Code of practice for the

recognition of prior learning and

prior credit: taught programmes

Academic year 2022/23

Contents
Contents .................................................................................................................................... 1
Purpose and aims ...................................................................................................................... 2
Scope ........................................................................................................................................ 2
Key principles of the University policy on recognition of prior learning and prior credit ............... 3
Former Surrey students: principles of RPC/credit transfer for re-admission to another
programme of study at the University of Surrey .....................................................................4
RPL/RPC process overview ....................................................................................................... 4
Roles and responsibilities for the RPL and RPC process ........................................................... 5
Applicant/student...................................................................................................................5
Overall responsibility for the implementation, support and monitoring of the University
RPL/RPC policy and procedures ...........................................................................................5
Roles and responsibilities of academic and administrative members of staff .........................6
Assessment of RPL/RPC claims ................................................................................................ 7
Student support system.........................................................................................................7
Application process ...............................................................................................................8
The recognition of prior learning (RPL) claim form ................................................................8
Timing of claim ......................................................................................................................9
Criteria for the assessment/recognition of credit exemption ..................................................9
Decision making and awarding the credit exemption ...........................................................10
Providing feedback for Recognition of Prior Learning (RPL) claims ..................................... 10
Payment of fees for RPL claims ..........................................................................................10
Appeals and complaints ............................................................................................................11
False claims ..............................................................................................................................11
Record keeping and monitoring ................................................................................................11
Record keeping ...................................................................................................................11
Monitoring and evaluation of the RPL and RPC processes .................................................11
Appendix 1 - Flowcharts............................................................................................................12
1 Flowchart for the recognition of prior credit (RPC) process: applicants ....................... 12
2 Flowchart for the recognition of prior learning (RPL) process or a combination of RPL
and recognition of prior credit (RPC): applicants .................................................................13
3 Flowchart for the recognition of prior credit (RPC) process: current students .............. 14
4 Flowchart for the recognition of prior credit (RPC) or recognition of prior learning (RPL)
or combination of both: current students .............................................................................15
5 Flowchart for the recognition of recognition of prior learning (RPL) and prior credit
(RPC) process: Associated and Accredited Institutions (AIs)..............................................16
Appendix 2 - Overview of the University of Surrey approach to RPL and RPC..........................17

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Purpose and aims
1. This Code of practice for the recognition of prior learning and prior credit: taught
programmes applies to all taught programmes of study at the University of Surrey and its
Associated and Accredited Institutions (AIs) which lead to University awards as
described in the Regulations for taught programmes.
2. The Code of practice is based on the QAA UK Quality Code for Higher Education , the
QAA Higher Education Credit Framework for England: Advice on Academic Credit
Arrangements and Making Use of Credit: A Companion to the Higher Education Credit
Framework for England.
3. The Code of practice focusses on processes for assessment and recognition of prior
learning that enable learners to gain credits as part of a programme of study leading to a
University of Surrey award.
Scope
4. The term “recognition”, used in this Code of practice applies to all cases where
applicants/students are able to successfully demonstrate that they have previously
achieved learning outcomes either for an individual module(s), or for a whole level(s) of
study. Following an application for the recognition of prior learning or prior credit, the
University may recognise the previously achieved informal, experiential or certificated
learning (RPL), or formal credit previously awarded by UK/EU Higher Education
institutions or by other bodies where the level of formal credit awarded maps to the QAA
Framework for Higher Education Qualifications (FHEQ) (RPC).
5. There are two recognised forms: prior experiential (or informal) learning and prior
certificated learning:
• The recognition of prior experiential learning is an assessment process that
leads to recognition of prior informal learning achieved within the context of further
learning and staff development. The essential feature of this process is that it is the
learning gained through experience which is being assessed, not the experience
itself.
• The recognition of prior certificated learning involves a process of assessment
that enables a decision to be made about whether the prior certificated learning is
suitable for recognition. Examples of prior certificated learning are professional
development awards or employment-based awards which are at HE level, but have
not led to the award of HE credits or recognised awards within the Framework for
Higher Education Qualifications (FHEQ).
6. In addition to the recognition of prior informal (experiential and certificated) learning, the
University of Surrey has also adopted one of the key components of the flexible learning
system - the principles of credit transfer, which is referred to in this Code of practice as
“recognition of prior credit”. Previously achieved UK/EU credit cannot be transferred to
any of the University of Surrey programmes automatically. The recognition of prior credit
(RPC) policy principles are defined within the Regulations for taught programmes and
are applicable in all cases where applicants or current students successfully
demonstrate that they have already achieved the learning outcomes for one or more
modules within a University award-bearing programme, based on their prior formal
learning in the Higher Education institution (HEI) that led to the award of HE credits or a
recognised FHEQ award. The RPC policy also applies to the European Credit Transfer
System (ECTS) process, as described in paragraph 11 below. The ‘Qualifications can
Cross Boundaries’ guide helps to map qualifications in the UK and Ireland and is used to
compare English credit and level requirements with those of other UK countries and
Ireland, and those with a different focus such as the RQF which includes secondary and
further education.

