything paper based or is your department using an
electronic record system, electronic formats are generally more accessible.
 Can accessible software be used for students with a Visual Impairment for example
 Extra time to read or write notes/reports
 Ongoing support for students who may require it through visits or phone calls.
The next section will discuss adjustments for specific types of disabilities
Supporting Specific Learning Difficulties (SpLD) such as dyslexia, dyspraxia and dyscalculia
Not all students with a SpLD have the same difficulties; academic difficulties will be detailed
in the students support plan and can include:





Slow reading and writing
Difficulties with organisation and following instruction
Re-reading for comprehension
Short term memory and concentration difficulties
Hard to read/illegible handwriting
Suggested strategies for mentors




Ensure all written information is clearly laid out; use a clear font such as Ariel, size 12.
Some students may have a coloured overlay or tinted lenses to help reduce visual stress
when reading from white paper. Cream/pastel coloured paper can also help reduce this
Extra time to complete reading and writing tasks, if a large amount of background reading
is required the placement mentor should identify essential material
The student should be encouraged to develop their own glossary, this could be for
example, a small address book where information can be kept in alphabetic order and used
quickly when required
Where possible accept a degree of untidy writing as long as the meaning is clear









If errors happen give feedback to the student on how the task can be completed more
effectively next time, clear guidelines help with the students planning and structure
Encourage the student to keep a diary to help with time keeping, this allows for forward
planning
Consider flexible working patterns where for example a student can write notes up at
intervals during the day rather than expecting them all at the end of the day
Where possible let the student complete notes on a computer where they can check
spelling and grammar
Allow students to take in brief notes training and meetings for example
Where possible allow student to record key points during client meetings in line with
confidentiality procedure (eg. Deleting all recorded content at the end of each working
day)
Be willing to repeat instructions, you can encourage the student to repeat them back to
ensure understanding
Provide templates for letters and forms
Weekly catch up or review sessions
Suggested strategies for students







Use of an electronic dictionary/thesaurus can be used to help check terminology and
spelling
Take brief notes to help with both concentration and short term memory
Develop your own glossary, this could be for example a small address book where
information can be kept in alphabetic order and used quickly when required
Use a coloured overlay (if appropriate).
Ensure you are familiar with different forms and documents used, you could ask your
mentor if you can take one home to familiarise yourself with its layout
Develop effective checking procedure with your study coach; this may include techniques
for proofreading
Ask for clarification if you are unsure of any instructions or terminology
Visual Impairment (VI)
Visually impaired students may need adjustments in several areas to ensure they are to
complete their placement. A pre-placement meeting will allow for discussion on reasonable
adjustments in regards to providing information, technology, location and working hours.
Placement location, timing and travel
VI students should be able to easily access placement by using public transport. It is advised
that VI students practise the travel route before placement starts if they are not familiar with
the area.
Sometimes public transport is not suitable and the student may be recommended taxi support
through Disabled Student Allowance (DSA) for trips between home and placement, please refer
the student to the Disability and Learner Support team if this is required.
Some VI students can see well when light levels are good, however they can experience ‘night
blindness’ in low light levels. If the student is on placement over winter working hours it may
be discussed so the student can avoid travelling in darker hours. If travel during dark hours is
unavoidable a discussion with the student may be required and adjustments such as taxi
transport can be recommended through DSA.
Access to written information
Ensure that information received before and during placement is provided in the students
preferred format, this could be in enlarged text, in Braille, on a Digital Voice Recorder or an
electronic copy. The student should make sure their placement is aware if they have a
preference.
Hearing Impairment (HI)
Deaf or hard of hearing students can communicate in a number of different ways depending on
the level of their hearing impairment. Some students lip-read and/or use a hearing aids others
may use British Sign Language (BSL).
Methods to help facilitate HI students learning
 It is useful to be at the same height level as the student (standing or sitting) and around 3-6
feet away
 Where possible a quiet environment is recommended as background noise can be distracting
 Ensure the student is looking at you before you start speaking
 When speaking ensure your mouth is not obscured with objects such as a cup or a pen, it
also helps if the speaker is facing light
 Shouting distorts the voice and lip pattern, speech should be clear with normal rhythm as
this clip demonstrates http://www.youtube.com/watch?v=_xT3e0HySKY&feature=endscreen&NR=1
 It may be useful to check that the student is following what is being said
 If points need to be clarified they can be written down
 If you are teaching new terminology it is useful to provide them in written format
 If teaching in a group environment ensure you stop talking if you have to turn away from the
class
 Use a microphone or hearing loop system if available in a larger teaching space
Practical sessions
 Ensure that the student can see both what is being said and what is being done during
practical demonstrations
 It is important not to stand behind the student when they are working as they will not be
aware of if you are speaking to them and may have to turn away from what they are doing
 It is useful to be aware of rooms which may have a hearing loop fitted
Mental Health Difficulties
Mental Health difficulties can include conditions such as Anxiety, Depression, BiPolar Affective
Disorder, Eating Disorders, Obsessive Compulsive Disorder and Schizoaffective disorder
Mental Health difficulties can fluctuate, some days the student may not experience any
difficulty and other days they may be unable to complete day to day tasks. This can make the
student challenging to support.
It is helpful to offer the opportunity for the student to have a pre-placement meeting so that
they can discuss any concerns before placement begins. If issues don’t arise until after the
placement has started it may be useful to arrange a quiet meeting to establish the main cause
of anxiety.
Mental Health Difficulties
Mental Health difficulties can include conditions such as Anxiety, Depression, BiPolar Affective
Disorder, Eating Disorders, Obsessive Compulsive Disorder and Schizoaffective disorder
Mental Health difficulties can fluctuate, some days the student may not experience any
difficulty and other days they may be unable to complete day to day tasks. This can make the
student challenging to support.
It is helpful to offer the opportunity for the student to have a pre-placement meeting so that
they can discuss any concerns before placement begins. If issues don’t arise until after the
placement has started it may be useful to arrange a quiet meeting to establish the main cause
of anxiety.
Methods to help facilitate MH students learning






Discuss flexible working patterns
Where possible provide a quiet area for a student to write up notes/reports
Allow for extra time where appropriate/necessary
Offer practical advice and reassurance
Listen to student concerns and follow up with a meeting at a later date
Be sensitive to the student needs – they may need to attend appointments such as Cognitive
Behavioural Therapy (CBT) to help them manage their condition
If it becomes obvious that the student is having increased mental health difficulties refer the
student to the appropriate service. This could be Disability and Learner Support, Wellbeing in
Student Life (details at the back of the guide) or their GP.
Medical Conditions
Medical conditions can include Crohn's disease, Diabetes, Epilepsy, HIV+, ME, Migraines and
Chronic Fatigue. Recommendations for these students are often individual to the student as
requirements will differ for students with the same condition. Reasonable adjustments should
be agreed with the student prior to placement starting.
Suggested strategies




Flexible working patterns
Regular working patterns and set breaks to allow for regular food intake
Local placement to reduce travel time
Enabling the student to be responsible for their own safety and that of patients and
colleagues
Physical Disabilities
Physical disabilities are wide ranging and adjustments can depend on individual requirement.
They can include Back Conditions, Cystic Fibrosis, Fibromyalgia and Hypermobility Syndrome.
Adjustments should be discussed prior to placement commencement.
Suggested strategies
 Availability of disabled parking spaces
 Accessible access to the workplace and premises which can include ramps and lifts
 Discussion around practical elements of the placement including possible use of a personal
assistant
 Availability of specialist equipment
 A lockable storage space to keep belongings
 Personal escape plan and information on refuge points
Monitoring
After reasonable adjustments have been discussed with the student and have been
implemented, it is important that they are monitored on a regular basis. It may be that the
adjustments are not working for the student and need to be reviewed. Sometimes adjustments
are only needed for a short period of time. For example a student with a visual impairment who
initially needed a support worker to facilitate mobility around a new environment may find this
is not needed when they are familiar with the environment.
After reasonable adjustments have been made the student must still meet the learning
outcomes of their course. Disabled students are not exempt from meeting academic or clinical
requirements.
Disabled Student Allowance (DSA)
Students with a physical disability, a mental health difficulty or a specific learning difficulty such
as dyslexia may be eligible for Disabled Students Allowance (DSA).
DSA helps to pay for any extra costs students may incur in attending their course, as a direct
result of their disability. This can include non-medical helper support such as a study coach and
note-taker support, equipment and specialist software to assist during the course and travel
costs incurred because of disability to help with travel to and from University and placements.
Home students are eligible to apply for DSA through Student Finance England.
Useful contact details
Disability and Learner Support
Student Life
University House
University of Salford
M5 4WT
Tel: 0161 295 9000
Email: disability@salford.ac.uk
Website: http://www.advice.salford.ac.uk/disability
Wellbeing Service (including Counselling)
Student Life
University House
University of Salford
M5 4WT
Tel: 0161 295 7008
Email: wellbeing@salford.ac.uk
Website: http://www.advice.salford.ac.uk/wellbeing
Key resources/references
Placement Guidance Work Based Placements Disability and Learner Support (Julia Holt,
Disability Adviser Student Life 2014)
Guidelines on Supporting Students with
Mental Health Difficulties - Conservatoire for Dance and Drama
http://www.cdd.ac.uk/wp-content/uploads/Mental-Health-Guidelines_revisions121011_web.pdf
Into Physiotherapy Welcoming and Supporting Disabled Students
http://www.mmu.ac.uk/equality-and-diversity/disability/into-physiotherapy.pdf
The Chartered Society of Physiotherapy (CSP) – Guidance
Supporting disabled physiotherapy students on clinical placement (2004).
http://beta.scie-socialcareonline.org.uk/csp-guidance-supporting-disabled-physiotherapystudents-on-clinical-placement/r/a11G000000182RYIAY
The Equality Act 2010 http://www.legislation.gov.uk/ukpga/2010/15/contents
University of Southampton, School of Health Sciences, Supporting dyslexic students
http://www.southampton.ac.uk/edusupport/ldc/docs/Supporting%20students%20with%20dysl
exia%20in%20practice%202nd%20edition.pdf
ASET publications
ASET (2007) Managing Placements with IT and Online, Good Practice for Placement Guides,
available from www.asetonline.org/pubs.htm
ASET (2009) A Good Practice Guide for Placement and Other Work-Based Learning
Opportunities in Higher Education, Good Practice for Placement Guides, available from
www.asetonline.org/pubs.htm [revised copy due for publication September 2013]
ASET (2010) Health and Safety for Placement Students, Good Practice for Placement Guides,
available from www.asetonline.org/pubs.htm
QAA publications
QAA (2011) Quality Code, QAA, available from
http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
Sector papers
Confederation of British Industry and Universities UK (2009) Future fit: Preparing graduates for
the world of work, available from
http://www.cbi.org.uk/media/1121435/cbi_uuk_future_fit.pdf
Confederation of British Industry and National Union of Students (2011) Working towards your
future, Making the most of your time in higher education, available from
http://www.cbi.org.uk/media/1121431/cbi_nus_employability_report_march_2011.pdf
Pegg, A., Waldock, J., Hendy-Isaac, S. and Lawton, R. (2012) Pedagogy for Employability, Higher
Education Academy, available from
http://www.heacademy.ac.uk/assets/documents/employability/pedagogy_for_employability_u
pdate _2012.pdf
Wilson, T (2012) Review of University and Business Collaborations, available from
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/32383/12610wilson-review-business-university-collaboration.pdf
Academic reading
Good introduction to reflective and experiential learning: http://www.infed.org/biblio/bexplrn.htm
Agryis, C & Schon, D.A (1981) “Theory in Practice: Increasing Professional Effectiveness” Josey
Bass
Becker, G.S. (1993) (3rd ed) “Human Capital. A Theoretical and Empirical Analysis, with Special
Reference to Education”, The University of Chicago Press, Chicago
Bennett, N., Dunne, E. & Carre, C (2000) ‘Skills development in higher education and
employment’, Society for Research into Higher Education, Open University Press
Boud, D. (2005) ‘Productive reflection at work’, Taylor Francis
Boud, D (2001) ‘Using Journal Writing to Enhance Reflective Practice’, in New Directions for
Adult and Continuing Education, vol.90 pp. 9-18
Boud, D., Cohen, R. & Walker, D. (1993) ‘Using experience for learning’, Society for Research
into Higher Education, Open University Press
Boud, D. Keogh, R. & Walker, D. (1985) ‘Reflection: Turning Experience into Learning’ Kogan
Page
Boud, D., & Solomon, N. (eds) (2001) ‘Work-based Learning A New Higher Education?’ Society
for Research into Higher Education, Open University Press
Boud, D. & Walker, D. (1990) ‘Making the most of experience’, in Studies in Continuing
Education, vol.12(2), pp. 229-34
Conceicao, P. & Heitor, M.V. (1999) “On the role of the university in the knowledge economy”,
in Science and Public Policy, vol.26, no. 1, pp.37-51
Cottrell, S. (2010) Skills for Success, Palgrave Macmillan
Dewey, J. (1933) ‘How we think: a re-statement of the relationship of reflective thinking to
learning’,
Heath D.C. Eraut, M. (1994) ‘Developing Professional Knowledge and Competence’ Falmer
Finlay, I., Spours, K., Steers, R., Coffield, F., Gregson, M. & Hodgson, A (2007) “The heart of what
we do: policies on teaching, learning and assessment in the learning and skills sector” in Journal
of Vocational Education and Training, vol. 59, no. 2, pp.137-153
Finlayson, J.G. (2005) ‘Habermas: A Very Short Introduction’, Oxford University Press
Forde, C., McMahon, M., McPhee, A. & Patrick, F. (2006) ‘Professional development, reflection
and enquiry’, Paul Chapman
Foster, A. (2005) Realising the Potential: A review of the future role of further education
colleges Department for Education and Skills, London Gibbs, G. (1988) Learning by doing: A
guide to teaching and learning methods, Oxford Centre for Staff and Learning Development,
Oxford Polytechnic. London: Further Education Unit
Johns, C. (2002) ‘Guided reflection: advancing practice’ Blackwell Science
Kolb, D & Fry, D. (1975) ‘Towards an applied theory of experiential learning’ in Theories of
Group Processes, Cooper, C. (ed), Wiley
Kolb, D. (1984) ‘Experiential Learning’ Prentice-Hall
Moon, J.A. (2007) ‘Learning Journals; A handbook for reflective practice and professional
development’, 2nd edition, Routledge
Moon, J. (1999) ‘Reflection in learning and professional development’ Kogan Page
Schon, D. (1983) ‘The reflective practitioner: how professionals think in action’, Arena Ashgate
Schön, D. (1987) ‘Educating the Reflective Practitioner’ Jossey-Bass
Wenger, E. (2002) Communities of practice and social learning systems in Reeve, F., Cartwright,
M. & Edwards, R. (eds) Supporting Lifelong Learning, volume 2 Organising Learning The Open
University Routledge Farmer, London
Winter, R., Sobiechowska, P. & Buck, A. (1999) ‘Professional experience and the investigative
imagination: the art of reflective writing’, Routledge Falmer
Wolf, A. (2007) “Round and round the houses: the Leitch Review of Skills” in Local Economy,
vol. 22, no. 2, pp.111-117
Guidance on Legislation
https://www.gov.uk/national-minimum-wage/who-gets-the-minimum-wage
https://www.gov.uk/employment-rights-for-interns
https://www.gov.uk/volunteering
https://www.gov.uk/equality-act-2010-guidance
Appendix
Appendix 1
Pre Work Based and Placement Learning
Work Based and Placement Learning Module Handbook
Work Based and Placement Learning
Module handbook
Work Based and Placement Learning Tutor:
Contact details:
Work Based and Placement Learning Support Staff
Contact details:
Course content
Pre-Work Based and Placement Learning preparation including, Pre-Work Based and Placement
Learning session(s), the selection of Work Based and Placement Learning, application forms,
CV's and interviews. Student’s skills analysis, possible learning outcomes including potential to
relate academic theory to the work place and skills development highlighted in the skills
analysis.
During Work Based and Placement Learning work including relating academic theory to the
workplace, recording activities and reflection in a reflective logbook.
3. Post Work Based and Placement Learning reflection of learning and career prospects.
Contact hours
Lectures/tutorials will be held (As required by individual module).
Compulsory sessions, in bold in the table below, must be attended by all students.
Other sessions where Work Based and Placement Learning providers give talks are optional.
Students should attend those related to their interests/subject area.
Programme should be described as preliminary and the programme order may change as
speakers are identified and confirm. The programme will be regularly updated as speakers
become available and it is up to the students to keep themselves updated through Blackboard.
WEEK 1 PROVISIONAL TIMETABLE
WEEK
DATE/TIME
SESSION TOPIC
1
2
SEPT 28TH
OCT 5TH
3
OCT 12TH
4
5
6
7
8
9
10
OCT 19TH
OCT 26TH
NOV 2nd
NOV 9th
NOV 16th
NOV 23rd
NOV 30TH
11.00 -12.00
10.00 – 11.00
DEC 7TH 10-11
DEC 10TH 10-11
Introduction to the module (Compulsory)
Q/A session – How am I going to secure Work
Based and Placement Learning?
Student Work Based and Placement Learning
Presentations :
Returning students presentations.
EMPLOYER WEEK 1
EMPLOYER WEEK 2
11
12
DEC 10TH
9.30-1030
DEC 14TH 10-11
DEC 17TH 10-11
EMPLOYER WEEK 3
EMPLOYER WEEK 4
Interview skills Compulsory
Work Based and Placement Learning
Documentation
Compulsory AT
Work Based and Placement Learning
Documentation Compulsory
DELIVERED BY
LOCATION
TIME
SEMESTER 2: PROVISIONAL TIMETABLE
WEEK
DATE / TIME
SESSION TOPIC
1
Work Based and Placement Learning next steps
compulsory
2
Live Projects/Briefs
3
4
Employability Skills Analysis Workshop 1
5
Reflective Practice and Learning Skills Workshop 1
6
Employability Skills Analysis Workshop 2
7
Health and safety Compulsory
8
Work Based and Placement Learning
Documentation (Compulsory)
DELIVERED BY
LOCATION
TIME
STUDENTS MUST ATTEND THE COMPULSORY SESSIONS AS DESCRIBED ABOVE. FAILURE TO
DO SO WILL RESULT IN FAILURE OF THE MODULE.
A student must complete ___% of a Work Based and Placement Learning for it to be assessed.
Failure to do so will mean a student xxxxxxxxxxxxxx.




Students are required to submit their final report in early September (week 0) and should
have completed their required hours of Work Based and Placement Learning by this time.
There will be no extensions for submission except in extenuating circumstances.
All students are responsible for attaining their Work Based and Placement Learning.
The work undertaken must be a ’job of work’ (or project work if working to a Live
Project/Brief. However, the job of work/project must allow for higher level skills
development (problem solving, evaluation, idea creation etc.) as would be appropriate for
an Honours degree Work Based and Placement Learning.
All templates referred to below are available from Careers & Employability web pages.
Assistance in securing Work Based or Placement Learning
Sessions on CV’s, covering letters and interview techniques will be held in first semester by staff
from Careers & Employability. First impressions are very important in securing a Work Based
and Placement Learning and these sessions are to help with these key aspects.
The initial impression a student creates through their CV, Cover letter and in person at
interviews is very important to a potential Work Based and Placement Learning provider, and
these sessions will help you create that positive ‘Personal Brand’ and make the First Impression
you want to give.
Application stage
During the application stage, students should keep a record of their applications using xxxxxxxx
(This can form part of the student Reflective Logbook). This enables the Work Based and
Placement Learning team to monitor regularly throughout the year the types of Work Based
and Placement Learning students are seeking and their progress towards securing a Work
Based and Placement Learning opportunity.
Students are encouraged to seek their own Work Based and Placement Learning. These must
be approved by the Work Based and Placement Learning tutor/staff before the student can
start the Work Based and Placement Learning and adhere to University guidelines.
It is advised that students commence the application stage as early as possible in the academic
year to help secure employment. Many of the larger employers will close their programmes
early in the year and the process is a competitive one.
It is a requirement that students engage fully in the Work Based and Placement Learning
process, make an appropriate number of applications and of an appropriate quality.
Pre-Work Based and Placement Learning submission
Once a Work Based and Placement Learning is secured and approved, students should
complete their pre- Work Based and Placement Learning skills Analysis.
The pre-Work Based and Placement Learning submission is worth 20% of the module mark.
Prior to departure pack
Prior to departure on Work Based and Placement Learning, students should complete all Work
Based and Placement Learning documentation and attend the relevant sessions to support the
process. The documents include Work Based and Placement Learning agreements, Health and
safety checklist and Risk Assessment and return ASAP to the school Work Based and Placement
Learning staff.
It is the student’s responsibility to make sure they complete and return these forms.
During Work Based and Placement Learning
a. Reflective logbook:
During the Work Based and Placement Learning students must complete a Reflective logbook.
An example logbook sheet is given in Appendix xxx. During the mid Work Based and Placement
Learning visit the visiting tutor will use the logbook submissions to ascertain how students are
doing, whether they need any help (and put in place an action plan) and also to ensure students
are doing appropriate work on which they can reflect on their experience and their learning
outcomes.
b. Visits by staff and assessment
During the Work Based and Placement Learning the student will be visited by the Visiting Tutor
who will ask the Work based Mentor, Work Based and Placement Learning/Live Project
provider to give an assessment of their work and if the student is meeting the Required
Professional Competencies (RPCs). If a student is failing in any of their RPCs an Action Plan will
be developed to help the student meet the required RPC(s). The Plan will be agreed and signed
by the student, visiting tutor and Work based Mentor and or Work Based and Placement
Learning/Live Project provider.
The mid and final Work Based and Placement Learning visit reviews will count 15% each
towards the final Mark
Completion of Work Based and Placement Learning
On completion of the Work Based and Placement Learning the student will be required to
submit their reflective logbook a final report/project report and give a presentation.
Students should understand that the Work Based and Placement Learning /Live Project module
is similar to any other academic module in that the pre-Work Based and Placement Learning
work and reflective logbook, report and presentation equate to coursework.
Learning outcomes of the module
At the end of the module students will:
Have increased their ability to relate academic theory to the work environment:
Have identified key employability skills development areas, reflected on the experience and can
evidence how and where they developed them during Work Based and Placement Learning:
Be able to critically evaluate their learning from the Work Based and Placement Learning:
Have enhanced their career knowledge.
Skills developed
At the end of the module students will have increased their self awareness and reflective
ability. This will allow them to identify and evaluate their knowledge and understanding, key
employability skills (including the Required Professional Competencies), subject specific and
transferable skills which they have developed during the Work Based and Placement Learning
as described in the Programme Specification and in the skills analysis completed as part of the
pre-Work Based and Placement Learning submission.
Compulsory elements
Attendance at all compulsory preparation sessions. Submission of pre-Work Based and
Placement Learning documents, Reflective logbook and Work Based and Placement
Learning/Live project report and delivery of presentation.
Assessment






Pre-Work Based and Placement Learning skills analysis and key skills session attendance
Reflective Logbook:
Mid Work Based and Placement Learning Review & Action Plan (if required)
Final Work Based and Placement Learning Review
Reflective or Live Project Report
Presentation
Pre-Work Based and Placement Learning submission: (20%)





CV
Covering letters
Skills Analysis
Application summary and reflections sheets
Attendance of all required Pre Work Based and Placement Learning sessions
During Work Based and Placement Learning: (45%)
 Reflective Logbook (15%)
 Mid Work Based and Placement Learning Review (15%)
 Final Work Based and Placement Learning Review (15%)
Post Work Based and Placement Learning
 Reflective/Live Project report (30%)
 Presentation: (5%)
Submission dates:
Failure in a module
This module counts as a level 5 module and when taken in Stage 2 of a programme is
considered in the same way as any other Stage 2 module.
Late Submission
Work submitted after the deadline and without adequate explanation or prior arrangement
with the Work Based and Placement Learning Tutor concerned, will be subject to a penalty. In
accordance with University regulations, the mandatory penalty for late submission of work is
(insert university or course regulations) UNDER NO CIRCUMSTANCES can work be accepted and
a mark awarded once submissions by other students have been marked and returned to them.
Work submitted late will be considered for an exemption of the late-submission penalty only if
accompanied by a completed late-submission form.
Students unsure of their position with regard to late submission should contact (module Work
Based and Placement Learning staff) to discuss their position
Information
 Information will be posted on line/blackboard and will include the following:
 Sources of Work Based and Placement Learning, including Work Based and Placement
Learning available through School and Careers & Employability contacts.
 Procedures for the approval of Work Based and Placement Learning.
 Templates for the pre-Work Based and Placement Learning submission.
 Advice for students seeking and taking Work Based and Placement Learning abroad.
 Pre-Work Based and Placement Learning pack – forms to be completed prior to Work Based
and Placement Learning. (Including Health & Safety Checklist and Risk assessment)
 Guidelines & Information on reflective writing and learning in Work Based and Placement
Learning and Work Based and Placement Learning Outcomes.
 Details of the Work Based and Placement Learning report and presentation.
Appendix 1.1
Work Based and Placement Learning approval procedure
Students are responsible for securing their Work Based and Placement Learning.
Students who have applied for/obtained a Work Based and Placement Learning opportunity not
offered through the module, should ask the Work Based and Placement Learning provider to
complete the Employer details form (part of WBPL job description) including the Health and
Safety checklist and Risk Assessment. The form must be fully completed and returned.
Completion of these documents is the responsibility of the student.
Students must ensure that the appropriate level of higher skill development is included in the
Work Based and Placement Learning, such as problem solving, evaluation and idea generation
through activities such as project management.
The Work Based and Placement Learning Tutor should make the final decision regarding
suitability of each Work Based and Placement Learning opportunity.
Where the Work Based and Placement Learning is deemed suitable it will be approved and a
Work Based and Placement Learning agreement set up which includes the job description as
approved on the Work Based and Placement Learning Provider details form, the learning
outcomes of the module and the academic requirements for the student during Work Based
and Placement Learning ( i.e. reflective logbook, mid and final visit review assessment and
project, where applicable). The student, Work Based and Placement Learning tutor and the
Work Based and Placement Learning provider are all required to sign this agreement and keep a
copy. The student is responsible for getting the Work Based and Placement Learning provider
to sign the Work Based and Placement Learning agreement and returning it to the School
office.
Where there is a query regarding the suitability of the Work Based and Placement Learning, the
student will be informed and it is the student’s responsibility to negotiate with the Work Based
and Placement Learning provider. For example the description of the Work Based and
Placement Learning may be judged not to enable the student to achieve the learning outcomes
for the module and higher level work is required. This will be explained to the student, who will
then negotiate a revised Work Based and Placement Learning description with the Work Based
and Placement Learning provider, followed by a resubmission of the Work Based and
Placement Learning approval form.
Where Work Based and Placement Learning is deemed unsuitable, the Work Based and
Placement Learning will not be approved and the student informed. The student is responsible
for informing the Work Based and Placement Learning provider.
No credit should be allowed for any Work Based and Placement Learning undertaken by a
student which has not been approved prior to the student commencing the Work Based and
Placement Learning.
Appendix 2
Pre-Work Based and Placement Learning submission: 20% of module mark
The pre-Work Based and Placement Learning submission should contain information relating to
applications for Work Based and Placement Learning and reflection on the outcomes of these
applications.
The submission should contain:




