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Health industry placements - Post placement



This section of the toolkit can help you plan what happens at the end of placement and how you support student progression.

Use these resources to:

  • consider whether you want to review the action planning and progression planning processes
  • make sure that T Level students know what to do when they have finished their placement
  • provide high-quality support to help them plan a progression pathway after the T Level.

How to use these resources

Select the relevant resources for your needs:

  1. End of placement action plan
  2. Progression planning

Use these templates and checklists to end placements in an appropriate manner and help students choose the right progression pathway. 

Decide whether the template and checklist can be used as they are, or should be adapted to suit your organisation. 

Who are they for?

Share these with all staff who are involved in supporting students as they finish their placement and look to their next steps, be that in education or employment:

  • staff in employer engagement
  • T Level course leaders and tutors
  • student support staff
  • careers advisers.

End of placement action plan


An end of placement action plan contains actions with employers and students and actions relating to progression. It can be used to:

  1. plan what happens at the end of the placement
  2. record actions taken
  3. identify further actions.

Template: end of placement action plan

Progression planning

The progression planning checklist can be used to:

  1. check whether students are prepared for the next step when they finish their health T Level
  2. help students choose which route to take
  3. discuss with employers which routes they could support.

Checklist: progression planning

Progression planning questions to discuss with students

Key questions

Questions to discuss with the student
The student should be encouraged to reflect upon their answers explaining how and why.

How has the placement influenced the student’s future intentions and goals?

  • Has the student been able to consider their career goals and progression options during the placement?
  • Has the placement confirmed their career choices, or made them think differently about the options?
  • Has talking to work colleagues and managers during the placement opened their eyes to other options?
  • Has it widened their perspectives, learning about different roles or roles in different departments?
  • Are they still unsure of what options are open to them?

How prepared is the student to take the next step?

  • Has the placement developed the right mix of skills, knowledge, and behaviours to support the student’s career plan?
  • Does the student have a clear idea of how to achieve their career goal?
  • Do they know what educational pathways are open, including higher apprenticeships, higher technical qualifications, and university?
  • Do they know which job sites are useful and how to search for jobs in the industry using key words?

How realistic are their plans?

  • Does the student know the minimum entry requirements for their chosen occupation or role?
  • Do they meet the entry requirements for other further or higher education?
  • Have they researched the entry requirements of jobs advertised on job sites?

Has the employer offered any opportunities at the end of placement?

  • Has the student been offered a further opportunity with their placement employer, such as an apprenticeship, temporary or permanent job role, or internship?

Is the student ready to apply for jobs in a relevant technical occupation?

  • Does the student know how to apply for jobs?
  • Have they created an up-to-date CV that shows their skills and experience and demonstrates their employability?
  • Are they open to applying for jobs in areas other than the occupational specialism they have studied in the T Level?
  • If so, do they know whether they need to gain new skills and experience at an equivalent level to the T Level, and how to go about this?

Examples of progression links T Level providers have successfully developed

Example 1 – Health and Nursing Academies

Havant and South Downs College have set up Health and Nursing Academies with two local universities. These are formal partnerships that allow students interested in Higher Education to:

  • study specialisms with input from the universities
  • access state-of-the-art facilities and resources such as simulation mannequins
  • learn more about career paths and progression options
  • get help with UCAS applications and interview skills
  • gain a guaranteed interview with the university provided they achieve a merit in their T Level.

Example 2 – Progression and transition week

Weston College has set up a week-long event for students and employers. During the event, students hear about a range of potential progression routes. It includes:

  • careers clinics
  • progression roadmaps
  • vacancy listings
  • application support
  • meetings with occupational specialists and students who have gone on to university.

The aim of the week is to promote diverse options in health and support students toward their preferred progression routes.

Example 3 – Student Voice

Strode College makes sure that students’ voices are heard through the marketing and promotional materials on its website, and when raising awareness of progression routes. Stories about the experiences and journeys of T Level students help to engage potential future employers.

Downloadable resources

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