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7. The University has implemented a number of other flexible learning pathways which are
covered by the collaborative provision arrangements, such as progression and
articulation arrangements (see Code of practice for collaborative provision) and thus are
outside the scope of this Code of practice.
8. This Code of practice also does not refer to admissions processes that allow applicants
to gain entry to a programme of study leading to a University of Surrey award. Where an
applicant has relevant prior learning experience which is at a lower level than the
programme, then that learning is considered in terms of entry requirements for the
programme. The recognition process in this case is a part of the admissions process.
Therefore, comparability of entry equivalencies and any offer made is done accordance
with the Undergraduate Admissions Policy and Postgraduate Admissions Policy.
9. A small number of undergraduate programmes in the University and its AIs require
advanced standing entry as a standard admissions requirement. The process of
advanced standing entry refers to credit achieved at either another HEI or at the
University of Surrey (usually at a lower level FHEQ award), for a whole level(s) of study.
These programmes have a direct “advanced” entry requirement to either FHEQ Level 5
or Level 6. Programmes with advanced standing are not considered by this Code of
practice, as the minimum programme entry requirements are governed by the
admissions processes.
10. This Code of practice defines the roles and responsibilities of all parties involved in the
RPL/RPC processes, deadlines for submission of claims, timescales for
consideration/approval and other procedures that enable individual applicants and
students to be awarded partial exemption from a programme of study.
Key principles of the University policy on recognition of prior learning and prior
credit
11. The University recognises credits from Higher Education Institutions (HEIs) that use UK
or ECTS credits where these are of the same value and level as those gained from
studying at the University. In the case of ECTS a conversion is applied to ensure parity
with the UK HE system in which 1 credit equals 10 learning hours (notional student
workload). One ECTS credit equals 2 UK credits. Credit is only awarded for the
successful achievement of defined learning outcomes.
12. The maximum amount of credit exemption is determined in the Regulations for taught
programmes. Any decision regarding direct entry, based on an RPL/RPC claim, should
be made on an individual basis.
13. The minimum amount of learning recognised through all types of prior learning and prior
credit is equivalent to the size of the smallest taught module within any given programme
(currently 15 credits). The University does not permit exemption from part of a module.
However, a combination of RPC and RPL may be used to claim credit exemption. At the
discretion of the Faculty, specific self-directed study may be suggested to enable
claimants to “top up” their prior learning evidence to the required level and volume in
order to claim credit for the whole module.
14. With the exception of credit transfers of former Surrey students, as described in pp.19-
21, where a student is exempted from a full year/level of study that would normally
contribute to the final award mark and/or degree classification, no weighting will be given
to the exempted year for the purposes of calculating the final award mark and the
degree classification/grading. The relevant weighting must be applied, on a pro rata
basis, to the remaining years of study. For example, where students have been
exempted from levels 4 and 5, the degree classification will be calculated as follows:
• Bachelors (Honours) 3-year degree: 0:35:65 will become 0:0:100
• Integrated Masters 4-year degree: 0:25:35:40 will become 0:0:35:65

