UCAS Qualifications

2010
UK
Qualifications
For entry to university or college in 2010
This guide provides accurate and

up-to-date information about a wide
range of pre-HE qualifications and entry
routes to HE. The publication is intended
primarily to be a working manual for
admissions tutors and staff involved
in admission and related activities in
universities and colleges. It should also
be useful for staff in schools, colleges
and careers services who advise
applicants on entry to HE.
PUBLISHED BY: UCAS ROSEHILL NEW BARN LANE CHELTENHAM GL52 3LZ
© UCAS 2009
ALL RIGHTS RESERVED.

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FURTHER INFORMATION ABOUT THE UCAS APPLICATION PROCESS

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UCAS QUALITY AWARDS
Beacon
ISO/IEC 27001:2005
Certificate No. IS 501022
company
Preface
The purpose of this guide is to provide accurate and up-to-date

information about pre-HE qualifications and other entry routes to
HE. It is intended primarily to be a working manual for admissions
tutors in HEIs. It should also be of use and interest to staff in
schools, colleges and the FE sector.
It is organised in two main parts: the first deals with qualifications
available in England, Wales and Northern Ireland; the second
concentrates on the education system in Scotland. It therefore
contains details of a wide range of qualifications, but
concentrates on those at National Qualifications Framework (NQF)
levels 2 and 3 or equivalent. Qualifications are listed
alphabetically in the main body of the guide. This structure has
been adopted to promote ease of use of the document, to provide
an effective tool for use in the admissions process.
The inclusion of any qualification does not imply recognition or
endorsement of that qualification on the part of UCAS or HEIs,
for the purposes of entry to HE in the UK. Similarly, absence of
any qualification in the guide does not imply intended lack of
recognition.
UCAS would be pleased to receive comments and suggestions
about the format and content of this publication for the benefit
of future editions. Please address comments to:
Policy and Public Affairs Department
UCAS
Rosehill
New Barn Lane
Cheltenham
Gloucestershire
GL52 3LZ
Tel: 0871 468 0472 UK BT landline calls will cost no more
than 9p per minute. The cost of calls from mobiles and other
networks may vary.
Fax: 01242 544954
Email: qualsenquiries@ucas.ac.uk
UK QUALIFICATIONS 1
Contents
PAGE
List of abbreviations 8
Qualifications in England, Wales and Northern Ireland

Introduction 11
The National Qualifications Framework, regulators, awarding bodies 13
Developing the Qualifications and Credit Framework 17
QUALIFICATIONS CURRENTLY OFFERED 18
Applied Qualifications
Diploma 36
Extended Project 55
Baccalaureates/International Qualifications
AQA Baccalaureate 23
University of Cambridge International Examinations (CIE) 31
Cambridge Pre-U Diploma 31
Cambridge Advanced International Certificate of Education Diploma (AICE) 32
Cambridge GCE International Advanced and Advanced Subsidiary level/Higher School Certificate (CIE GCE International A and
AS level/HSC) 32
Cambridge International GCE Advanced Subsidiary level/Higher School Certificate (HSC) 32
Cambridge International Diploma (CID) 33
European Baccalaureate (EB) 54
International Baccalaureate (IB) 66
International Baccalaureate Diploma (IB) 67
International General Certificate of Secondary Education (IGCSE) 68
Welsh Baccalaureate Advanced Diploma (WBAD) 107
General QualificationS
Access to HE Diploma 21
Advanced Extension Award (AEA) 22
Cambridge Pre-U Certificate 31
Diploma in Foundation Studies (Art and Design) (FAD) 39
Free-Standing Mathematics Qualifications (FSMQ) 56
General Certificate of Education Advanced level (GCE A level, A level) 57
General Certificate of Education Advanced Subsidiary level (AS level) 59
GCE Advanced Subsidiary/Advanced level in applied Subjects (GCE AS/AS Double Award/A level/A level Double
Award in applied Subjects) 61
General Certificate of Secondary Education (GCSE) 62
GCSE in Vocational Subjects (also known as Applied GCSE) 63
ICCE International Certificate of Christian Education (ICCE) 64
Music/Performing Arts Qualifications
Associated Board of the Royal Schools of Music (ABRSM) Qualifications 18
ABRSM Diploma in Instrumental/Vocal Teaching (DipABRSM) 18
LRSM in Instrumental/Vocal Teaching (LRSM) 18
FRSM in Music Education (FRSM) 18
ABRSM Diploma in Music Direction (DipABRSM) 19
LRSM in Music Direction 19
FRSM in Music Direction 19
ABRSM Diploma in Music Performance (DipABRSM) 19
LRSM in Music Performance 19
FRSM in Music Performance 19
ABRSM Graded Examinations in Foundation, Intermediate and Advanced level in Music Performance 19
ABRSM Graded Examinations in Foundation, Intermediate and Advanced level in Music Literacy 19
Thames Valley University/London College of Music (TVU/LCM) Examinations 98
TVU Associate of the London College of Music in Performance (ALCM) 98
TVU Associate of the London College of Music in Teaching (ALCM (TD)) 99
TVU Diploma of the London College of Music in Performance (DipLCM) 99
TVU Diploma of the London College of Music in Teaching (DipLCM (TD)) 98
2 UK QUALIFICATIONS
Contents
TVU Fellowship of the London College of Music in Performance (FLCM) 99

TVU Graded Examination in Drama 100
TVU Graded Examination in Music Literacy 100
TVU Graded Examination in Music Performance 100
TVU Graded Examination in Speech 100
TVU Graded Examination in Speech and Drama 100
TVU Licentiate of the London College of Music in Performance (LLCM) 101
TVU Licentiate of the London College of Music in Teaching (LLCM (TD)) 101
Trinity College London (TCL) Qualifications 101
Trinity Guildhall Associate and Licentiate Diplomas in Drama and Speech (ATCL, LTCL) 101
Trinity Guildhall Associate and Licentiate Diplomas in Music (ATCL/AMusTCL, LTCL/LMusTCL) 102
Trinity Guildhall Fellowship Diplomas in Drama and Speech (FTCL) 102
Trinity Guildhall Fellowship Diplomas in Music (FTCL/FMusTCL) 103
Trinity College London Graded Examinations in Communication Skills 103
Trinity Guildhall Graded Examinations in Drama 103
Trinity Guildhall Graded Examinations in Music Literacy/Theory 104
Trinity Guildhall Graded Examinations in Music Performance 104
Trinity Guildhall Graded Examinations in Speech (Performing Text) 105
Trinity Guildhall Graded Examinations in Speech and Drama 105
Trinity College London National Certificates in Professional Acting and Classical Ballet (DaDA Certificates) 105
Trinity College London National Diplomas in Professional Acting, Dance, Music Theatre and Production Skills (DaDA Diplomas) 106
Vocational/Occupational Qualifications
ABC Awards Level 3 Diploma in Fashion Retail 18
Advanced Apprenticeship 22
British Horse Society Awards 24
Stage 3 Horse Knowledge and Care Certificate (BHS Groom’s Certificate) 24
Stage 3 Horse Knowledge and Riding Certificate 24
Preliminary Teacher’s Certificate 24
Council for Awards in Children’s Care and Education (CACHE) Qualifications 24
CACHE Certificate for Teaching Assistants (CTA-L3) 24
CACHE Certificate in Children’s Care, Learning and Development (CCCLD-L3) 25
CACHE Certificate of Professional Development in Work with Children and Young People (CPD-L3) 25
CACHE Diploma in Childcare and Education (DCE-L3) 26
CACHE Diploma in Early Years Care and Education (Welsh Medium) (W-DEYCE-L3) 27
CACHE Diploma in Home-Based Childcare (DHC-L3) 28
CACHE Diploma in Playgroup Practice in Wales (DPPW-L3) 28
CACHE Level 3 Diploma in Playwork (DP-L3) 29
CACHE Diploma in Pre-School Practice (DPP-L3) 29
CACHE Level 3 NVQ in Health and Social Care (HSC-L3) 30
CACHE Level 4 NVQ in Children’s Care, Learning and Development (CCLD-L4) 30
City & Guilds Qualifications 33
City & Guilds level 5 Advanced Professional Certificate (APC) 35
City & Guilds level 5 IVQ Advanced Technician Diploma (IVQ ATD) 34
City & Guilds level 5 IVQ Advanced Diploma (IVQ AD) 33
City & Guilds level 5 IVQ Technician Diploma (IVQ TD) 34
City & Guilds level 5 IVQ Diploma (IVQ D) 34
City & Guilds level 5 IVQ Technician Certificate (IVQ TC) 34
City & Guilds level 5 IVQ Certificate (IVQ C) 35
City & Guilds level 5 Full Technological Certificate (FTC) 35
City & Guilds level 5 Full Technological Diploma (FTD) 35
City & Guilds level 5 Higher Professional Diploma (HPD) 36
Senior Awards 36
Diploma/Certificate/Award in Digital Applications (DIDA/CIDA/AIDA) 39
Edexcel BTEC Qualifications
Edexcel Level 2 BTEC First Certificate 40
Edexcel Level 2 BTEC First Diploma 41
Edexcel BTEC Short Courses 42
Edexcel Level 3 BTEC National Award 42
Edexcel Level 3 BTEC National Certificate 43
Edexcel Level 3 BTEC National Diploma 44
Edexcel Level 5 BTEC Higher National Certificate (BTEC HNC) 44
Edexcel Level 5 BTEC Higher National Diploma (BTEC HND) 45
UK QUALIFICATIONS 3
Contents
EDI (Education Development International) Qualifications 46