Example CV/application form used.
Example Covering letter/email used.
Summary & Reflection sheet of applications made.
Skills Analysis containing development areas to be addressed during Work Based and
Placement Learning.
 CV/application forms used
Students should include an example of their CV used for applying for a Work Based and
Placement Learning opportunity. Remember a student’s CV should be tailored for each
application they make. If they use specific application forms, they should keep a copy,
preferably electronically.
Help will be provided through the compulsory pre Work Based and Placement Learning sessions
on CV’s and covering letters. The PowerPoint slides from these will be available.
Covering letter/ e mail
An example covering letters or covering e-mail used in their applications should be included. If a
student applies by email, even a speculative enquiry, this can be treated as a covering letter.
Summary of applications made
The table shows the applications student’s have made, when and the outcome. This is good
practice for keeping track of all their applications.
Reflection on each application
In order to improve their job application record, it is important students reflect on each
application and what they have learnt from it. This will help them as they apply for more Work
Based and Placement Learning. If students do not do this reflection, they may find they are
applying for numerous Work Based and Placement Learning opportunities without success. i.e.
there are reasons why they are unsuccessful which they need to identify in order to succeed.
A reflection template must be completed for each Work Based and Placement Learning
application submitted. If a student makes a number of applications which are all immediately
unsuccessful, these can be combined on one template.
Skills Analysis and development areas to be addressed during Work Based and Placement
Learning.
The skills Analysis is based on the top ten employability skills (as described by the CBi in
FutureFit).By reviewing the skills and their experience and competence in using them it will
help students to increase their self-awareness, start their reflective learning and identify the
skills development areas that they need to address in relevance to their Work Based and
Placement Learning, career ambitions and achieving the learning outcomes for it.
The pre-Work Based and Placement Learning submission should be submitted by the end of the
first week of their Work Based and Placement Learning.
Assessment criteria
CV – max 2 A4 sides; layout appropriate; personal details; course; education; skills – all clearly
shown and in particular skill should make clear what the owner of the CV can bring to the
organisation; as in CV tutorial. Application forms – same as above.
Covering letter – appropriate length, language, shows enthusiasm for Work Based and
Placement Learning and promoting self (Personal Branding), related to specific Work Based and
Placement Learning.
Summary & Reflection sheet of applications made
Skills Analysis – Evidence of reflection and evaluation of self and areas of development, key
employability skills, Subject specific skills and transferable skills. . The quality of self reflection
and evaluation and evidence to support their statements are of vital importance to them in
understanding their skill strengths and development areas.
SUMMARY OF APPLICATION’S MADE
1.
Work Based and
Placement Learning
provider
Job title
Location
Dates of
employment
Date of application
Type of application
(CV/form)
Interview date
Outcome
(Successful/
unsuccessful and
date)
Accept/reject and
date
2.
3.
WORK BASED AND PLACEMENT LEARNING APPLICATION REFLECTION
Name:
STUDENTS NEED TO COMPLETE ONE OF THESE TEMPLATES FOR EACH JOB APPLICATION. THEY
SHOULD MAKE AS MANY COPIES AS THEY NEED BUT UPLOAD AS ONE FILE.
1. Work Based and Placement Learning Provider
2. Location
3. Job Title
4. Role/description of job:
5. Why did you apply for this Work Based and Placement Learning?
6. What research did you do about the Work Based and Placement Learning provider?
7. If you had an interview:
What preparation did you do for the interview?
8. Were the questions asked at the interview as you expected?
9. How well do you think you did in the interview?
Reflection on the outcome of their application
10. What feedback on their application/interview did you get from the Work Based and
Placement Learning provider?
11. Why do you think you were successful/unsuccessful
12. What would you change for the future in your:
CV/application form?
Interview preparation?
Interview technique?
13. What have you learnt for this application to consider for other job applications?
Appendix 3
Pre Work Based and Placement Learning section of Work Based and Placement Learning
Assessment Document (W.A.D.)
This pack contains a number of forms which you need to complete and ensure that their Work
Based and Placement Learning provider completes the relevant sections.
These are:
1. Tripartite Work Based and Placement Learning Agreement.
2. Risk Assessment
3. Health and Safety checklist for students (this is not the health and safety form completed by
the employer)
Appendix 4
During Work Based and Placement Learning
Reflective Logbook:
Weekly completion of the reflective log is a vital part of the student’s reflective learning and
personal and professional learning and development.
It is essential, as the visiting tutor will use these to assess if the student is doing appropriate
level work to enable them to achieve the learning outcomes and that they are reflecting
appropriately to identify what they are learning and if they need to complete a mid Work Based
and Placement Learning Action Plan.
During the mid Work Based and Placement Learning visit, the visiting tutor will discuss the
reflective log. A student can amend these up until they have submitted their reflective log and
report at the end of the Work Based and Placement Learning.
It is essential that the students complete the ‘What I have learnt’ column fully. It is this
information which they will need to effectively learn and develop during the Work Based and
Placement Learning and complete their final reflective report.
The student should be reminded to consider aspects of each of the learning outcomes:
Ability to relate academic theory to the work environment:






Knowledge and understanding – application of knowledge gained in course.
Developed identified work related skills:
Subject specific skills: self management Skills: transferable skills
Critically evaluate their learning from the Work Based and Placement Learning:
How will what they are learning benefit the student and how?
Enhanced their career knowledge and management.
 Career aspirations/work environment
Assessment criteria: Reflective Logbook
Appropriate forms completed for number of weeks worked, showing hours worked what
activities carried out and what was learnt.
Evaluation of what a student learnt in terms of subject knowledge and application and skills –
including personal and professional development.
Appendix 5
Visiting Tutor visit
The student is responsible for arranging the mid and/or final review visits from their visiting
tutor whilst they are on Work Based and Placement Learning. The mid Work Based and
Placement Learning visit must take place before the half way point of their Work Based and
Placement Learning/Live Project and their work based mentor must be available to talk to the
visiting tutor.
During the visit there will be a discussion between the student and the visiting tutor to outline
the structure of the visit and then separate discussions between the work based mentor/WBL
Provider and the visiting tutor.
The work based mentor/WBPL Provider will be asked to score the student’s performance in
relation to the job description, the requirements of the role and on the performance against
the relevant RPCs listed below:
1. Knowledge and understanding
2. Problem solving/thinking
3. Evaluation and ideas
4. Numeracy skills
5. Communication skills – oral
6. Communication skills – written
7. ICT skills
8. Interpersonal and teamwork skills
9. Self-management
10. Professional attitude
11. Organisation
12. Time management
13. Adaptability
14. Project Management
15. Personnel Management
16. Management of Change
 The student will also be assessed on their development towards the module’s learning
outcomes.
 The mid Work Based and Placement Learning visit score will contribute towards 15% of the
final mark.
 The final Work Based and Placement Learning visit score will contribute towards 15% of the
final mark.
 Work Based and Placement Learning /Live Project Report (30% of module mark)
Appendix 6
Final Reflective Report
1. Reflective report
The reflective report MUST relate to each of the learning outcomes for the module and
Required Professional Competencies, demonstrating how the student achieved each learning
outcome and Required Professional Competency through their Work Based and Placement
Learning/Live Project experience. The student should indicate what they have learnt whilst on
their Work Based and Placement Learning /Live Project experience and give evidence of what
they did on Work Based and Placement Learning/Live Project experience which supports their
learning for each learning outcome. The student must demonstrate the development they have
achieved since completing the pre Work Based and Placement Learning skills analysis
Please note – we are interested in their leaning from the activities you did whilst on Work
Based and Placement Learning, not the actual Work Based and Placement Learning work itself.
You should discuss this with the staff member who visits you on Work Based and Placement
Learning so that you are clear about what is required.
The learning outcomes are
On completion of the module students will have:
1.
2.
3.
4.
5.
Increased their ability to relate academic theory to the work environment;
Developed identified work related skills;
The ability to critically evaluate learning from the Work Based and Placement Learning;
Enhanced their career knowledge.
In the final reflective report, the student should consider what they have learnt through
reference to their:
6. Application process reflection.
7. Pre-Work Based and Placement Learning skills analysis.
8. Their weekly logs – particularly ‘what I have learnt’.
Required Professional Competencies
Drawing on these documents the student should be able to complete their reflective Report.
For 3, indicate how what they have learnt re 1 and 2 will be of use to them in the future – at
university, home and in their career.
For 4, indicate not only specific careers/job titles, but also the types of work environment they
would like or not like and whether this has changed following their Work Based and Placement
Learning.
The report MUST BE REFLECTIVE and EVIDENCED to their existing information – reflective
logbook, pre-Work Based and Placement Learning skills analysis and reflection.
Assessment criteria
Must give evidence of how they met the following learning outcomes from their experience in
Work Based and Placement Learning:




Increased their ability to relate academic theory to the work environment:
Developed identified work related skills:
The ability to critically evaluate their learning from the Work Based and Placement Learning:
Enhanced their career knowledge.
Appendix 7
Presentation (5% of the module mark)
The presentation will be 15 minutes with an additional 5 minutes for questions.
The presentation should include:
1. A short profile of the organisation and details of the work undertaken.
2. Reflection on the application process.
3. What was learnt in relation to the experience with regards to each of the learning outcomes?
Copies of their PowerPoint slides for the presentation should also submitted
If students do not submit the presentation at this time they will be awarded a mark of 0 for the
presentation.
Students should be reminded:







They are the expert on what they have done.
Not be carried away with detail.
Have a clear message for each area.
Not to read from notes. To use prompt cards/notes, but NOT TO read from them.
Look at the audience – they are friendly and are interested in what you have to say.
Project their voice and speak clearly and at a sensible pace.
Convey enthusiasm for the Work Based and Placement Learning. They will have had a great
time and learnt a lot!
DO NOT criticise the organisation – the presentation is about what they have learnt, not about
the Work Based and Placement Learning Provider
Remember to thank the Work Based and Placement Learning Provider and in particular you
work based mentor/Visiting tutor.
PRACTICE THE PRESENTATION AND MAKE SURE THEY ARE WITHIN THE ALLOTED TIME.
Presentation Assessment criteria





Application process.
Work Based and Placement Learning work – relating theory to practice/work.
Skills developed on Work Based and Placement Learning – expected and unexpected.
Learning from Work Based and Placement Learning and how it will be useful in the future.
Effect on career aspirations.
THE PRESENTATION MUST BE REFLECTIVE
WORK BASED & PLACEMENT LEARNING SUMMARY AND REFLECTION SHEET
Name:
You need to complete one of these templates for each application. This will be an excellent
starting point for your reflective practice.
1. Work Based & Placement Learning Provider
2. Location
3. Job Title
4. Role/description of job:
5. Why did you apply for this Work Based & Placement Learning?
6. What research did you do about the Work Based & Placement Learning provider?
7. If you had an interview:
What preparation did you do for the interview?
8. Were the questions asked at the interview as you expected?
9. How well do you think you did in the interview?
Reflection on the outcome of your application
10. What feedback on your application/interview did you get from the Work Based &
Placement Learning provider?
11. Why do you think you were successful/unsuccessful?
12. What would you change for the future in your:
Interview preparation?
Interview technique?
13. What have you learnt for this application to consider for other job applications?
Appendix 8
EMPLOYABILITY SKILLS ANALYSIS
Section 1
Consider the skills listed below and rate how important you think each skill is for your Work
Based and Placement Learning or career aspirations and how competent you are in this skill.
Consider how each of these skills may enhance your performance, and allow you to develop
them while on your Work Based and Placement Learning experience and advance further.
Once you have rated yourself, multiply the number in the column marked ‘Competence’ with
that in the column ‘Job Importance’. So, for example, if you feel that you are not very proficient
in verbal and written communication (i.e. you have rated your competence at 4), but that these
skills are very important for employment (i.e. you have rated it at 5), then your overall total
score would be 5 X 4 = 20.
Section 2
This section will provide you with examples of the types of evidence you can provide to
demonstrate your level of competence with each skill and to evaluate what level of
competence you are currently at.
Competence – How competent
are you in this skill?
1.
2.
3.
4.
5.
Unskilled
Not very proficient
Adequate
Fairly proficient
Highly proficient
Job Importance – How important
do you think this skill is in
Employment?
1. Unnecessary
2. Not very important
3. Helpful
4. Fairly important
5. Essential
SKILL
COMPETENCE
1
COMMUNICATION
Written:
Express yourself in writing in
a variety of ways such as
email, reports, letters,
writing for the web etc.
Verbal:
Informal – ability to network
easily with other people
Formal – ability to express
yourself clearly and concisely
to a group of people
Non-verbal:
Listening – ability to
effectively listen to others’
views and ideas and
understand their point of
view and what they require
from you.
Body Language – ability to
match body language
appropriately to what is
being said verbally
2
3
4
JOB IMPORTANCE
5
1
2
3
4
TOTAL
5
EVIDENCE OF YOUR LEVEL
OF COMPETENCE
SKILL
COMPETENCE
1
TEAM WORK
Co-operation
Collaborate effectively
within a team
Understand others points
of view & opinions
Contribute your ideas
effectively in a group
Negotiation
Compromise and reach a
mutually satisfactory
outcome
Persuasion and Influencing
Put your points across in a
reasoned way
Emphasise the positive
aspects of your argument
Use tact and diplomacy
Handle objections to your
arguments
2
3
4
JOB IMPORTANCE
5
1
2
3
4
TOTAL
5
EVIDENCE OF YOUR LEVEL
OF COMPETENCE
SKILL
COMPETENCE
1
Emotional Intelligence
Respond appropriately to
sensitively and appropriately
to others in a variety of
situations
Feedback
Accept and learn from
constructive criticism
Give positive, constructive
feedback to others
Leadership
Encourage and motivate
others
Make decisions and see
them through
Supervise or direct work of
others
Encourage and motivate
others
Make decisions and see
them through
Supervise or direct work of
others
2
3
4
JOB IMPORTANCE
5
1
2
3
4
TOTAL
5
EVIDENCE OF YOUR LEVEL
OF COMPETENCE
SKILL
COMPETENCE
1
INFORMATION TECHNOLOGY
File Management Techniques
Ability to create, store and
retrieve files
Word Processing (e.g. MS Word)
Ability to use a word
processing package to
produce a variety of formats
of documents
Spread sheets (e.g., MS Excel)
Ability to use a spread sheet
to record and manipulate
different sets of data
Ability to create a database
Ability to create and display
a PowerPoint presentation
Ability to send and receive email
Ability to send and receive
attachments by e-mail
Ability to use an internet
browser, e.g., Internet
Explorer, Firefox
2
3
4
JOB IMPORTANCE
5
1
2
3
4
TOTAL
5
EVIDENCE OF YOUR LEVEL
OF COMPETENCE
SKILL
COMPETENCE
1
2
INFORMATION TECHNOLOGY
Ability to download files
from the Internet
Ability to use a search
engine, e.g. Google
Familiarity with social
networking sites such as
Facebook and Twitter
Ability to download files
from the Internet
ANALYSING AND PROBLEM SOLVING
Clarify the nature of a
problem before deciding
action
Collect, collate, classify and
summarise data systemically
(whether numerical or
written)
Analyse the various factors
involved in a problem and be
able to identify the critical
ones
Come up with creative
solutions to problems
Work independently and use
initiative to solve problems
3
4
JOB IMPORTANCE
5
1
2
3
4
TOTAL
5
EVIDENCE OF YOUR LEVEL
OF COMPETENCE
SKILL
COMPETENCE
1
2
3
PERSONAL PLANNING AND ORGANISATION
Set yourself achievable,
realistic and measurable
objectives
Identify steps needed to
achieve your goals
Manage your time and
prioritise effectively
Work effectively under
pressure
Complete work to a deadline
Manage a project effectively
PROFESSIONALISM
Adapt successfully to
changing situations and
environments
Work under your own
direction and initiative
Feel confident in making
choices based on your own
judgment
Pay care and attention to
quality in all your work
Take opportunity to learn
new skills and understand
your development needs
4
JOB IMPORTANCE
5
1
2
3
4
TOTAL
5
EVIDENCE OF YOUR LEVEL
OF COMPETENCE
SKILL
COMPETENCE
1
COMMERCIAL AWARENESS
Understand how a business
attracts and keeps
customers
Understand how good
relationships can be
maintained with customers,
employees and suppliers
2
3
4
JOB IMPORTANCE
5
1
2
3
4
TOTAL
5
EVIDENCE OF YOUR LEVEL
OF COMPETENCE
Identify your learning needs
Look your skills analysis look at the skill that you have rated as essential to the career you are looking to go into but you have only scored as
adequate (3) or below. These are the skills you need to be developing place the ones that you think are of real need in the table below and
research and put an action plan together on how you can develop them. Remember if you are not committed to this action plan you will not
succeed! Write a strong, concise, well-presented CV that outlines your key skills, qualities and experiences that you have outlined in the
previous analysis
Skill Area
1.
2.
3.
Action Pan for Development
Section 2
Providing Evidence you have the Skills
The guide lines on the following pages are to help you jog your memory to see what skills and
abilities you have already acquired. The guidelines will allow you to reflect on what level you
have developed these skills to by looking at your previous experience of using and developing
them.
This section will provide you with examples of the types of evidence you can provide to
demonstrate your level of competence with each skill and to evaluate what level of
competence you are currently at.
Communication
Communication can be formal or informal, personal or impersonal, creative or factual.
Messages may be delivered verbally, in writing or non-verbally. There are many areas where
examples of each communication approach may have been successfully applied, at university,
at work, at home, etc
Written
Express yourself in writing in a variety of ways
 Essays/reports for School/University, competitions, Scholarships, Work
 Reports/Minutes from Committees/Clubs
 Personal Statements/Covering letters for CV’s, Application forms
 Posters for forthcoming events or to present research gathered
 Letters to gain sponsorship/support, contact new friends/old friends
 E-mail contacts for any of the above
Verbal
Informal:
Ability to network easily with other people
 Tutorials, socially (making friends, making contacts), gathering or giving information, for example for a
holiday or to solve a problem at work or to arrange an outing (in person or over the telephone)
Formal:
Ability to express self clearly and concisely to a group of people
 Presentations university/school/clubs/committees/interviews
Non-verbal
Listening:
Can you effectively listen to others’ views, ideas and to understand their point of view? This
could be in lectures (evidenced from good notes and good results!), in groups/teams, peer
tutoring, supporting/counselling others, ability to take instructions (e.g. when learning a new
skill – music, driving, sport).
Body Language:
Ability to match body language appropriately to what is being said verbally
Body language:
 Eye contact
 Posture
 Movement
 Expression etc
Where have you used body language in presentations, socially, on holidays, at work?
Teamwork
Working with others is a skill highly valued by employers. Suitable evidence for this skill does
not have to be limited to work experience. You should think of all aspects of your work, studies
and social life.
Co-operation:
Ability to:
 Collaborate effectively within a team
 Understand others points of view & opinions
 Contribute your ideas effectively in a group
You may have developed these skills through your involvement with, group project work during
your course, team games, Duke of Edinburgh Award Scheme, committee work etc. During this
involvement where you able to listen to another person’s point of view and review it
subjectively seeing its strengths and weaknesses even if it is different to your own?
Negotiation
Compromise and reach a mutually satisfactory outcome
It is likely that you will have used this skill in your day-to-day life. Try to think of situations
where you have wanted something and the person you have been dealing with has been
reluctant to give it to you.
This is very common when dealing with bureaucracy; e.g. dealing with problems about welfare
benefits, dealing with a landlord, extending an overdraft. You might have been in more formal
negotiating situations such as getting sponsorship for a project, representing students on
university committees, student union work etc.
Persuasion and influencing
Ability to:




Put your points across in a reasoned way
Emphasise the positive aspects of your argument
Use tact and diplomacy
Handle objections to your arguments
When have you been able to convince people to do something or see your point of view? How
have you managed to do this? What influencing techniques have you used? Techniques like
getting people to like you, to give praise when it is due or perhaps using the evidence of experts
to back up your point and demonstrate how you use this expertise?
Emotional Intelligence
While dealing with delicate situations perhaps in your social life or as part of a part-time job
have you had to deal with delicate situations with people such as an irate customer who is
aggressive have you managed to calm them down and make them understand your or the
company’s point of view and produce a win/win situation?
Feedback
Are you able to deal with negative feedback in a positive way and learn how to use it to
increase your personal development?
Do you:
 Make use of feedback received from one assignment to help you plan the next assignment?
Are you:
Able to accept and learn from failure in a positive manner?
Leadership
Ability to encourage and motivate others
Obvious examples include: being a team captain, chairing a committee etc. Other examples
include: editing a student magazine, co-coordinating the activities of a group who are planning
a social event etc.
Information and Technology
File Management Techniques:
Ability to create, store and retrieve files
Have you:
 Saved a file to disk to print in university
 Accessed information on the university network?
Word Processing
Ability to use a word processing package to produce a variety of formats of documents
Have you:
 Produced letters, CVs, coursework, posters, and flyers?
Spreadsheets
Ability to use a spreadsheet to record and manipulate different sets of data
Can you:
 Input information?
 Produce graphs?
 Use formula to calculate averages, maximums, totals etc?
Databases
Ability to retrieve information from a database/ Ability to create a database
Can you:
 Run queries?
 View reports?
 Use macros
 Use tables to view the information you want? Etc
Can you:
 Create tables?
 Create relationships?
 Design queries? Etc.
Presentations
Ability to create and display a PowerPoint presentation
Have you:
 Used PowerPoint to produce a presentation for a lecture/tutorial?
Can you:
 Produce a presentation with graphics/moving images?
Information and Communication
Ability to send and receive email
Can you:
 Use web mail such as Hot Mail?
Have you:
 Used windows based email such as MS Outlook or Pegasus
Ability to send and receive attachments as email
Have you:
 Forwarded your CV to an employer?
 Forwarded coursework to a lecturer?
Ability to use an internet browser e.g. Internet Explorer, Firefox
Have you:
 Checked your exam results on the student web?
Have you:
 Researched coursework on the web?
Ability to download files from the internet
Have you:
 Downloaded course notes from the web?
 Downloaded past exam papers?
 Filled in an application form you have downloaded from the web?
Ability to use a search engine e.g. Google
Have you:
Used a search engine when: Researching coursework?
Looking for a job?
Problem Solving
Have you had to generate new ideas or conceive existing ideas in a new way?
Perhaps you have found a new way of approaching your coursework or taken over a project
from someone else bringing a fresh approach to achieving a goal. Do you produce publicity
materials for a charity?
Personal Planning and Organisation
Perhaps you have organised a group holiday or club event; do you use a diary or action plan for
successful study/revision?
Identify steps needed to achieve you goals
Research:
Perhaps you have looked into different options for a place at university live or conducted
research for an assignment / project.
Self- Management
Self-awareness:
Personal Development: Are you confident in expressing yourself or is this something you need
to work on? Are you fully aware of your core strengths i.e., skills, experience knowledge and
attributes that are your ‘unique selling points’ in the employment market.
Educational Development: Do you regularly review your progress against targets you set
yourself? Do you make good use of your time when working on assignments or do you need to
be more organised?
Career Development: Do you have a career plan? Do you have an up-to-date, well-organized,
concise and accurate CV which clearly sells your strengths? Do you have any par-time jobs, or
do voluntary work, that has developed your employability skills?
Manage your time and prioritise effectively/work effectively under pressure to meet
deadlines
Initiative:
 Do you undertake tasks in your part-time job without waiting for someone else to give the
order?
 Deciding to create your own website or start a new club?
Professionalism
Have you:
Developed skills from a hobby or sport that you have transferred across to your academic
studies? Could you use them to help you adapt successfully to changing situations and
environments?
During your studies you will have had to work under your own direction and initiative how did
you do this and how successful where you at it? In work you may have had to manage your own
workload and manage others. Did you do this with confidence in your own judgment?
Commercial Awareness
Do you know what makes a successful business, can you relate any of these requirements to
experiences and abilities and skills you have developed; can you work and communicate with
other employees and customers in a professional environment?
Read through the guidance notes as you fill in the sections and use them to help prompt your
memory and recall when you may have used the skills and how competent you are at using
them.
Appendix 8.1
Personal SWOT Analysis
Strengths
What do you do well?
What experience can you use to give
evidence to your strengths?
What do others see as your strengths?
Weaknesses
What could you improve?
Where do you have fewer resources than
others?
What are others likely to see as weaknesses?
Opportunities
What jobs or careers would best use your
strengths?
How can you best take advantage of these
strengths?
How can you turn your strengths into
opportunities?
Threats
What threats could stop you achieving your
full potential or gaining that ideal career?
What are your peers doing that you are not?
What threats do your weaknesses expose you
to?
Appendix 9
HEALTH AND SAFETY CHECKLIST FOR WORKED BASED & PLACEMENT LEARNING
(EMPLOYER CHECKLIST)
Name of employer________________________________________________________________
Address_________________________________________________________________________
Telephone_______________________________Fax_____________________________________
Email ___________________________________________________________________________
1. Do you have a written Health and Safety policy?
2.Do you have a policy regarding Health and Safety training for people working in
your undertaking, including use of vehicles, plant and equipment, and will you
provide all necessary Health and Safety training for the Work Based & Placement
Learning student(s)?
3.Is the organisation registered with:
 The Health and Safety Executive?
 The Local Council’s Environmental Health Department?
YES / NO
YES / NO
4.Insurance
(a) Is Employer and Public Liability Insurance held?
(b)Will your insurances cover any liability incurred by a placement student(s) as a
result of his/her/their duties as an employee(s)?
5.Risk Assessment
(a) Have you carried out a University of Salford or any risk assessment of your work
practices to identify possible risks, whether to your own employees or to others
within your undertaking?
(b) Are risk assessments kept under regular review?
(c)Are the results of risk assessment implemented?
6. Accidents and incidents
(a)Is there a formal procedure for reporting and recording accidents and incidents
in accordance with RIDDOR?
(b) Have you procedures to be followed in the event of serious and imminent
danger to people at work in your undertaking?
(c)Will you report to the University any recorded accidents involving placement
students?
(d)Will you report to the University any sickness involving students which may be
attributable to their placement work?
Contact personnel
YES / NO
YES / NO
YES / NO
YES / NO
YES / NO
YES / NO
YES / NO
YES / NO
YES / NO
YES / NO
Who is your nominated contact for compliance with the requirements of Health and Safety
legislation?
Name ________________________________________________________________________
Tel___________________________________________________________________________
Signed ________________________________________________________________________
Position _______________________________________________________________________
Date__________________________________________________________________________
Thank you for completing the questionnaire. Please return it as soon as possible to:
Appendix 10
UNIVERSITY OF SALFORD
WORK BASED AND PLACEMENT LEARNING WITHIN THE UNITED KINGDOM:
CONDITIONS OF PARTICIPATION
Please read this document carefully and sign the Conditions of Participation Declaration (the
“Declaration”) where indicated. Return the signed Declaration to the Work Based and
Placement Learning Tutor in your School. You should retain a copy for your records.
This document relates primarily to Work Based and Placement Learning within the UK. All
references to the University are references to University of Salford.
1. The University wishes your Work Based and Placement Learning to be beneficial and so,
while the University has made a judgment as to the suitability of the Work Based and
Placement Learning Provider and the Work Based and Placement Learning opportunities it has
to offer, you must also satisfy yourself in advance that the Work Based and Placement Learning
Provider and proposed Work Based and Placement Learning is acceptable to you. If you have
any concerns about your proposed Work Based and Placement Learning Provider, you should
raise these in advance with the member of staff at the University responsible for organising
your Work Based and Placement Learning.
2. Before arriving at the Work Based and Placement Learning Provider you must undertake the
Pre Work Based and Placement Learning sessions and complete all relevant pre Work Based
and Placement Learning documentation.
3. Whilst the University is insured to cover its legal liability for claims arising from injuries where
the negligence of the Institution or its employees can be established, it does not provide
Personal Accident insurance for students. Students are required to make their own
arrangements in this respect.
4. The firms and organisations that students are placed with should have both Public and
Employers liability insurance in place to cover their liability for negligence in the event of a
student being injured. The Work Based and Placement Learning Tutor must ensure that this is
complied with before Work Based and Placement Learning is arranged.
5. The University does not accept liability for loss and/or damage to personal property, and
students are required to make their own insurance arrangements in this respect.
6. The University does not accept liability for third party claims arising out of the use by
students of their own vehicles for course trips and travel to Work Based and Placement
Learning. Students must therefore inform their own individual insurance company/broker and
have policies adjusted to reflect vehicle use outside the standard “social and domestic” cover.
7. You should be aware of any health requirements or vaccinations that should be undertaken
prior to beginning your Work Based and Placement Learning (particularly in the case of clinical
Work Based and Placement Learning). It is your responsibility to ensure that you can comply
with these requirements and that you receive the appropriate vaccinations. The University
reserves the right to request proof of compliance in both regards prior to your departure. You
should seek medical advice regarding any pre-existing medical condition or disability, and
inform your Work Based and Placement Learning Tutor so that, where applicable, appropriate
arrangements may be made with the Work Based and Placement Learning Provider.
8. While the University and Work Based and Placement Learning Provider may provide
assistance to ensure that suitable accommodation is secured, the final responsibility for making
such arrangements and paying the necessary rent will be yours.
9. The school will notify you of potential sources of financial assistance available to students
who undertake Work Based and Placement Learning. Please note that by signing the attached
Declaration you acknowledge that the sole responsibility for financing your Work Based and
Placement Learning lies with yourself, and is not the responsibility of the University.
10. You will be informed of the names of staff at the University as main points of contact.
Ensure that you request this information before beginning your Work Based and Placement
Learning.
11. The University would remind you that during your Work Based and Placement Learning you
will be an ambassador for the University and must conduct yourself accordingly at all times. Any
disciplinary procedure which may be invoked against you by Work Based and Placement
Learning Provider may, therefore, also result in disciplinary action being taken by the
University. You must at all times adhere to any procedures, rules or codes of conduct of which
you are notified either by the University or the Work Based and Placement Learning Provider.
12. Following arrival at the Work Based and Placement Learning Provider you must participate
in any induction programme required by the employer so that you are familiar with the policies
and procedures applicable to you during the Work Based and Placement Learning.
13. You are required to report to the University to confirm commencement of the Work Based
and Placement Learning, and to make sure that the Work Based and Placement Learning
agreement has been agreed and signed giving a brief description on your role, job content,
responsibilities and hours of work, and agreed Learning Outcomes.
14. If you have any queries relating to your Work Based and Placement Learning following
arrival, you should raise these with the designated contact at the Work Based and Placement
Learning provider. You are expected to contact your Work Based and Placement Learning Tutor
at the University, should any work-related or pastoral problems arise. While every effort has
been made to ensure that the Work Based and Placement Learning offered by the Work Based
and Placement Learning provider is appropriate, you are required to inform the University
immediately if you have any concerns in this regard.
15. In addition to the projects you may undertake during Work Based and Placement Learning,
you will be required to complete work in the form of pre Work Based and Placement Learning
skills analysis, a reflective logbook, reflective report an oral presentation on return to the
University.
16. To monitor your progress the University will maintain regular contact with you (through
visits at the mid and final part of your Work Based and Placement Learning, email or other
channels) during your Work Based and Placement Learning. There will also be a clear schedule
for submission of any learning material or progress forms. You will be responsible for ensuring
that you acknowledge such contact and comply with the schedule. It is your responsibility to
make contact with your visiting tutor and arrange your mid and final Work Based and
Placement Learning visits.
17. Upon return to the University you will be required to provide a reflective report and
reflective logbook on the experience. You will also be required to provide feedback and
information to the University on the Work Based and Placement Learning provider and the
Work Based and Placement Learning experience.
18. While the University will use all reasonable endeavours to ensure that the Work Based and
Placement Learning arrangements are fulfilled as described, it reserves the right to make
variations to the location or the programme, and in certain circumstances to suspend or cancel
the arrangement. The University will endeavour to provide as much notice of any such changes
as is reasonably practical in the circumstances.
19. By signing and returning the attached Declaration you are acknowledging receipt not only of
the information contained in this document but also of:
19.1 The Work Based and Placement Learning Agreement
19.2 A confirmation of arrival form which you undertake to sign and return to the University
following your arrival at the Work Based and Placement Learning Provider
19.3 A change of address form
19.4 A Health and Safety checklist and risk assessment which you undertake to complete within
two weeks of starting your placement
19.5 Contact numbers in case of emergency.
Appendix 11
WORK PLACEMENT WITHIN THE UNITED KINGDOM
DECLARATION
I hereby acknowledge that I have read this Conditions of Participation document and that I
understand the obligations I am undertaking as a result of participation in this work placement
programme with a host employer. I also confirm that I have been given all the information to
which the document refers.
I understand that generally University of Salford:
 Cannot eliminate all risks from working environments, or assure the safety of participants; and
 Cannot provide or pay for legal representation for participants.
I understand that:
 As a participating individual, I am responsible for my own daily personal decisions, choices,
and activities;
 The University cannot prevent participants from engaging in illegal, dangerous or unwise
activities.
I confirm that I will obtain/have obtained* any required health vaccinations.
* delete as appropriate
I understand that it is my responsibility to obtain adequate medical, belongings and travel
insurance cover (if appropriate), and adequate insurance to drive a car for business purposes (if
appropriate).
Work Based and Placement
Learning Type (tick box)
Print Name_____________________________________
 Research Project Placement
Degree Programme______________________________
 Live Project/Brief
Signature_______________________________________
 Work Placement
Date___________________________________________
One signed copy to be returned to (Work Based and Placement Learning staff) before your
planned departure date.
Appendix 12
Overseas Work Based and Placement Learning
Overseas Work Based and Placement Learning Opportunities
Checklist for Students
Visas
Make sure that you have the correct visa for the country you are visiting and that your passport
is valid. Check visa requirements with your travel agent or contact the embassy of the country
you plan to visit. See http://www.gogapyear.com/pages/passport.php for further
information.
Passport
Ensure that your passport is in date and valid. Even for a day trip abroad, you must hold a full
10 year passport. For certain countries, your passport must be valid for six months after the
date you travel – check this before you go. Take copies of your passport and other important
documents and keep these separate from the originals in case of loss or theft. If your passport
is lost or stolen, you will need to complete an LS01 form so your passport is cancelled. You
should also report the theft to local police and your nearest British embassy.
See http://www.fco.gov.uk/en/travelling-and-living-overseas/passports# for further
information and the LS01 form.
Insurance (see www.fco.gov.uk/en/travelling-and-living-overseas/staying-safe/travelinsurance for further information)
Your travel insurance should cover the whole time that you are away and should include:






Medical and health cover for injury or sudden illness abroad
24 hour emergency assistance
Personal liability cover (in case you are sued for causing injury or damaging property)
Cover for lost/stolen possessions
Cover for cancelling or curtailing your trip
Extra cover for leisure activities such as jet skiing that are usually not covered in standard
policies
You may also wish to have:
 Personal accident cover
 Legal expenses cover
 Financial protection should your airline go bankrupt before/during your time away
Medical Insurance
Arranging medical health insurance is essential. If you do not have it, you may have to pay
thousands of pounds if you have an accident or fall ill outside of the UK. Always arrange travel
insurance with health cover that is adequate for your destination – at least £1m for Europe and
£2m for the rest of the world (see http://www.fco.gov.uk/en/travelling-and-livingoverseas/staying-safe/travel-insurance/medical-heath for further information).
European Health Insurance Card (EHIC)
(see http://www.fco.gov.uk/en/travelling-and-living-overseas/staying-safe/travelinsurance/ehic for further information).
For students on European based (European Economic Area) or Switzerland-based Work Based
and Placement Learning s, this free card gives holders rights to free or reduced cost healthcare
that becomes necessary during a temporary visit to an EEA. You do, however, still need full
travel insurance.
Vaccinations and Immunisations
Visit your GP at least six weeks before you travel to check if you need any vaccinations or other
preventative measures (e.g. malaria tablets). If you have an existing medical condition, extra
preparatory measures may be necessary. See http://www.fco.gov.uk/en/travelling-andliving-overseas/staying-safe/health/ for further information. If you are going to be working
with poultry or wild birds, see http://www.fco.gov.uk/en/travelling-and-livingoverseas/staying-safe/health/avian-and-pandemic-influenza for advice on Avian (bird) ‘flu.
Money
Make sure you have enough money for your trip plus some back-up funds in cash/travellers
cheques. If bringing a credit card, check in advance that it is valid in the country you will be
working in. Take a note of your card number and expiry dates and note the emergency help
number. See http://www.fco.gov.uk/en/travelling-and-living-overseas/staying-safe/travelmoney for further tips and advice.
Local Embassy
Find out where the nearest embassy will be – see http://www.fco.gov.uk/en/about-thefco/embassies-and-posts/find-an-embassy-overseas - and keep a note of the
address/telephone number in case of emergencies.
Driving Abroad
If you think you will be driving abroad, make sure your licence is current and valid and that you
are aware of the driving laws in the country you are visiting. You must have minimum cover for
your liability to third parties. This may not cover you for medical or hospital expenses after an
accident. Ask your insurer/broker to extend the scope of your cover before you travel if
required.
A Green Card is required in some countries but not in the EU and certain other European
countries where a Certificate of Insurance is enough. A Green Card provides no insurance cover
in itself but is an internationally recognised document that proves you have the minimum
insurance cover required by law in that country. See http://www.fco.gov.uk/en/travellingand-living-overseas/staying-safe/driving-abroad for further information.
Female, Gay and Disabled Travellers
For advice on how to keep safe and avoid tricky situations overseas, see
http://www.fco.gov.uk/en/travelling-and-living-overseas/ta-relevant-to-you.
Crime
If you are unfortunate enough to be the victim of a crime of any kind, including sexual
assault/rape, contact your embassy and the local police as soon as possible. If you are arrested
abroad, contact your embassy, high commission or consulate as soon as possible for assistance.
See http://www.fco.gov.uk/en/travelling-and-living-overseas/things-go-wrong for further
advice and guidance.
General
If on a long-distance flight, avoid tight clothing and do regular stretching exercises to avoid
circulation problems. To prevent dehydration, drink plenty of water and go easy on the alcohol.
If working outside in the sun for long hours use a high factor sunscreen and drink plenty of
water at regular intervals. Eat and drink sensibly to avoid stomach upsets, diarrhoea or more
serious illnesses (see http://www.fco.gov.uk/en/travelling-and-living-overseas/stayingsafe/eat-drink-safely)
Practice safe sex – take condoms with you as the quality varies in different countries. Do not
openly display valuables, be careful taking photos (especially near military installations), find
out about local customs and dress/behave accordingly and obey local laws, respect the
environment and avoid buying wildlife souvenirs. In short, think about what you are doing at all
times, trust your instincts and do not take risks that you would not even consider at home.
If you experience any Work Based and Placement Learning -related problems whilst abroad,
contact your Work Based and Placement Learning Tutor (details here)
UNIVERSITY OF SALFORD
WORK BASED AND PLACEMENT LEARNING OUTSIDE THE UNITED KINGDOM:
CONDITIONS OF PARTICIPATION
Please read this document carefully and sign both copies of the Conditions of Participation
Declaration (the “Declaration”) where indicated and return one copy to the Work Based and
Placement Learning (name and staff role) in your School. You should retain a copy for your
records.
This document relates primarily to periods of study or project work. Where the period to be
spent outside the United Kingdom is for the purpose of Work Based and Placement Learning,
you may be required to sign additional forms. Please contact your School Work Based and
Placement Learning team (name and staff role). All references to the University are references
to University of Salford.
1.The University wishes your Work Based and Placement Learning to be beneficial and so, while
the University has made a judgment as to the suitability of the Work Based and Placement
Learning it has to offer, you must also satisfy yourself in advance that the proposed Work Based
and Placement Learning is acceptable to you. If you have any concerns about your proposed
Work Based and Placement Learning provider, you should raise these in advance with the
member of staff at the University responsible for organising your Work Based and Placement
Learning.
2.Before arriving at the Work Based and Placement Learning provider you must undertake the
Pre Work Based and Placement Learning Sessions and complete all relevant paperwork you
may be required to reach a prescribed level of linguistic competence prior to departure.
3. You should be aware of any health requirements for the location of your Work Based and
Placement Learning or of vaccinations that should be undertaken prior to departure. It is your
responsibility to ensure that you can comply with these requirements and that you receive the
appropriate vaccinations. For further information visit: www.fitfortravel.scot.nhs.uk. The
University reserves the right to request proof of compliance in both regards prior to your
departure. You should seek medical advice regarding any pre-existing medical condition or
disability, and inform your School Work Based and Placement Learning organiser so that, where
applicable, appropriate arrangements may be made in the Work Based and Placement Learning
provide.
4. You must consult the Foreign & Commonwealth Office website at www.fco.gov.uk and read
the County Advice & Tips for your country of destination.
5. Whilst the University is insured to cover its legal liability for claims arising from injuries where
the negligence of the Institution or its employees can be established, it does not provide
Personal Accident, Health or Travel Insurance for students; therefore, students are required to
make their own arrangements in this respect.
6. The University does not accept liability for loss and/or damage to personal property, and
students are required to make their own insurance arrangements in this respect.
7. While the University and Work Based and Placement Learning provider/host institution may
provide assistance to ensure that suitable accommodation is secured, the final responsibility for
making such arrangements and paying the necessary rent will be yours.
8. The school will notify you of potential sources of financial assistance available to students
who undertake study or work abroad. Please note that by signing the attached Declaration you
acknowledge that the sole responsibility for financing and period at the Work Based and
Placement Learning provider lies with yourself, and is not the responsibility of the University.
9. You will be informed of the names of staff at the University and as main points of contact. If
the University has not notified you of these names, then ensure that you request this
information before departure.
10. The University would remind you that during the period abroad you will be an ambassador
for the University and must conduct yourself accordingly at all times. Any disciplinary
procedure which may be invoked against you by the host institution may, therefore, also result
in disciplinary action being taken by the University. You must at all times adhere to any
procedures, rules or codes of conduct of which you are notified either by the University or the
host institution.
11. Following arrival at the Work Based and Placement Learning provider you must participate
in any induction programme required by the host institution so that you are familiar with the
policies and procedures applicable to you during the period.
12. You are required to report to the University on completion of initial enrolment at the host
institution by providing a finalised Work Based and Placement Learning Agreement and
confirmation of arrival, and giving brief information on content, hours and assessment
arrangements, or, in the case of Work Based and Placement Learning where projects are being
undertaken, report on the initial stages of work.
13. If you have any queries relating to your Work Based and Placement Learning following
arrival, you should raise these with the designated contact at the Work Based and Placement
Learning provider. You are expected to contact your School Work Based and Placement
Learning Tutor…………………., should any academic or pastoral problems arise and you are
responsible for doing so. While every effort has been made to ensure that the courses/Work
Based and Placement Learning offered by the Work Based and Placement Learning provider is
appropriate, you are required to inform the University immediately if you have any concerns in
this regard.
14. For study Work Based and Placement Learning, note that marks sent from the Work Based
and Placement Learning provider will be subject to the scrutiny of a University Board of
Examiners.
15. To monitor your progress the University will maintain regular contact with you (through
email or other channels) during your period of study or work outside the UK. There will also be
a clear schedule for submission of any study material or progress forms. You will be responsible
for ensuring that you acknowledge such contact and comply with the schedule.
16. Upon return to the University you will be required to provide a reflective report and
reflective log book on the experience. You will also be required to provide feedback and
information to the University on the Work Based and Placement Learning provider and the
Work Based and Placement Learning experience.
17. While the University will use all reasonable endeavours to ensure that the Work Based and
Placement Learning arrangements are fulfilled as described, it reserves the right to make
variations to the location or the programme, and in certain circumstances to suspend or cancel
the arrangement. The University will endeavour to provide as much notice as is reasonably
practical in the circumstances of any such changes.
18. By signing and returning the attached Declaration you are acknowledging receipt not only of
the information contained in this document but also of:
18.1The Work Based and Placement Learning Agreement
18.2 A change of address form
18.3 A confirmation of arrival form which you undertake to sign and return to the University
following your arrival at the Work Based and Placement Learning Provider.
18.4 A Health and Safety checklist (complete within two weeks of starting your Work Based and
Placement Learning)In the case of potentially high risk placements a risk assessment (which
should be completed before the Work Based and Placement Learning opportunity is approved)
18.5Contact numbers in case of emergency
Copies of all relevant forms are available from school website.
Appendix 13
WORK OR STUDY PLACEMENT OUTSIDE THE UNITED KINGDOM
DECLARATION
I hereby acknowledge that I have read this Conditions of Participation document and that I
understand the obligations I am undertaking as a result of participation in this scheme of work
or study with a host institution. I also confirm that I have been given all the information to
which the document refers.
I understand that generally University of Salford:
Cannot eliminate all risks from work/study abroad environments, or assure the safety of
participants; and
Cannot assure that UK standards of due process apply in overseas legal proceedings or provide
or pay for legal representation for participants.
I understand that:
As a participating individual, I am responsible for my own daily personal decisions, choices, and
activities;
The University cannot prevent participants from engaging in illegal, dangerous or unwise activities; and
UK values and norms may not apply in the host country.
I confirm that I will obtain/have obtained* any required health vaccinations.
* delete as appropriate
I understand that it is my responsibility to obtain adequate medical, belongings and travel
insurance cover.
Print Name____________________________________________
Degree Programme_____________________________________
Work Based and Placement
Learning Type (tick box)
Signature_____________________________________________
 Socrates-Erasmus
Date_________________________________________________
 Research Project Placement
One signed copy to be returned to (Work Based and Placement
Learning staff) before your planned departure date
 Live Project/Brief
 Work Placement
Appendix 14
Work Based and Placement Learning and Placement Agreements & Job Descriptions
WORK BASED AND PLACEMENT LEARNING AGREEMENT
(Between Students, University of Salford & Work Based and Placement Learning Provider)
Academic Requirements
1. Completion of Reflective logbook detailing work carried out and reflection on performance
2. Completion of skills areas outlined in pre Work Based and Placement Learning Skills Analysis,
to be agreed by the Work Based and Placement Learning provider, the student and Work Based
and Placement Learning tutor.
3. Where appropriate: Facilitation of project work agreed between the Work Based and
Placement Learning provider, the student and Work Based and Placement Learning tutor, which
meets the needs of the Work Based and Placement Learning organisation. This may include 2
reports to be prepared by the student, one for the Work Based and Placement Learning
provider and one to meet the academic requirements.
All the above to facilitate the achievement of the following learning outcomes by the student
on completion of the module:
Increased their ability to relate academic theory to the work environment
Developed identified work related skills
Be able to critically evaluate their learning from the Work Based and Placement Learning
Enhanced their career knowledge
All students undertaking a Work Based and Placement Learning must sign the attached Student
Work Based and Placement Learning Agreement.
The agreement is to ensure that:
 All students agree their job role based on the Work Based and Placement Learning provider’s
description
 All parties are aware and have agreed the student’s independent learning outcomes and
how the module learning outcomes will fit into the job role
 Provide necessary information and are also aware of their rights and responsibilities while
on Work Based and Placement Learning. Students should read these Explanatory Notes
before completing and signing the Agreement.
The Work Based and Placement Learning will be supported by the University, through the
school Work Based and Placement Learning staff and Careers and Employability to help the
students to meet their Work Based and Placement Learning objectives.
The types of Work Based and Placement Learning available to students may take many forms
and of specific duration, hours and days to be worked are to be negotiated between the
student and Work Based and Placement Learning provider.
The Work Based and Placement Learning will involve active partnership between the Student,
The University and Work Based and Placement Learning providers with the aim of developing
students’ employability skills, experience and knowledge of a working environment.
The Work Based and Placement Learning will either be arranged by the University of Salford, or
be arranged by a student and approved by the University of Salford.
By signing this agreement students are agreeing that their personal contact details, those of
their emergency contact details will be given to the Work Based and Placement Learning
provider.
Students not completing and signing a Student Work Based and Placement Learning Agreement
will not be permitted to undertake their Work Based and Placement Learning.
Work Based and Placement Learning Provider
A Work Based and Placement Learning provider includes persons, partnerships, companies,
institutions and organisations providing opportunities for Student Work Based and Placement
Learning.
The University of Salford will ensure, as far as is reasonably possible, that Work Based and
Placement Learning environments are safe for students. The University of Salford will therefore
take reasonable steps to ensure that all such environments are compliant with statutory health
and safety requirements.
Whilst the University of Salford cannot accept responsibility for matters over which it has no
control, in those circumstances where matters of health and safety arise, the University of
Salford will undertake prompt investigations and give due consideration to the implications for
any student(s) currently or potentially engaged in the same or a similar Work Based and
Placement Learning.
The University of Salford will ensure that the responsibilities of the student, the University of
Salford and the Work Based and Placement Learning provider are clearly defined and
communicated to all parties concerned.
The University of Salford will:
 Endeavour to determine specific needs of the Work Based and Placement Learning provider
that will need to be addressed by the student on Work Based and Placement Learning.
 Propose potential Work Based and Placement Learning recruits to Work Based and
Placement Learning providers by matching skills, experience and knowledge to the needs of
the Work Based and Placement Learning provider.
 Draw up a Work Based and Placement Learning agreement with the Work Based and
Placement Learning provider, student and University of Salford.
 Monitor and support the progress of the student
 Provide each Work Based and Placement Learning provider with a point of contact at the
University of Salford
 Maintain regular contact with the student and visit the student on at least two occasions for
the mid and final Work Based and Placement Learning review.
 Provide opportunity for students to reflect on their learning and development.
 Ensure that the student has sufficient information on their rights and responsibilities within
the work place.
 Responsibilities and rights of students
The student will:
 Have the right to choose from different Work Based and Placement Learning offers, where
relevant.
 Commit to abide by the staff regulations, code of conduct and any legal requirements
demanded by the Work Based and Placement Learning provider and statutory legislation.
 Ensure the security and confidentiality of Work Based and Placement Learning provider’s
systems and software, client details and documentation.
 Report daily to their named mentor or supervisor and must carry out the tasks assigned to
them to the best of their ability and knowledge.
 Be representatives of the University of Salford and have a responsibility to act appropriately
and in accordance with the expectations of the institution.
 Will be subject to the academic and disciplinary regulations of the University of Salford
during the Work Based and Placement Learning if they fail to fulfil their commitments or
behave inappropriately.
 Have the right to work in a safe environment and to be treated in accordance with applicable
legislation.
 In the event of any issues arising regarding disagreement with the Work Based and
Placement Learning providers, students have the right to contact…………, who will have an
arbitration role and a role in deciding the future of the particular Work Based and Placement
Learning and can, if necessary, terminate the Work Based and Placement Learning.
 Commit to completing the Reflective logbook meeting the Required Professional
Competencies of the Work Based and Placement Learning and their independent learning
outcomes as evidence of all the tasks carried out.
 Inform the University of Salford & Work Based and Placement Learning provider of any
circumstances that may result in absence.
 The students are representatives of the University of Salford and will maintain goodwill
within the Work Based and Placement Learning provider, fulfil contracted obligations
(including any agreed weeks of Work Based and Placement Learning and demonstrate
commitment and appropriate attitudes and behaviour towards the Work Based and
Placement Learning provider its customers/clients/patients/employees/students.
 Managing learning and professional relationships.
It is the student’s responsibility to:
 Through the Reflective Log Book Record & reflect on their progress, experience, skills
development and achievements.
 Alert the Work Based and Placement Learning provider and the University of Salford to
problems that might prevent the progress or satisfactory completion of the Work Based and
Placement Learning including any health and safety or ethical matters.
 Comply with Work Based and Placement Learning provider rules and practice and must
adhere to Work Based and Placement Learning provider confidentiality and copyright
clauses.
 Be aware of their rights and responsibilities within the Work Based and Placement Learning
provider. All work must be carried out in accordance with the Health and Safety regulations.
The Student has the right:




To a safe environment
To be treated in accordance with applicable legislation
To be provided with feedback on their Work Based and Placement Learning
To be aware of the nature and scope of the learning support you can expect from Careers &
Employability staff
 To be fully informed of their responsibilities whilst on Work Based and Placement Learning
 Before a student starts…. Set some clear objectives
Students decide what they want to achieve from their Work Based and Placement Learning and
discuss their expectations with their Work Based and Placement Learning provider before they
start, or early in their Work Based and Placement Learning.
The best way to avoid confusion or misunderstanding about their role is to ensure the student
and their Work Based and Placement Learning provider both understand what they mutually
want to get out of the Work Based and Placement Learning.
This way their Work Based and Placement Learning provider will be able to plan appropriate
work for them, and the student will understand why they are being asked to do tasks that at
times might seem trivial.
Show what you are capable of doing
 A student should always keep in mind the objectives that they set, and seize every
opportunity to gain experience, stretch their abilities and take on responsibility.
 A student should always show their enthusiasm and reliability by paying attention to detail
and delivering on their promises.
 A student should ask if you can attend staff meetings, conferences, and training events.
 A student should not be afraid to ask questions and make suggestions. Equally, a student
should never be openly critical of their boss or colleagues.
 Be diplomatic - if they are not getting the opportunities they had hoped for, a student should
ask for a meeting with their manager to discuss the matter.
 Build a network
 A student should identify colleagues whose work interests them and actively ask for their
advice. It may be possible to organise some work shadowing or do a short project for them.
 If a student is impressed by someone’s management skills, ask them if they will act as their
mentor – a source of confidential advice when faced with a tricky situation.
 A student should record who they meet. Use the back of business cards to note down
where/how they met someone and the key points about them.
Before a student leaves…
 Be sure they know who will give them a reference.
 Have the contact details of colleagues who may act as mentors, sources of advice, or help in
finding employment in the future.
 Ask for feedback on their performance. Make sure they are completely clear about what
they have gained from the Work Based and Placement Learning in terms of skills, experience
and personal development. Get their manager’s perspective on what you need to do to
further develop their employability in order to be successful in this work.
 Ask about the opportunity of continuing employment with the Work Based and Placement
Learning provider in a full time position.
What the Work Based and Placement Learning Providers expect of the student
 To conduct themselves professionally in all their dealings with Work Based and Placement






Learning provider’s staff and clients
To act within the terms and conditions of employment laid down by Work Based and
Placement Learning provider
To undertake the work agreed to the satisfaction of the Work Based and Placement Learning
provider
To behave in a responsible and professional manner in the workplace, and show courtesy,
initiative and willingness
To maintain a suitably smart appearance
To arrive punctually for work and any meetings you need to attend
To report any absence and or lateness from work as early as is reasonably possible
WORK BASED AND PLACEMENT LEARNING PROVIDER SECTION
WORK BASED AND PLACEMENT LEARNING PROVIDER DECLARATION
Work Based and Placement Learning Providers must read and sign this Section. By signing they
agree that they have read and understood their rights and responsibilities regarding the Work
Based and Placement Learning.
1. Employer Details
Business/Organisation
name
Contact Name
Position in Organisation
Address
Postcode
Telephone Number
E-mail
Website
Brief description of
business
2. Student Name
3. University of Salford Contact Name
E-mail / Telephone
4.Employment Details
The Student will undertake a series of duties as outlined in the Work Plan below. These will be
monitored and reviewed on a regular basis by both the Employer and University representative.
It is the Employers responsibility to pay the Student at least National Minimum Wage above this
threshold
Job Title
Length of Work Based Dates: From
Salary/ Support :
and Placement
To
Learning:
weeks.
Job Description
Please outline the activities that you would like the student to undertake during the period of
the Work Based and Placement Learning. Include duties & responsibilities, timescales and
expectations of achievements as appropriate. Discuss the student’s learning outcomes and
how they will fit within the role.
5. Job Description
Student’s Learning Outcomes.
These include the Independent Learning Outcomes developed by the student in their pre Work
Based and Placement Learning sessions and the module Learning Outcomes
To ensure that the Work Based and Placement Learning is progressing to the best advantage of
both the business and the student a representative of University of Salford will visit the
employer as follows:
 At the mid-way point
 During the last week
All dates and times will be arranged and agreed by the student with the visiting tutor and the
Work Based and Placement Learning provider in advance of these visits.
Mid and Final Work Based and Placement Learning Reviews
Student’s Learning Outcomes.
1.
2.
3.
4.
5.
6.
7.
8.
9
10.
6. Work Based and Placement Learning Provider Declaration
I/We confirm that we will provide a Work Based and Placement Learning for the individual
named in section 2 on the conditions set out in sections 4 & 5 above.
I/We confirm that the Student will be subject to the general terms and conditions of the
employer with reference to health and safety awareness, equality and diversity, disciplinary and
grievance policies and procedures and will undertake an appropriate level of induction into
these policies.
I/We confirm that this agreement is subject to regular review by the partner and is valid for the
duration of the Work Based and Placement Learning.
I/We confirm that we have the right to discontinue the agreement subject to discussion with
the University of Salford.
I/We agree to comply with any reasonable request for additional information, by or on behalf
of the University of Salford for a period of up to 5 years after completion of this Work Based
and Placement Learning.
Print Name
Signature
Date
7. University Declaration
We confirm that the Student is eligible to participate in the Work Based and Placement
Learning. We confirm that the University of Salford will be responsible for monitoring and
reviewing the Student.
Print Name
Signature
Date
Student Section
Section 1
Personal Details
The personal information disclosed on this agreement will only be used when necessary to
facilitate a student’s participation in their Work Based and Placement Learning.
Section 2
Emergency Contact
The person who will be contacted in case of an unforeseen emergency during a student’s Work
Based and Placement Learning.
Section 3
Meeting Student Requirements
The university aims, wherever possible, to arrange for Work Based and Placement Learning to
be flexible enough to meet the needs of all participating students. Students are asked to
indicate if there are any factors that may impact on their ability to successfully undertake the
Work Based and Placement Learning. These might relate to a change in family circumstances or
responsibilities i.e. part time work commitments or benefits claims, a student’s state of health
or a disability. The Work Based and Placement Learning contact will discuss with the student
possible options and if necessary negotiate any additional arrangements and support that may
be required.
Section 4
Confidentiality Statement
During the Work Based and Placement Learning students could be provided with access to
confidential information about the agency or its clients. By signing the agreement students
agree not to discuss or disclose this information with anybody other than for the genuine
purposes of the Work Based and Placement Learning.
Section 5
Student Declaration
Students must read and sign this Section. By signing they agree that they have read and
understood their rights and responsibilities regarding the Work Based and Placement Learning.
WORK BASED AND PLACEMENT LEARNING AGREEMENT
Period of Agreement: From: ..…../….…/20.….. To:.….../……/20…..
Section 1
Personal Details
Name:
______________________________________________________________________________
Residential Address:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Postal Address
(If different):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Postcode: _________________________________
Phone Home: ______________________________Work: ______________________________
Mobile: ________________________________________
Email: ________________________________________________________________________
Section 2
Emergency Contact
Please provide the details of the person to be contacted in case of emergency during their
Work Based and Placement Learning.
Name:
______________________________________________________________________________
Residential Address: ____________________________________________________________
______________________________________________________________________________
Postal Address
(If different):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Postcode: _________________________________
Phone Home: _________________________Work: ___________________________________
Mobile: ___________________________________
Email:_________________________________________________________________________
Section 3
Meeting Student Requirements
I have discussed with the university contact any special assistance I might need to successfully
complete the Work Based and Placement Learning and am satisfied that the necessary steps
have been taken to address these.
Yes
No
Section 4
Confidentiality Statement
In relation to my Work Based and Placement Learning, I agree to:
Maintain confidentiality of information, including clients, staff and workplace procedures;
Ensure the anonymity of clients when writing up notes or any other documentation produced
as part of my workplace learning Work Based and Placement Learning;
Sign a workplace specific Confidentiality Agreement if required by the Work Based and
Placement Learning provider.
Section 5
Student Declaration
I have read the above information provided by ………… and I am aware of the requirements of
the Work Based and Placement Learning. The special conditions (if any) relating to this Work
Based and Placement Learning has been explained to me and I have agreed to meet them. I
consent to information from this form being used in discussions with potential Work Based and
Placement Learning Providers. I agree to advise the designated contact of any change to my
circumstances which are likely to impact upon my Work Based and Placement Learning.
I have truthfully completed all details relating to my Work Based and Placement Learning
requirements.
Signed by _______________________________________ (Signature of student)
________________ _______________________________ (Date)
Section 6
Staff Agreement
This agreement is made on _________________ (Date)
Between University of Salford
and ___________________________________________ (Print Student Name)
Signed for and on behalf of the University of Salford
________________________________________________________ (Signature)
__________________ (Date)
Appendix 15
ENHANCING STUDENT EMPLOYABILITY:
Higher Education and Workforce Development
Ninth Quality in Higher Education International Seminar in collaboration with ESECT and The
Independent. Birmingham 27th-28th January 2005
European Framework for Work Experience
Philippa Smith, Contracts Manager, CRAC (Careers Research and Advisory Centre)
Abstract
The European Framework for Work Experience project aims to develop a European standard for
the assessment and accreditation of employability skills developed through paid/unpaid work
experience undertaken by students whilst studying. The aims of this session will be to:




explain the work of the EFWE project (funded by the Leonardo da Vinci programme)
share the findings of the research so far, specifically in relation to how we propose to assess
student's employability skills
explain the planned pilot of the framework (funded by the EC's Joint Actions programme)
seek input from participants on the future development of the projects.
Project Objectives
The European Framework for Work Experience is a 2.5 year research and development project
funded by the European Commission’s Leonardo da Vinci Community Action Programme on
Vocational Training. The project involves partners representing HEI’s, career specialists and
employers across 6 countries (UK, Germany, Spain, Finland, Belgium and Romania).
Specifically, our aims are to:




Review existing work experience programmes, systems for assessment and accreditation,
initiatives and good practice
Develop a ‘glossary’ of transferable terminology
Develop a framework for work experience
Develop standards for the structured reflection, understanding and articulation of the value
of work experience by students.
Our primary target groups are:




Post-16 students who undertake paid/unpaid work experience whilst studying.
Employer organisations including SMEs
Careers services and educational charities which help students in finding placements (paid
and unpaid)
Universities & Further Education organisations that are doing research in this area.
EFWE will help to establish work experience as a basis to develop key skills and student
employability, helping students to reflect on their work experience and to translate the skills
they gain into sellable attributes. In addition, it should help employers, who continue to express
that there is still a real need for evidence of the extra-curricular skills of students. EFWE is a
result of this need for students/graduates entering employment directly from education to be
able to evidence their employability skills to future employers.
EFWE also aims to work with key initiatives in partner countries, such as the Enhancing Student
Employability Co-ordination Team in the UK, and across Europe, such as the Europass scheme.
This will create a coherent message concerning work experience, employability and its value for
all stakeholders.
Initial Work and Outcomes
Existing Work Experience Programmes
The first phase of the project researched and explored existing work experience systems and
initiatives within partner countries and the purposes to which the work experience is used.
Briefly, EFWE discovered that there was only one national scheme for the assessment and
accreditation of employability skills: the UK’s InsightPlus™ programme, developed and
managed by CRAC (the EFWE contractor). Across Europe, schemes were applied variously but
were usually managed either by employers or Higher Education Institutions (HEIs).
Employer Input
The partnership sought the opinion of employers across all partner countries through
quantitative research. The research aimed to find out i) which skills and experiences were a
priority for employers when recruiting graduates and ii) how equipped graduates are with
these skills.
The findings are to be published shortly through the EFWE website (www.efwe.org ). Briefly,
there was a substantial gap between the importance of the skill and how equipped graduates
were on starting full time work across all partner countries. Other interesting results show the
value placed on the different types of work experience by different partner country employers.
This research helped form the basis of our core competencies, which inform the development
of the framework.
Expected Outcomes – How can we assess student’s employability skills?
This framework intends to show the ideal stages for work experience. It has at its core the Kolb Learning
Cycle; all partner practitioners feel that an experiential learning model is fundamental to the
development of employability skills.
The framework is supported by ‘schedules’ for student, university and employer. This intends to show
best practice, and the steps that should be taken by each party to ensure that all involved get the best
out of the work experience programme.
All other outcomes are developed bearing this framework in mind. They are tools to support all parties
in developing their work experience models.
Competencies
Behind each of these competencies is a set of attributes that students should be able to
demonstrate and articulate if they have achieved the competency.
 ICT Skills
 Verbal and Written Communication
 Numbers for Business
 Leadership
 Teamwork
 Critical Thinking & Problem Solving
 Influencing & Negotiating
 Customer Awareness
 Self Development
 Managing Change
 Networking
 Time Management
Resources
The Resources Library is a set of materials to enable employers and HEIs to be able to manage
their students effectively, for students to find experiences and to get the most out of it.
Resources aim to meet the needs of each participant in order to meet the ideal framework of
work experience. The Resources Library will include:





What is work experience? A guide to explain the varying formats for work experience, which
would include the EFWE definition of work experience
How can you benefit? Explaining the benefits for key stakeholders of work experience
programmes.
Examples of best practice/success stories
Codes of Practice (for employers and HEIs)
Partnerships: EFWE aims to link to other relevant organisations that will support
practitioners and students alike in all stages of the work experience framework, such as
European work placement organisations.
EFWE Programme (‘Off the Shelf’)
EFWE will create an ‘off the shelf’ or ‘ready-made’ programme to support practitioners who
would like to implement a framework for assessing and accrediting work experience. All partner
countries will input from different programmes that exist.
After review of the competencies, it seems apt to use different methods of assessment for
each. In some cases, assessment may be ‘soft’, such as participation in business simulations
rather than written assignments. In one case, ICT skills, it was felt that this was not the role of
EFWE, when the ECDL is already in place.
In order to put into the practice the experiential learning model, the EFWE programme will
comprise workshops, at the beginning, middle and end of the programme, assignments, a
personal development portfolio and plan, online resources and student presentations.
The workshops will incorporate teaching, business simulations and team activities, giving
students rich opportunities to put their skills into practice as well as to develop their own skills
portfolios.
Currently in the design stage of our materials, we are also ensuring that if students wish to
undertake the programme independently of work-shop support, the materials can be used as a
valuable tool to understand more about particular work-related skills and enable them to
evidence their experiences, supporting future steps on the career ladder.
COMPETENCY
SUGGESTED METHOD OF ASSESSMENT
Time Management
Portfolio &/or Workshop activities and attendance
Self-Development
Personal Development Portfolio & Plan
Critical Thinking & Problem Solving
Portfolio &/or Assignment, workshop activities
Influencing & Negotiating
Portfolio &/or Workshop activities and attendance
Teamworking
Portfolio &/or Workshop activities and attendance
Verbal & Written Communication
Portfolio &/or Workshop activities and attendance
ICT Skills
Fundamentally not for EFWE – may be explored by
use of IT for presentation
Numbers for Business
Portfolio &/or Workshop activities and attendance
Leadership
Portfolio &/or Workshop activities and attendance
Managing Change
Portfolio &/or Workshop activities and attendance
Customer Awareness
Portfolio &/or Workshop activities and attendance
Endorsement
The EFWE programme aims to gain endorsed status from the Institute of Leadership and
Management, an international body that accredits management qualifications. This ensures the
international recognition of the programme as well as the provision of quality assurance. The
ILM is a partner to the EFWE project and has already expressed enthusiasm for such a
programme.
Appendix 16
Types of Placement
1. Compulsory or optional
Placements can be compulsory or optional within degree programmes. Where a compulsory
placement is preferred, consideration should be given to the number of students and
placement opportunities. It should be clear what the aims/learning outcomes are for the
placement and this will help in deciding the range of acceptable placements. Once this has
been determined, the extent of opportunities should be considered and hence whether enough
opportunities exist should the placement be compulsory.
2. Length and timing
Placements can be any length of time from 2 weeks to a year.
Examples exist of 2,5,10,12,16, 46 weeks, 1 year and 15 months.
When deciding the length of time consider how the placement will fit into the degree
programme.
Will students do placement during the semester?
Options may be for 1 semester include fulltime for 12 to 15 weeks or part time i.e. 1 day week
for 10 weeks = 10 days = 2 weeks or pro rata.
Will placement be during the summer vacation?
A maximum of 16 weeks fulltime is usually possible before the start of the new academic year,
however if assessment is to be carried out and completed before the start of the new academic
year, a maximum of 12 weeks fulltime placement is recommended.
Will the placement be for a year?
Year long placement can be from 42 to 52 weeks fulltime.
It is possible to have longer placements as students leave the university in June of one year and
return in September of the following year, giving a maximum of 15 months.
3. Location
Placements can be located in United Kingdom, Europe, or worldwide.
When considering location, it is necessary to consider any consequences should this be
restricted:
Restricting to the UK has benefits re visits to students or if you need the students to come to
the University whilst on placement.
Allowing placements outside UK enables students more choice of opportunity and the option to
experience another culture, however issues such as how contact will be maintained and how
visits will be carried out or what alternative will be put in place need to be considered. (See
overseas guidelines).
There are also considerations of passports/visas/vaccinations etc. which may be required for
certain destinations. (See overseas guidelines) Students may also need some language skills,
which they will either already have or need to obtain training in. (The School of Languages
maybe able to help). In most cases plans for work placement overseas needs to start several
months prior to departure.
4. Work related and/or Project based
Placements can be based on students ‘doing a job of work’ or carrying out a specific project or
both.
Job of Work – students are expected to carry out duties specified in a job description agreed
before they start the placement with the placement host, the student and the School.
Specific project – the student carries out a project agreed before they start the placement with
the placement host, the student and the School. This type of placement is more commonly
termed Work Based and Placement Learning unless the student is working in a research
environment where the project could be classed as a ‘job of work’.
Both a ‘job of work’ and a project – in this case students carry out a job of work part of which
includes project work for their placement host.
5. Live Project/Brief
The student(s) are given a project or live Brief to be completed by the project provider in a time
line agreed by the placement tutor as part of the requirements of a programme or module. The
assessment criteria are the same as work placements but the final report and presentation is a
project report and presentation and completion of the set project or brief rather than the final
reflective report.
Appendix 17
Learning Outcomes
Defining Learning Outcomes
It is necessary to determine clear learning outcomes/aims for Work Based and Placement
Learning.
Depending on the type of Work Based & Placement Learning selected this may be limited to
project work or cover a wide range of skills and academic development.
Work Based & Placement Learning can be lead to development of subject specific, transferable
and cognitive skills, understanding of the relationship between theory and application of
knowledge and career knowledge.
In most cases assessment of such development is through reflection and students may need
support and practice in developing this skill (see Learning Outcomes in Pre-Placement).
The School should agree which learning outcomes are appropriate for their degree programmes
and the Work Based & Placement Learning they wish to offer.
It is also necessary to agree the weighting of the assessed elements for each of the learning
outcomes i.e. if skill development is important, (i.e. clinical practice) this would have a high
weighting.
Appendix 18
Assessment
Pass/Fail
Work Based and Placement Learning (WBL) assessed on a pass/fail basis should have clear
assessment criteria, including instruction to the student, placement provider and academic
examiner.
Where placements are a requirement of a degree programme i.e. included in programme
learning outcomes or aims, the assessment must be moderated by an external examiner.
Academic assessment as part of the degree programme
Placement can be assessed as part of a module, as a whole module or for a year placement as
10% of the final degree award.
Clear learning outcomes and assessment criteria must be defined for such placements. These
can be devised by the School or follow external professional qualifications such as the City and
Guilds.
Assessment by the placement provider
Assessment by the placement host can be included in placement assessment. Where this
assessment counts for more than 10% of the overall assessment, guidance must be given to
placement providers.
Types of Assessment
Assessment can take a number of forms including:
 Academic assessment of pre-placement activity (i.e. CV, application, reflection or skills
analysis )
 Academic assessment of reflective practice in a placement log book
 Academic assessment of submitted coursework reports whilst on placement
 Placement provider assessment (mid and final placement reviews) of student performance
(and employability skills development)
 Academic assessment of students’ achievement of learning outcomes (assessed by
reflective report supported by evidence and/or presentation)
 Placement host and academic assessment of student project
 Academic assessment of student project
Appendix 19
Sourcing Work Based and Placement Learning
Identifying placement providers
When identifying potential Work Based and Placement Learning providers consider all
possibilities i.e. industry, government organizations, charities, research centres including
universities etc.
Colleagues and their contacts, alumni and recent graduates can be an important source of
Work Based and Placement Learning opportunities.
Careers & Employability can help identify potential Work Based and Placement Learning
providers.
Students may also be able to find their own Work Based and Placement Learning which should
then go through an approval procedure.
It is important to consider if enough Work Based and Placement Learning providers and Work
Based and Placement Learning opportunities are available for the type of Work Based and
Placement Learning you wish to set up.
Appendix 20
Responsibilities
For securing Work Based and Placement Learning
It must be decided and made clear to all parties including students, staff and Work Based and
Placement Learning providers where the responsibility for securing a Work Based and
Placement Learning for each student lies.
This must be clearly stated in any literature regarding Work Based and Placement Learning.
Student responsible for securing Work Based and Placement Learning
The preferred option is that the responsibility rests with the student. This should be made clear
in all literature related to the programme. The School should facilitate the students in
identifying and applying for Work Based and Placement Learning but the responsibility of
securing Work Based and Placement Learning rests with the individual student.
School responsible for securing student Work Based and Placement Learning
If schools decide to place students, they should be fully aware of the consequences of this
responsibility and the necessity to be able to provide Work Based and Placement Learning for
all students undertaking Work Based and Placement Learning.
Alternatively, schools may secure a limited number of places with Work Based and Placement
Learning providers which are made available on a competitive or other selective basis to
students. In this case, the situation including the selection criteria, should be made clear to
students in any literature associated with the programme.
School, student and Work Based and Placement Learning Provider responsibilities
These should be clearly identified and information made available to all parties. Where Work
Based and Placement Learning is compulsory, schools should have procedures in place for
consideration of students who do not secure Work Based and Placement Learning.
Appendix 21
STUDENT LIFE CAREEERS & EMPLOYABILITY
HEALTH &SAFETY GUIDANCE FOR WORK BASED AND PLACEMENT LEARNING STUDNETS
Foreword
Student Work Based and Placement Learning is becoming more and more an integral part of
degree programmes with the rise in demand from employers for graduates with the necessary
employability skills and experience. The structure and nature of Work Based and Placement
Learning varies greatly depending on the discipline.
This is a generic guide for considering and managing health and safety issues relating to student
Work Based and Placement Learning. It is not intended to be all inclusive, but is aimed at
helping you develop your own individual solutions, geared to your specific needs. Health and
safety is only one aspect of the support and development of students in Work Based and
Placement Learning but it needs to be an integral part, rather than a stand-alone part, of the
whole experience.
This guide describes what is required in approving Work Based and Placement Learning,
preparing students for their participation and supporting the students in terms of their health
and safety in Work Based and Placement Learning both in the UK and overseas.
This guide is for those members of staff that are responsible for student regulations and for
managing student Work Based and Placement Learning in your school, including registry
functions, Work Based and Placement Learning tutors, administrative staff, visiting tutors and
health and safety professionals, as a means of reducing the risk to students.
Glossary of terms
Work Based and Placement Learning:
The term ‘Work Based and Placement Learning’ refers to a period of work experience, paid or
unpaid;
• That is undertaken as an integral part of the student’s course.
• Where the student is enrolled at the institution during this period.
• Where direct supervision of the student is by a third party.
University:
The University of Salford
School:
The school of study of which the Work Based and Placement Learning student is studying.
Work Based and Placement Learning provider:
The Work Based and Placement Learning provider is the third party to who during the Work
Based and Placement Learning has responsibility for direct supervision of the student is. A
University (including the student’s own) can also be the Work Based and Placement Learning
provider if it is the organization providing the placement.
Work based mentor:
Any member of staff within the Work Based and Placement Learning provider who is assigned
to supervise or to look after the Student during the Work Based and Placement Learning.
Work Based and Placement Learning tutor:
Any member of university or school staff whose role is authorizing Work Based and Placement
Learning of students with Work Based and Placement Learning providers.
Work Based and Placement Learning /Visiting tutor:
Any individual employed by, or contracted to the school who visits students in Work Based and
Placement Learning.
Executive summary
This sector guidance provides a strategic and generic framework for the sensible
management of:
• The health, safety and welfare of students in Work Based and Placement Learning
• The risks arising from health and safety related liabilities associated with Work Based and
Placement Learning.
It is based on recognition that:
• Each school is likely to have its own regulations and arrangements for student Work Based
and Placement Learning.
• Work Based and Placement Learning varies considerably.
• The prime purpose of any Work Based and Placement Learning is to provide a learning and
development experience for the student. Health and safety needs to be an integral part, rather
than a stand-alone part, of the whole process and experience.
• Schools should be encouraging students to learn how to assess and manage risk: it is
important that the application of this guidance encourages this.
This guidance is based on a risk-based and risk management approach that can be applied to all
student Work Based and Placement Learning. This allows a lighter touch on Work Based and
Placement Learning with relatively low risks and more rigorous control measures where the
risks are greater.
Since Work Based and Placement Learning is an integral part of the student’s course, the school
has the right to refuse to approve any Work Based and Placement Learning on health and
safety grounds.
It is recommended that schools adopt the following risk management principles to their
management of student Work Based and Placement Learning:
• Clarity of understanding by each party of their roles and responsibilities.
• Preparation of the student such that they are in a position to understand the risks and to
make informed judgments.
• There are processes for enabling problems to be raised and resolved prior to, during the
course of, and at the conclusion of the Work Based and Placement Learning.
• There are contingency plans in case there are exceptional circumstances.
• Staff who are involved in handling student Work Based and Placement Learning have
guidance and training on the school’s policies and the arrangements that they must follow.
This approach should be applied both with regard to specific groups of students and with
regard to issues that apply to individuals at extra risk in Work Based and Placement Learning.
This approach should help University governing bodies and their committees with oversight of
student Work Based and Placement Learning to have assurance about the management and
governance of student Work Based and Placement Learning.
Scope
This guidance is relevant to a wide range of Work Based and Placement Learning types. It is
relevant for Work Based and Placement Learning whether in the UK or abroad. It is also
appropriate for Work Based and Placement Learning that are subject to professional standards
and to those involving significant hazards such as in the construction or chemical industries or
in veterinary or medicine. There are a few groups for which additional legal requirements apply
and where the general approach recommended in this guidance may not be sufficient.
These are:
• Work Based and Placement Learning to which specific contractual or legislative requirements
apply, such as the Work Based and Placement Learning of nursing-students and students on
teacher training.
Other special cases that need separate consideration beyond the general guidance provided in
this document include:
• Work Based and Placement Learning undertaken in the armed services; or
• Where a student acts in the capacity of a self-employed person and there is no transfer of
direct supervision of the student to a third party.
Legal Liability
For any risk there is always the threat of civil (including negligence or contract) or criminal
(including breaches in health and safety at work etc. Act 1974 and related legislation, corporate
manslaughter or gross negligence manslaughter) action to be brought.
The following undesirable outcomes could arise from Work Based and Placement Learning:
• The student could be injured or suffer ill health as a result of working at a Work Based and
Placement Learning provider.
• The student could be injured or suffer ill health while on Work Based and Placement Learning
but not as a result of working at the Work Based and Placement Learning provider.
• The actions of the student could cause injury or ill health to others, damage to property, or
loss of income to a business.
Charges could be brought against any of the parties involved including the student, the Work
Based and Placement Learning provider (and/or its employees) or the University (and/or its
employees). The outcome will be decided by the relevant court of the country having
jurisdiction. For Universities in the UK, when the Work Based and Placement Learning has been
in another country, this may include a UK court as well as a foreign one.
There are recommendations that the University should take out insurances to cover the costs of
legal defence against any action and also the cost of any award for compensation made by a
civil court.
Legal Liability (continued)
It is not possible to insure against fines or imprisonment resulting from a successful action in a
criminal court. In the UK it is the Work Based and Placement Learning provider that has the
primary responsibility for ensuring the health and safety of the student because the student is
at the time of the Work Based and Placement Learning an employee of theirs (section 2.1,
Health and Safety at Work etc.1974).
The responsibility to protect yourself and others does however fall on the students shoulders
as much as it does any of the other parties involved in the Work Based and Placement
Learning. Because of their responsibilities for non-employees (Section 3, Health and Safety at
Work etc.1974), the school and University have to ensure that it addresses these
responsibilities with regard to students on placement. Although this is UK legislation, students
who are not placed in the UK are included.
Civil Liabilities
The nature and extent of civil liabilities between the University, Work Based and Placement
Learning provider and student and the nature and extent of their civil liabilities to others are
affected by many factors which will only be resolved in the courts and may depend on which
country’s legal system is deemed to have jurisdiction.
Civil liabilities are affected by the nature of any agreements between the parties, any
statements made by the parties in advance about what they offer, and civil law relating to
contracts and services.
Any statements that are made by the University or by functions or individuals of the University
about the extent of the University’s duty of care could be taken as admissions of liability and
could significantly affect the outcome of criminal or civil proceedings. For instance, this could
include statements in the University’s regulations, marketing materials or briefings to students
about the checks that the University makes on Work Based and Placement Learning providers
where it is later found that the specified processes were not carried out.
Risk Management
Good risk management is the identification and treatment of the positive and negative aspects
of the risks. The risks to the health and safety of a student on Work Based and Placement
Learning must be managed to some extent by amount others, the school and subsequently the
university.
A risk based approach to Work Based and Placement Learning will require judgements to be
made and there may be no right answer. The approach allows resources to be allocated
appropriately and to justify this, reducing the requirements for lower risk placements while
concentrating on Work Based and Placement Learning likely to be higher risk. The aspects of
risk covered in this section need to be considered before a student undertakes Work Based and
Placement Learning.
Roles and Responsibilities
The three parties involved in Work Based and Placement Learning are the student, Work Based
and Placement Learning provider and the school/university. Each party must have a clear
understanding of their roles and responsibilities, they should be written and each party should
have a copy (See tool C). There should also be a formal acceptance of the roles and
responsibilities from all parties especially in higher risk Work Based and Placement Learning.
Tool A: Risk Profiling and Specific Actions Necessary
Factor
Work Factors
Rating Profile
High
Indications for Risk Profiling
Work with hazards that have potential to cause injury or fatalities
including:
 Construction site work at night or below ground, dusts, moving
machinery, electrical systems.
 Operation of machinery with mechanical hazards such as high
speed rotating parts, crushing or entanglement risks.
 Laboratory work with toxic/hazardous materials.
Community work with known high risk groups of clients or locations
(drug abusers, homeless, violent patients).
Work with animal bedding or large or dangerous animals.
Examples of Specific Actions Necessary
Seek confirmation from Work Based and Placement Learning
Provider about expectations of student’s prior competency in
high risk activities and ensure students meet these.
Confirm that training and supervision will be provided
by the Work Based and Placement Learning Provider
throughout the
Work Based and Placement Learning
Include details in the written communication with Work Based
and Placement Learning Provider.
Activities requiring specific licences or qualifications (e.g. diving,
flying aircraft, crewing an aerial device).
Medium
Travel and
Transportation
Factors
Work involving significant hazards in small companies that do not
have professional health and safety advice.
Working in proximity to high risk factors (but not directly with
them).
Low
Office work or other low hazard environments and activities.
High
Significant travel to reach Work Based and Placement Learning
prolonged or local transport facilities known to be high risk (poor
driving or vehicle safety standards).
Demanding travel during Work Based and Placement Learning
Student required to drive others, or unfamiliar vehicles
Medium
Night travel
Long daily commute
Student required to drive familiar vehicle in reasonable conditions
Low
No significant travel, comfortable daily commute
No driving associated with the placement
Seek confirmation from Work Based and Placement
Learning Provider that the student will not be expected
to participate in high risk activities, and will
appropriately supervise in medium risk activities.
Include details in the written communication with the
Work Based and Placement Learning Provider.
No special measures.
Brief student on travel arrangements; discuss
implications of high risk factors with them.
Consider the student’s experience.
Check the Work Based and Placement Learning
Provider’s insurances.
Consider reducing risks by providing accompanied travel
where practicable.
Specify regular contact times.
Brief student on travel arrangements; discuss
implications of medium risk factors with them.
Consider the student’s experience.
Check the Work Based and Placement Learning
Provider’s insurances.
No special measures
Factor
Location
and/or Region
Factors
Rating Profile
High
Indications for Risk Profiling
Significant risk of civil disorder, crime or similar danger (e.g. Work Based and Placement
Learning in war zones, countries where the Foreign and Commonwealth Office (FCO)
advises against travel).
Unavoidable lone or remote working in proximity to significant risk (e.g. medical student in
a refugee camp).
Medical and rescue services not available quickly or locally.
Means of communications likely to be difficult or compromised.
Medium
Higher than normal risk of civil disorder, crime or comparable danger.
Delays likely in communicating with tutors and others.
Examples of Specific Actions Necessary
Check FCO restrictions and recommendations.
Consult guides on appropriate behaviour,
clothing etc.
Arrange briefing/information to be provided in
conjunction with someone with local experience
or knowledge of conditions (e.g. student on
previous Work Based and Placement Learning or
a Work Based and Placement Learning
practitioner at a local UNIVERSITY in the
overseas country).
Check FCO restrictions and recommendations.
Provide information to students on guides on
appropriate behaviour, clothing etc.
Work Based and Placement Learning abroad in areas identified as low risk by the FCO.
Supplement general briefing with information
about medium risk factors.
General/
Environmental
Health Factors
Low
Work Based and Placement Learning in the UK with no significant local risks
No special measures.
High
Regional/local health risks require mandatory and specific health protection measures e.g.
inoculations.
Consult occupational health professional for
advice re inoculations and other preparations.
Very hot or strenuous working conditions (e.g. manual working outdoors in the sun).
Medium
Low
Very cold working conditions (e.g. catering Work Based and Placement Learning in a food
cold storage/cook chill or freeze facility).
Regional/local conditions require some precautionary measures, e.g. optional inoculations
against diseases; medical travel kit is a sensible precaution.
Consult occupational health professional for
advice re inoculations and other preparations.
No significant environmental health risks.
No special measures.
Factor
Individual Student
Factors
Rating Profile
High
Indications for Risk Profiling
The student has personal factors (e.g. health, disability, (12) linguistic or
cultural) which may increase the risk of illness or accident during workrelated activity even following adjustments.
The student has personal factors which may require specific
adjustments or support if living away from home, or makes them
susceptible to episodes of illness.
Medium
Low
Insurance
Limitations
High
The student’s knowledge, understanding and skills are low for the type
of work.
The student has personal factors which may require specific
adjustments or support during work, or in social interactions at work.
The student has no personal factors likely to cause episodes of illness or
require specific support whilst on Work Based and Placement Learning
Student has relevant knowledge, understanding and skills for the type of
work.
Locations, activities and or circumstances that are excluded from the
university’s travel and other insurance cover.
A country where the Work Based and Placement Learning Provider’s
insurance does not cover the student for personal or third party liability
associated with the work by the student.
Examples of Specific Actions Necessary
Discuss activities with the student to try and eliminate or reduce
potential risks where possible.
Engage with occupational health professional/other support
professionals to develop reasonable adjustments.
Confirm these in written communication with the Work Based
and Placement Learning Provider.
Engage with occupational health professional/other support
professionals to develop reasonable adjustments.
Confirm these in written communication with the Work Based
and Placement Learning Provider.
No special measures
If locations, activities and or circumstances are excluded from
the university’s travel and other insurance cover, consider
alternative Work Based and Placement Learning.
If Work Based and Placement Learning is to proceed additional
specific insurances may be available.
Consult the university’s insurance specialist.
Medium
Locations, activities and or circumstances that require prior acceptance
from the university’s insurers before being covered.
Low
Locations, activities and or circumstances that are automatically
included in the university’s insurance cover.
Brief the student on limitations of insurance cover (the small
print)
If locations, activities and or circumstances require prior
acceptance from the university’s insurers, ensure notification
and acceptance is given.
Brief student on limitations of insurance cover (the small print).
No special measures
Tool B: Risk Assessment Form
Work Based and Placement
Learning Provider
Company:
Location:
1. General Control Measures
Has the student received sufficient
briefing?
Has the Work Based and
Placement Learning Provider
acknowledged receipt of a letter of
expectation / returned a Work
Based and Placement Learning
agreement?
Has this Work Based and
Placement Learning provider been
used before and been reviewed
with regard to health and safety? If
‘Yes’, do any concerns remain
unresolved?
2. Risk Profiling and further
specific action necessary
Work Factors
Student or Student Group
End Date
Action Necessary?
Action Completed?
Action Necessary?
Action Completed?
Action Necessary?
Action Completed?
Yes / No
Yes / No
Yes / No
Yes / No
Risk Profile
(High, Medium
or Low)
Low
Travel and Transportation Factors
Low
Location and/or Region factors
Low
General/Environmental Health
Factors
Individual Student Factors
Low
Insurance Limitations
Low
3. Conclusion
Is a site safety visit required before
Work Based and Placement
Learning is approved?
Are the risks tolerable such that
the Work Based and Placement
Learning can be approved?
Start Date
Low
Yes / No
Yes / No
Prepared by___________________________________ Date____________________________
Have the above actions been completed?
Yes / No
I (print name)__________________________________________________________________
Job title_______________________________________________________________________
Approve this Work Based and Placement Learning
Signed___________________________________________Date: ________________________
Worked Example 1: Office Work in the UK
Work Based and Placement
Learning Provider
Company: CKD (UK) LLP
Location: Sheffield
4. General Control Measures
Has the student received sufficient
briefing?
Has the Work Based and Placement
Learning Provider acknowledged
receipt of a letter of expectation /
returned a Work Based and
Placement Learning agreement?
Has this Work Based and Placement
Learning provider been used before
and been reviewed with regard to
health and safety? If ‘Yes’, do any
concerns remain unresolved?
5. Risk Profiling and further
specific action necessary
Student or Student Group
Rashid Alharoun
Ailena McFarlane
Thomas Stubbs
Start Date
28/06/10
End Date
24/12/10
Action Necessary?
Action Completed?
Action Necessary?
Action Completed?
Action Necessary?
Action Completed?
Yes / No
Yes / No
Yes / No
Yes / No
Risk Profile
(High, Medium
or Low)
Work Factors
Travel and Transportation Factors
Location and/or Region factors
General/Environmental Health
Factors
Individual Student Factors
Insurance Limitations
6. Conclusion
Is a site safety visit required before
Work Based and Placement
Learning is approved?
Are the risks tolerable such that the
Work Based and Placement
Learning can be approved?
Yes / No
Yes / No
Prepared by___________________________________ Date____________________________
Have the above actions been completed?
Yes / No
I (print name)__________________________________________________________________
Job title_______________________________________________________________________
Approve this Work Based and Placement Learning
Signed___________________________________________Date: ________________________
Worked Example 2: Practical Work on a Farm in the UK
Work Based and Placement
Learning Provider
Student or Student Group
Start Date
End Date
Company: Sun Oak Farm
Helen Skinner
17/07/10
Location: Clun, Shropshire
7. General Control Measures
Has the student received sufficient
briefing?
Has the Work Based and Placement
Learning Provider acknowledged
receipt of a letter of expectation /
returned a Work Based and
Placement Learning agreement?
Has this Work Based and Placement
Learning provider been used before
and been reviewed with regard to
health and safety? If ‘Yes’, do any
concerns remain unresolved?
8. Risk Profiling and further specific
action necessary
Work Factors
Action Necessary?
Action
Completed?
Action Necessary?
Action
Completed?
Check Work Based
and Placement
Learning Provider’s
risk assessments and
safe systems of work
for the farm
activities.
Check insurance
cover and training
and instruction being
provided by the
Work Based and
Placement Learning
provider.

