out four expectations for standards and quality that must be met by UK higher education providers that receive any kind of public or student loan funding. These expectations are underpinned by core practices, which are mandatory for all UK providers, and common practices, which are mandatory in Scotland, Wales and Northern Ireland. The Quality Code replaced the 'Academic Infrastructure' (see below) in 2012 as the main reference point for checking on the quality of UK higher education, having been developed in close consultation with the UK higher education sector. In 2015 the Quality Code was extended to include the UK 'frameworks for higher education qualifications' (specifying levels for the different higher education qualifications and defining these through 'level descriptors') and the subject benchmark statements (specifying what outcomes - knowledge, understanding, skills and attributes - are expected of bachelor's and master's graduates in specific disciplines). The Code was revised in 2018 following the passing of the Higher Education and Research Act. Owned and maintained by QAA, it sets out 'fundamental principles that should apply to higher education quality across the UK'. The Quality Code covers: setting and maintaining standards, as determined by the UK qualifications frameworks and subject benchmark statements, together with other relevant guidance meeting UK expectations about the quality of the student experience, and seeking ways to enhance this providing trustworthy and reliable information about courses. In Scotland the levels are different, being part of the Scottish Credit and Qualifications Framework). Wales also has an integrated academic credit and qualifications framework, while England has a separate credit framework maintained by QAA. Higher education providers use the Quality Code, in conjunction with their own internal policies and other guidance, to design the programmes of study that lead to their higher education awards (including academic degrees). QAA reviewers use it to check that expectations are met when they conduct a review. Other guidance QAA provides other guidance to supplement the Quality Code (but which unlike the Quality Code is advisory rather than mandatory). The Quality Code is supported by advice and guidance, divided into twelve Themes. The Higher Education Credit Framework for England (see previous note) enables providers to allocate a credit tariff to courses and modules. Other guidance documents help universities and colleges to address particular student needs, such as learning about sustainable practices or enterprise and entrepreneurship, or they inform the public and students about the higher education experience,