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15. Where a student is partially exempted from a year/level of study that would normally
contribute to the final classification/grading, the remaining credits for that year/level
taken at Surrey would be given the full level weighting for the purposes of calculating the
final award mark and the degree classification/grading. Former Surrey students’ credit
transfer arrangements are described in pp.19-21.
16. Credit exemptions can be awarded against core, compulsory or optional modules, as
defined in the Regulations for taught programmes, excluding any final year project or a
dissertation module. Where the programme of study is accredited by a PSRB, guidance
must be sought by the Faculty/AI concerned that any proposed exemption is acceptable
to the PSRB. RPL/RPC claims cannot be accepted where this would contravene PSRB
requirements.
17. Double counting of prior learning and/or prior credit is not permitted. Credit exemption
obtained from learning acquired through a recognised HE institution, or otherwise
derived from the assessment of prior experiential or certificated learning, may be
considered on one occasion only towards a University of Surrey award.
18. The University expects that all credit exemption claims should involve the development
of learner-defined learning outcomes aligned to programme-level learning outcomes and
FHEQ level descriptors. The criteria used in marking an assessment and on which
credit exemption may be based should be as stringent and rigorous as that used for any
other assessment of student work.
Former Surrey students: principles of RPC/credit transfer for re-admission to another
programme of study at the University of Surrey
19. Students who are seeking to be readmitted to the University will be considered on a
case by case basis to ensure they are eligible to resume study at the University of
Surrey in line with the Regulations for taught programmes. Students would not normally
be able to reattempt modules where they have previously exhausted all resit
opportunities.
20. The Regulations for taught programmes prescribe key principles for rescinding
previously acquired University of Surrey intermediate awards. Intermediate awards can
contribute to the achievement of an award of a greater credit value (including an ‘end of
cycle’ award) subject to consideration of the individual application. End of cycle awards
are typically Bachelor’s degrees with honours (FHEQ Level 6) and Master’s degrees
(FHEQ Level 7).
21. Where former Surrey students are readmitted to the University of Surrey on the basis of
credit previously studied at the University, their previous mark profile will be considered
in determining the classification of the award in line with the Regulations for taught
programmes.
RPL/RPC process overview
22. For the purposes of clarity and transparency, the RPL/RPC process is divided into two
stages: pre-entry (admissions) and post-entry (current students). In each of these
stages both types of claims can be submitted for recognition: 1) RPL: recognition of prior
learning, acquired from informal/certificated learning and/or work and life experience and
2) RPC: recognition of prior credit, acquired from previous study at another higher
education institution.
23. The University recognises that students require special help and support in their
reflective and evidence-gathering process to claim RPL/RPC credits. All relevant
documentation for RPL/RPC claims is available online from the University website.
24. The central point of contact for applicants submitting their RPL/RPC claims is the
University Admissions Office. Where applicants submit an RPL/RPC claim for the credit
exemption from a programme of study, this does not alter or affect the standard