Refer to occupational
health.
Refer to occupational
health.

Insurance officer to
check the farmer’s
insurances including
tractor driving.
Action Necessary?

Yes / No
Yes / No
Yes / No
Yes / No
Risk Profile (High, Medium or Low)
High –will be using tractor and other farm
machinery and working with cattle.
Travel and Transportation Factors
High –will be using tractor and other farm
machinery both on and off road.
Location and/or Region factors
General/Environmental Health
Factors
Individual Student Factors
Low
Medium – work with cattle, hay, straw and
bedding.
Medium – student has declared allergies.
Insurance Limitations
Medium
9. Conclusion
Is a site safety visit required before
Work Based and Placement Learning
is approved?
Are the risks tolerable such that the
Work Based and Placement Learning
can be approved?
15/07/11
Yes / No
Yes / No
Senior lecturer in
agriculture to visit
site.
Review findings of
above actions


Action
Completed?


Tool C: Content of Written Communication
The letter of Expectation is to clarify the arrangements and responsibilities with regard to health and
safety related issues for the student, the Work Based and Placement Learning Provider and the
School/University. A Work Based and Placement Learning agreement should contain the same
information but should also be signed by the School/University and the Work Based and Placement
Learning Provider and possibly the student.
Responsibilities of the School/University:
Provide information to the student on general health and safety prior to their Work Based and
Placement Learning
Provide specialist advice and guidance to students with additional support needs.
Where appropriate appoint a visiting tutor(s) and establish a visits timetable
Responsibilities of the Work Based and Placement Learning Provider:
Plan the student’s work plan and then match the health and safety training to be undertaken by the
student.
The student requires a full and clear induction to the organisation and its working practices, including
health and safety arrangements, fire precautions and emergency evacuation arrangements, how to
report accidents, incidents and unsafe conditions.
Nominate a work based mentor who will have direct day to day supervision of the student including
instruction regarding hazards and health and safety precautions.
Comply with health and safety legislation.
Define the liability and other insurance cover that will be provided for the Work Based and Placement
Learning activities of the student and the others who could be affected by the student’s actions or
inactions.
Allow the visiting tutor access to the student while on Work Based and Placement Learning (where
appropriate).
In cases of serious accidents or incidents involving the student or breaches of discipline by the student,
advise and consult with the University.
Responsibilities of the Student (to the Work Based and Placement Learning Provider):
Abide by the rules regarding health and safety requirements and other practices and
procedures of the Work Based and Placement Learning provider’s organisation.
Carry out the work plan put in place by the Work Based and Placement Learning provider under
the supervision of the nominated work based mentor(s).
Inform the Work Based and Placement Learning Provider of any access or support needs that
may require adjustments.
Report any concerns about health and safety at their Work Based and Placement Learning to
their Work Based and Placement Learning provider and if nothing is done then to the University
or visiting tutor.
Responsibilities of the Student (University):
Attend all Work Based and Placement Learning preparation and briefing sessions/workshops.
Inform the school/university of any personal factors (e.g. health, disability, linguistic or cultural)
that may affect the level of risk or may require adjustments.
Complete all paperwork required from the school’s Work Based and Placement Learning
support staff and programme leaders; including Work Based and Placement Learning
agreements.
The school will need to be consulted prior to any changes in the terms and or duration of the
Work Based and Placement Learning
Maintain and provide access to all relevant records, reports and Work Based and Placement
Learning project work to the visiting tutor and Work Based and Placement Learning mentor.
Except in the case of the visiting tutor where there is an issue of commercial or national
security.
Report and log any incidents in which they are involved and any health and safety concerns that
are not addressed by their Work Based and Placement Learning provider to their school.
Additional Questions/Requests:
Please provide the name and details of your (the student) nominated health and safety contact.
Do you hold Employer’s Liability insurance or equivalent?
For Work Based and Placement Learning Agreements
Do you accept the arrangements and responsibilities as set out above
References and Bibliography
ARMED, 2005, Active Risk Management I Education, 4: Student Work Based and Placement
Learning and Overseas Study
ASET 2010, Health and Safety for Student Work Based and Placement Learning: Good Practice
for Work Based and Placement Learning Guide – Volume 3
ASET 2007, Managing Work Based and Placement Learning with IT and Online: Good Practice
for Work Based and Placement Learning Guide – Volume 1
ASET 2009, a Good Practice Guide for Work Based and Placement Learning and Other WorkBased Learning Opportunities in Higher Education: Good Practice for Work Based and
Placement Learning Guide – Volume 3
British Standards Institution, 2007, BS 8848: A Specification for Adventurous Activities,
Expeditions, Visits and Fieldwork outside the UK
CVCP, 1997, Health and Safety Guidance for the Work Based and Placement Learning of HE
Students (Reprinted: UCEA, 1999)
De Silva, C, 2007, Health and Safety Notes for Work Based and Placement Learning Managers,
in ASET Annual Conference 2006: Proceedings of the 2005 Annual Conference
DfES, 2002, Providing Work Based and Placement Learning for Disabled Students: A Good
Practice Guide for Further and Higher Education Institutions
Eversheds LLP, 2006, Health and Safety Question and Answer Session, in ASET Annual
Conference 2005: Proceedings of the 2005 Annual Conference
Eversheds LLP, 2006, Work Based and Placement Learning in the Education Sector – Legal
Duties and Real Risks, in ASET Annual Conference 2006: Proceedings of the 2005 Annual
Conference
Eversheds LLP, 2007, Crisis Management and Work Based and Placement Learning – Are you
Prepared for the Worst?, in ASET Annual Conference 2006: Proceedings of the 2006 Work
Based and Placement Learning and Employability Professionals’ Conference
Eversheds LLP, 2007, and Safety Question and Answer Session, in ASET Annual Conference
2006: Proceedings of the 2006 Work Based and Placement Learning and Employability
Professionals’ Conference
QAA, 2007, Code of Practice for the Assurance of Academic Quality and Standards in Higher
Education, Section 9: Work-Based and Work Based and Placement Learning
UCEA, 2005, Guidance on Safety in FieldworkUCEA 2009, Health & Safety Guidance for the
Work Based and Placement Learning of Higher Education Students
Appendix 22
FINANCIAL PROCEDURES:
INSURANCE
Target audience:
Faculty & Support Accountants
Finance Officers
All staff with budgetary responsibility
Insurance Office staff
Related links:
Guidelines for Student Placements
Personal Accident Cover Policy for Students
Contacts
Effective date: January 2005
Contents
20.1
General
20.2
Purpose of the Insurance Office
20.3
Insurance Cover
20.4
Theft of Property or Equipment
20.5
Theft of Computing Equipment
20.6
Guidelines for Student Placements / Personal Accident Cover for Students
20.7
Contact
Frequently Asked Questions
20 Insurance
20.1
General
The main activity of the Insurance Office is to arrange, oversee and review the University’s
insurance arrangements, and to refer to insurer’s claims arising in respect of these.
The Faculty/School/Support Unit should always contact the Insurance Officer for advice and
details of cover.
20.2





Purpose of the Insurance Office
To review the University’s insurance cover on a regular basis
To purchase adequate insurance cover
To provide advice and guidance on insurance matters within the University
To liaise with insurers and brokers
To forward claims to insurers
20.3
Insurance Cover
 All University buildings and contents are insured for fire, flood, explosion etc. The valuation
of each building is reviewed annually.
 The Insurance Officer is available to arrange insurance with regard to staff travelling abroad.
It is strongly recommended that members of staff undertaking journeys outside the UK
obtain travel insurance from either:
 a travel agent – prior to travelling
 from the University’s Insurance Officer.
In order for this to be arranged the member of staff or an authorised member of the
Faculty/School/Support Unit should e-mail the following information to the Insurance Officer
at least three days before travel:







Name:
Faculty/School/Unit:
Dates of visit - to and from:
Place(s) to be visited:
Project Code to be charged against:
The cost of this travel insurance is recharged to the relevant
Faculty/School/Support Unit on account code 2742.
Insurance is not provided by the University in respect staff member’s own vehicles. Anyone
using his or her own vehicle must ensure that there is cover for business use on their own
policy.
Theft of Property or Equipment
 The University’s property and equipment is insured against theft but the
Faculty/School/Support Unit carries the first £5000 loss on any claim. However all losses
should be notified to the insurance officer for purposes of annual insurance returns.
 Property belonging to members of staff is not covered by the University’s insurance policy.
20.4 Theft of Computing Equipment
 Computers are not insured against theft. However, there is specific cover available e.g. for
insuring computer suites should the Faculty/School/Support Unit request this. The cost is
charged to the Faculty / School / Support Unit on an annual basis.
 Computing equipment owned by the University, which is to be used by the employee at their
own home, is not covered by the University insurance. It is the responsibility of the member
of staff to take appropriate steps to protect the item(s) and where necessary arrange for
insurance cover on his/her own household insurance policy.
 If an employee has possession of assets (i.e. computing equipment) greater in value than
£2500, it is the responsibility of the Faculty/School/Support Unit to inform the Payroll
Manager. The employee would be liable for taxation, see Salaries & Wages Procedures
16.9.2, for further details.
20.5
Guidelines for Student Placements / Personal Accident Cover for Students
 The University’s main insurers, U M Association Ltd., have supplied guidelines relating to
student placements. These detailed guidelines can be found on
http://intranet.salford.ac.uk/finance/documents/11-11-2003_08-3226_Insurance_Guidelines_for_Student_Placements.doc
 The University also has personal accident insurance for all full time students. This is covered
by a separate policy, the details of which can be found on
http://intranet.salford.ac.uk/finance/documents/11-11-2003_08-3314_Personal_Accident_Policy_for_Students.doc
Contact
 If you need any advice or guidance on any insurance matters please contact the Insurance
Officer, Kath Bullock on extension 55847, or by email: k.bullock@salford.ac.uk
 Claim forms are held in the Insurance Office and can be obtained by contacting the
Insurance Officer on the above contacts.
Frequently Asked Questions
 Can I purchase an annual travel policy or should I purchase a separate policy each time I
have to travel away on business?
 The University’s Insurance Officer cannot purchase annual travel policies on behalf of
individual members of staff.
 However, it would certainly be cheaper for the University to pay for an annual policy if you
can show that you are going to be away frequently on University business. In these cases the
Faculty/School/Support Unit could purchase an annual policy from any travel agent.
 You should be aware that this policy should be used for University business only and not
for personal travel.
 However, if the policy, by mistake, was used for personal use there would be a tax liability,
which would have to be paid for by you. See Salaries & Wages Procedures 16.9.2 for further
details.
 What will happen if I forget to arrange cover on my own household policy, or through the
University (temporary cover), for my laptop computer and it gets stolen whilst I am on a
conference in this country?
This would have to be discussed with the Head of School, etc, about whether the School will
pick up the loss, or if the School are going to recharge some of the loss to the individual
concerned.
Am I covered for medical malpractice?
The University does not have medical malpractice insurance cover for members of staff.
Members of staff should have their own Professional body insurance.
(This would apply to the Faculty of Health Care and Social Work Studies)
If I take out my own Professional body insurance, who would pay the premium?
You are responsible for paying your own premium; however this is a tax deductible expense
which would reduce your PAYE tax code.
If I take a University computer home, am I responsible for it?
 Yes – see Insurance procedures 20.5 for further information.
What records does a Faculty/School/Support Unit have to keep for insurance purposes?
 A Faculty/School/Support Unit must keep an up to date asset register, which should be sent
to the Insurance Officer on an annual basis (March – April).
Appendix 22.1
Student Placement Guidelines
 These guidelines have been prepared solely to identify the various covers arranged by the
Institution that apply to placements (not field work).
 Further guidelines are available from the Institution dealing with other aspects of placement
arrangements.
Specific Covers Applicable
Only those classes of covers which form part of the Institution’s programme, and are relevant,
are mentioned here – full details of all the terms and exclusions of the covers are retained by
the Insurance Officer.
The categories are:
 TRAVEL – refer to your Travel Insurers for details
 PERSONAL ACCIDENT – no Personal Accident cover in force for placements
 LEGAL LIABILITY – work and personal
Legal Liability– work and personal
Duty of care
The Institution owes a duty of care to the student to ensure the student is not injured during
placement activities.
The Host Organisation will also owe the student a duty of care.
Placement Procedures
The first tasks to be undertaken whenever a placement is proposed are:
1) A risk assessment and
2) Completion of Indemnity Form A (see ii) below) – see specimen Form A at rear of this Guide –
a copy of Form A can also be obtained on www.umal.co.uk
Prior to placement:
i) The Institution must ensure that a responsible person carries out a full risk assessment to
identify possible areas of risk to the student and then once identified effect a plan to
prevent or minimise the risk.
Note: the Host Organisation should themselves carry out their own risk assessment.
ii) Form A should be forwarded to and completed by the Host Organisation to confirm that
they have both Employers’ Liability and Public Liability covers in force – see Liability (work
related) later.
If it is not possible to obtain completion of Form A for any reason then your records should be
noted accordingly as it is important the Placement itself is not jeopardized.
Occasionally the Host Organisation will request an indemnity from the Institution in respect of
injuries or damage arising from a student placement. (This may be so if the Host Organisation is
a Local Authority or situated abroad.) In this case Form B should be completed by the
Institution - see specimen Form B at rear of this Guide.
Agreement to provide an indemnity should be discouraged. Ideally Form B should be issued
only to ensure that the placement opportunity itself is not put at risk by the Institution’s
omission to provide the indemnity required.
However we recommend the Institution contact UMAL prior to the issue of Form B.
Liability (work related)
Work related liability may be incurred by the following:

injury to the student and/or

accidental injury or accidental damage caused by the student
From placement related activities. The Host Organisation should have liability covers in
place to indemnify them against claims arising out of the above - such covers are divided into
two areas:
Employers’ Liability - injury to the student (regarded as an employee of the Host Organisation)
arising out of placement related activities for which the Host Organisation is legally liable.
This Employers’ Liability cover will indemnify the Host Organisation (and the Institution as a
Principal with the agreement of the Host Organisation) if the student is injured during
placement activities and the student subsequently makes a claim against the Host Organisation.
The cover is on a legal liability basis only so the Host Organisation must be deemed to be legally
liable before any payment is made - no legal liability - no payment.
Public Liability - accidental injury or accidental damage caused by the student arising out of
placement related activities - this cover usually extends to include the liability of the student
with the Host Organisations permission.
This cover will indemnify the Host Organisation (and the Institution as a Principal with the
agreement of the organisation) if following injury or damage caused by a student a third party
subsequently makes a claim against the Host Organisation.
The cover is on a legal liability basis only so the Host Organisation must be deemed to be legally
liable before any payment is made - no legal liability - no payment.
It is recommended that the Institution obtain a confirmatory declaration from the Host
Organisation that these covers are in place - see Form A mentioned earlier.
Personal Liability (of the student)
The Travel Cover arranged by the University should apply to any damages or costs for which the
student becomes legally liable to pay arising from accidental injury or accidental damage
caused by the student acting in a personal capacity (leisure time etc) during the period of the
placement up to the limit of liability per occurrence.
UK Liability Market Cover
Generally, UK liability insurers have extended their definition of “Employee” to include students
on work experience or similar schemes e.g. placements.
The affect of this is that if the student on placement is injured they will be regarded as an
employee of the Host Organisation and if a claim for damages is brought against the Host
Organisation it will be passed to their Employers’ Liability insurers to deal with.
Also, if the placement student were to cause injury or damage during work activities then the
Public Liability cover of the Host Organisation would deal with the claim.
It is stressed that the cover is on a legal liability basis only - and both covers have the specific
limits of indemnity selected by the Host Organisation.
Completion of Form A - see Placement Procedures earlier - confirms that the organisation has
Employers’ Liability and Public Liability cover and that it includes students on placement.
For claims involving UK placements the Institution is not normally involved in any resulting
claim.
Students Abroad
With regard to students abroad on placements, initially the same Placement Procedures as
earlier should be followed. However, completion of Form A may not be possible in some
instances.
Countries such as the United States of America and Australia, for example, have a completely
different system of dealing with injuries to employees and use a State-controlled "Worker's
Compensation" scheme. This provides set benefits to injured employees irrespective of fault hence Host Organisations in those countries will not sign Form A.
As previously mentioned if it is not possible to obtain completion of Form A then your records
should be noted accordingly as it is important the Placement is not jeopardized.
Please contact either the Insurance Officer or UMAL directly for guidance.
If there any doubt over a document that the Institute is required to sign by a placement or
the Host Organisation it should be submitted to UMAL immediately - see contact details
below.
The Institutions own Liability Cover
The situation regarding students on placement to a Host Organisation within the UK should not
present a problem bearing in mind the enlarged definition of Employee on insurance covers as
mentioned previously.
There may be exceptions to this and the Employee definition may not apply to overseas
organisations.
However, the Institution’s own Public Liability cover extends automatically to cover the
Institution’s legal liability for claims made against the Institution arising out of any injury to the
student or damage or injury caused by the student.
Providing the Institution agrees, the cover will also apply to any student of the Institution
against such legal liability in respect of a claim for which the Institution would have been
covered if the claim had been made against the Institution i.e. instead of claiming against the
Institution the injured party claims against the student.
Host Organisations with Low Staff Numbers
If the Host Organisation is a company with low staff numbers it may be exempt from the need
to have Employers' Liability insurance and may not be able to complete Form A.
In practice this means that if the student is injured whilst working for that company the student
may seek damages for any injuries from the company but there will be no Employers’ Liability
insurer and the company would have to deal with the claim itself.
It would be doubtful if such a company would have sufficient resources to settle such a claim the only option would be for the student to seek benefit under any Personal Accident Cover of
the University that might apply.
In consideration of this issue it may be preferable for alternative Host Organisations, if
available; to be used otherwise there is little the Institution can do other than to note their own
records that no Employers’ Liability cover is in force.
Bearing in mind the difficulties of finding suitable placement opportunities this fact alone
should not be a bar to the continuation of the proposed placement.
Universities UK Guidelines
UUK (previously CVCP) has an informative booklet on this subject headed Health and Safety
Guidance for the Placement of HE Students currently available at £7.50.
REFER TO PETER WATKINS AT UMAL FOR FURTHER INFORMATION
Indemnity Form A – for completion by the Host Organisation
Institution_____________________________________________________________________
Host Organisation ______________________________________________________________
Name of
Student_______________________________________________________________________
Duration of placement:
From___________________________________To____________________________________
Host Organisation Declaration
a) We confirm we have a written Health and Safety Policy
b) We confirm we have undertaken a risk assessment of our work practices to identify,
minimize and/or eradicate possible risks to the student
c) We confirm we have in force Employers’ and Public Liability insurances and that the student
and/or accompanying teacher is deemed to be an employee for the purposes of these
insurance policies
d) We confirm having advised the appropriate insurers of the proposed placement
e) Should the student be expected to work with machinery, equipment or substances
hazardous to health safety precautions will first have been taken, first aid facilities will be
available and training, supervision and protective clothing will be provided
f) We confirm we will advise the Institution immediately of any injury or damage involving the
student
Signed on behalf of the Host Organisation
Name____________________________ Position held________________________________
Date_____________________________
Indemnity Form B – for completion by the Institution
Form of Indemnity
In consideration of (Institution)____________________________________________________
Permitting (Host Organisation) ____________________________________to place students
at (address) ___________________________________________________________________
from_________________________to__ ________________________the Institution agrees to
indemnify (Host Organisation) ____________________________________________________
and its servants and agents against all damages, loss, claims, costs and expenses for which they
become legally liable as a result of bodily injury to persons and/or damage to material property arising
out of any negligent act or omission of any student or member of the student placement party during
the course of the placement-
Provided that
a) notice in writing shall be given to the Institution as soon as practicable of any action or
claim brought, made or threatened against you and that you shall not settle, adjust or
compromise such action or claim without the Institution’s consent
b) this indemnity shall not apply to the extent that such liability results from any act or neglect
of (Host Organisation)________________________________________its servants or
agents
Signed (Institution) ______________________________________ Date _________________
Name_________________________________________________________________________
Position_______________________________________________________________________
Appendix 22.2
UNIVERSITY OF SALFORD
INSURANCE OFFICE
MEMORANDUM
To:
From:
Kath Bullock, Insurance Officer
Date:
14 May 2014
Subject:
Personal Accident Policy for Students
Cc:
The University has a Student Accident insurance policy which operates in this way. All
University full-time students are covered worldwide in respect of injuries incurred during term
time, whether these injuries arise from University activities or in their private or social time.
The policy also operates to cover students for injuries incurred out of term time where the
injury arises from a University activity such as field trips.
The benefits payable to the student are as follows: Death
£5,000
Permanent total disablement
£50,000
Permanent partial disablement
£5,000
(As per scale of payments)
Temporary total disablement or
Extra expenses
£20 per week (There is a deferment period of 7 days)
Additional cost of continuing
Studies or taking exams
Up to £500
Hardship fund
Discretionary
This insurance does not cover medical expenses, personal items etc.
I hope this helps but please do not hesitate to contact me if you require any further
information.
Appendix 23
UNIVERSITY OF SALFORD
WORK BASED AND PLACEMENT LEARNING WITHIN THE UNITED KINGDOM:
CONDITIONS OF PARTICIPATION
Please read this document carefully and sign the Conditions of Participation Declaration (the
“Declaration”) where indicated. Return the signed Declaration to the Work Based and
Placement Learning Tutor in your School. You should retain a copy for your records.
This document relates primarily to Work Based and Placement Learning within the UK. All
references to the University are references to University of Salford.
1. The University wishes your Work Based and Placement Learning to be beneficial and so,
while the University has made a judgment as to the suitability of the Work Based and
Placement Learning Provider and the Work Based and Placement Learning opportunities it has
to offer, you must also satisfy yourself in advance that the Work Based and Placement Learning
Provider and proposed Work Based and Placement Learning is acceptable to you. If you have
any concerns about your proposed Work Based and Placement Learning Provider, you should
raise these in advance with the member of staff at the University responsible for organising
your Work Based and Placement Learning.
2. Before arriving at the Work Based and Placement Learning Provider you must undertake the
Pre Work Based and Placement Learning sessions and complete all relevant pre Work Based
and Placement Learning documentation.
3. Whilst the University is insured to cover its legal liability for claims arising from injuries where
the negligence of the Institution or its employees can be established, it does not provide
Personal Accident insurance for students. Students are required to make their own
arrangements in this respect.
4. The firms and organisations that students are placed with should have both Public and
Employers liability insurance in place to cover their liability for negligence in the event of a
student being injured. The Work Based and Placement Learning Tutor must ensure that this is
complied with before Work Based and Placement Learning is arranged.
5. The University does not accept liability for loss and/or damage to personal property, and
students are required to make their own insurance arrangements in this respect.
6. The University does not accept liability for third party claims arising out of the use by
students of their own vehicles for course trips and travel to Work Based and Placement
Learning. Students must therefore inform their own individual insurance company/broker and
have policies adjusted to reflect vehicle use outside the standard “social and domestic” cover.
7. You should be aware of any health requirements or vaccinations that should be undertaken
prior to beginning your Work Based and Placement Learning (particularly in the case of clinical
Work Based and Placement Learning). It is your responsibility to ensure that you can comply
with these requirements and that you receive the appropriate vaccinations. The University
reserves the right to request proof of compliance in both regards prior to your departure. You
should seek medical advice regarding any pre-existing medical condition or disability, and
inform your Work Based and Placement Learning Tutor so that, where applicable, appropriate
arrangements may be made with the Work Based and Placement Learning Provider.
8. While the University and Work Based and Placement Learning Provider may provide
assistance to ensure that suitable accommodation is secured, the final responsibility for making
such arrangements and paying the necessary rent will be yours.
9. The school will notify you of potential sources of financial assistance available to students
who undertake Work Based and Placement Learning. Please note that by signing the attached
Declaration you acknowledge that the sole responsibility for financing your Work Based and
Placement Learning lies with yourself, and is not the responsibility of the University.
10. You will be informed of the names of staff at the University as main points of contact.
Ensure that you request this information before beginning your Work Based and Placement
Learning.
11. The University would remind you that during your Work Based and Placement Learning you
will be an ambassador for the University and must conduct yourself accordingly at all times. Any
disciplinary procedure which may be invoked against you by Work Based and Placement
Learning Provider may, therefore, also result in disciplinary action being taken by the
University. You must at all times adhere to any procedures, rules or codes of conduct of which
you are notified either by the University or the Work Based and Placement Learning Provider.
12. Following arrival at the Work Based and Placement Learning Provider you must participate
in any induction programme required by the employer so that you are familiar with the policies
and procedures applicable to you during the Work Based and Placement Learning.
13. You are required to report to the University to confirm commencement of the Work Based
and Placement Learning, and to make sure that the Work Based and Placement Learning
agreement has been agreed and signed giving a brief description on your role, job content,
responsibilities and hours of work, and agreed Learning Outcomes.
14. If you have any queries relating to your Work Based and Placement Learning following
arrival, you should raise these with the designated contact at the Work Based and Placement
Learning provider. You are expected to contact your Work Based and Placement Learning Tutor
at the University, should any work-related or pastoral problems arise. While every effort has been
made to ensure that the Work Based and Placement Learning offered by the Work Based and Placement
Learning provider is appropriate, you are required to inform the University immediately if you have any
concerns in this regard.
15. In addition to the projects you may undertake during Work Based and Placement Learning,
you will be required to complete work in the form of pre Work Based and Placement Learning
skills analysis, a reflective logbook, reflective report an oral presentation on return to the
University.
16. To monitor your progress the University will maintain regular contact with you (through
visits at the mid and final part of your Work Based and Placement Learning, email or other
channels) during your Work Based and Placement Learning. There will also be a clear schedule
for submission of any learning material or progress forms. You will be responsible for ensuring
that you acknowledge such contact and comply with the schedule. It is your responsibility to
make contact with your visiting tutor and arrange your mid and final Work Based and
Placement Learning visits.
17. Upon return to the University you will be required to provide a reflective report and
reflective logbook on the experience. You will also be required to provide feedback and
information to the University on the Work Based and Placement Learning provider and the
Work Based and Placement Learning experience.
18. While the University will use all reasonable endeavours to ensure that the Work Based and
Placement Learning arrangements are fulfilled as described, it reserves the right to make
variations to the location or the programme, and in certain circumstances to suspend or cancel
the arrangement. The University will endeavour to provide as much notice of any such changes
as is reasonably practical in the circumstances.
19. By signing and returning the attached Declaration you are acknowledging receipt not only of
the information contained in this document but also of:
19.1 The Work Based and Placement Learning Agreement
19.2 A confirmation of arrival form which you undertake to sign and return to the University
following your arrival at the Work Based and Placement Learning Provider.
19.3 A change of address form
19.4 A Health and Safety checklist and risk assessment which you undertake to complete within
two weeks
19.5 Contact numbers in case of emergency.
Appendix 24
UNIVERSITY OF SALFORD
WORK BASED AND PLACEMENT LEARNING S OUTSIDE THE UNITED KINGDOM:
CONDITIONS OF PARTICIPATION
Please read this document carefully and sign both copies of the Conditions of Participation
Declaration (the “Declaration”) where indicated and return one copy to the Work Based and
Placement Learning (name and staff role) in your School. You should retain a copy for your
records.
This document relates primarily to periods of study or project work. Where the period to be
spent outside the United Kingdom is for the purpose of Work Based and Placement Learning,
you may be required to sign additional forms. Please contact your School Work Based and
Placement Learning team (name and staff role). All references to the University are references
to University of Salford.
1. The University wishes your Work Based and Placement Learning to be beneficial and so,
while the University has made a judgment as to the suitability of the Work Based and
Placement Learning it has to offer, you must also satisfy yourself in advance that the proposed
Work Based and Placement Learning is acceptable to you. If you have any concerns about your
proposed Work Based and Placement Learning provider, you should raise these in advance with
the member of staff at the University responsible for organising your Work Based and
Placement Learning.
2. Before arriving at the Work Based and Placement Learning provider you must undertake the
Pre Work Based and Placement Learning Sessions and complete all relevant paperwork you
may be required to reach a prescribed level of linguistic competence prior to departure.
3. You should be aware of any health requirements for the location of your Work Based and
Placement Learning or of vaccinations that should be undertaken prior to departure. It is your
responsibility to ensure that you can comply with these requirements and that you receive the
appropriate vaccinations. For further information visit: www.fitfortravel.scot.nhs.uk. The
University reserves the right to request proof of compliance in both regards prior to your
departure. You should seek medical advice regarding any pre-existing medical condition or
disability, and inform your School Work Based and Placement Learning organiser so that, where
applicable, appropriate arrangements may be made in the Work Based and Placement Learning
provider.
4. You must consult the Foreign & Commonwealth Office website at www.fco.gov.uk and read
the County Advice & Tips for your country of destination.
5. Whilst the University is insured to cover its legal liability for claims arising from injuries where
the negligence of the Institution or its employees can be established, it does not provide
Personal Accident, Health or Travel Insurance for students; therefore, students are required to
make their own arrangements in this respect.
6. The University does not accept liability for loss and/or damage to personal property, and
students are required to make their own insurance arrangements in this respect.
7. While the University and Work Based and Placement Learning provider/host institution may
provide assistance to ensure that suitable accommodation is secured, the final responsibility for
making such arrangements and paying the necessary rent will be yours.
8. The school will notify you of potential sources of financial assistance available to students
who undertake study or work abroad. Please note that by signing the attached Declaration you
acknowledge that the sole responsibility for financing and period at the Work Based and
Placement Learning provider lies with yourself, and is not the responsibility of the University.
9. You will be informed of the names of staff at the University and as main points of contact. If
the University has not notified you of these names, then ensure that you request this
information before departure.
10. The University would remind you that during the period abroad you will be an ambassador
for the University and must conduct yourself accordingly at all times. Any disciplinary
procedure which may be invoked against you by the host institution may, therefore, also result
in disciplinary action being taken by the University. You must at all times adhere to any
procedures, rules or codes of conduct of which you are notified either by the University or the
host institution.
11. Following arrival at the Work Based and Placement Learning provider you must participate
in any induction programme required by the host institution so that you are familiar with the
policies and procedures applicable to you during the period.
12. You are required to report to the University on completion of initial enrolment at the host
institution by providing a finalised Work Based and Placement Learning Agreement and
confirmation of arrival, and giving brief information on content, hours and assessment
arrangements, or, in the case of Work Based and Placement Learning where projects are being
undertaken, report on the initial stages of work.
13. If you have any queries relating to your Work Based and Placement Learning following
arrival, you should raise these with the designated contact at the Work Based and Placement
Learning provider. You are expected to contact your School Work Based and Placement
Learning Tutor…………………., should any academic or pastoral problems arise and you are
responsible for doing so. While every effort has been made to ensure that the courses/Work
Based and Placement Learning offered by the Work Based and Placement Learning provider is
appropriate, you are required to inform the University immediately if you have any concerns in
this regard.
14. For study Work Based and Placement Learning, note that marks sent from the Work Based
and Placement Learning provider will be subject to the scrutiny of a University Board of
Examiners.
15. To monitor your progress the University will maintain regular contact with you (through
email or other channels) during your period of study or work outside the UK. There will also be
a clear schedule for submission of any study material or progress forms. You will be responsible
for ensuring that you acknowledge such contact and comply with the schedule.
16. Upon return to the University you will be required to provide a reflective report and
reflective log book on the experience. You will also be required to provide feedback and
information to the University on the Work Based and Placement Learning provider and the
Work Based and Placement Learning experience.
17. While the University will use all reasonable endeavours to ensure that the Work Based and
Placement Learning arrangements are fulfilled as described, it reserves the right to make
variations to the location or the programme, and in certain circumstances to suspend or cancel
the arrangement. The University will endeavour to provide as much notice as is reasonably
practical in the circumstances of any such changes.
18. By signing and returning the attached Declaration you are acknowledging receipt not only of
the information contained in this document but also of:
18.1 The Work Based and Placement Learning Agreement
18.2 A change of address form
18.3 A confirmation of arrival form which you undertake to sign and return to the University
following your arrival at the Work Based and Placement Learning Provider.
18.4 A Health and Safety checklist (complete within two weeks of starting your Work Based and Placement
Learning)
And risk assessment (which should be completed before the Work Based and Placement Learning
opportunity is approved)
18.5 Contact numbers in case of emergency
Copies of all relevant forms are available from school website.
Appendix 25
WORK PLACEMENT WITHIN THE UNITED KINGDOM
DECLARATION
I hereby acknowledge that I have read this Conditions of Participation document and that I
understand the obligations I am undertaking as a result of participation in this work
placement programme with a host employer. I also confirm that I have been given all the
information to which the document refers.
I understand that generally University of Salford:
 Cannot eliminate all risks from working environments, or assure the safety of participants; and
 Cannot provide or pay for legal representation for participants.
I understand that:
 As a participating individual, I am responsible for my own daily personal decisions, choices,
and activities;
 The University cannot prevent participants from engaging in illegal, dangerous or unwise
activities.
I confirm that I will obtain/have obtained* any required health vaccinations.
* delete as appropriate
I understand that it is my responsibility to obtain adequate medical, belongings and travel
insurance cover (if appropriate), and adequate insurance to drive a car for business purposes (if
appropriate).
Print Name___________________________________
Degree Programme____________________________
Signature_____________________________________
Date_________________________________________
Work Based and Placement
Learning Type (tick box)
 Research Project Placement
 Live Project/Brief
 Work Placement
One signed copy to be returned to (Work Based and Placement Learning staff) before your
planned departure date.
Appendix 26
WORK OR STUDY PLACEMENT OUTSIDE THE UNITED KINGDOMDECLARATION
I hereby acknowledge that I have read this Conditions of Participation document and that I
understand the obligations I am undertaking as a result of participation in this scheme of work
or study with a host institution. I also confirm that I have been given all the information to
which the document refers.
I understand that generally University of Salford:


Cannot eliminate all risks from work/study abroad environments, or assure the safety of
participants; and
Cannot assure that UK standards of due process apply in overseas legal proceedings or
provide or pay for legal representation for participants.
I understand that:


As a participating individual, I am responsible for my own daily personal decisions, choices, and
activities;
The University cannot prevent participants from engaging in illegal, dangerous or unwise activities;
and
UK values and norms may not apply in the host country.


I confirm that I will obtain/have obtained* any required health vaccinations.
* delete as appropriate

I understand that it is my responsibility to obtain adequate medical, belongings and travel
insurance cover.
Work Based and Placement
Learning Type (tick box)
Print Name_______________________________________
Degree Programme________________________________
 Socrates-Erasmus
Signature________________________________________
 Research Project Placement
Date____________________________________________
 Live Project/Brief
 Work Placement
One signed copy to be returned to (Work Based and Placement Learning staff)
before your planned departure date.
Appendix 27
Work Based and Placement Learning Assessment Document (W.A.D.)
Assessor Guidelines
Work Based and Placement Learning Assessment Document (W.A.D.) measures a student’s
progress and development through their work placement. The steps through the placement
are as follows:
The W.A.D. should commence at the start of the student’s pre placement sessions and will start
with the student’s Skills Analysis, Personal SWOT, CV and covering letter.
The W.A.D. will be used to assess and document the student’s level of achievement and
development at the Pre Work Based and Placement Learning, mid-point and completion of
their Work Based and Placement Learning.
The assessment will be based on:
The minimum competencies of a placement (RPCs)
Learning Outcomes
Independent Learning Outcomes
Reflective and Self Awareness documentation (Skills Analysis (including development points),
Personal SWOT and Reflective Log).
Completion of the W.A.D.
If there are concerns about a student at the mid-point assessment an action plan must be
initiated and agreed on by the parties involved in the placement (student, placement tutor and
work based mentor).
If the student does not meet the Required Professional Competencies (RPCs) of the Work Based
and Placement Learning then the Work Based and Placement Learning part of the assessment
will be deemed as a failure.
When the mid-point assessment is completed a mid-point summary is completed for the
student’s W.A.D.
Record the student’s progress and levels of achievement based on RPCs and the set
independent and required learning outcomes.
Student Responsibilities
It is the student’s responsibility:
To provide all the relevant pre placement documentation for discussion with work based
mentor on the first day of the placement to set work schedule which will help to meet learning
outcomes.
To be proactive in arranging the mid-point and final assessment meetings
To submit completed W.A.D to the university on time as detailed in the module handbook.
Successful completion of the module
Entering the work place at a novice level the student should be exposed to a wide range of new
experiences and would expect to attempt skills and activities that they have little or no
experience of but be able to demonstrate some underpinning knowledge and an appropriate
attitudes to developing the skill to be successful within the role and in meeting the
requirements of the Work Based and Placement Learning.
PRE PLACEMENT SESSION, DOCUMENTATION AND PLACEMENT SUMMARY SHEET
Student Name:
Assessment Tutor name:
Work Based Mentor name:
Pre Placement
Session
Skills Analysis
and Self
Awareness
SWOT
Tutor Signature:
Assessment Tutor:
E mail address:
Telephone:
Work Based Mentor:
E mail address:
Telephone:
Mid-Point
Assessment
Completion Date
Pre Placement
Documentation
Skills Analysis
Tutor Signature:
Mentor Signature:
Student Signature:
Final Assessment
Tutor Signature:
Completion Date
Mentor Signature:
Reflective
Logbook
Student Signature:
Level of Achievement
RPCs completed successfully
If any failed how many?
Tutor Signature
Work Based Mentor Signature:
PLACEMENT PROGRESS SUMMARY (MID/FINAL REVIEW)
Placement Discussion (2nd Copy for student W.A.D.)
Placement Tutor Signature___________________________________
Work Based Mentor________________________________________
Date_____________________________________________________
Mid-Point Review
Action Plan Required?
Placement Tutor Signature___________________________________
Work Based Mentor________________________________________
Date_____________________________________________________
Student Name:
Assessment Tutor name:
Work Based Mentor name:
Required
Professional
Competencies
Visiting Tutor/
Work Based
Mentor to tick
Assessment Tutor:
E mail address:
Telephone:
ICT Skills
Written
Communication
Work Based Mentor:
E mail address:
Verbal
Communication
Networking
Self Confidence
Telephone:
Mid-Point
Assessment
Completion Date
Influencing &
Negotiating
Emotional Intelligence
Tutor Signature:
Mentor Signature:
Student Signature:
Final
Assessment
Tutor Signature:
Completion Date
Leadership
Mentor Signature:
Critical Thinking &
Problem Solving
Motivation
(strong work ethic)
Conscientious
Professionalism
Time
Keeping/Management
Student Signature:
Level of Achievement
Quality of Work
RPCs completed successfully
If any failed how many?
Tutor Signature
Work Based Mentor Signature:
ACTION PLAN
(Does the main placement tutor need to be contacted if there are problems within
placement?)
Area needed to be
developed
Action required
Date of view
Mid-point review
comments
Required Professional Competencies
ICT Skills
A basic Recognition and use of
the variety of ICT available to
support their role.
Can Use some basic ICT
hardware and software
packages to support you
their role.
Can Use basic ICT
hardware and software
packages efficiently to
support their role.
Efficient use to an
Intermediate use of ICT
hardware and software
packages to support their
role.
Used ICT to widen their knowledge
and understanding and increased
their effectiveness within their
role.
Written
Communication
The writer’ documents are
unclear and the reader has
trouble understanding its
purpose.
Responds to questions
inadequately.
The reader has a difficult
time determining why the
writer has created this
document.
Responds with difficulty
to basic questions and
does not respond
adequately to comments
from other members of
staff.
The writer often loses
focus on the main point
of the document.
This reader thinks the
writer’s purpose is clear
for the most part.
This reader thinks that the writer’s
purpose is clear. The document
has a clear focus.
Generally responsive to
comments, questions,
and other staff members
needs. Gives some
opportunities for
interaction with others
Consistently clarifies, estates, and
responds to questions.
Summarizes when needed.
Is approachable and able to
confidently communicate to staff
on all levels
Networking
Unable to Identify networking
opportunities.
Can identify opportunities
but cannot recognise how
they can add value to a
conversation.
Teamwork
Creates disharmony amongst
colleagues
Appears to have difficulty
working with others
Generally works well with
others colleagues
Works exceptionally well with
other colleagues.
Self Confidence
Shows no confidence in their
capabilities. Appears to show
a negative attitude to applying
their skills to their role.
Demonstrates self doubt
and a lack of confidence
in being set tasks. Tends
to be more negative than
positive on their ability to
complete work.
Can identify
opportunities and
recognises how they can
add value to a
conversation.
Demonstrates some
inhibitions when working
with others
Sometimes demonstrates
self doubt but has a good
level of self confidence to
complete set tasks. Tends
to be more positive than
negative when given
work.
Sometimes able to clarify,
and respond to questions.
Can summarise on some
topics.
Is approachable and able
to communicate to piers
but hesitant on
communicating to more
senior staff
Can make useful links and
connections with those
they meet.
Usually demonstrates a
high level of confidence in
their capabilities. Overall
an optimist with a
positive can do attitude.
Demonstrates a high level of
confidence in their capabilities. An
optimist with a positive can do
attitude.
Influencing &
Negotiating
Does not use or understand
the basic aims and principles
of effective negotiation and
influencing skills.
Understands the basic
aims and principles of
effective negotiation and
influencing skills but
doesn’t use them in a
practical situation.
Understands the basic
aims and principles of
effective negotiation and
influencing skills and uses
them to a degree of
success within their role.
Knows and demonstrates
a variety of negotiation
and influencing
techniques and when
they should be used.
Effectively demonstrates
negotiation and influencing skills
based on reflective practice.
Emotional Intelligence
Does not have control over
Is not self aware and does
For the most part,
For the most part,
Is self aware and socially aware
Verbal
Communication
Able to identify networking
opportunities making useful links
and uses their network to their
benefit.
emotional reactions.
Responds to difficult
individuals or situations with
an agitated and defensive
manner. Struggles to keep
personal matters from
interfering with performance.
not understand how their
actions can cause issues
within working
environment with other
members of staff. Does
not pick up on clues from
other members of staff
and is socially unaware
Does not contribute to
assigning roles or defining
goals.
controls emotional
reactions. Usually keeps
personal matters from
interfering with
performance.
Leadership
Ignores others contributions.
Works independently. Does
not listen to others. Does not
contribute to organization
Works well with others.
Listens to team
members' opinions.
Helps organize
contributions.
Critical Thinking &
Problem Solving
Does not demonstrate any
insight or techniques in
problem solving within their
own learning.
Does not approach problem
solving with any process. Has
difficulty constructing and
executing a plan.
Consistently reacts
incorrectly before
thinking through a
problem. Makes some
situations worse.
Motivation (strong
work ethic )
Conscientious
Professionalism
Appears to lack interest and
motivation. Does not seek out
opportunities to develop.
Appears to lack initiative
or drive to complete set
tasks.
Reveals some insights
about own learning.
Basic understanding of
relevance of problemsolving techniques.
Can identify problemsolving techniques that
are most helpful, but may
not be able to clearly
summarize selfknowledge.
Shows interest but
displays negative
attitudes at times
Behaves in an inappropriate
manner for a working
environment.
Lacks awareness of the
concept of
professionalism
Professional rapport
frequently affected by
over familiarity
Time
Keeping/Management
Unpunctual. Always or
frequently late forgets to
phone in
Occasionally late. Usually
phones in
Usually on time. Phones
in if about to be
late/absent
Quality of Work
Provides work that usually
needs to be checked/redone
by others to ensure quality.
Provides work that
occasionally needs to be
checked/redone by other
group members to ensure
quality.
Provides adequate work
that does not need to be
thoroughly checked or
redone and is of an
adequate quality.
controls emotional
reactions. Responds to
difficult individuals or
situations with a calm and
non-defensive manner.
Usually keeps personal
matters from interfering
with performance.
Assumes leadership role
in prioritising and
coordinating tasks and/or
integrating individual
contributions into final
result.
Uses a basic process for
problem solving.
Understand the problem
Construct a plan to solve
the problem Execute the
plan.
and able to remedy difficult
individuals or situations with a
calm and non-defensive manner.
Keeps personal matters from
interfering and maintains top
performance.
Appears interested and
usually displays
enthusiasm.
Approach is one of interest and
genuine enthusiasm
Aware of professionalism
but occasionally over
familiar with client or
colleagues.
Rarely late. Manages time
appropriately
Always acts professionally
Provides high quality
work.
Provides work of the highest
quality.
Encourages, motivates, and works
well with others. Seeks and
respects other staff members'
opinions. Helps to or organizes
contributions of staff involved in
their business as usual activities.
Critically reflects on problemsolving techniques, strategies, and
results. Identifies those most
helpful to self. Offers clear
insights regarding self-knowledge.
Always on time. Manages time
appropriately and well.
Appendix 28
Overseas Work Based and Placement Learning Opportunities
Checklist for Students
1. Visas
Make sure that you have the correct visa for the country you are visiting and that your passport
is valid. Check visa requirements with your travel agent or contact the embassy of the country
you plan to visit. See http://www.gogapyear.com/pages/passport.php for further information.
2. Passport
Ensure that your passport is in date and valid. Even for a day trip abroad, you must hold a full
10 year passport. For certain countries, your passport must be valid for six months after the
date you travel – check this before you go. Take copies of your passport and other important
documents and keep these separate from the originals in case of loss or theft. If your passport
is lost or stolen, you will need to complete an LS01 form so your passport is cancelled. You
should also report the theft to local police and your nearest British embassy.
See http://www.fco.gov.uk/en/travelling-and-living-overseas/passports# for further
information and the LS01 form.
3. Insurance
(see www.fco.gov.uk/en/travelling-and-living-overseas/staying-safe/travel-insurance for
further information)
Your travel insurance should cover the whole time that you are away and should include:






Medical and health cover for injury or sudden illness abroad
24 hour emergency assistance
Personal liability cover (in case you are sued for causing injury or damaging property)
Cover for lost/stolen possessions
Cover for cancelling or curtailing your trip
Extra cover for leisure activities such as jet skiing that are usually not covered in standard
policies
You may also wish to have:
 Personal accident cover
 Legal expenses cover
 Financial protection should your airline go bankrupt before/during your time away
4. Medical Insurance
Arranging medical health insurance is essential. If you do not have it, you may have to pay
thousands of pounds if you have an accident or fall ill outside of the UK. Always arrange travel
insurance with health cover that is adequate for your destination – at least £1m for Europe and
£2m for the rest of the world (see http://www.fco.gov.uk/en/travelling-and-livingoverseas/staying-safe/travel-insurance/medical-heath for further information).
European Health Insurance Card (EHIC) (see http://www.fco.gov.uk/en/travelling-and-livingoverseas/staying-safe/travel-insurance/ehic for further information). For students on European
based (European Economic Area) or Switzerland-based Work Based and Placement Learning s,
this free card gives holders rights to free or reduced cost healthcare that becomes necessary
during a temporary visit to an EEA. You do, however, still need full travel insurance.
5. Vaccinations and Immunisations
Visit your GP at least six weeks before you travel to check if you need any vaccinations or other
preventative measures (e.g. malaria tablets). If you have an existing medical condition, extra
preparatory measures may be necessary. See http://www.fco.gov.uk/en/travelling-and-livingoverseas/staying-safe/health/ for further information. If you are going to be working with
poultry or wild birds, see http://www.fco.gov.uk/en/travelling-and-living-overseas/stayingsafe/health/avian-and-pandemic-influenza for advice on Avian (bird) ‘flu.
6. Money
Make sure you have enough money for your trip plus some back-up funds in cash/travellers
cheques. If bringing a credit card, check in advance that it is valid in the country you will be
working in. Take a note of your card number and expiry dates and note the emergency help
number. See http://www.fco.gov.uk/en/travelling-and-living-overseas/staying-safe/travelmoney for further tips and advice.
7. Local Embassy
Find out where the nearest embassy will be – see http://www.fco.gov.uk/en/about-thefco/embassies-and-posts/find-an-embassy-overseas - and keep a note of the
address/telephone number in case of emergencies.
8. Driving Abroad
If you think you will be driving abroad, make sure your licence is current and valid and that you
are aware of the driving laws in the country you are visiting. You must have minimum cover for
your liability to third parties. This may not cover you for medical or hospital expenses after an
accident. Ask your insurer/broker to extend the scope of your cover before you travel if
required.
A Green Card is required in some countries but not in the EU and certain other European
countries where a Certificate of Insurance is enough. A Green Card provides no insurance cover
in itself but is an internationally recognised document that proves you have the minimum
insurance cover required by law in that country. See http://www.fco.gov.uk/en/travelling-andliving-overseas/staying-safe/driving-abroad for further information.
9. Female, Gay and Disabled Travellers
For advice on how to keep safe and avoid tricky situations overseas, see
http://www.fco.gov.uk/en/travelling-and-living-overseas/ta-relevant-to-you.
Crime
If you are unfortunate enough to be the victim of a crime of any kind, including sexual
assault/rape, contact your embassy and the local police as soon as possible. If you are arrested
abroad, contact your embassy, high commission or consulate as soon as possible for assistance.
See http://www.fco.gov.uk/en/travelling-and-living-overseas/things-go-wrong for further
advice and guidance.
10. General
If on a long-distance flight, avoid tight clothing and do regular stretching exercises to avoid
circulation problems. To prevent dehydration, drink plenty of water and go easy on the alcohol.
If working outside in the sun for long hours use a high factor sunscreen and drink plenty of
water at regular intervals. Eat and drink sensibly to avoid stomach upsets, diarrhoea or more
serious illnesses (see http://www.fco.gov.uk/en/travelling-and-living-overseas/stayingsafe/eat-drink-safely) Practice safe sex – take condoms with you as the quality varies in
different countries. Do not openly display valuables, be careful taking photos (especially near
military installations), find out about local customs and dress/behave accordingly and obey
local laws, respect the environment and avoid buying wildlife souvenirs. In short, think about
what you are doing at all times, trust your instincts and do not take risks that you would not
even consider at home.
11. Work Based and Placement Learning -Related Problems
If you experience any Work Based and Placement Learning -related problems whilst abroad,
contact your Work Based and Placement Learning Tutor (details here)
Appendix 29
Live Projects Guidelines and Processes
Live Projects: “A dynamic, collaborative and an interactive process whereby students
research elements of business activity.”
Live projects should be developed to allow students to learn from and to operate as part of a
cohesive team in a consultant role with an organisation. The live project should provide the
vehicle by which a business proposition can be illustrated, analysed and future direction
formulated. The project should enable students to analyse the aims and objectives and to select
the best means of achieving these. The module is designed to enable an interactive, deep
learning and to foster the development of reflective skills through the development of the
Reflective Logbook.
The projects are not based upon a contrived scenario; they are real situations presented by
senior representatives from commercial or not for profit organisations, who meet and liaise
regularly with the student teams, and who contribute to the assessment.
The aims are:
1. To integrate academic and prior experiential knowledge with that of personal development
attributes and employability skills by undertaking a realistic industry based live project.
2. To enable the student to develop and apply key employability skills, develop skill areas of
individual weakness, raise self awareness and develop reflective skills.
In the tripartite project agreement
 A range of project areas are proposed by Work Based and Placement Learning providers. The
aims and objectives of the project briefs are agreed with the University.
 The brief provides a team of students with a relevant subject area to study
 Research and investigation is supported by the project tutor, project provider and University
based resources.
 As well as attending lectures and pre project sessions, regular team and business meetings
need to be scheduled to ensure the project is meeting the client needs and expectations.
 Each individual student must complete a pre project skills analysis and attend all pre project
sessions.
 Each individual student must complete a Reflective Logbook during the project
 Each individual student and team has a mid project review to assess project development,
address any issues or potential problems and review reflective log development.
 Each team presents both a written and oral report to the project tutor and the host
organisation.
 Evaluation and assessment is carried out by the host organization and University.
 The module handbook sets out the code of practice and expectations of the three parties
The framework within which the Live Project is developed:
Live Project Process
1. Work Based and Placement Learning Provider liaises with University
2. Discuss and develop brief
3. Negotiate and set Intended Learning Outcomes & Live Project Report
4. Student team assigned
5. Students plan and organise teamwork functions
6. Work Based and Placement Learning Provider briefs students
7. Students develop methodology and project management
8. Monitoring and review (mid and final) by placement tutor and organisation
9. Report and Expo: Final presentations Celebrate Live Projects & Promote insight to next year’s
Live Project students
10. Assessment marks collated
11. Debrief/feedback
Students complete Reflective Logbook
during entire process
Appendix 29.1
PROJECT PROPOSAL FOR A LIVE PROJECT/BRIEF
STUDENT NAME:
PLACEMENT TUTOR(S):
WORK BASED AND PLACEMENT LEARNING/PROJECT PROVIDER(S) if appropriate, JOB
FUNCTION, AFFILIATION AND E-MAIL:
PROJECT TITLE:
WHERE PROJECT WILL BE BASED (E.G. UNIVERSITY OF SALFORD, COMPANY)
AIMS (no more than xxxxx lines):
For example, the aims might be:
1. To optimise the use of a community centre to increase revenue generation
2. To design and maintain a new website to better promote the services on offer
3. To design and implement a new spreadsheet based booking and facilities management
system.
Project Design (0.25-0.5 page)
This could be to:
1.
Initial research into best practice within the sector, website usage within sector and current
models for spreadsheets to cope with possible demands of system.
Proposed Methodology (0.25-0.5 page)
Meet with stakeholders and survey local community to find out what their needs are and what
the centre could do to improve. Research possibilities of how to develop their services. Produce
a new website to market these new ventures and link it to a new facilities and booking system
to ease the facilities management processes freeing up time for manager to be involved in
developing services.
Signatures
STUDENT: ___________________________________DATE: _____________________________
SCHOOL WORK BASED AND PLACEMENT LEARNING/LIVE PROJECT
STAFF: _____________________________________DATE: _____________________________
WORK BASED AND PLACEMENT LEARNING/LIVE-PROJECT PROVIDER
CONTACT: _____________________________________________________________________
DATE: ___________________________________
Notes for completion of the Project Proposal form.
1.
Unless the project is based on a one year placement, all students must complete THE
project proposal proforma and submit the final version of it to Placement tutor and Turn It
In by (deadline date applicable to course).
In addition, a signed paper copy must be submitted to the School office or placement staff.
Where the project is undertaken externally (e.g. at the premises of a company), permission
of the student’s line manager must be sought and the formed signed off by the person who
will act as the Employer Contact.
2.
All projects undertaken externally will be allocated a visiting tutor to ensure that the
project fulfils module objectives.
Appendix 30
Reflective Toolkit
This toolkit has been devised to:
 Identify strategies to facilitate students/learners’ to reflect during Work Based & Placement
Learning Provide guidelines for the use of reflective logbooks during practice placements
 Suggest assessment strategies at Level 5
What is Reflection?
The image of looking at oneself in a mirror, suggested by the word, means that it has
implications of being conscious of what one is doing. Because of this it is a word that is widely
used but not always understood. Rowntree (1988), for example, praises the reflective student
who thinks about her own experience of studying and decides what changes of approach might
be most suitable. Rowntree (1988) says reflection is studying one's own study methods as
seriously as one studies the subject and thinking about a learning task after you have done it.
Unless you do this, he says, the task will almost certainly be wasted. In any learning situation,
he says, you should prepare for it beforehand, participate actively during it, and reflect on it
afterwards. He applies these points to working in small groups, suggesting note taking in the
group as an aid to reflection afterwards, and also suggesting reflection on how the group
operates. It is important, therefore, that reflection is on what is happening in the workplace
and why the learning is different or unique because it is happening in the workplace.
Becoming a Reflective Practitioner
Much attention has been given to the value of recording events and experiences in written
form, particularly through the use of reflective diaries and journals (Zubbrizarreta 1999 and
Tryssenaar 1995). The exercise of diary writing promotes both the qualities required for
reflection, i.e. Open mindedness and motivation and also the skills i.e. Self-awareness;
description and observation; critical analysis and problem-solving; and synthesis and evaluation
(Richardson & Maltby, 1995).
According to the educator Professor David Boud, effective learning will not occur unless you
reflect. To do this, you must think of a particular moment in time, ponder over it, go back
through it and only then will you gain new insights into different aspects of that situation.
McClure (2005) suggests that if you follow this cycle in a clockwise direction with your student,
you will see that after having had an experience the student has to reflect on what he/she saw
or did, by reviewing the whole situation in his/her mind. This may be assisted by: looking at it
on film, discussing it with others, thinking abstractly about the event for a while, or seeking
advice or further information.
Eventually the student will probably come up with ideas for approaching the situation
differently next time. He/she will then try out their ideas to see if they are effective. He/she
will thus complete the learning cycle and start over again with a view to refining his/her actions.
This is an ongoing process, so we will never achieve perfection. We will always find other ways
of doing things based on our learning from previous experiences.
Building up experience is a gradual process. The student will develop reflective abilities during
the course of their learning on placement. Reflection should initially develop in safe
environments where mistakes are tolerated. He/she can then reflect and discuss the decisions
that were made during their supervision sessions with their work-based supervisor. Reflection
should become integral to these sessions.
Kolb’s Learning Cycle (Kolb 1984)
CONCRETE EXPERIENCE
Concerned with something that
has happened to you or that
you have done. Concerned with
adopting your new ideas into
practice.
ACTIVE EXPERIMENTATION
REFLECTIVE
Concerned with trying out the
new ideas as a result of the
learning from earlier experience
and reflection.
Concerned with reviewing the
event or experience in your mind
and exploring what you did and
how you, and others, felt about
it.
ABSTRACT
CONCEPTUALISATION
Concerned with developing an
understanding of what
happened by seeking more
information and forming new
ideas about ways of doing things
in the future.
Developing reflective practice
Some students may initially have difficulty in understanding the value or purpose of the
reflective process or the strategies used to facilitate reflection. Appropriate support and
guidance is therefore needed to assist students to see the benefits of reflection in terms of
their own learning.
The use of journal writing involving narrative description of tasks and reflective writing can be
an effective reflective practice tool, although initial comments are often rambling, superficial
and focused on cataloguing activities. It often takes the student a period of time to become
introspective and reflect on current experiences (Van Gyn, 1996).
Encouraging journal writing ensures that when critical incidents occur the learning
opportunities from these experiences are not lost. One strategy is the use of trigger questions
to guide them with their writing for example:




What were the objectives?
What were the outcomes?
What went well? Less well?
What will I do differently next time?
Another strategy is to suggest the use of a reflective model or in the next framework.
Models of Reflection. (Boud et al 1985, Johns 1995)
Stage 1: Return to experience


Describe the experience, recollect what happened.
Notice what happened / how you felt / what you did
Stage 2: Attend to feelings


Acknowledge negative feelings but don’t let them form a barrier
Work with positive outcomes
Stage 3: Re-evaluate the experience


Connect ideas and feelings of the experience to those you had on reflection
Consider options and choices
Stage 4: Learning (Added by Johns 1995)



How do I feel about this experience?
Could I have dealt better with the situation?
What have I learnt from this experience?
Boud, D.; Keogh, R.; Walker, D. (Eds) (1985) Reflection: turning experience into learning.
London: Kogan Page
Johns, C. (1995) Framing learning through reflection within Carper’s fundamental ways of
knowing in nursing. Journal of Advanced Nursing 22(2) 226-234
It is worth bearing in mind three points when looking at this model.
1. 'Returning to experience', is not as straight forward as some would have us believe.
Experience isn't simply a sensation - it also entails thinking. We have to know that we have
'had an experience'. Thus, Boud et al (1993) argue that 'experience has within it judgment,
thought and connectedness with other experience'. What is more; what we return to
changes. Our memories of a situation alter over time, and according to the mood we are in
when we are recalling some event or experience.
2. One of the strengths of this way of viewing reflection is that it brings in feelings. Connecting
with our emotions at a particular moment (in the past or now) and encouraging others to do
so is not easy and is fraught with problems.
3. We also have to remember that it is people who are ‘returning’
This way of approaching reflection has the advantage of connecting with common modes of
working e.g. we are often encouraged to attend to these domains in the process of supervision
and journal writing.
Gibbs’ Model of Reflection
Gibbs’ reflective cycle encourages students to think systematically about the phases of an experience or
activity, and you should use all the headings to structure your reflection.
1. Context: What has happened?
 Briefly describe the event as objectively, accurately and concisely as you can.
 Who was involved?
 Where did it happen?
 Do you intend to focus on the structure, process or outcomes?
2. Feelings: What were your feelings or emotions, both positive and negative..?
 ...at the time?
 ...afterwards?
3. Evaluation: How well did things go?
Were things satisfactorily resolved?
4.




Analyse: What were the factors that affected the outcome?
What helped and what hindered?
Can you explain the event?
Why did it happen?
How did it happen?
5.



Conclusion: What might have been some alternative actions or approaches?
What might you have done differently (even when things went well)?
Could negative events be avoided?
Could positive events be made more effective?
6. Future action: What will you do if you encounter this kind of situation again?
 What will you do in the future to increase the likelihood of similar positive outcomes and
minimise the likelihood of similar negative outcomes?
 What do you need to learn?
 How might you learn this?
Gibbs, G. (1988) Learning by Doing: a guide to teaching and learning methods. Oxford. Further
Education Unit.
Reflective Logbooks
A Reflective Logbook allows the student to document and analyse the situations, activities and
relationships that they experience while in a Work Based & Placement Learning Environment.
Generally speaking what distinguishes a learning logbook from other writing is that it focuses
on ongoing issues over time and there will be some intention to learn from either the process
of doing it or from the results of it. For deeper learning and effective development the
reflective logbook should not be a descriptive events diary.
A Reflective Logbook is:
• Diverse.
• Not necessarily written - but most of the time assume written format.
• Generally reflective and accumulated over a period of time with the intention to learn, i.e.
Not purely descriptive.
• Something that accentuates favourable conditions for learning e.g. space, time, reflection.
• Applicable to all disciplines.
Eighteen purposes for logbook writing. (Moon, 1999).
The 18 purposes listed by Moon are all vital for a student to gain a positive and rewarding
developmental experience while in a Work Based & Placement Learning environment and to
continue their theoretical and practical learning beyond.
The eighteen purposes are:
• To record experience
• To facilitate learning from experience
• To support understanding and the representation of that understanding
• To develop critical thinking or the development of a questioning attitude
• To encourage metacognition
• To increase active involvement in, and ownership of, learning
• To increase ability in reflection and thinking
• To enhance problem solving skills
• As a means of assessment in formal education
• To enhance reflective practice
• For reasons of personal development and self empowerment
• For therapeutic purposes or as means of supporting behaviour change
• To enhance creativity
• To improve writing
• To improve or give 'voice'; as a means of self expression
• To foster communication; in particular reflective and creative interaction within a group
• To support planning and progress in research or a project
• As a means of communication between one learner and another
It is important that students are able to feel an element of freedom in what to include in their
logbooks. They are a personal reflection tool and therefore photographs, drawings, mindmaps, free writing, newspaper clippings etc. can support the reflective learning process.
To be able to better assess the reflective logbook especially with limited resources a structured
approach to reflection is required. The DIEP four step approach (adapted from Boud, D 1985,
Reflection: Turning Experience into Learning) are to describe, interpret, evaluate and plan allows the
student the freedom to express within a structured framework.
The three critical stages of reflection the reflective logbook will use the DIEP four step approach
D – Describe objectively what happened
Give the details of what happened. Answer the question: ‘What did I do, read, see, and hear?’
I – Interpret the events
Explain your learning: new insights, connections with other learning, your feelings, hypotheses,
conclusions.
Answer the questions: ‘What was the reason I did this activity?’ ‘What might it mean?’
E – Evaluate what you learned
Make judgments connected to observations you have made. Answer the question: ‘How was
this useful?’
P – Plan how this learning will be applied
Comment on its relevance to your course, program, future profession, life... Answer the
question: ‘How might this learning apply in my future?’
The Assessment of Reflective Writing
There are many who argue that logbooks and reflective writing should not be assessed.
This comment from convinced proponent of logbooks sums up some of the issues.
'How can you mark an individual's own personal development? I think it's a right and proper
part of education for us to encourage students to express their feelings so that they know it's
alright to have those feelings. However, for me to mark those feelings seems inconsistent and
incongruent. Marks can also create a barrier or obstacle to the person finding his or her own
voice…'(Sister Craig cited in Dillon, 1983)
The first question to be asked in assessing journals is whether we are looking to assess the
process of reflection or the product of learning.
It is very important to remember that assessing journals has an effect on the manner in which
the journal is written because students will try to write what they think is required.
Assuming that it is the reflection that is important, some general criteria can helpfully
indicate adequacy. A list might include:

















Length,
Presentation and legibility,
Number of entries or regularity of entries;
Clarity and good observation in presentation of events or issues;
Evidence of speculation;
Evidence of a willingness to revise ideas;
Honesty and self-assessment;
Thoroughness of reflection and self-awareness;
Depth and detail of reflective accounts;
Evidence of creative thinking;
Evidence of critical thinking;
Evidence of a deep approach to the subject matter of the journal
Representation of different cognitive skills (synthesis, analysis, evaluation etc);
Relationship of the entries in the journal to any relevant coursework, theories etc.
Match of the content and outcomes of the journal work to course objectives,
Learning outcomes for the journal or purposes that the journal is intended to fulfil.
Questions that arise from the reflective processes and on which to reflect further
The framework below is generic and can be used to clarify the assessment of reflection within
WBL and take away the subjective element of assessing a student.
Descriptive writing: This is a description of events or literature reports. There is no discussion
beyond description. This writing is considered not to show evidence of reflection. It is important
to acknowledge that some parts of a reflective account will need to describe the context but in
this case; writing does not go beyond description.
Descriptive reflection: There is basically a description of events, but the account shows some
evidence of deeper consideration in relatively descriptive language. There is no real evidence of
the notion of alternative viewpoints in use.
Dialogic reflection: This writing suggests that there is a 'stepping back' from the events and
actions which leads to a different level of discourse. There is a sense of 'mulling about',
discourse with self and an exploration of the role of self in events and actions.
There is consideration of the qualities of judgements and of possible alternatives for explaining
and hypothesising. The reflection is analytical or integrative, linking factors and perspectives.
Critical reflection: This form of reflection, in addition to dialogic reflection, shows evidence that
the learner is aware that the same actions and events may be seen in different contexts with
different explanations associated with the contexts. They are influenced by 'multiple historical
and socio-political contexts', for example. (Hatton and Smith, 1995).
With a framework for the process of reflective writing and taking the literature of reflection
into account, it is possible to consider development of criteria for assessment purposes. It also
becomes possible to show students why just descriptive work is not 'reflective' in that it only
covers a small part of the overall process of assessment indicators for reflective writing
Purpose
The learner demonstrates:
 Awareness and understanding of the purpose of the journal, using the purpose to guide
selection and description of event / issue on which to reflect.
The learner identifies:
 Her or his own purpose for the journal or journal entry.
The description of an event or issue
 Is present.
The description:
 Provides an adequate focus for further reflection;
It includes:
 A statement of observations- comment on personal behaviour;
 Comment on reaction / feelings;
 Comment on context.
Additional ideas
 Are present.
The learner demonstrates:
 The introduction of (any) additional ideas to the description;
The addition of





Further observations;
Relevant other knowledge, experience, feelings, intuitions
Suggestions from others;- new information;
Formal theory;
Other factors such as ethical, moral, socio-political context.
Reflective thinking
 Is present.
The learner demonstrates:








The ability to work with unstructured material
The linking of theory and practice;
The viewing of an issue / event from different points of view;
The ability to 'step back' from a situation;
Metagcognitive processes;
'Cognitive housekeeping';
Application of theoretical ideas;
Considerations of alternative interpretations; etc.
Other processing
There is evidence of other processing - e.g.
 New ideas are tested in practice;
 New ideas are represented, for example, in a first draft or graphic form etc and there is
 Evidence of review and revision in a later copy.
A product results
There is a statement of:
Either
 Something that has been learned or solved that relates to the purpose or the problematic
nature of the description
Or
 There is a sense of moving on. For example, there is identification of a new area for further
reflection or a new question is framed.
Useful Resources within the University
The Study Skills Team – Student Life
The Study Skills Team provides opportunities for all students, regardless of experience or
knowledge, to learn about different approaches and techniques to improve Reflective Writing
including:
 Online and print versions of their Study Basics Guide: Reflective Writing
 Workshops – each semester Reflecting Writing workshops are held on both campuses
 Bespoke sessions – on request from tutors – Reflective writing tailored to specific
programme requirements
 One to one advice on writing reflectively
For more information go to: http://www.careers.salford.ac.uk/studyskills
 Careers and Employability – Student Life
The Career Development and Employment Team have two Work Experience and Placement
Officers who will be available to support and train students on a range of Placement Learning
initiatives.
 The Library
Has a range of books related to Reflective Writing for both Academics and Students.
Assessment Criteria for Reflective Logbook Level 5
Assessment Criteria
Management and
Submission of
Relevant
Documentation
Definition of
Objectives
0 - 39 %
 Meets few or no
deadlines
 Little or no contact
with academic and
Industrial supervisors
 Little or no personal
Responsibility
exercised in the
achievement of set
objectives
40 - 49 %

Meets a very
limited number of
deadlines
 Very limited
contact with
academic and
industrial
supervisors
 Competent level
of personal
responsibility
exercised in the
achievement of set
objectives
50 - 59 %
60 - 69%
70 - 79 %
 Occasionally
meets some
deadlines
 Meets a
Reasonable number
of deadlines
 Meets the
majority of deadlines
 Meets all
deadlines
 Evidence of
some contact with
academic and
industrial supervisors
 Maintenance of
a reasonable level of
contact with
academic and
industrial supervisor
 Maintenance of
effective contact with
academic and
industrial supervisor
 Maintenance of
effective, proactive
contact with
academic and
industrial supervisor
 Basic level of
Personal
responsibility
exercised in the
achievement of set
objectives
 Sound level of
Personal
responsibility
exercised in the
achievement of set
objectives
 High level of
Personal
responsibility
exercised in the
achievement of set
objectives
80 -100 %
 Very high level
of personal
responsibility
exercised in the
achievement of set
objectives
 Little or no ability to
identify appropriate
personal and
professional
objectives
 Very limited ability to
identify appropriate
personal and
professional
objectives

Basic ability to
Identify appropriate
personal and
professional
objectives
 Sound ability to
Identify appropriate
personal and
professional
objectives
 Good ability to
Identify appropriate
personal and
professional
objectives

Extensive ability to
identify appropriate
personal and
professional
objectives
 Insufficient
evidence of ability
to set quantifiable
and realistic set
objectives
 Very limited ability to
set quantifiable and
realistic objectives

Basic ability to set
quantifiable and
realistic objectives
 Sound ability to set
 quantifiable an
realistic objectives
 Good ability to set
quantifiable and
realistic objectives

Comprehensive and
clearly set,
quantifiable and
challenging
objectives
Assessment Criteria
Development of
Objectives/
Reflection
Depth/Quality of
Experience
0 - 39 %
40 - 49 %
 Insufficient
Progression towards
the achievement of
set objectives
 Very limited
Progression towards
the achievement of
set objectives
 Basic progression
towards the
achievement of set
objectives
 Sound progression
towards the
achievement of set
objectives
 Wide
Progression towards
the achievement of
set objectives
 Extensive
Progression towards
the achievement of
set objectives
 Little or no
Critical reflection on
personal and
professional
development

Very limited
critical reflection on
personal and
professional
development
 Basic evidence
of critical reflection
on personal and
professional
development
 Sound evidence
of critical reflection
on personal and
professional
development
 Good evidence
of critical reflection
on personal and
professional
development
 Unacceptable
level of reflection in
determining career
plan

Very limited
reflection in
determining career
plan
 Basic level of
reflection in
determining career
plan
 Sound reflection
in determining
career plan
 Good evidence
of depth of reflection
in determining career
plan
 Comprehensive
evidence of critical
reflection on
personal and
professional
development
 Insufficient
ability to maximise
opportunities
encountered on
placement
 Very limited
ability to maximise
opportunities
encountered on
placement
 Basic ability to
Maximise
opportunities
encountered on
placement
 Sound ability to
Maximise
opportunities
encountered on
placement
 Wide ability to
Maximise
opportunities
encountered on
placement
 Extensive ability
to maximise
opportunities
encountered on
placement
 Little or no
ability to effectively
manage self and
maximise business
impact

 Basic ability to
Effectively manage
self and maximise
business impact

 Good evidence
of the ability to
effectively manage
self and maximise
business impact
 Self-starter,
clear ability to
effectively manage
self and maximise
business impact
Very limited
ability to effectively
manage self and
maximise business
impact
50 - 59 %
60 - 69%
Sound ability to
Effectively manage
self and maximise
business impact
70 - 79 %
80 -100 %
 Clear evidence
of depth of
reflection in
determining career
plan
Appendix 31
Reflective Log Book Writing Guide
What is reflective writing?
Reflective writing is evidence of looking back at an event, idea, experience, process, etc
What is Reflection?
“Learning from experience”
deliberation”
“Thoughtful
(Spalding, 1998)
(Tickle, 1994)
WHAT IS REFLECTION
“Systematic, critical and creative thinking about action with the
intention of understanding its roots and processes” (Fish and Twinn,
1997)
Reflection has three stages:
• The learning opportunity
• The information gathering and critical analysis
• The changed perspective (Spalding, 1998)
To move through these three critical stages of reflection the reflective logbook will use the DIEP
four step approach (adapted from Boud, D 1985, Reflection: Turning Experience into Learning)
are to describe, interpret, evaluate and plan.
D – Describe objectively what happened
Give the details of what happened. Answer the question: ‘What did I do, read, see, and hear?’
I – Interpret the events
Explain your learning: new insights, connections with other learning, your feelings, hypotheses,
conclusions.
Answer the questions: ‘What was the reason I did this activity?’ ‘What might it mean?’
E – Evaluate what you learned
Make judgments connected to observations you have made. Answer the question: ‘How was
this useful?’
P – Plan how this learning will be applied
Comment on its relevance to your course, program, future profession, life... Answer the
question: ‘How might this learning apply in my future?’
In your entries, attempt to:
Analyse your own performance as a learner and employee
Evaluate your gains in understanding and completing tasks
Verbalise how you feel about your learning and development in the placement
Make connections with other experiences, ideas
Demonstrate transfer of learning (You may be using skills you developed in a part time job to
help you in your placement i.e. excel use or how to deal with difficult people).
Integrate the concepts taught in courses (including the literature where relevant)
Consider the principal activities you were involved in during the week (this can include anything
from office duties, training you may have attended or work you may have done on a project).
Reflect on your experience, using this list of prompt questions to help you complete the DIEP
reflection:
1.
2.
3.
4.
5.
Which single activity that you have undertaken this week do you consider to be your best
achievement?
How could you further improve upon that achievement?
Which single activity that you have undertaken this week do you consider to be your
least successful achievement?
Why do you think you were unable to do better than you did?
How would you go about doing that activity differently if you were called to do it again?
How long will it take?
As a rough guide, each logbook entry should take approximately 20-30 minutes. You may take
more or less time depending upon your time constraints and the amount of detailed
information you wish to include.
What should you write?
Remember we are trying to access experience and thoughts about what you have done how it
has affected your development personally or professionally or both.
Don’t worry if you discover your answers overlap or if you feel one question has already been
answered in response to another. Try to write something, no matter how brief your response
may be to each question. If you find that you have nothing to comment on in certain sections
note so, may be this is telling you something important about your role and its ability to meet you
intended learning outcomes.
Reflective Logbook Process
Use the process to work through the DIEP strategy of completing your log book entries, remember you do not need to
complete each box in the process as they may be irrelevant
Date:
7. What did I learn?
8. What are my next steps?
2a. Whose fault (if
relevant)? Now move on
6. How would I improve on
this?
1. What happened/what did
I do?
2. How did I feel/do I now
feel?
5. What went not so well?
4. What went well?
3. Unemotional view, incl.
causes
Anything else to remember?
• The process of learning is as important as the content of your Reflective Logbook.
• Avoid cataloguing what you've done on placement – in a good logbook you reflect on what works or doesn't
work successes and failures and how you can address the failures and use the successes in the future.
• Use plenty of examples and details.
• Feelings are an important part of the logbook. Interest, joy, frustration and anger can be included. Reflect
on why and when and what you can do about certain situations.
REFLECTIVE LOGBOOK WEEKLY ENTRY SHEET
Nature of the learning activity
Date:
Briefly describe the learning activity: for example undertaking a ICT task, attending a meeting, presenting
a report to a management team:
State how many hours this took:
DESCRIPTION OF THE LEARNING ACTIVITY
D – Describe objectively what happened
Give the details of what happened. Answer the question: ‘What did I do, read, see, and hear?’
Describe why you chose the learning activity or how this opportunity came about; where, when and how
you did the learning activity, the type of learning activity and what you hoped to gain from it.
I – Interpret the events
Explain your learning: new insights, connections with other learning, your feelings, hypotheses,
conclusions.
Answer the questions: ‘What was the reason I did this activity?’ ‘What might it mean?’
E – Evaluate what you learned
Make judgments connected to observations you have made. Answer the question: ‘How was this useful?’
P – Plan how this learning will be applied
Comment on its relevance to your course, program, future profession, life... Answer the question: ‘How
might this learning apply in my future?’
Appendix 32
Required Professional Competencies
The Required Professional Competencies (RPCs) are the minimum standards required of a
placement and can be used as an aide memoire in the completion of the student’s mid and final
placement review.
By using the RPCs as the benchmark for the student’s performance and level and development
while in Work Based and Placement Learning at the mid-point review and at the end of the
Work Based and Placement Learning. If the student falls into any of the grey areas during the
midpoint review then an action plan is put into place and if they are in the grey areas at the end
of the placement this part of the assessment is deemed as a failure and assessment.
Action Plan
If the student falls in any grey area during the placement mid placement review and action plan
should be put into operation.
The action plan is agreed and signed by all parties involved (student, Work Based & Placement
Learning provider and visiting tutor).
The Action Plan needs to address all the grey areas that are deemed as unsatisfactory or below.
In the Action Plan the competencies that are being failed need to be highlighted, comments
from the visiting tutor and the Work Based & Placement Learning provider or Work Based
Mentor as to why the student is failing that particular competency and a cause of action
agreed.
Below is an example template for the Action Plan. If an Action Plan is required then student
should be encouraged to reflect on this within their Reflective Log. If the problems are severe
then the placement tutor needs to be contacted and further discussion as to how the Work
Based & Placement Learning can be continued and in extreme measures cancelled.
ACTION PLAN
Area needed to be
developed
Mid-point review
comments
Date of view
Action required &
agreed
Required Professional Competencies
ICT Skills
A basic Recognition and
use of the variety of ICT
available to support their
role.
Can Use some basic ICT
hardware and software
packages to support you
their role.
Can Use basic ICT hardware
and software packages
efficiently to support their
role.
Efficient use to an
Intermediate use of ICT
hardware and software
packages to support their
role.
Used ICT to widen their knowledge and
understanding and increased their
effectiveness within their role.
Written
Communication
The writer’ documents are
unclear and the reader
has trouble understanding
its purpose.
Responds to questions
inadequately.
The reader has a difficult
time determining why the
writer has created this
document.
Responds with difficulty to
basic questions and does
not respond adequately to
comments from other
members of staff.
The writer often loses focus on
the main point of the
document.
This reader thinks the
writer’s purpose is clear
for the most part.
This reader thinks that the writer’s
purpose is clear. The document has a
clear focus.
Generally responsive to
comments, questions, and
other staff members needs.
Gives some opportunities for
interaction with others
Consistently clarifies, estates, and
responds to questions. Summarizes when
needed.
Is approachable and able to confidently
communicate to staff on all levels
Networking
Unable to Identify
networking opportunities.
Can identify opportunities and
recognises how they can add
value to a conversation.
Teamwork
Creates disharmony
amongst colleagues
Can identify opportunities
but cannot recognise how
they can add value to a
conversation.
Appears to have difficulty
working with others
Sometimes able to clarify,
and respond to
questions. Can
summarise on some
topics.
Is approachable and able
to communicate to piers
but hesitant on
communicating to more
senior staff
Can make useful links and
connections with those
they meet.
Demonstrates some
inhibitions when working with
others
Generally works well with
others colleagues
Works exceptionally well with other
colleagues.
Self Confidence
Shows no confidence in
their capabilities. Appears
to show a negative
attitude to applying their
skills to their role.
Demonstrates self doubt
and a lack of confidence in
being set tasks. Tends to
be more negative than
positive on their ability to
complete work.
Sometimes demonstrates self
doubt but has a good level of
self confidence to complete
set tasks. Tends to be more
positive than negative when
given work.
Usually demonstrates a
high level of confidence
in their capabilities.
Overall an optimist with a
positive can do attitude.
Demonstrates a high level of confidence
in their capabilities. An optimist with a
positive can do attitude.
Influencing &
Negotiating
Does not use or
understand the basic aims
and principles of effective
negotiation and
influencing skills.
Understands the basic
aims and principles of
effective negotiation and
influencing skills but
doesn’t use them in a
practical situation.
Understands the basic aims
and principles of effective
negotiation and influencing
skills and uses them to a
degree of success within their
role.
Knows and demonstrates
a variety of negotiation
and influencing
techniques and when
they should be used.
Effectively demonstrates negotiation and
influencing skills based on reflective
practice.
Verbal
Communication
Able to identify networking opportunities
making useful links and uses their
network to their benefit.
Emotional Intelligence
Does not have control
over emotional reactions.
Responds to difficult
individuals or situations
with an agitated and
defensive manner.
Struggles to keep personal
matters from interfering
with performance.
Is not self aware and does
not understand how their
actions can cause issues
within working
environment with other
members of staff. Does
not pick up on clues from
other members of staff
and is socially unaware
For the most part, controls
emotional reactions. Usually
keeps personal matters from
interfering with performance.
For the most part,
controls emotional
reactions. Responds to
difficult individuals or
situations with a calm
and non-defensive
manner. Usually keeps
personal matters from
interfering with
performance.
Assumes leadership role
in prioritising and
coordinating tasks and/or
integrating individual
contributions into final
result.
Is self aware and socially aware and able
to remedy difficult individuals or
situations with a calm and non-defensive
manner. Keeps personal matters from
interfering and maintains top
performance.
Leadership
Ignores others
contributions. Works
independently. Does not
listen to others. Does not
contribute to organization
Does not contribute to
assigning roles or defining
goals.
Works well with others.
Listens to team members'
opinions. Helps organize
contributions.
Critical Thinking &
Problem Solving
Does not demonstrate any
insight or techniques in
problem solving within
their own learning.
Does not approach
problem solving with any
process. Has difficulty
constructing and
executing a plan.
Consistently reacts
incorrectly before thinking
through a problem. Makes
some situations worse.
Reveals some insights about
own learning. Basic
understanding of relevance of
problem-solving techniques.
Can identify problem-solving
techniques that are most
helpful, but may not be able to
clearly summarize selfknowledge.
Uses a basic process for
problem solving.
Understand the problem
Construct a plan to solve
the problem Execute the
plan.
Critically reflects on problem-solving
techniques, strategies, and results.
Identifies those most helpful to self.
Offers clear insights regarding selfknowledge.
Motivation (strong
work
ethic)Conscientious
Appears to lack interest
and motivation. Does not
seek out opportunities to
develop.
Appears to lack initiative
or drive to complete set
tasks.
Shows interest but displays
negative attitudes at times
Appears interested and
usually displays
enthusiasm.
Approach is one of interest and genuine
enthusiasm
Professionalism
Behaves in an
inappropriate manner for
a working environment.
Lacks awareness of the
concept of
professionalism
Professional rapport
frequently affected by over
familiarity
Always acts professionally
Time
Keeping/Management
Unpunctual. Always or
frequently late forgets to
phone in
Occasionally late. Usually
phones in
Usually on time. Phones in if
about to be late/absent
Aware of professionalism
but occasionally over
familiar with client or
colleagues.
Rarely late. Manages time
appropriately
Provides work that
occasionally needs to be
checked /redone by other
group members to ensure
quality.
Provides adequate work that
does not need to be
thoroughly checked or redone
and is of an adequate quality.
Provides high quality
work.
Provides work of the highest quality.
Quality of Work
Provides work that usually
needs to be checked
/redone by others to
ensure quality.
Encourages, motivates, and works well
with others. Seeks and respects other
staff members' opinions. Helps to or
organizes contributions of staff involved
in their business as usual activities.
Always on time. Manages time
appropriately and well.
Appendix 33
Final Reflective Report
Reflective assessment can transform tacit knowledge into explicit, assessable learning
(Howard, 2009) and can enable students to make personal discoveries and learn from
placement experience (Bates, 2004; Howard, 2009).
It has been shown that reflection can help in the identification of gaps in learning and areas for
personal and professional development. It also heightens awareness whilst at work, providing
a structure for learning in the workplace. Similarly ‘learning through work’ is integral to the
whole reflective practice process and can provide valuable opportunities for individual action
research in the work context.
Reflective Report breakdown
The student should on completion of the report:
1. Provide an overview of the organisation and identify their key tasks and roles. They may use
a combination of text and diagrams, tables and pictures.
2. Outline the skills they applied on the Work Based & Placement Learning which were
developed in their university studies.
3. Identify specific skills they began to develop during their Work Based & Placement Learning.
4. Identify what they have learnt from a personal perspective during their Work Based &
Placement Learning, including the possible identification of strengths and areas in need of
improvement.
5. Reflect on how they might change their learning style based on their learning experience in
industry.
6. Reflect on their overall experience and discuss how this might inform their future university
studies or the progression into their chosen career.
Work Based & Placement Learning program administrators ensure alignment of evaluation
measures with students’ practical learning experiences and Work Based & Placement Learning
contexts, and to examine their assessment strategy and decisions pertaining to structuring
reflective assessments
The Assessment of Reflective Writing
The reflective report is the culmination of the pre Work Based and Placement Learning work
and the Work Based & Placement Learning logbook and is the final reflective analysis of the
WBL as a whole. The assessment of the report should therefore follow the same guidelines as
the logbook assessment (as indicated below) coupled to the guidelines as to the structure of
the report.
The framework below is generic and can be used to clarify the assessment of reflection within
Work Based & Placement Learning and take away the subjective element of assessing a
student.
Some general criteria can helpfully indicate adequacy. A list might include:

















