The physiotherapy education framework defines what great physiotherapy education looks like and supports providers to create innovative, practice-ready programmes.
The framework outlines what high-quality physiotherapy education looks like, and was co-created with educators, clinicians, students, and placement providers.
It enables universities to design courses that produce confident and capable graduates. It also guides how the CSP accredits pre-registration physiotherapy degrees, ensuring consistent, values-based education nationwide.
What graduates will bring to the profession
Graduates from programmes shaped by the framework will be:
- Adaptable professionals who can respond to change and improve services
- Critical thinkers who apply evidence and act ethically
- Collaborative leaders who work across teams and settings
- Skilled clinicians grounded in human movement science and rehabilitation
- Innovators who embrace digital tools and new technologies
- Person-centred practitioners who promote health, well-being, and inclusion
Supporting education for the future
From September 2026, all CSP accreditations will use the new framework. Our education team is working closely with higher education institutions to support transition and implementation.
What’s in the framework?
The physiotherapy education framework has seven key areas:
Programme philosophy and context
Physiotherapy education must prepare graduates to thrive in a changing world. Each course should be built on clear ideas about how people learn and what good education looks like.
Learners need to develop the skills to work in a person-centred, adaptable way across the public, private, independent, and third sectors. This will help them become flexible, resilient professionals, ready for modern physiotherapy practice.
Programme aims, structure and evaluation
Pre-registration education should be flexible, up-to-date, and open to new ideas.
Each course should help learners progress along the physiotherapy career pathway and include regular checks to make sure the education is high-quality and effective.
Learning, teaching and assessment strategies
Courses should put learners at the centre. Teaching and assessment should feel real and relevant, encouraging critical thinking and reflection.
Courses should celebrate diversity and promote teamwork, and help learners build confidence and independence.
Graduates should leave with the knowledge, skills, and values to keep learning throughout their careers.
Practice-based learning
Practice-based learning is at the heart of physiotherapy education.
Courses must include 1,000 hours of structured, high-quality experience that reflects real-life practice. Placements should cover a range of settings and specialities, helping learners build confidence, independence, and a strong professional identity across the four pillars of practice: clinical, education, research, and leadership.
At least 650 hours must be in clinical settings, with approximately 25% through education, leadership, research, or simulation-based experiences.
For apprenticeships, practice-based learning should be separate from on-the-job training, with clear guidance for employers and mentors.
Courses must have clear processes to support learners who need adjustments, such as those with disabilities or caring responsibilities.
The CSP encourages the use of the Common Placement Assessment Form (CPAF) to promote consistency and quality. Practice educators should be supported to help every learner reach their potential and to embed the AHP Principles of Practice-Based Learning.
Research and quality improvement
Courses should nurture curiosity and critical thinking.
Learners should learn how to ask meaningful questions, explore them through research, and apply findings to improve care in an ethical and practical way.
Every course should empower learners to drive improvement and innovation, tackle health inequalities, and show the value of physiotherapy through evidence and data.
Programme and resource management
Courses should provide a supportive, inclusive, and well-resourced learning environment. They need the right balance of staff, facilities, and digital tools, with strong leadership and accountability.
Programme teams should reflect the diversity of society and model the professional values expected in practice so that all learners feel represented, included, and supported.
Learners and educators should have access to ongoing development and wellbeing support, helping programmes stay adaptable and maintain high standards.
Staff-to-learner ratios should follow recommended limits — ideally between 1:15 and 1:20 overall, and never more than 1:20 for practical teaching.
Health informatics and digital technologies in healthcare
Courses should prepare learners to succeed in a digital healthcare environment. Graduates need the confidence and skills to use technology and lead innovation in practice.
Learners should know how to use data, digital tools, and new technologies to improve care, support decisions, and reduce health inequalities. They should also understand the ethical, legal, and professional issues linked to digital practice and tools like AI.
Digital inclusion is essential, so all learners must be able to access and use the technology provided.