4
 admissions process. Deadlines for acceptance of an offer of a place will not be
extended to accommodate the timing of RPL/RPC assessment decisions.
25. All decisions regarding the acceptance of prior credit (RPC) are made by the
School/Departmental Admissions Tutor (see Appendix 1, Flowchart 1). Applicants’
claims based on their prior learning (RPL) experience, are also moderated and
subsequently approved by the Chair of the Board of Examiners’ action on behalf of the
Board of Examiners (see Appendix 1, Flowchart 2).
26. The initial point of contact for advice for current students submitting an RPL/RPC claim
is Faculty Academic Hives.
27. RPL/RPC claims, submitted by current students, are considered by the
School/Departmental Assessor (see Appendix 1, Flowchart 3). Current students’ claims
based on their prior learning (RPL) experience, are also moderated and subsequently
approved by the Chair of the Board of Examiners’ action on behalf of the Board of
Examiners (see Appendix 1, Flowchart 4).
28. Normally, the decision on RPL/RPC claims should take no longer than three working
weeks from the point of submission of the complete documentation of the claim.
29. Prospective and current students registered/applying for registration for Surrey-validated
programmes in AIs should contact the AI’s Academic Registry office (see Appendix 1,
Flowchart 5. Flowchart of the recognition of prior learning and prior credit process:
Associated and Accredited Institutions (AIs)).
Roles and responsibilities for the RPL and RPC process
Applicant/student
30. It is the responsibility of the claimant to prepare and submit their application, and to
demonstrate their prior learning and/or prior credit to the satisfaction of the University.
The claimant is required to:
(i) make contact with the Admissions Office (applicants), Faculty Academic Hives
(current students) or the AI’s Academic Registry office (applicants and students
in Associated and Accredited Institutions) and obtain the required paperwork,
including details of admission requirements and learning outcomes for the
module(s)/programme;
(ii) identify their existing skills and knowledge;
(iii) match what they have learned against the requirements of the
module(s)/programme;
(iv) collect and collate the evidence to support the claim;
(v) formally submit the claim in line within agreed deadlines;
(vi) where required, pay the appropriate fee within required timescales.
31. Prospective undergraduate students with previously achieved formal HE credit from
UK/EU HEIs and applying via UCAS directly to levels 5 or 6, should follow the standard
UCAS procedure. No RPC claim forms are required in such cases.
Overall responsibility for the implementation, support and monitoring of the University
RPL/RPC policy and procedures
32. The University Education Committee (UEC) is responsible for the implementation and
monitoring of the University’s policy and procedures with regard to RPL/RPC.
33. It is the responsibility of the Faculty Associate Dean (Education)/AI Director of Higher
Education (HE) to oversee and support the implementation of the RPL/RPC policy at the
Faculty/AI level.

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34. Faculty Associate Deans (Education)/AI Director of HE and Heads of School/Department
must ensure that all nominated academic members of staff undertake the appropriate
staff training and development before they can act as RPL/RPC Advisers, Assessors or
Moderators.
35. The Faculty Associate Dean (Education)/AI Director of Higher Education (HE) is required
to:
• Be familiar with RPL/RPC principles and practice provided by the University
• Support nominated academic members of staff involved in the RPL/RPC processes
36. Normally, the Academic Registry department in AIs is responsible for coordinating and
monitoring RPL/RPC processes at pre- and post-entry stage (AI’s applicants and
students).
37. School/Department may appoint a designated RPL/RPC Adviser, particularly where
programmes of study have traditionally a very high volume of RPL/RPC claims (for
example, in the School of Health Sciences).
Roles and responsibilities of academic and administrative members of staff
38. Responsibilities for the RPC process, based on previously achieved formal HE credit are
shown in Table 1 below.

Table 1. Recognition of prior credit (RPC) process only

Stage Administrative responsibilities for processing Academic responsibilities for

RPC claims: processing RPC claims:

Pre-entry: Admissions Office: Admissions Tutor:

• To provide academic advice
Applicants • To process RPC claims through the admissions on regulations, policy and
process; procedures;
• To check whether the applicant has studied at • To support applicants in
the University previously; preparing the RPC claim;
• To refer these claims to the Admissions Tutor; • To make a decision
• To inform applicants about outcomes of their regarding RPC claims
claims.

Post-entry: Faculty Academic Hives: RPC Assessor

• Provide practical advice on how to access the (Programme Leader or other
Current appropriate forms online; nominated academic member of
students • Provide guidance on the University regulations, staff):
policy and procedures, the credit requirements • To provide academic advice
of the programme and information about and support relating to the
specific learning outcomes for individual recognition of prior credit
modules; claim;
• To check whether the applicant has studied at • To make a decision
the University previously; regarding RPC claims made
• Log in the date when the RPC claim was by current students.
received and, where appropriate, record the
decision outcome in SITS (for applicants this
should be done retrospectively, upon their
registration);
• Progress any documentation to the Board of
Examiners via the Assessment and Awards
Office;

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 • Send a statement of any credit awarded to the
student to notify them of the outcomes of the
process.

39. Staff responsibilities for dealing with RPL claims, based on previously achieved informal
learning and/or various non-HE certificates, employer awards are shown in Table 2
below.