EDI Certificate in Children’s Care, Learning and Development 46
EDI Certificate in Health and Social Care 46
EDI Certificate in Audio Transcription 46
EDI Certificate in Business Administration 46
EDI Certificate in Business and Administration (Organisations and People) 47
EDI Certificate in Business Practice 48
EDI Certificate in Customer Service 48
EDI Certificate in Delivering Learning Using a Virtual Learning Environment 48
EDI Certificate in Education Practice: ICT Advanced 49
EDI Certificate in Education Practice: ICT Skills 49
EDI Certificate in Education Principles and Practice 49
EDI Certificate in Educational Use of ICT 50
EDI Level 3 Award in Preparing to Teach in the Lifelong Learning Sector 50
EDI Level 4 Award in Preparing to Teach in the Lifelong Learning Sector 50
EDI Level 3 Certificate in Teaching in the Lifelong Learning Sector 51
EDI Level 4 Certificate in Teaching in the Lifelong Learning Sector 51
EDI Certificate in ICT Applications 51
EDI Certificate in Management 52
EDI Certificate in Retail Operations 52
EDI Certificate in Text Production 52
EDI Certificate in Transport Engineering and Maintenance (Mechanical, Electrical and Coach) 52
EDI Diploma in Education Practice: ICT Advanced 52
LCCI IQ Level 3 Certificate in Accounting 53
LCCI IQ Level 3 Certificate in Accounting (IAS) 53
Higher Sports Leader Award 63
Institute of Commercial Management (ICM) 64
ICM Certificate/Diploma/Advanced Diploma Programmes 64
IFS School of Finance Qualifications 65
IFS Certificate in Financial Studies (CeFS) 65
IFS Level 3 Diploma in Financial Studies (DipFS) 66
National Vocational Qualification (NVQ) 69
NCC Education Qualifications 69
NCC Education Degree and Masters/Postgraduate Degrees 70
NCC Education International Advanced Diploma in Computer Studies (IADCS) 70
NCC Education International Advanced Diploma in Business (IADB) 70
NCC Education International Certificate in Computer Studies (ICCS) 71
NCC Education International Certificate in Business (ICB) 72
NCC Education International Diploma in Business (IDB) 71
NCC Education International Diploma in Computer Studies (IDCS) 71
NCC Education International Foundation Year (IFY) 72
NCFE Qualifications 72
NCFE Award in Practical Supervision of Food Safety in Catering 73
NCFE Certificate for Entry to the Uniformed Services 73
NCFE Certificate for the Outdoor Industry 73
NCFE Certificate in Art and Design 73
NCFE Certificate in Creative Craft 73
NCFE Certificate in Interactive Media 74
NCFE Certificate in Personal Effectiveness at Work 74
NCFE Introductory Award in Business for the Creative Industries 75
NCFE Award in Business for the Creative Industries 75
NCFE Certificate in Business for the Creative Industries 75
NCFE Extended Certificate in Business for the Creative Industries 75
NCFE Diploma in Business for the Creative Industries 76
NCFE Extended Diploma in Business for the Creative Industries 76
NCFE Certificate in Palliative Care 76
NCFE Certificate in Event Management 77
NCFE Award in Sustainable Tourism 77
NCFE Certificate in Tour Management 77
NCFE Certificate in Managing Diversity 77
NCFE Certificate in Supporting Teaching and Learning in Schools 78
NCFE NVQ in Advice and Guidance 78
4 UK QUALIFICATIONS
Contents
NCFE NVQ in Spectator Safety 78

NCFE NVQ in Customer Service 79
NCFE Award in Preparing to Teach in the Lifelong Learning Sector 79
NCFE Certificate in Early Years Foundation Stage Practice 79
NCFE NVQ in Health and Social Care 79
NCFE NVQ in Instructing Physical Activity and Exercise 80
National Open College Network (NOCN) Qualifications 80
NOCN Level 2 and Level 3 Award in Creative Skills 82
NOCN Level 3 Award and Certificate in Language Skills 85
NOCN Level 3 Certificate in Managing Voluntary and Community Organisations 85
NOCN Level 3 Award in Managing Volunteers 87
NOCN Level 3 Award in Principles and Application of Coaching Skills 88
NOCN Level 3 Award, Certificate and Diploma in Art and Design 80
NOCN Level 3 Certificate in Community Development 81
NOCN Level 3 Certificate in Information, Advice and Guidance 84
NOCN Level 2 and Level 3 Certificate in Managing Voluntary and Community Organisations 85
NOCN Level 3 Certificate in Youth Work 90
NOCN Level 3 Certificate and Diploma in Garden and Planting Design 83
NOCN Level 3 Award in General Religious Education 83
NOCN Level 3 Award and Certificate for Progression 88
NOCN Level 3 Award in Supporting People with Learning Disabilities (Induction) 89
NOCN Level 3 Award in Tackling Substance Misuse 89
OCNW Qualifications 91
OCNW Level 3 Certificate in Biology 91
OCNW Level 3 Certificate in English Language and Literature 91
OCNW Level 3 Certificate in Psychological Perspectives 91
Oxford, Cambridge and RSA (OCR) Examinations 92
OCR Asset Languages 92
OCR Certificate/Diploma for iMedia Users 93
OCR Certificate/Diploma for IT Professionals 94
OCR Level 3 Certificate in Mathematics for Engineering 95
OCR Level 5 Certificate in Teaching Learners with Specific Learning Difficulties (Dyslexia) 95
OCR National Certificates, Diplomas and Extended Diplomas 96
OCR Preparing to Teach in the Lifelong Learning Sector (PTLLS) Award 97
OCR Certificate in Teaching in the Lifelong Learning Sector 97
Technical Certificate 97
Vocationally Related Qualifications (VRQs) 105
SKILLS/ENRICHMENT
Adult Literacy and Adult Numeracy 108
Award Scheme Development and Accreditation Network (ASDAN) Qualifications 108
ASDAN Certificate of Personal Effectiveness (ASDAN CoPE) 108
ASDAN Certificate in Career Planning 109
ASDAN Certificate in Community Volunteering (CCV (ASDAN)) 109
ASDAN Universities Award 109
CSV Learning Together and Student Community Partnerships 110
Curriculum Enrichment Programme (CEP) 110
The Duke of Edinburgh’s Award 110
Engineering Education Scheme in England (EESE) 111
Essential Skills Wales 112
Functional Skills 112
Key Skills 113
Industrial Careers Foundation 113
MENO Thinking Skills 114
Trident Trust ‘Skills for Life’ Programme 114
Young Enterprise Examination 114
PHASED OUT QUALIFICATIONS
Ordinary level (GCE O level, O level) 115
Alternative Ordinary level (AO level) 115
Advanced level (GCE A level) 116
Advanced Supplementary (GCE AS) 117
Special Papers (SPs) 117
UK QUALIFICATIONS 5
Contents
Certificate of Secondary Education (CSE) 116