Length,
Presentation and legibility,
Number of entries or regularity of entries;
Clarity and good observation in presentation of events or issues;
Evidence of speculation;
Evidence of a willingness to revise ideas;
Honesty and self-assessment;
Thoroughness of reflection and self-awareness;
Depth and detail of reflective accounts;
Evidence of creative thinking;
Evidence of critical thinking;
Evidence of a deep approach to the subject matter of the journal
Representation of different cognitive skills (synthesis, analysis, evaluation etc);
Relationship of the entries in the journal to any relevant coursework, theories etc.
Match of the content and outcomes of the journal work to course objectives,
Learning outcomes for the journal or purposes that the journal is intended to fulfil.
Questions that arise from the reflective processes and on which to reflect further
Descriptive writing: This is a description of events or literature reports. There is no discussion
beyond description. This writing is considered not to show evidence of reflection. It is important
to acknowledge that some parts of a reflective account will need to describe the context but in
this case; writing does not go beyond description.
Descriptive reflection: There is basically a description of events, but the account shows some
evidence of deeper consideration in relatively descriptive language. There is no real evidence of
the notion of alternative viewpoints in use.
Dialogic reflection: This writing suggests that there is a 'stepping back' from the events and
actions which leads to a different level of discourse. There is a sense of 'mulling about',
discourse with self and an exploration of the role of self in events and actions.
There is consideration of the qualities of judgements and of possible alternatives for explaining
and hypothesising. The reflection is analytical or integrative, linking factors and perspectives.
Critical reflection: This form of reflection, in addition to dialogic reflection, shows evidence that
the learner is aware that the same actions and events may be seen in different contexts with
different explanations associated with the contexts. They are influenced by 'multiple historical
and socio-political contexts', for example. (Hatton and Smith, 1995).
With a framework for the process of reflective writing and taking the literature of reflection
into account, it is possible to consider development of criteria for assessment purposes. It also
becomes possible to show students why just descriptive work is not 'reflective' in that it only
covers a small part of the overall process.
Example of assessment indicators for reflective writing
Purpose
The learner demonstrates:

Awareness and understanding of the purpose of the journal, using the purpose to guide
selection and description of event / issue on which to reflect.
The learner identifies:

His or her own purpose for the journal or journal entry.
The description of an event or issue:

Is present.
The description:

Provides an adequate focus for further reflection;
It includes:



A statement of observations- comment on personal behaviour;
Comment on reaction / feelings;
Comment on context.
Additional ideas

Are present.
The learner demonstrates:

The introduction of (any) additional ideas to the description;
The addition of:





Further observations;
Relevant other knowledge, experience, feelings, intuitions
Suggestions from others;- new information;
Formal theory;
Other factors such as ethical, moral, socio-political context.
Reflective thinking

Is present.
The learner demonstrates:
 The ability to work with unstructured material
 The linking of theory and practice;
 The viewing of an issue / event from different points of view;
 The ability to 'step back' from a situation;
 Metagcognitive processes;
 'cognitive housekeeping';
 Application of theoretical ideas;
 Considerations of alternative interpretations; etc.
 Other processing
There is evidence of other processing - e.g.



New ideas are tested in practice;
New ideas are represented, for example, in a first draft or graphic form etc and there is
Evidence of review and revision in a later copy.
A product results
There is a statement of:
Either


Something that has been learned or solved that relates to the purpose or the problematic
nature of the description or
There is a sense of moving on. For example, there is identification of a new area for further
reflection or a new question is framed.
ASSESSMENT CRITERIA FOR FINAL REFLECTIVE REPORT – LEVEL 5
Assessment
Criteria
0 - 39 %
 Meets few or no
Management
deadlines
and
 Little or no
Submission of
contact with
Relevant
academic and
Documentation
industrial
supervisors
 Little or no
personal
responsibility
exercised in the
achievement of
set objectives
Definition of
Objectives
 Little or no
ability to identify
appropriate
personal and
professional
objectives
 Insufficient
evidence of
ability to set
quantifiable and
realistic set
objectives
40 - 49 %
50 - 59 %
60 - 69%
70 - 79 %
80 -100 %

Meets a very
limited number
of deadlines
 Very limited
contact with
academic and
industrial
supervisors
 Competent level
of personal
responsibility
exercised in the
achievement of
set objectives
 Occasionally
meets some
deadlines
 Evidence of
some contact
with academic
and industrial
supervisors
 Basic level of
personal
responsibility
exercised in the
achievement of
set objectives
 Meets a
reasonable
number of
deadlines
 Maintenance of
a reasonable
level of contact
with academic
and industrial
supervisor
 Sound level of
personal
responsibility
exercised in the
achievement of
set objectives
 Meets the
majority of
deadlines
 Maintenance of
effective contact
with academic
and industrial
supervisor
 High level of
personal
responsibility
exercised in the
achievement of
set objectives
 Meets all
deadlines
 Maintenance of
effective,
proactive
contact with
academic and
industrial
supervisor
 Very high level
of personal
responsibility
exercised in the
achievement of
set objectives
 Very limited
ability to
identify
appropriate
personal and
professional
objectives
 Very limited
ability to set
quantifiable and
realistic
objectives
 Basic ability to
identify
appropriate
personal and
professional
objectives
 Basic ability to
set quantifiable
and realistic
objectives

 Good ability to
identify
appropriate
personal and
professional
objectives
 Good ability to
set quantifiable
and realistic
objectives
 Extensive ability
to identify
appropriate
personal and
professional
objectives
 Comprehensive
and clearly set,
quantifiable and
challenging
objectives

Sound ability to
identify
appropriate
personal and
professional
objectives
Sound ability to
set quantifiable
and realistic
objectives
Assessment
Criteria
0 - 39 %
Development of  Insufficient
progression
Objectives/
towards the
Reflection
achievement of
Depth/Quality
of
Experience
set objectives
 Little or no
critical
reflection on
personal and
professional
development
 Unacceptable
level of
reflection in
determining
career plan
 Insufficient
ability to
maximise
opportunities
encountered
on placement
 Little or no
ability to
effectively
manage self
and maximise
business
impact
40 - 49 %
50 - 59 %
60 - 69%
 Very limited
progression
towards the
achievement of
set objectives
 Very limited
critical
reflection
on personal and
professional
development
 Very limited
reflection in
determining
career plan
 Basic progression
towards the
achievement of
set objectives
 Basic evidence
of critical
reflection on
personal and
professional
development
 Basic level of
reflection in
determining
career plan
 Sound progression
towards the
achievement of
set objectives
 Sound evidence
of critical
reflection on
personal and
professional
development
 Sound reflection
in determining
career plan
 Very limited
ability to
maximise
opportunities
encountered on
placement
 Very limited
ability to
effectively
manage self
and maximise
business impact
 Basic ability to
maximise
opportunities
encountered on
placement
 Basic ability to
effectively
manage self
and maximise
business impact
 Sound ability to
maximise
opportunities
encountered on
placement
 Sound ability to
effectively
manage self
and maximise
business impact
70 - 79 %
 Wide
progression
towards the
achievement of
set objectives
 Good evidence
of critical
reflection on
personal and
professional
development
 Good evidence
of depth of
reflection in
determining
career plan
 Wide ability to
maximise
opportunities
encountered on
placement
 Good evidence
of the ability to
effectively
manage self
and maximise
business impact
80 -100 %
 Extensive
progression
towards the
achievement of
set objectives
 Comprehensive
evidence of
critical reflection
on personal and
professional
development
 Clear evidence
of depth of
reflection in
determining
career plan
 Extensive ability
to maximise
opportunities
encountered on
placement
 Self-starter,
clear ability to
effectively
manage self
and maximise
business impact
Appendix 34
HEALTH AND SAFETY CHECKLIST FOR WORK BASED AND PLACEMENT LEARNING PROVIDERS
Student’s Name: _______________________________________________________________
Work Based and Placement Learning Provider: _______________________________________
Address: ______________________________________________________________________
Although the University has a duty of care towards students on Work Based and Placement
Learning, current legislation places primary responsibility for Health and Safety on the Work
Based and Placement Learning Provider. The University of Salford Work Based and Placement
Learning Guidelines has recommended that I ask formally for assurances from employers on
Health and Safety issues which may affect the student whilst on Work Based and Placement
Learning. As such, I would be extremely grateful if you would complete the Health and Safety
Checklist overleaf.
Please note: all Work Based and Placement Learning students have received general Health and
Safety training and, where applicable, specific Safety information. Although the students may
have some experience from previous work experience, most are unlikely to have had formal
training for the tasks they are to perform. As their employer, you should assess their need for
training and provide instruction as necessary.
Please do not hesitate to contact me on:
Email: ________________________________________________________________________
Telephone: ____________________________________________________________________
Many thanks in advance for your co-operation.
Appendix 35
WORK BASED AND PLACEMENT LEARNING FORM
Work Based and Placement Learning job description form
WORK BASED & PLACEMENT PROVIDER DETAILS
Company:_____________________________________________________________________
______________________________________________________________________________
Address:_______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Contact name:__________________________________________________________________
Contact’s position:______________________________________________________________
Telephone number(s):___________________________________________________________
Type of business________________________________________________________________
Your position___________________________________________________________________
Length of Work Based and Placement Learning:_________________________________weeks
Will the student have access to the internet during their Work Based and Placement
Learning?
Yes
No
When you have completed this form, please return to:
WORK BASED AND PLACEMENT LEARNING DETAILS
Job description
Please give a brief overview of the job to be done and list the duties the student will be
expected to carry out as part of that job
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Length of Work Based and Placement Learning:
weeks (short)
weeks (long)
If you can offer Work Based and Placement Learning of a length other than these weeks please state
number of weeks and dates
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Salary:
Please indicate salary or if unpaid/voluntary indicate if any travel etc. support given.
Is there an opportunity for a project to be carried out
Yes
No
Details of project to be undertaken
Please give a brief overview of the project potential. (These will be further discussed prior to
commencement of Work Based and Placement Learning.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Appendix 36
Name of School and Programme
CHANGE OF ADDRESS FORM
If you change your address, you must notify (school Work Based and Placement Learning team
details) immediately
(Please use block capitals)
Name: _______________________________________________________________________
Name of Work Based or Placement Provider: ________________________________________
______________________________________________________________________________
Work Based and Placement Learning Placement Tutor: ________________________________
______________________________________________________________________________
School: _______________________________________________________________________
New Work Based and Placement Learning or Placement address:________________________
______________________________________________________________________________
(From
……../……/…….)___________________________________________________
Telephone Number:_____________________________________________________________
Mobile Number: ________________________________________________________________
E mail: ________________________________________________________________________
Signed: _________________________________Date:__________________________________
Email or fax this form to:
Appendix 37
Work Based and Placement Learning visits for visiting tutors
Pre visit
1. Student should contact you with dates to arrange a visit.
2. Work Based Mentor/ Work Based and Placement Learning /Project Provider will contact the
visiting tutor to confirm the date and time and will confirm with student.
3. Students will provide copies of:
 Tripartite Work Based and Placement Learning agreement
 Work Based and Placement Learning details (contact details address)
4. The visiting member of staff should look at the student’s log book on visit. The Work Based
Mentor/ Work Based and Placement Learning /Project Provider’s assessment and Reflective
Log book entries will set the scene for the visiting member of staff on what the student is
doing on Work Based and Placement Learning.
Visit
1. Initially speak to both student and placement tutor together and explain what will happen
during visit:
 Should take about 1 hour, 20 minutes with Visiting tutor & Work Based Mentor/ Work Based
and Placement Learning /Project Provider and 40 minutes with student.
 Discussion with the Visiting tutor will involve completion of a form, mid/final Work Based
and Placement Learning review. The Work Based and Placement Learning provider is asked
to score the student on their performance in how well they have met their Required
Professional Competencies, performance in the role and work towards their learning
outcomes.
 Finally the Visiting tutor will check that the Work Based Mentor/ Work Based and Placement
Learning /Project Provider are aware of the work the student is doing. (Reflective log book
and project work where applicable).
 At the same time the student will be given a student report to complete a selfassessment/feedback based on the same criteria. The self assessment can be included in the
reflective logbook.
2. Send student away with their report to complete – to return in 20 minutes.
3. Present Mid Work Based and Placement Learning review form to Work Based Mentor/ Work
Based and Placement Learning /Project Provider and explain scoring and ask them to score
student. As they are doing this ask them to explain what the student has been doing. They
should complete both the job and RPCs skills scoring. Skill level should be that appropriate
for stage in career.
4. Then ask them to sign the form and you sign and date.
5. On completion of form:
 Ask if any there are any general or further comments they would wish to make including
Work Based and Placement Learning processes.
 Ask if the student could have been better prepared in any way for the Work Based and
Placement Learning.
 If the response to the student is positive – ask if they would be prepared to consider a
student next year.
Responses to above questions and any other comments can be written by visiting member of
staff on the report form.
6. Thank Work Based and Placement Learning provider and ask if it would be OK to give
general feedback to the student on their performance based on their scoring of the student
on the form.
7. Ask to see the student.
8. Ask the student to briefly go through the job in relation to their self-assessment and what
they have been doing and how they have scored themselves.
 Discuss their assessment of identified skills development.
 Discuss their position re academic requirements.
 Reflective logbook – discuss importance of fully completing the ‘what I have learnt column’
(title need changing) – it is this which will be most important when writing final reflective
report rather than what they have done on Work Based and Placement Learning.
 Project – where applicable. If the student is not sure if a project is working, try to persuade
them to submit a project action plan signed by all members of project team.
9. Discuss Learning outcomes:
 Indicate these are the learning outcomes for the module which the student has to
show/evidence they have achieved in the final report they submit at the end of the Work
Based and Placement Learning. Go through each one and explain what it means to the
student.
 Then discuss with them their rating of the Work Based and Placement Learning in enabling
them to meet each of the learning outcomes – they should have scored this.
 Ask what career they had in mind before Work Based and Placement Learning – has this
changed and why?
 Also indicate that the ‘enhanced career knowledge’ does not just relate to a job but also to
the working environment – i.e. group or individual working, office based or more mobile.
Ask them to think about what they like and dislike about the Work Based and Placement
Learning and why.
10. Ask the student to sign the form and you sign and date the form.
11. Give the student general feedback on how they are rated by the Work Based and Placement
Learning provider.
12. Ask the student if they have any other queries.
13. Thank student and Work Based and Placement Learning provider.
14. Depart.
Post-visit
1.
2.
All forms should be returned to Work Based and Placement Learning tutor or school office
by
If there are any particular issues re the student, Work Based and Placement Learning
provider or the visit, these should be either noted on the forms or discussed with Work
Based and Placement Learning Tutor.
Appendix 38
Work Based & Placement Learning Presentation and Assessment Criteria
INDIVIDUAL SEMINAR PRESENTATION ASSESSMENT SHEET
Name of speaker:_____________________________Module:__________________________
Topic:________________________________________Date:____________________________
1 Comment on the structure of the presentation.
(Was the presentation: clearly structured; was there an opening, main part and
conclusion/summary? Did the speaker use signposts, frames, links, etc.?)
______________________________________________________________________________
2 Did the speaker reveal knowledge and understanding?
(In your opinion, was the speaker knowledgeable about the topic? Had the speaker
Consulted a range of sources? Does the speaker fully understand the material s/he is
discussing?)
______________________________________________________________________________
3 Comment on presentation skills.
(Were explanations clear; was delivery well paced? Comment on use of overheads and other
resources.)
______________________________________________________________________________
4 Did the speaker hold your interest?
(Was there an appropriate use of examples, analogies, metaphors, etc.
______________________________________________________________________________
5 How well did the speaker respond to questions?
6 Things that were very good:
_________________________________________________________________________
7 Things to improve:
_________________________________________________________________________
Overall assessment (percentage mark):
(excellent 70%+, very good 60-69%, good 50-59%, satisfactory 40-49%, unsatisfactory 30-39%,
Poor20%-29%, Very poor 19% and below)
Name:
Content:
Application
process.
WBL work –
relating theory to
practice/work
Skills developed
on WBL –
expected and
unexpected.
Learning from
WBL and how it
will be useful in
the future.
Presentation:
Overheads – text
size, use of
colour, amount of
text etc.
Speech – clarity,
speed etc.
Demeanour – eye
contact, speaking
to audience not
paper etc
Mark
Very Poor
/15
/15
/15
/15
/15
/15
/10
Poor
Unsatisfactory Satisfactory
Good
Very Good
Excellent
Comments
Marking Criteria
Content:
Very Poor
< 20
Poor
20-30
Unsatisfactory
30-39
Satisfactory
40-49
Good
50-59
Very Good
60-69
Excellent
> 70
Application
process.
Confused
approach to the
problem set
• No evidence of
understanding the
application
process
• No formulation
of a solution.
Confused
approach to the
problem set
• No evidence of
understanding the
application
process
• No formulation
of a solution.
Confused
approach to the
problem set
• No evidence of
understanding the
application
process
• No formulation
of a solution.
Confused
approach to the
problem set
• No evidence of
understanding the
application
process
• No formulation
of a solution.
Systematic
approach to the
problem set
• Recognition and
understanding of
the application
process
• Some
consideration of
alternative
solutions
• Development
and formulation of
a workable
solution
• Some evidence
of contextual
understanding
Most major
aspects present
• Good
understanding of
application
process and how
to approach
employers.
•Evidence of
understanding of
the role applying
for the correct
WBL opportunities
within the context
of the problem.
• Very good
understanding of
the competitive
WBL market
All major aspects
present • Excellent
understanding of
application
process and how
to approach
employers.
• Evidence of clear
understanding of
the role applying
for the correct
WBL opportunities
within the context
of the problem.
• Excellent
understanding of
the competitive
WBL market
WBPL work
relating theory
to
practice/work
All major aspects
missing
• Lack of
understanding of
role and
responsibility of
chosen
professional.
All major aspects
missing
• Lack of
understanding of
role and
responsibility of
chosen
professional.
All major aspects
missing
• Lack of
understanding of
role and
responsibility of
chosen
professional.
All major aspects
missing
• Lack of
understanding of
role and
responsibility of
chosen
professional.
• Some major
aspects missing
• Understanding of
role and
responsibility of
chosen
professional.
• Most major
aspects present
• Good
understanding of
role and
responsibility of
chosen
professional.
All major aspects
present
• Excellent
understanding of
role and
responsibility of
chosen
professional
Content:
Very Poor
< 20
Poor
20-30
Unsatisfactory
30-39
Satisfactory
40-49
Good
50-59
Very Good
60-69
Excellent
> 70
WBPL work
relating theory
to
practice/work
(Continued)
•No or almost no
evidence of
understanding of
the context of the
professional's role
within the
problem.
• No or almost no
understanding of
the relationship
with other
professionals.
•No or almost no
evidence of
understanding of
the context of the
professional's role
within the
problem.
• No or almost no
understanding of
the relationship
with other
professionals.
•No or almost no
evidence of
understanding of
the context of the
professional's role
within the
problem.
• No or almost no
understanding of
the relationship
with other
professionals.
• No or almost no
evidence of
understanding of
the context of the
professional's role
within the
problem.
• No or almost no
understanding of
the relationship
with other
professionals.
•Some evidence of
understanding of
the professional's
role within the
context of the
problem.
• Understanding of
the relationship
with other
professionals.
•Evidence of
understanding of
the professional's
role within the
context of the
problem.
• Very good
understanding of
the relationship
with other
professionals.
Skills
developed on
WBPL;
expected and
unexpected.
• No conclusion
• Missing
important
information
• Little effort or
reflection shown
• No conclusion
• Missing
important
information
• Little effort or
reflection on skills
used or developed
shown
• No conclusion
• Missing
important
information
• Little effort or
reflection on skills
used or developed
shown
• Appropriate
conclusion
• Minor
information
missing
• Minor analysis of
skills used and
how.
• Good conclusion
• All important
information
provided
• Good analysis of
skills used and
how.
Learning from
WBPL and how
it will be useful
in the future.
• No conclusion
• Missing
important
information
• Little effort or
reflection shown
• No conclusion
• Missing
important
information
• Little effort or
reflection shown
• No conclusion
• Missing
important
information
• Little effort or
reflection shown
No conclusion
• Missing
important
information
• Some effort or
reflection shown
no development
built on or analysis
of skills.
No conclusion
• Missing
important
information
• Little effort or
reflection shown
• Evidence of clear
understanding of
the professional’s
role its
background and
responsibility
within the context
of the problem.
• Excellent
understanding of
the relationship
with other
professionals.
• Excellent
conclusion
• All important
conclusions made
• High level,
original thought
and reflection
demonstrated
• Appropriate
conclusion
• Minor
information
missing
• Good conclusion
• All important
information
provided
• Excellent
conclusion
• All important
conclusions made
• High level,
original thought
demonstrated
Content:
Very Poor
< 20
Poor
20-30
Poorly designed,
bland, possible
errors Puts on
slide generally
ignores it
Sloppy and/or
unprofessional.
Inappropriate level
of detail (too
wordy or too
vague); font size
too small for
readability.
Speech –
clarity, speed
etc.
Demonstrates one
or more of the
following:
mumbling, hard to
understand
English, too soft,
too loud, too fast,
too slow or
“umms”
Reads the talk out
and
doesn’t deviate
from the
words on the card
Mumbles and
difficult to hear
properly
Demeanour –
eye contact,
speaking to
audience not
paper etc.
Slouches, looks
Uninterested
Turns away from
the audience or
talks to the
ceiling or floor
Presentation:
PowerPoint –
text size, use of
colour, amount
of text etc.
Unsatisfactory
30-39
Satisfactory
40-49
Good
50-59
Very Good
60-69
Excellent
> 70
Readable and
professional.
Appropriate level
of detail that
emphasizes main
points.
Readable,
professional,
imaginative and/or
high quality.
Easy to
understand,
appropriate pace
and volume.
Delivery is mostly
clear and natural
Excellent delivery.
Conversational,
attempts to
modulate voice
demonstrates
some enthusiasm,
interest and
confidence.
Looks at slides to
keep on track with
presentation, but
maintains eye
contact with
audience most of
the time
Slides are used
effortlessly to
enhance speech.
Speech could be
more effectively
delivered. Good
eye contact.
Structured, good
use of
colour, free of
spelling mistakes
Directs audience
to specific key
words or facts
and reveals
information
gradually
Tries to explain
things
Goes at an
acceptable pace
with very short
breaks to allow the
audience to catch
up
Can be heard
clearly in all parts
of the room
Stands upright and
alert
Looks at all of the
audience
frequently