Table 2. Recognition of prior learning (RPL) process only

Stage Administrative responsibilities for Academic responsibilities for

processing RPL claims: processing RPL claims:

Pre-entry: Admissions Office should: Admissions Tutor (for applicants)

• Process RPL claims through the / nominated RPL Assessor (for
Applicants admissions process; current students) should:
• To check whether the applicant has • Provide academic advice relating
studied at the University previously; to the RPL claim, including the
• Refer these claims to the Admissions assessment mechanism;
Tutor; • Provide support in preparing the
• Inform applicants about outcomes of RPL claim;
their claims. • Assess, make a decision and
Post-entry: Faculty Academic Hives should: produce written feedback
• Provide practical advice on how to regarding RPL claims;
Current access the appropriate forms online and • Forward the paperwork to the
students guidance on the University regulations, RPL Moderator.
policy and procedures, the credit
requirements of the programme and RPL Moderator should:
information about specific learning • Second marking or moderating
outcomes for individual modules; the RPL claim and subsequently
• To check whether the applicant has forwarding it to the Chair of the
studied at the University previously; Board of Examiners.
• Log in the date when the RPL claim was
received and, where appropriate, record Chair of the Board of Examiners
the decision outcome in SITS (for should:
applicants this should be done • Consider and approve the
retrospectively, upon their registration); outcomes of the RPL claim on
• Progress any relevant documentation to behalf of the Board of Examiners.
the Board of Examiners via the
Assessment and Awards Office
• Notify Student Fees of the decision,
where required;
• Send a statement of any credit awarded
to the student to notify them of the
outcomes of the process.

Assessment of RPL/RPC claims

Student support system
40. The University recognises that students require special help and support in their
reflective and evidence-gathering process to claim RPL/RPC credits.
41. The University website provides centralised resources to support the RPL/RPC process,
such as Application form for the recognition of prior learning (RPL) and/or prior credit
(RPC), further templates and guides for staff and students.
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42. Faculties and AIs should consider the use of other enhanced forms of support, such as
the use of exemplars and case studies as well as developing mechanisms for peer
support that would enable RPL/RPC claimants to benefit from the experience of students
who have already successfully gone through the process. The University expects that
all academic Schools/Departments provide sufficient support to students to claim their
RPL/RPC credits, via consultations, one-to-one tuition and personal tutor support.
Application process
43. In order to enhance the accessibility and clarity of claiming credit exemption process,
there are two procedures for dealing with RPC and RPL/Combination of RPL and RPC
claims. All relevant template forms are available to download from the University
website, including:
• Application form for credit transfer based on Recognition of Prior Credit (RPC)
• Application form for the Recognition of Prior Learning (RPL) or a combination of RPL
and RPC claims
44. The RPC claim form is based on the use of mapping learner-defined statements of
previously achieved HE credit at UK/EU/Overseas HEIs against the UK FHEQ level
descriptors to demonstrate transferable competencies and capacities (to use on these
sub-sections):
• For claiming exemption against individual modules: Section A2 of the Application for
credit transfer based on Recognition of Prior Credit (RPC) is based on mapping
against learning outcomes of individual module(s);
• For claiming exemption for the entire level of study (direct entry to programmes):
Section A3 of the Application for credit transfer based on Recognition of Prior Credit
(RPC) is based on the UK FHEQ level descriptors to enable articulation of prior
credit for the relevant level of study;
• For claiming exemption for large amounts of credits (covering more than one level of
study and/or individual modules from different levels): use both sections, A2 and A3
of the Application for credit transfer based on Recognition of Prior Credit (RPC).
45. The process for dealing with RPC claims is described in Appendix 2, Flowcharts 1
(applicants) and 3 (registered students).
The recognition of prior learning (RPL) claim form
46. The RPL/Combination of RPL and RPC application form is based on the use of mapping
learner-defined statements of learning or workplace-derived skills and knowledge
against the UK FHEQ level descriptors to demonstrate transferable competencies and
capacities:
• For claiming exemption against individual modules: Section A2 of the Application
form for RPL or RPL/RPC is based on mapping against learning outcomes of
individual module(s);
• For claiming exemption for the entire level of study (direct entry to programmes):
Section A3 of the Application form for RPL or RPL/RPC is based on level descriptors
to enable articulation of prior learning for the entire level of study;
• For claiming exemption for large amounts of credits (covering more than one level of
study): Sections A2 and A3 of the Application form for RPL or RPL/RPC.
47. The process of assessment of RPL claims is based on a wide and varied range of
evidence-gathering mechanisms. Examples of assessment methods may include one or
more following methods (the list is not exhaustive):
• The use of oral examinations and interviews
• Portfolios
• Presentation of artefacts
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 • Essay: a written piece of work of normally between 1,500 and 5,000 words,
depending on the amount of credits claimed for exemption (the word limit should
reflect the complexity of the claim and the credits)
• Documentation/certification
• References
48. The process for dealing with RPL claims is described in Appendix 2, Flowcharts 2 and 4.
Timing of claim
49. Normally, all RPL/RPC claims should be made before the module(s) has commenced.
As an exception, RPL/RPC applications for exemption against the first modules in a
claimant’s programme of study must be made by no later than within the first two weeks
of Semester 1 (see Table 3 below).
50. Applicants may submit their claims for exemption from the programme of study once
they can demonstrate that they have met, or are likely to meet, the programme
admissions/entry requirements criteria.
51. Normally, current (registered) students must submit their RPL/RPC claims no later than
the dates given in the table below.
Table 3. Indicative timing of submitting RPL/RPC claims* by current students