Joint 16+ Examinations 116
Certificate of Extended Education (CEE) 116
Certificate of Extended Studies (CES) 117
Certificate of Further Studies (CFS) 117
Intermediate Certificates 117
Senior Certificate Examination (SCE) 117
Use of English 117
Access to HE Certificate 120
BTEC Qualifications prior to September 2002 (including former BTEC, BEC and TEC qualifications) – First, National and Higher
National Qualifications 119
Higher National Qualifications – Engineering 117
BTEC Qualifications prior to 1986 (including BEC, TEC and Joint Committee Qualifications) 118
General National Vocational Qualifications (GNVQ) 118
Advanced General National Vocational Qualifications (Advanced GNVQ) 118
National Christian Schools’ Certificate (NCSC) 125
Sixth Term Examination Papers (STEP) 119
Part One General National Vocational Qualifications (Part One GNVQ) 119
ifs Certificate in Financial Services Practice (CFSP) 119
Advanced Subsidiary Vocational Certificate of Education (ASVCE, three-unit VCE) 120
Advanced Vocational Certificate of Education (AVCE, six-unit AVCE) 121
Advanced Vocational Certificate of Education: Double Award (AVCEDA, Vocational A level Double Award) 121
Progress File 123
OTHER ENTRY ROUTES TO HIGHER EDUCATION
Accreditation of Prior Learning (APL) 125
Credit for Higher and Further Education Qualifications 125
The Open University (OU) 127
WALES 129
NORTHERN IRELAND 130
Qualifications in Scotland 131

Introduction 131
The Scottish Credit and Qualifications Framework 131
Awarding and Accrediting Body – Scottish Qualifications Authority 134
CURRENT SCOTTISH QUALIFICATIONS
National Courses (SCQF levels 4 to 7) 134
National Units (available at SCQF levels 1 to 7) 135
Core Skills 135
Access 2 and Access 3 136
Advanced Highers (AH) 136
Core Skills 139
Scottish Baccalaureate 139
Highers (Higher) 141
Higher National Certificates (HNC) 141
Higher National Diplomas (HND) 142
Intermediate 1 and Intermediate 2 (Int 1, Int 2) 142
National Certificate Group Awards 143
National Qualification Group Awards 143
Professional Development Awards (PDA) 144
Scottish Group Awards (SGA) 144
Scottish Progression Awards (SPA) 145
Scottish Vocational Qualifications (SVQ) 145
Standard Grades (S Grades) 146
PHASED OUT QUALIFICATIONS
Certificate of Sixth Year Studies (CSYS) 147
General Scottish Vocational Qualifications (GSVQ) 147
National Certificate Modules 147
Scottish Certificate of Education Highers (SCE Highers) 147
6 UK QUALIFICATIONS
Contents
CERTIFICATES AND OTHER SUPPORTING EVIDENCE LIKELY TO BE OFFERED BY APPLICANTS 148

Scottish Qualifications Certificate (SQC) 148
Commemorative Certificates 148
Scottish Certificate of Education (SCE) 148
Certificate of Sixth Year Studies (CSYS) 148
Record of Education and Training (RET) 148
Certificates awarded by Scottish Vocational Education Council’s predecessor bodies: Scottish Business Education Council and
Scottish Technical Education Council (SCOTBEC, SCOTEC) 148
Progress File 148
National Record of Achievement (NRA) 148
Young Enterprise Scotland 148
Modern Apprenticeships in Scotland (MA) 148
ROUTES INTO HIGHER EDUCATION IN SCOTLAND 149
Scottish Access to Higher Education Programmes, Courses and Pathways 150
Scottish Wider Access Programme (SWAP) 150
Access Courses run by Higher Education Institutions 150
Direct Entry Pathways 150
Community Education, Voluntary Organisation Routes 150
Summer Schools 150
Credit Accumulation and Transfer 150
International Foundation Programme (IFPS) 150
Appendices
Appendix A – Contact details 151
Appendix B – The UCAS Tariff 156
Appendix C – GCSE subject availability 163
Appendix D – Discontinued GCSE Subjects (last examinations 2002) 168
Appendix E – GCE A level and AS subject availability 171
Appendix F – Advanced Extension Award subject availability 176
Appendix G – AVCE/ASVCE/AVCE Double Award subject availability 177
Appendix H – Additional Admissions Tests 178
Appendix I – English Language Proficiency 179
Appendix J – National Courses Available in Scotland (Intermediate to Advanced Higher level) 181
Appendix K – National Qualification Group Awards (Scotland) 183
UK QUALIFICATIONS 7
List of abbreviations
A Advanced CRA Centre for Recording Achievement

