Fieldwork and placements​

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Programme Directors/Leads ensure that any fieldwork or placement opportunities considered essential to programme learning outcomes are clearly communicated to all potential applicants via the Programme Specification, course webpage and open days. ​

Teaching Teams consider alternative activities that will enable students to meet programme learning outcomes. For example, through engagement with virtual activities or different placement models including day-release. ​

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Benchmark: Minimum Requirements

(from September 2024)

Benchmark: Good Practice

(by September 2026)

Benchmark: Aspirational

(examples only)

Provide clear instructions to avoid ambiguity about expectations. This will include details about application and selection processes (where appropriate), contact details for the staff member organising the event, an itinerary that includes where the activity will take place, when, what kind of equipment is required, what accommodation is available (where relevant), what spending money may be appropriate and what arrangements are in place for rest breaks, mealtimes, working hours, toilet stops and transport.

Where tutors are not present with students during the activity, assign a suitable Keele-based supervisor who can be contacted throughout, including for the purpose of whistleblowing.

Collect student disclosure forms to identify specific needs and potential barriers.

Complete a needs assessment, risk assessment and/or personal emergency evacuation plan (PEEP) as required.

Clarify when students can expect to take breaks during the activity.

Arrange an induction meeting to allow students to meet each other, and to get a better understanding of what a typical working day, or typical activities may involve. 

Arrange a visit to the placement provider to allow opportunities for students to discuss expectations, for example around parking permits, working hours and so on. 

Offer 1:1 Q&A drop-in sessions to allow students to discuss any concerns they may have in advance of the activity (and application process where relevant). 

For placements, complete a learning contract that clearly sets out the roles and responsibilities of the student, the university, and the placement provider. 

Complete an inclusive risk assessment of providers to identify potential barriers and appropriate mitigations.

Consider how to maximise applications from marginalised or minority groups.  

For international fieldwork and placements, provide workshops that discuss local laws, customs, and attitudes, particularly those that may impact students with protected characteristics.

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

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Ensure regular contact with students and placement providers. ​

Try to keep assessment during the activity itself formative. Typically, students would be given time after the activity to complete summative assignments. ​

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