What level of study Claiming the Deadline for submitting the

is the student at exemption credit for RPL/RPC claim for initial
currently? modules at level: assessment*
Undergraduate programmes:
Level 4 Level 4 4pm on Friday of
Week 2, Semester 1
Level 4 Level 5 4pm on Friday of
Week 11, Semester 1
Level 5 Level 6 4pm on Friday of
Week 11, Semester 1
Level 6 Level 7 (Integrated 4pm on Friday of
Masters programmes) Week 11, Semester 1
Postgraduate taught programmes:
Level 7 Level 7 (1-year Masters 4pm on Friday of
programmes) Week 2, Semester 1
Level 7 Year 1 (2-year Level 7 Year 1 4pm on Friday of Week 2,
programmes) (2-year programmes) Semester 1, Level 7 (Year 1)
Level 7 Year 1 (2-year Level 7 Year 2 4pm on Friday Week 11,
programmes) (2-year programmes) Semester 1, Level 7 (Year 1)
* - where programmes have an alternative start date, i.e. not in October, these deadlines
need to be revised and applied accordingly.

Criteria for the assessment/recognition of credit exemption

52. It is the responsibility of the applicant/student to ensure that all presented evidence is
appropriate to the programme or module(s) for which the credit exemption claim is being
made. The presented evidence will be assessed based on the following criteria:
• Currency of learning: claims would normally be made with reference to formal
learning, certificated or experiential learning which took place less than five years
prior to submission of the RPL/RPC claim. Academic staff can choose to recognise
formal or certified learning from an earlier point provided they are satisfied as to its
equivalence and currency