AA Advanced Apprenticeship CSCA Cambridge Skills and Career Award
ABC ABC Awards CSE Certificate of Secondary Education (no longer current)
ABL Awarding Body Linkage CSV Community Service Volunteers
ABRSM Associated Board of the Royal Schools of Music CSYS Certificate of Sixth Year Studies (no longer current)
ACAC Curriculum and Assessment Authority for Wales (no longer current) CTA Certificate for Teaching Assistants
ACCAC Awdurdod Cymwysterau Cwricwlwm Ac Asesu Cymru/Qualifications, DABs Diploma Awarding Bodies
Curriculum and Assessment Authority for Wales (now DCELLS) DCE Diploma in Child Care and Education
ACER Australian Council for Education Research DCELLS Department for Education, Lifelong Learning and Skills
ACGI Associate of City and Guilds Institute DCSF Department for Children, Schools and Families
ADA Advanced Double Award DDP Diploma Development Partnership
ADES Association of Directors of Education in Scotland DEBF Diploma in English for Banking and Finance
AEA Advanced Extension Award DENI Department of Education in Northern Ireland
AEB Associated Examining Board (no longer current)
DfES Department for Education and Skills (replaced by DCSF and DIUS)
AGNVQ Advanced General National Vocational Qualification (no longer
DFSM Diploma in Financial Services Management
current)
DIDA Diploma in Digital Applications
AH Advanced Higher
DipFS Diploma in Financial Studies
AICE Advanced International Certificate of Education
DPPW Diploma in Playgroup Practice in Wales
AIDA Award in Digital Applications
DPW Diploma in Playwork
ALCC Associate of London Chamber of Commerce and Industry
DTEP Diploma in Trust and Estate Practice
AO Alternative Ordinary level
EB European Baccalaureate
APEL Accreditation of Prior Experiential Learning
ECTS European Credit Transfer System
APL Accreditation of Prior Learning
AQA Assessment and Qualifications Alliance EDI Education Development International
AS Advanced Subsidiary (from September 2000) EFL English as a Foreign Language
AS Advanced Supplementary (last examination 2001) EQL Equestrian Qualifications Limited
ASC Association of Scottish Colleges ESOL English for Speakers of Other Languages
ASDA Advanced Subsidiary Double Award EU European Union
ASDAN Award Scheme Development and Accreditation Network FAD Foundation Art and Design
ASVCE Advanced Subsidiary Vocational Certificate of Education FC First Certificate
(last award 2006) FCE First Certificate in English
ATD Advanced Technician Diploma FD First Diploma
AVA Authorised Validating Agency FE Further Education
AVCE Advanced Vocational Certificate of Education (last award 2006) FEFC Further Education Funding Council
AVCEDA Advanced Vocational Certificate of Education Double Award FEHQ Framework for Higher Education Qualifications
(last award 2006) FEI Further Education Institution
BEC Business Education Council (no longer current) FEnto Further Education National Training Organisation
BHS The British Horse Society FLAW Foreign Languages at Work
BIS Department for Business Innovation and Skills FLIC Foreign Languages for Industry and Commerce
BMAT BioMedical Admissions Test FMP Final Major Project
BTEC Business and Technology Education Council FSMQ Free-standing Mathematics Qualification
CABs Component Awarding Bodies FTC Full Technological Certificate
CACHE Council for Awards in Children’s Care and Education FTD Full Technological Diploma
CAE Certificate of Advanced English GAMSAT Graduate Medical School Admissions Test
CAS Creativity, Action, Service GC General Certificate
CATS Credit Accumulation and Transfer System GCE General Certificate of Education
CBI Confederation of British Industry GCGI Graduate of City and Guilds Institute
CBS Cambridge Business Skills GCSE General Certificate of Secondary Education
CCEA Northern Ireland Council for the Curriculum, Examinations
GD General Diploma
and Assessment
GLH Guided Learning Hours
CCLC Council for Citizenship and Learning in the Community
GNVQ General National Vocational Qualification
CCP Certificate in Childminding Practice
GOAL Global Online Assessment for Learning
CCP Contact Centre Professional
GSVQ General Scottish Vocational Qualification (no longer current)
CEE Certificate of Extended Education (no longer current)
H Higher
CeFS Certificate in Financial Studies
HAS Headteachers’ Association of Scotland
CELS Certificate in English Language Skills
HAT History Aptitude Test
CEP Curriculum Enrichment Programme
HE Higher Education
CES Certificate of Extended Studies
CFS Certificate of Further Studies HEFC Higher Education Funding Council
CFSP Certificate in Financial Services Practice HEI Higher Education Institution
CIB Chartered Institute of Bankers HIE Highlands and Islands Enterprise
CIDA Certificate in Digital Applications HL Higher Level
CIE University of Cambridge International Examinations HMIE Her Majesty’s Inspectorate of Education
CIOBS Chartered Institute of Bankers in Scotland HNC Higher National Certificate
CIT Cambridge Information Technology HND Higher National Diploma
CLS Community Learning Scotland HPAT Health Professions Admission Test
CNAA Council for National Academic Awards (no longer current) IAD Advanced Diploma in Computer Studies
COSLA Convention of Scottish Local Authorities IAS International Accounting Standards
CPD Certificate of Professional Development IB International Baccalaureate
CPD Continuing Professional Development IBO International Baccalaureate Organization
CPE Certificate of Proficiency in English ICCE International Certificate of Christian Education
CQFW Credit and Qualifications Framework for Wales
8 UK QUALIFICATIONS
List of abbreviations
ICCS International Certificate in Computer Studies PFIG Progress File Implementation Group
ICF Industrial Careers Foundation QA Quality Assurance
ICM Institute of Commercial Management QAA Quality Assurance Agency for Higher Education
ICT Information and Communication Technology QAN Qualification Accreditation Number
IDCS International Diploma in Computer Studies QCDA Qualifications and Curriculum Development Authority
IELTS International English Language Testing Certificate QCDA Qualifications and Curriculum Development Agency
IFPS International Foundation Programme – Scotland QCF Qualifications and Credit Framework
IFS ifs School of Finance QIA Quality Improvement Agency
IGCSE International General Certificate of Secondary Education RET Record of Education and Training (no longer current)
IT Information Technology SACCA Scottish Advisory Committee on Credit and Access
ITO Industry Training Organisation SBA Scenario-Based Assignment
IVA Integrated Vocational Assessment SBS School Based Syllabus
IWA Institute of Welsh Affairs SCAA School Curriculum and Assessment Authority (no longer current)
JAC Joint Advisory Committee SCAVA Standing Conference of Authorised Validating Agencies
JACQA Joint Advisory Committee for Qualifications Approval SCE Scottish Certificate of Education (no longer current)
JCG Joint Curriculum Group SCOP Standing Conference of Principals (now GuildHE)
JMB Joint Matriculation Board (no longer current) SCOTBEC Scottish Business Education Council (no longer current)
KS Key Stage SCOTCAT Scottish Credit Accumulation and Transfer
LCCI London Chamber of Commerce and Industry International SCOTEC Scottish Technical Educational Council (no longer current)
LCGI Licentiate of City and Guilds Institute SCOTVEC Scottish Vocational Education Council (no longer current)
LCM London College of Music (no longer current) SCQF Scottish Credit and Qualifications Framework
LCMM London College of Music and Media SE Scottish Enterprise
LEAG London East Anglian Group (no longer current) SEB Scottish Examination Board (no longer current)
LMC Learning Materials for Change SEC Secondary Examinations Council (no longer current)
LNAT National Admissions Test for Law SEEC Southern England Consortium for Credit Accumulation and Transfer
LSC Learning and Skills Council SEED Scottish Executive Education Department
LSN Learning and Skills Network SEETLD Scottish Executive Enterprise, Transport and Lifelong Learning
LTSN Learning and Teaching Support Network Department
MCGI Member of City and Guilds Institute SEFIC Spoken English for Industry and Commerce
MEG Midlands Examining Group (no longer current) SEG Southern Examining Group (no longer current)
MML Modern and Medieval Languages Test SFEFC Scottish Further Education Funding Council
MSAT Medical School Admissions Test SGA Scottish Group Award
NC National Certificate SHEFC Scottish Higher Education Funding Council
NCSC National Christian Schools’ Certificate SIFP Scottish International Foundation Programme (no longer current)
NCSCB National Christian Schools’ Certificate Board SL Standard Level
NCVQ National Council for Vocational Qualifications (no longer current) SP Special Paper (no longer current)
ND National Diploma SPA Scottish Progression Award
NDAQ National Database of Accredited Qualifications SPA Supporting Professionalism in Admissions
NDTEF National Design and Technology Education Foundation SQA Scottish Qualifications Authority
NEA Northern Examining Association (no longer current) SQC Scottish Qualifications Certificate
NEAB Northern Examinations and Assessment Board (no longer current) SSAScot Sector Skills Alliance Scotland
NICATS Northern Ireland Credit Accumulation and Transfer System SSC Sector Skills Council
NICC Northern Ireland Council for the Curriculum (no longer current) STEP Sixth Term Examination Paper
NICCEA Northern Ireland Council for the Curriculum, Examinations and STUC Scottish Trade Unions Congress
Assessment (often abbreviated to CCEA) SUfI Scottish University for Industry
NISEAC Northern Ireland Schools Examinations and Assessment Council (no SUJB Southern Universities Joint Board
longer current) SVQ Scottish Vocational Qualification
NISEC Northern Ireland Schools Examinations Council (no longer current) SWAP Scottish Wider Access Programme
NNEB National Nursery Examination Board (no longer current) TD Technician Diploma
NOCN National Open College Network TEC Technician Education Council (no longer current)
NQF National Qualifications Framework TEC Training and Enterprise Council (no longer current)
NRA National Record of Achievement TOEFL Test of English as a Foreign Language
NTO National Training Organisation (now replaced by Sector Skills Council) TSA Thinking Skills Assessment
NUCCAT Northern Universities Consortium for Credit Accumulation and UACE(S) Universities Association for Continuing Education (Scotland)
Transfer
UCAS Universities and Colleges Admissions Service
NUS National Union of Students
UCCA Universities Central Council on Admissions (no longer current)
NVQ National Vocational Qualification
UCLES University of Cambridge Local Examinations Syndicate
O Ordinary level (no longer current)
UfI University for Industry
OCEAC Oxford and Cambridge Examinations and Assessment Council (no
longer current) UKCAT UK Clinical Aptitude Test
OCN Open College Network ULEAC University of London Examinations and Assessment Council (no longer
current)
OCR Oxford, Cambridge and RSA examinations
ULSEB University of London Schools Examination Board (no longer current)
OCSEB Oxford and Cambridge Schools Examination Board (no longer current)
ULSED University of London Schools Examination Department (no longer
Ofqual Office of the Qualifications and Examinations Regulator current)
OIB Option Internationale du Baccalauréat UMS Uniform Mark Scale
ONC Ordinary National Certificate UODLE University of Oxford Delegacy of Local Examinations (no longer
OND Ordinary National Diploma current)
OU Open University UUK Universities UK
PD Professional Development VCE Vocational Certificate of Education
PDA Professional Development Award WBAD Welsh Baccalaureate Advanced Diploma
PDP Professional Development Planning WJEC Welsh Joint Education Committee
YE Young Enterprise
UK QUALIFICATIONS 9
Qualifications in
England, Wales and
Northern Ireland
Introduction
PURPOSE OF THE PUBLICATION entry requirements. For most courses the Entry Profiles on
This publication is designed to help those handling admissions in Course Search give more detailed information.
member institutions of the applications systems administered by
CHANGES FOR 2010 ENTRY
UCAS (UCAS, GTTR, CUKAS and UKPASS) to understand fully the
various qualifications which applicants are likely to offer for entry 2010 entry to HE sees an unprecedented level of change to the
to HE in Autumn 2010. qualifications likely to be offered by applicants, and the majority
of UK applicants will be offering qualifications which are either
It provides an alphabetical listing of current qualifications and a new or re-structured. Not only are there many new qualifications,
separate listing of phased out “legacy” qualifications. It flags up but this is the year when important changes to GCE A level affect
forthcoming developments, eg Phases Two, Three and Four of the entry to HE for the first time.
new suite of Advanced Diplomas which will be offered for entry to
HE from 2011, 2012 and 2013/4 respectively. This will help to The main changes for 2010 entry are:
inform HEIs’ preparatory work of establishing and publishing their g new four-unit GCE A levels in many subjects
admissions policies and entry requirements. g A* introduced in all GCE A levels, Advanced Diplomas and
HE admissions offices find themselves embracing frequent Extended Project
changes to the pre-HE qualifications landscape. Applicants to
g phase one of Advanced Diplomas and Progression Diplomas
HE increasingly come from diverse backgrounds and offer a
g the Extended Project as a compulsory part of Advanced
wide range of qualifications and entry routes. HE admissions Diplomas and greater take-up as an adjunct to GCE A level
officers and staff need to be familiar with, and responsive to, programmes
general (academic), vocational, occupational and applied
