Selecting projects and tasks for marketing placements

When planning your placement, think about projects and tasks that can:

• help students apply and develop their marketing skills
• add value to your organisation

You should do this with the student’s T Level provider. The provider must agree placement objectives, learning goals and typical activities with you and the student, and these should be recorded in the placement agreement and student logbook or equivalent system.

Students taking the Marketing T Level learn about areas such as customers and consumers, customer personas, routes to market, marketing communications and the marketing mix. Their placement should give them the chance to apply this learning through real, useful marketing activity.

Students should start with clear, well-supported tasks and build confidence as they get to know your organisation, customers and ways of working.

Industry placement example scenarios

Here are three examples of projects you could offer.

Customer and market research

A local business wanted to better understand its customers and how it compared with similar organisations nearby.

The student supported the marketing team by looking at existing customer feedback, online reviews, competitor websites and social media activity. They helped bring the findings together so the team could spot common themes.

Projects and tasks

• Learn about the organisation’s customers and services
• Review existing customer feedback and online comments
• Research competitor websites and social media
• Help organise findings in a simple spreadsheet or presentation
• Support the creation or updating of customer personas
• Share key themes with the marketing team

The student would not be expected to make decisions independently. Their role is to help gather, organise and present information for the team to consider.

Product or service launch

A large organisation was preparing to launch a new product or service later in the year.

The student first spent time getting to know the organisation’s brand, customers and approval processes. During the launch period, they then supported the marketing team with practical preparation and communications activity.

Projects and tasks

• Learn about the product or service and its intended audience
• Review brand guidelines and existing marketing materials
• Draft content for review, such as social posts or email copy
• Help organise images, documents and campaign materials
• Update simple campaign plans or checklists
• Help gather feedback after the launch

All content should go through the employer’s normal approval process before it is published or shared externally.

Event marketing and promotion

An events company was preparing for a major local event and needed support in the weeks leading up to it.

The student joined the marketing team during the build-up, helping promote the event, prepare communications and gather feedback afterwards. They could also attend on the day, where appropriate.

Projects and tasks

• Learn about the event, audience and key messages
• Help update event listings and website information
• Draft social media posts or email updates for review
• Organise marketing materials and event information
• Help prepare a content schedule
• Support feedback collection during or after the event

The student can contribute to live activity but should have a clear role and appropriate supervision throughout.

Identifying suitable projects

Look for projects and tasks that:

• connect to your organisation’s real marketing activity
• help the student understand your customers, brand and channels
• build on what they are learning at school or college
• align with the student’s placement objectives and individualised learning goals
• allow the student to contribute without taking on business-critical responsibility
• start simply and become more challenging as confidence grows

Students should not be expected to lead a major campaign, manage budgets, publish content without approval or make important decisions alone.

With clear tasks, guidance and feedback, they can make a meaningful contribution while developing useful skills and confidence.

You can use the Planning the content of an industry placement article to help structure projects, agree learning goals and make sure the placement works for both the student and your organisation.

Hybrid or remote placements

A student can undertake placement hours remotely if needed, for example where this reflects the employer’s wider working practices. Remote means any time the student spends working not face-to-face with an employer and away from the physical workplace. Where possible, remote hours should be used for no more than 20% of the placement, although more than 20% may be appropriate in sectors where remote working is established practice.

The employer and provider should agree clear tasks and contact arrangements. The provider should make sure the employer is set up to support remote working and that the student has a suitable environment. The student must be prepared to work remotely, able to complete tasks independently, have appropriate equipment, and be able to use online tools to communicate and collaborate.

Suitable remote tasks might include:

• competitor or customer research
• drafting content for review
• preparing simple reports or presentations
• organising campaign materials
• attending online meetings and check-ins

The employer should agree clear tasks, provide regular contact and make sure the student has a suitable place, equipment and skills to work independently. If you’re interested in offering an industry placement, get in touch with T Level providers near you.