9
 • Detail: claimants (applicants or current students) should ensure that relevant claim
forms are used and that these are filled in appropriately for the amount of credit
being claimed
• Range and depth: in cases of RPL claims, these should provide sufficient range and
depth of evidence, and, where appropriate, include reflection upon prior learning
experience in an “academic context”, for example, relating it to academic theory and
mapping against the module(s) learning outcomes
• Level: all RPL/RPC claims should be appropriate for the specific credit exemption
claimed. The standard University claim form requires provision of cross-reference to
an existing module(s) or level(s) of study of the programme
• Authenticity: RPL/RPC claims must be the claimant’s own work and the University
has the right to use any existing mechanisms to detect possible plagiarism (for
example, Turnitin UK).
Decision making and awarding the credit exemption
53. The credit exemption based on RPL and/or RPC claims should be awarded in amounts
as determined in the Regulations for taught programmes and based on one of the
following assessment decisions:
• Successful: the level/volume/currency of presented evidence for claiming achieved
prior learning and/or credit (RPL/RPC) is sufficient
• Referred: the evidence is incomplete and the claim is referred back to the claimant for
resubmission
• Rejected: the assessment criteria are not met, for example, level/volume/currency of
learning in the presented evidence for claiming achieved prior learning and/or credit
(RPL/RPC) is not sufficient and/or not appropriate
54. Credit exemption based on the recognition of prior experiential/certificated learning or
prior formal credit is always ungraded, with the exception of credit transfers of former
Surrey students, as described in pp.19-21 above.
Providing feedback for Recognition of Prior Learning (RPL) claims
55. Upon completion of the assessment process of prior experiential/certificated learning,
the School/Departmental RPL Assessor or Adviser should inform the claimant of the
outcome of their RPL claim. The claimant should receive a statement of any credit
exemption awarded/rejected and written feedback (using the standard RPL feedback
proforma in Section C of the Application form for RPL).
56. The written feedback should provide a commentary in relation to the verified assessment
decision and be constructive in nature, especially in cases of rejected RPL claims.
Payment of fees for RPL claims
57. The initial and follow-up interviews or tuition with an academic member of staff
(Admissions Tutor, RPL/RPC Adviser or Assessor) regarding RPL/RPC applications are
offered to claimants free of charge.
58. The University does not charge any administrative or other types of fees for RPL and/or
RPC claims.
59. RPL claims based exclusively on an assessment of prior informal learning may be liable
to a fee of maximum 30% of the cost of the module for which exemption is being
considered. This fee is designed to cover any academic costs arising from the setting
and assessing the piece of work.

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Appeals and complaints
60. The University procedures for addressing complaints about admissions procedures, can
be found in the Admissions complaints procedure.
61. Academic appeals may be formally requested in accordance with the Regulations for
academic appeals.
62. Complaints may be made in accordance with the Procedure for complaints.
False claims
63. Where the University has cause to suspect that an RPL/RPC contains false or fraudulent
information, the University reserves the right to reject the application. Current students
who are suspected of having provided fraudulent information may be subject to
consideration under the University’s Student Disciplinary Regulations.
Record keeping and monitoring
Record keeping
64. The AD (Education)/AI Director of HE has overall responsibility for their Faculty’s/AI’s
records in relation to RPL/RPC procedures.
65. The Faculty Student Services/AI’s Academic Registry team is responsible for the record
keeping of RPL/RPC claims made by claimants (successful/rejected/referred). All
exemption claim forms must be kept on the student file in accordance with the University
Functional Retention Schedule: Student Administration and Support.
66. The awarded credit exemption for a specific module should be entered into SITS in
accordance with the standard University procedures. AIs should ensure that procedures
for recording student data have been followed effectively and the awarded credit
exemption is kept on the student file.
Monitoring and evaluation of the RPL and RPC processes
67. The Faculty Associate Dean (Education) /AI Director of HE should ensure that the
RPL/RPC procedures are implemented and maintained effectively and reported to the
Faculty Education Committee and University Education Committee on an annual basis.
The annual summary (presented as a part of the overview of annual programme review
reports/ AI’s annual review reports) should include, where appropriate, the outcomes of
the on-going monitoring of the student experience of this group.

11
 Appendix 1 - Flowcharts
1 Flowchart for the recognition of prior credit (RPC) process: applicants

Is the applicant making a Applicant fills in

RPC claim for a full year Application form to
No
of study (120 credits)? claim exemption for
specific modules

Yes

Yes Is the applicant applying No

via UCAS?

Via UCAS, applicant selects Applicant fills in Application form

which year (point of entry) they
want to start their degree

Admissions Office receives UCAS Admissions Office receives Application form and contacts applicant
application and contacts applicant

Applicant sends copy of their transcript (with marks), the syllabus (eg module descriptions) and programme
specification of previous studies to Admissions Office

Admissions Office liaises with relevant School Admissions Tutor

Yes Is the claim accepted? No

Admissions Office informs the applicant. Admissions Office informs

the applicant.
RPC claim is recorded in SITS by Faculty Student Services.
Student Fees and Assessments notified

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 2 Flowchart for the recognition of prior learning (RPL) process or a combination of
RPL and recognition of prior credit (RPC): applicants

Applicant receives advice from Admission Office, fills in

Application form to claim exemption from either full year of study
(120 credits) and/or for specific modules.