g new Pre-U Certificates and Diplomas
qualifications, and alternative entry routes to HE such as the
g new AQA Bacc
new Access to HE Diplomas, lifelong learning, work-related
g greater take-up of Access to HE Diplomas
learning, experiential learning (which can be accredited
g greater take-up of new National Certificates in Scotland
through APEL), Apprenticeships etc.
g introduction of new Scottish Baccalaureates in Languages
and Science
They also need to be briefed on forthcoming changes to g greater take-up of Welsh Baccalaureate Qualification
qualifications, in order to be proactive in their response to them g growing use of the Qualifications and Credit Framework
and to publish their policies transparently at the earliest (QCF), the new framework for creating and accrediting
opportunity. qualifications in England, Wales and Northern Ireland. It
provides a repository for credit-based units which will form
Good practice in the HE admissions process calls for a high level qualifications using rules of combination.
of transparency and accountability. If HE is to be able to
recognise potential and treat all applicants with equity and on
their merits, admissions officers and staff need to have a full GROUP AWARDS INCLUDING DIPLOMAS
working knowledge and understanding of all major qualifications HEIs need to be aware of the challenges which increasingly arise
and entry routes into HE. This is essential if they are to operate from the growth of group awards or baccalaureates. Existing
fair and inclusive admissions policies and widen participation examples include the International Baccalaureate (IB), European
successfully without compromising standards. Baccalaureate (EB) and the Welsh Baccalaureate Qualification
(WBQ). To these will be added the Advanced Diploma (equivalent
This publication is intended to be an objective and authoritative to 3.5 A levels) (2010 entry), the Extended Diploma (equivalent to
source of information to support HEIs in operating the 4.5 A levels) (2013 entry), the Pre-U Diploma (2010 entry), the
admissions process professionally and equitably on the basis AQA Bacc (2010 entry) and the Scottish Baccalaureate (2010
of informed judgements about qualifications offered for entry entry). For 2011 entry to HE the Welsh Baccalaureate will have
to HE. It includes information about the UCAS Tariff scores provision to incorporate the Principal Learning of Diplomas. The
for each qualification where these were available at the time latter will be accredited as a separate qualification – Principal
of writing. Further announcements will be made during Learning (Wales).
2009-10 and readers are invited to check the UCAS website
for updated information – www.ucas.ac.uk/advisers/ucas_tariff/. The main feature of such awards is the creation of a large
coherent programme of study which will typically occupy most or
It is for individual HEIs to establish their own admissions policies all of the learner’s time, and often include skills development and
and to determine the relevance or acceptability of qualifications a project. They can roughly be divided into those which consist of
for entry to their programmes. HEIs are encouraged to declare purpose-built components such as the IB and the Pre-U Diploma
such policies clearly and openly and to consider using the UCAS (where the options are made up of Pre-U Principal Subjects or a
Tariff to express clearly both entry requirements and offers. combination of these and A levels), and those which package
existing qualifications such as the WBQ and AQA Bacc, both of
This publication will also be a valuable resource for advisers,
which include A levels or other existing qualifications. The WBQ
teachers and guidance staff in schools, colleges, Connexions and
has a substantial compulsory core consisting of key skills, Wales,
other agencies to inform the guidance they give to potential
Europe and the World, work-related education and personal and
applicants to HE on their choice of pre-HE programme and the
social education, and options of two A levels or equivalent, while
currency of qualifications for entry to HE. For that purpose this
the AQA Bacc requires completion of three A levels, an AS in
publication should be used in conjunction with the UCAS Course
General Studies, Critical Thinking or Citizenship, the Extended
Search facility on the UCAS website – www.ucas.ac.uk/
Project and curriculum enrichment.
students/coursesearch/ – which gives detailed information on the
acceptability of qualifications for each course and the relevant The new Diplomas are applied qualifications which have at their
heart newly-devised Principal Learning in each Diploma subject
UK QUALIFICATIONS 11
Introduction
line and which include functional skills, personal learning and PROJECTS
thinking skills, work experience and a project. The Advanced Increasingly group awards include a project which can potentially
and Extended Diplomas also include Additional and Specialist be a valuable preparation for study within HE. This is a mandatory
Learning (ASL) which can be chosen from a substantial catalogue feature of Diplomas, the IB (Extended Essay), the WBQ (Individual
currently mainly consisting of existing qualifications. It is expected Investigation), the Pre-U Diploma (Independent Research Report)
that purpose-built ASL units will be added over time. An example and the Scottish Baccalaureates (Interdisciplinary Project). In
is the recently accredited qualification Mathematics for Engineers. most cases the candidate, in consultation with the centre, has
freedom of choice of topic, but for Diplomas the topic must relate
In general group awards provide added value and arguably to the Principal Learning subject line, and the Scottish
the achievement may be greater than the sum of the parts. Baccalaureate will require the project to be interdisciplinary.
However, this is where challenges arise for HE admissions.
A group award such as the IB or the forthcoming Extended The Extended Project will be widely available for learners taking A
Diploma is significantly larger than the typical A level entry levels and other qualifications and should be a valuable adjunct
requirement of three A levels, and issues arise of equitable to such programmes, offering potential for either breadth or
treatment of applicants offering large programmes of study. greater depth. The project can take a number of forms eg
Dissertation, Investigation/Field Study, Performance or Artefact.
In the case of the IB the offer is typically based on the overall However, in every case a Production Log is completed by the
numerical score for the qualification as a whole, but where learner and verified by the supervisor, and the candidate is
a group award packages existing qualifications there is the required to produce a written report, the evidence and a
possibility that HEIs may unpack the qualification into its presentation, giving structure and rigour to the process.
components and base entry requirements and conditional
offers on achievement in components, potentially undermining In the context of an A level programme the Extended Project
the integrity of the award as a whole. is not mandatory. If HEIs consider it to be of value to support
progression to HE, they are urged to encourage its uptake and
HEIs are urged to frame entry requirements and offers which to include it in entry requirements and conditional offers if that
respect the achievement of the award as a whole, while setting is felt appropriate. Entry Profiles could be used to give guidance
hurdles in individual components where this is considered on good uses of the Extended Project to support progression to
appropriate. Advanced and Extended Diplomas raise particular particular HE courses.
issues over this as the grading is based on the Principal Learning
and project alone, this effectively being the same as a FUTURE DEVELOPMENTS
Progression Diploma. While the learner is required to complete By 2013 all 17 Diploma lines will be in place and learners
the ASL in order to be awarded the Advanced or Extended throughout England will have the right to access any of them. In
Diploma, it will not form part of the overall grading and will be that context the Government anticipates rationalising provision
graded according to whatever grading system applies to the ASL into the following qualification groupings:
qualification offered. HEIs will therefore need to address ASL g
GCSEs and A levels
separately in entry requirements and offers. g
Diplomas
g
Apprenticeships
Breadth is a feature of group awards but can take a number of g
Foundation Learning Tier
forms. The IB requires achievement in a number of domains and
therefore guarantees substantial breadth. Typically group awards Other qualifications would be accommodated in Diploma ASL
which package existing qualifications eg AQA Bacc and WBQ do where appropriate and would only be available on a standalone
not impose any rules of combination on the optional qualifications basis if there was evidence of need as judged by the Joint
and therefore the choice of A levels can provide either breadth or Advisory Committee for Qualifications Approval (JACQA).
specialism. The breadth in such group awards is provided by the
generic elements eg key skills, General Studies etc. The project In 2013 there will be a major review of qualifications to include
can contribute to breadth but may often be related to the main GCE A levels. By that time two of the three subject-based Phase
subject(s) of study, and in Diplomas it is a requirement that the Four Advanced Diplomas, in Languages and Humanities, will have
project should be related to the subject line of the Principal been established and there will be evidence from the delivery of
Learning. Diplomas have a substantial amount of applied learning the 14 Diplomas in Phases One to Three and the re-structured A
within a single subject line, but it should be noted that these lines levels. The Advanced Diploma in Science will be offered for entry
are themselves very broad. The ASL of Diplomas can be used to HE in 2014.
either for breadth and contrast or for additional specialism in the
Detailed information on future developments of qualifications and
subject line. Thus Diplomas can be either broad or specialised,
entry routes in Scotland, Wales and Northern Ireland is to be
but in all cases they involve generic functional skills and personal
found on pages 132 and 134.
learning and thinking skills.
12 UK QUALIFICATIONS
The National Qualifications Framework,
Regulators, Awarding Bodies
THE NATIONAL QUALIFICATIONS FRAMEWORK Northern Ireland, and also with qualifications in the framework
The three regulators for England, Wales and Northern Ireland, for Scotland.
Ofqual, DCELLS and CCEA, work to safeguard the public interest
in the standards of external qualifications and are responsible for The NQF and the criteria for the accreditation of external
maintaining the integrity of the National Qualifications Framework qualifications were revised following public consultation and
(NQF). The NQF enables learners to make informed judgements completed in November 2003. The revised NQF and criteria were
on the qualifications they need and to identify clear progression published in the Statutory regulation of external qualifications in
routes to their chosen career. These regulators develop and England, Wales and Northern Ireland 2004, and were fully
publish criteria for the accreditation of external qualifications, operational from 1 September 2004.
accredit external qualifications against those criteria for inclusion
The number of levels in the revised NQF was increased to nine
in the NQF, and keep all aspects of external qualifications under
(Entry level to level 8) to improve alignment with the Scottish and
review.
Irish frameworks. Entry level and levels 1, 2 and 3 remained
Only qualifications accredited by the regulators in England, Wales unchanged. Revised levels 4 to 8 were introduced to align with a
and Northern Ireland are allowed into the NQF. comparable level of demand to the five levels of QAA’s
Framework for Higher Education, in order to ease progression
The NQF aims to: between externally awarded National Qualifications Framework
qualifications and university-awarded qualifications, promoting
g enable learners, providers, employers and users of
access, motivation and achievement in education and training.
qualifications to understand the range of qualifications
Level 3 is the normal level of programmes offered for entry to HE.
available
Some qualifications, such as GCSE, cover more than one level.
g show how different types of qualifications relate to each
other and to promote and support informed choices and The categories ‘general’, ‘vocationally related’ and ‘occupational’
progression opportunities were removed from the National Qualifications Framework, as
g help learners of all ages and circumstances to make feedback on the consultation showed that these categories were
informed decisions on selecting the qualification(s) that best divisive and did not contribute to parity of esteem between
meet their needs. academic and vocational qualifications.
The NQF provides learners with a clear structure. It is designed to The table below shows how the nine levels in the revised NQF
be coherent, transparent and inclusive, and to help users, link to the previous NQF, and provides a broad indication of how
including admissions staff in HE. It is intended to provide clarity, they compare with the Framework for Higher Education
particularly when read in conjunction with the UCAS Tariff Qualifications (FEHQ) levels.
(see Appendix B), which gives agreed numerical equivalences
between key qualifications in the NQF for England, Wales and
FRAMEWORK FOR NATIONAL QUALIFICATIONS NATIONAL QUALIFICATIONS

HIGHER EDUCATION FRAMEWORK (REVISED – FRAMEWORK (PREVIOUS)
QUALIFICATIONS IMPLEMENTED FROM SPRING 2004)
D (Doctoral) Doctorates 8 Vocational diplomas
M (Masters) Masters degrees, postgraduate 7 Vocational certificates and diplomas 5 Higher levels
certificates and diplomas [NVQ 5]
H (Honours) Bachelors degrees, graduate 6 Vocational certificates

certificates and diplomas and diplomas
I (Intermediate) Diplomas of Higher Education and 5 Key skills

Further Education, Foundation Degrees, Higher Vocational certificates and diplomas 4 Higher levels
National Diplomas [NVQ 4]
C (Certificate) Certificates of Higher Education 4 Vocational certificates

and diplomas
3 Key skills
Vocational certificates and diplomas 3 Advanced
A levels
[NVQ 3]
2 Key skills
Vocational certificates and diplomas 2 Intermediate
GCSE (Grades A*–C)
[NVQ 2]
1 Key skills
Vocational certificates and diplomas
Basic skills 1 Foundation
GCSE (Grades D–G)
[NVQ 1]
Entry Basic skills

Certificates of achievement Entry
The National Qualifications Framework, Regulators, Awarding Bodies
A GUIDE TO NATIONAL QUALIFICATIONS FRAMEWORK The indicators are not intended to be precise or comprehensive
LEVELS statements. They have been developed as a working guide and
The NQF enables learners to make well-informed judgements on will be kept under review.
the qualifications they need and to identify clear progression
routes to their chosen career, promoting access, motivation and KEY USERS
achievement in education and training. The NQF does not include The level indicators have been designed for the following:
higher education awards.1 g individual learners
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL
g parents
INDICATORS
g teachers/tutors/trainers
Level indicators provide a guide to the range of qualifications and g careers advisers
levels in the NQF and give an overview of the learning and g employers.
achievement that is recognised by qualifications at each of the
LIFELONG LEARNING
nine levels.
The NQF is relevant at all stages of learning. Lifelong learning
The indicators provide: takes place in many kinds of formal and informal settings.
Qualifications can be used to recognise this learning, and
g guidance on the levels of knowledge and skills which are the main places where qualification-based learning can be
recognised at each level accessed include schools, colleges, adult learning centres,
g guidance on how the knowledge and skills gained can training providers, universities, in the workplace and through
relate to job roles distance learning.
g examples of the qualifications which are available at
each level.
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL INDICATORS
FRAMEWORK LEVEL INDICATORS EXAMPLES OF