Admission Office receives Application form and

contacts applicant

Is the claim based

Yes No
on RPL alone?

Applicant sends in evidence eg CV, Applicant also sends in copy of their transcript
employer statement, portfolios, evidence of (with marks), the syllabus (eg module
practice hours, recordings of descriptions) and programme specification of
demonstrations etc to Admission Office previous studies to Admissions Office

Admissions Office liaises with relevant School Admissions Tutor

Assessment decision is moderated by the RPL Moderator (where

applicable). Approved by the Board of Examiners or the Chair.

Yes Is the claim accepted? No

Admissions Office informs the applicant.

Admissions Office
RPL or RPL & RPC claim is recorded in SITS by Faculty Student informs the applicant.
Services. Student Fees and Assessments notified

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3 Flowchart for the recognition of prior credit (RPC) process: current students

Student receives advice from Faculty Academic Hive, fills in

appropriate Application form to claim exemption for either
full year of study (120 credits) and/or for specific modules.

Faculty Academic Hive receives Application

form and contacts student

Applicant sends copy of their transcript (with marks), the syllabus

(eg module descriptions) and programme specification of previous
studies to Faculty Student Services

Faculty Academic Hive liaises with the nominated

School/Departmental RPC Assessor

Yes Is the claim accepted?

No

Faculty Academic Hive informs the applicant. Faculty Academic Hive

informs the applicant.
RPC claim is recorded in SITS by Faculty Academic Hive.
Student Fees and Assessments notified

14
 4 Flowchart for the recognition of prior credit (RPC) or recognition of prior learning
(RPL) or combination of both: current students

Student receives advice from Faculty Academic Hive, fills in

appropriate Application form to claim exemption for either full year
of study (120 credits) and/or for specific modules.

Faculty Academic Hive receives Application

form and contacts student

Is the claim based on

Yes No
RPL alone?

Student sends in evidence eg CV, employer Student also sends in copy of their transcript
statement, portfolios, evidence of practice (with marks), the syllabus (eg module
hours, recordings of demonstrations etc to descriptions) and programme specification of
Faculty Academic Hive previous studies to Faculty Academic Hive

Faculty Academic Hive liaises with the nominated

School/Departmental RPC/RPL Assessor

Assessment decision is moderated by the RPL Moderator (where applicable).

Approved by the Board of Examiners or the Chair.

Yes Is the claim accepted? No

Faculty Academic Hive informs the student. Faculty Academic Hive informs the
student.
RPL or RPL & RPC claim is recorded in SITS by
Faculty Academic Hive

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5 Flowchart for the recognition of recognition of prior learning (RPL) and prior
credit (RPC) process: Associated and Accredited Institutions (AIs)

AI website provide information, guidance and forms to claimants

(applicants and students). Any additional academic support
provided by the relevant department where required.

RPL/RPC Assessor receives application form

and supported evidence, checks
documentation and provides further support
and guidance where appropriate

Is the claim based on

Yes No
RPC alone?

Assessment decision is made by the RPL/PRC

Decision is made by RPL/RPC Assessor Assessor, and moderated by the PRL Moderator
(where applicable). Approved by the Board of
Examiners or the Chair.

Is the claim accepted?

Yes
No

Academic Registry informs the student.

Academic Registry informs
RPL/ RPC claim is recorded formally on the the student.
applicant/student record.

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Appendix 2 - Overview of the University of Surrey approach to RPL and RPC

Stage I. Initial information and guidance

Various modes and types of information available to prospective and current

students. Clear contact points during all stages of submitting claims.

Stage 2. Support processes/ system

Use of the Library web site

Faculty academic and administrative support

Centralised resources

Stage 3. Assessment process/system

Programme/module learning outcomes and level descriptors

Learner-defined assessment methods (RPL claims)

Interviewing/videoconferencing

Workplace artefacts evaluation processes

Integration into standard assessment processes

Stage 4. Recording, monitoring and evaluation

Data capture in SITS and business analytics

Feedback on student experience (where applicable)

Review of procedures to enhance practice (at Faculty and University level)

17