LEVEL QUALIFICATIONS
8 Level 8 qualifications recognise leading experts or practitioners in a particular field. Learning at this level
involves the development of new and creative approaches that extend or redefine existing knowledge or Specialist awards
professional practice.
7 Level 7 qualifications recognise highly developed and complex levels of knowledge which enable the
development of in-depth and original responses to complicated and unpredictable problems and situations. Diploma in Translation;
Learning at this level involves the demonstration of high level specialist professional knowledge and is Fellowship in Music
appropriate for senior professionals and managers. Level 7 qualifications are at a level equivalent to
Masters degrees, postgraduate certificates and postgraduate diplomas.
6 Level 6 qualifications recognise a specialist high level knowledge of an area of work or study to enable the Certificate or Diploma in Management
use of an individual’s own ideas and research in response to complex problems and situations. Learning at
this level involves the achievement of a high level of professional knowledge and is appropriate for people
working as knowledge-based professionals or in professional management positions. Level 6 qualifications
are at a level equivalent to Bachelors degrees with honours, graduate certificates and graduate diplomas.
5 Level 5 qualifications recognise the ability to increase the depth of knowledge and understanding of an Diploma in Construction;
area of work or study to enable the formulation of solutions and responses to complex problems and Certificate in Performing Arts
situations. Learning at this level involves the demonstration of high levels of knowledge, a high level of
work expertise in job roles and competence in managing and training others. Qualifications at this level
are appropriate for people working as higher grade technicians, professionals or managers. Level 5
qualifications are at a level equivalent to intermediate higher education qualifications such as Diplomas of
Higher Education, Foundation and other degrees that do not typically provide access to postgraduate
programmes.
4 Level 4 qualifications recognise specialist learning and involve detailed analysis of a high level of Diploma in Sport & Recreation;
information and knowledge in an area of work or study. Learning at this level is appropriate for people Certificate in Site Management;
working in technical and professional jobs, and/or managing and developing others. Level 4 qualifications Certificate in Early Years Practice
are at a level equivalent to Certificates of Higher Education.
3 Level 3 qualifications recognise the ability to gain and, where relevant, apply a range of knowledge, skills Certificate for Teaching Assistants;
and understanding. Learning at this level involves obtaining detailed knowledge and skills. It is appropriate NVQ 3; A levels; Advanced
for people wishing to go to university, people working independently or in some areas, supervising and Extension Awards; Certificate in
training others in their field of work. Small Animal Care
2 Level 2 qualifications recognise the ability to gain a good knowledge and understanding of a subject area NVQ 2; GCSE Grades A*-C
of work or study, and to perform varied tasks with some guidance or supervision. Learning at this level Certificate in Coaching Football;
involves building knowledge and/or skills in relation to an area of work or a subject area and is appropriate Diploma for Beauty Specialists2
for many job roles.
1 Level 1 qualifications recognise basic knowledge and skills and the ability to apply learning with guidance NVQ 1; Certificate in Plastering;
or supervision. Learning at this level is about activities which mostly relate to everyday situations and may GCSE Grades D-G;
be linked to job competence. Certificate in Motor Vehicle Studies
Entry Entry level qualifications recognise basic knowledge and skills and the ability to apply learning in everyday Qualifications are offered at
situations under direct guidance or supervision. Learning at this level involves building basic knowledge Entry 1, Entry 2 and Entry 3,
and skills and is not geared towards specific occupations. in a range of subjects
1
Further information on qualifications awarded by higher education institutions is available from the Quality Assurance Agency for Higher Education (QAA) at www.qaa.ac.uk.
2
Please note that titles such as ‘Certificate’ and ‘Diploma’ are not indicators of the level of a qualification.
PROGRESS OF ACCREDITATION OF QUALIFICATIONS g In Wales, the Department for Children, Education, Lifelong
The regulators continue to accredit a broad range of Learning and Skills (DCELLS) regulates all external
qualifications across all sector/subject areas. In September 2008, qualifications except for the formal accreditation of individual
there was a total of 8,379 accredited qualifications. Work is NVQs, which is the sole responsibility of Ofqual.2
progressing on the extent to which provision meets the needs of g In Northern Ireland, the regulator is the Council for the
users and to review whether there is any duplication/overlap of Curriculum, Examinations and Assessment (CCEA), which
qualifications or significant gaps. regulates external qualifications other than NVQs, which are
the responsibility of Ofqual.3
DATABASE OF QUALIFICATIONS
The National Database of Accredited Qualifications (NDAQ), For the purposes of statutory regulation (Section 24(6) and (7) of
available at www.accreditedqualifications.org.uk lists each the Education Act 1997) an ‘external qualification’ is a
qualification and its unique qualification accreditation number qualification that is:
(QAN), units, level, start and end dates for the period of
accreditation, and the last date on which certification can be
g academic or vocational in nature (including a National
awarded. The database also provides a direct link to each awarding Vocational Qualification), but not an academic qualification at
body, examples of progression routes and job roles, downloadable first degree level or any comparable or higher level, and
information on qualifications and an enhanced search facility.
g authenticated or awarded by an outside body (that is, a body
or person other than the institution or employer that provides
UNITISATION IN THE NATIONAL QUALIFICATIONS the course of education or training leading to the qualifications).
FRAMEWORK
The revised post-16 curriculum includes unitised qualifications, The Government’s aim is to encourage adults to achieve their full
for example, GCE AS (currently two or three units) and GCE A potential through learning and to encourage more learners to
level (currently four or six units). Revised GCE A level criteria were take broader but coherent programmes of study, including key
incorporated into new specifications for first teaching in 2008. skills. Students should feel confident that consistently high
The majority of A levels became four-unit awards. New standards of quality prevail no matter which qualifications they
qualifications with the same AS and A2 structure as existing choose. To support these aims, the regulators, in exercising their
GCE qualifications were introduced to replace the VCEs for first strategic functions, are commissioned to:
teaching in September 2005. The new qualifications are known g improve access, participation, motivation and attainment in
as Advanced Subsidiary and Advanced GCEs in applied subjects, education and training, thereby supporting the development
and five awards are available: AS (three AS units), AS double of individuals
award (six AS units), Advanced (three AS and three A2 units), g encourage lifelong learning by reviewing regularly the range
Advanced with additional AS (three AS and six A2 units) and and nature of provision and clarifying the relationships
Advanced double award (six AS and six A2 units). Usually, the between qualifications
smallest size of qualification taken by 16-19 learners is the AS, g accredit a range of qualifications, including broad
with the exception of the single-unit FSMQs and key skills equivalences and progression routes
qualifications (see below). g make it easier for learners to study in breadth, to combine
ENTRY TO HIGHER EDUCATION WITH QUALIFICATIONS and choose between different types of qualifications, and to
OUTSIDE THE NATIONAL QUALIFICATIONS FRAMEWORK specialise where necessary for progression
When the process of accreditation of qualifications within the
g promote public confidence in the quality, rigour, cost-
framework is complete, there should be few, if any, external effectiveness and consistency of standards within and across
qualifications up to level 3 offered for entry to HE by applicants qualifications through processes of accreditation, monitoring
from the UK which have not been accredited within the framework. and follow-up that are efficient, effective and fair.
It is open, however, to any university or college to admit students The regulators are also responsible for matters such as
from any background they believe to be suitable, and the establishing subject criteria for GCE A level and AS, GCSE etc, the
possession of a qualification accredited within the framework is accreditation of specifications drawn up by awarding bodies, and
not a prerequisite for entry. HEIs will, for example, continue to the quality assurance arrangements for these and other
admit adults through the APL, with European or international qualifications.
qualifications, or Access to HE Diplomas. The QAA acts as the regulator for Access to HE in England, Wales
REGULATORS and Northern Ireland, having responsibility for the regulation,
Responsibilities for statutory regulation of external qualifications quality assurance and recognition of Access Diplomas.
lie with three regulators. AWARDING BODIES
g In England, the regulator is the Office of the Qualifications There are now 128 awarding bodies recognised by the regulators
and Examinations Regulator (Ofqual), which regulates all for England, Wales and Northern Ireland, the majority of which
external qualifications.1 Ofqual and DCELLS (in Wales) work offer a range of types of qualification. Around half are specialist
with the Scottish Qualifications Authority (SQA) to ensure that awarding bodies with fewer than 10 accredited qualifications.
National Vocational Qualifications (NVQs) and Scottish The 140 awarding bodies include the three unitary awarding
Vocational Qualifications (SVQs) remain aligned. (Note: In bodies in England, AQA, Edexcel and OCR, formed in order to
2009 the Qualifications and Curriculum Authority (QCA) was maintain standards in GCSE, GCSEs in vocational subjects, GCE
split into the Office of the Qualifications and Examinations A level and AS qualifications, and to rationalise the provision of
Regulator (Ofqual), and the Qualifications and Curriculum specifications within subject areas.
Development Agency (QCDA). Ofqual is the new regulator of
qualifications, exams and tests in England. QCDA is 1
Section 24 of the Education Act 1997 as amended by the Learning and Skills Act
responsible for developing the curriculum, improving and 2000 and the Education Act 2002
delivering assessments, and reviewing and reforming 2
Section 30 of the Education Act 1997, as extended by the Education
qualifications). (Qualifications, Curriculum and Assessment Authority for Wales) (Conferment of
Functions) Orders 1997 and 2001, and amended by the Learning and Skills Act
2000 and the Education Act 2002.
3
The Education (Northern Ireland) Order 1998
The chart below shows the relationship between former examining/awarding bodies and the current unitary awarding bodies.
AEB The Associated Examining Board

SEG Southern Examination Group
AQA Assessment and

NEAB Northern Qualifications Alliance
JMB Joint Matriculation Board & Northern
Examinations &
Examining Association
Assessment Board
UCLES University of Cambridge Local

Examinations Syndicate
Note: OCR sits alongside its

OCEAC Oxford &
UODLE University of Oxford Delegacy of
Cambridge Examinations
sister exam boards CIE and
Local Examinations Cambridge ESOL – these are all
and Assessment Council
part of Cambridge Assessment,
OCSEB Oxford & Cambridge Schools formerly the University of
Examination Board Cambridge Local Examinations
OCR Oxford, Cambridge
Syndicate. Cambridge
and RSA Examinations
Assessment is a department of
RSAEB RSA Examinations Board
the University of Cambridge (see
description under OCR).
MEG Midland Examining Group
ULEAC University of London Examinations

& Assessment Council
Edexcel
BTEC Business & Technology
Education Council
ASSESSMENT AND QUALIFICATIONS ALLIANCE Prior to and including the January 1992 examinations, certificates
were issued by the University of London; these would have
AQA is the unitary awarding body formed in 1997 as an alliance included O level and A level qualifications. However, the last
of AEB/SEG, City & Guilds and NEAB, to deliver GCSE, GCE and O level certificates for candidates sitting the examinations in the
GNVQ awards. A formal merger of AEB and NEAB into AQA took UK were issued after the January 1988 examinations.
place in April 2000.
The first Advanced Supplementary certificates were issued for the
City & Guilds continues as an independent awarding body, May/June 1989 examinations.
offering mainly vocational qualifications. Its former GNVQ
provision was taken over by AQA. GCSE certificates for those examinations held between summer
1988 and November 1991 inclusive were issued by the LEAG.
AEB/SEG and NEAB brought to AQA their established suites of
GCSE and GCE examinations, entry level qualifications, Access ULEAC issued GCSE and A level/AS certificates from the
awards, Basic Tests and a range of Examinations and Tests for May/June 1992 examination series, until either November 1996
Special Purposes and other schemes of assessment. These (GCSE) or January 1997 (A level/AS). Edexcel has issued all
qualifications and GNVQ awards have been certificated by AQA GCSE and A level/AS certificates from May/June 1997.
since summer 1998. All new GCSE, GCE, Key Skills, entry level
and other qualifications are developed and offered by AQA. In addition to NVQs, AVCEs, GCSEs and GCEs, Edexcel offers the
BTEC Framework of Qualifications, which extends from entry through
AQA has a co-operative working relationship with the WJEC in to level 1 to level 7, and includes vocational and vocationally related
some GCSE and GCE subjects where AQA provides Welsh qualifications across a wide range of occupational sectors as follows.
language versions of examinations in GCSE economics, GCE
accounting, government & politics and home economics, GCE in
g Edexcel level 1 BTEC Introductory Certificate
applied leisure studies and AEA in biology, chemistry, economics
g Edexcel level 1 BTEC Introductory Diploma
and psychology.
g Edexcel level 2 BTEC First Certificate
g Edexcel level 2 BTEC First Diploma
AQA is the largest GCSE and GCE examination board, providing g Edexcel level 3 BTEC National Award
approximately 50% of these examinations in the UK. AQA is again g Edexcel level 3 BTEC National Certificate
working closely with City & Guilds in the development of Diplomas, g Edexcel level 3 BTEC National Diploma
which will become generally available from September 2008 onwards. g Edexcel level 5 BTEC Higher National Certificate
g Edexcel level 5 BTEC Higher National Diploma
EDEXCEL g Edexcel levels 1-3 BTEC Awards, Certificates and Diplomas
Formed by a merger of ULEAC and BTEC in 1996, Edexcel is a g Edexcel levels 4-6 BTEC Professional Awards, Certificates
part of the Pearson Group. The awarding body offers a full range and Diplomas
of both general and vocational qualifications. Prior to the merger, g Edexcel level 7 BTEC Advanced Professional Awards,
GCSE and A level/AS examinations were offered by ULEAC, itself Certificates and Diplomas
a merger of LEAG for GCSE examinations and ULSEB for g Digital Applications for IT Users qualifications (DiDA), the
A level/AS examinations. The predecessor body to ULSEB, ULSED, successor to the GNVQ ICT (Foundation and Intermediate);
was a department of the University of London, but ULSEB and Diploma in Digital Applications (DiDA), Certificate in Digital
ULEAC were independent bodies unrelated to the University. Applications (CiDA) and Award in Digital Applications (AiDA).
Developing a Qualifications and Credit Framework throught tests and trials
Edexcel also offers qualifications internationally through London Certificates. Cambridge Assessment is a department of the
Examinations, some of which are available to candidates in University of Cambridge, and is a not-for-profit organisation.
UK centres.
For further information and advice on OCR GCE A level and AS,
OXFORD, CAMBRIDGE AND RSA EXAMINATIONS AVCE and GCSE qualifications, and Entry level Certificates,
OCR is the unitary awarding body established by the University of contact the Cambridge office. For information on OCR Nationals,
Cambridge Local Examinations Syndicate (UCLES, now Key Skills, NVQs and vocationally related schemes, contact the
Cambridge Assessment) and RSA Examinations Board (RSAEB). Coventry office. (See Appendix A for contact information.)
From 1 October 1998, OCR took responsibility in the UK for all For information on Cambridge Assessment visit
qualifications offered by MEG, OCEAC and RSA. This includes www.cambridgeassessment.org.uk
MEG Certificates of Achievement and GCSE syllabuses, OCEAC A
levels/AS and RSAEB’s NVQs and vocational qualifications. OCR THE WELSH JOINT EDUCATION COMMITTEE
also offers a range of ‘stand-alone’ qualifications in Information WJEC was established in 1948 as a consortium of local
Technology, Business Skills and other vocationally oriented education authorities. Since 1997, it has been a company limited
subjects. In 2003, OCR introduced the OCR Nationals, a suite of by guarantee, owned and controlled by the 22 unitary authorities
vocationally related qualifications at levels 1, 2 and 3. Since in Wales.
2004, OCR has offered the Asset Languages assessment scheme WJEC offers GCE A level and AS, GCSE and Entry level
for language learners of all ages and abilities. examinations to centres in England, Northern Ireland and Wales.
OCR offers the complete range of qualifications, examinations THE NORTHERN IRELAND COUNCIL FOR THE
and assessment services required by schools, colleges, training CURRICULUM, EXAMINATIONS AND ASSESSMENT
providers and employers throughout the UK. These services are CCEA was established in 1994 through the merger of the former
provided in a comprehensive and coherent manner at all levels NISEAC and the NICC. NISEAC was formerly NISEC. CCEA advises
from Entry to level 5 in all areas of the NQF. the Department of Education on all aspects of the curriculum and
OCR is one of the three exam boards incorporated within Cambridge assessment. The CCEA is also an independent awarding body
Assessment (the brand name of University of Cambridge Local which maintains comparability with other awarding bodies by
Examinations Syndicate). The Cambridge Assessment Group is submitting its GCSE and GCE specifications to Ofqual for
Europe’s largest assessment agency and includes University of accreditation. Comparability of standards is further maintained
Cambridge International Examinations (CIE) – which is responsible through the monitoring and scrutiny programmes which CCEA’s
for International A levels, IGCSEs and the new Pre-U – and regulatory unit commissions Ofqual to undertake on its behalf.
University of Cambridge ESOL (English for Speakers of Other The Council is also responsible for conducting statutory
Languages), which is the leading provider of English Language assessment throughout Key Stages 1, 2 and 3.
Developing the Qualifications and Credit Framework

WHAT IS THE QUALIFICATIONS AND CREDIT FRAMEWORK individuals’ achievements within QCF are recorded in a personal
(QCF1)? ‘learner record’, which is an accessible and useable record of all
The regulators for England, Wales and Northern Ireland (Ofqual, of a learner’s credits and achievements.
DCELLS and CCEA) are working together to develop a jointly
regulated Qualifications and Credit Framework (QCF). The QCF also aims to aid progression from further education to
higher education.
The Qualifications and Credit Framework (QCF) is a new
framework for recognising and accrediting qualifications in Testing new level descriptors for the QCF
England, Wales and Northern Ireland. The framework is at the The level descriptors for the QCF provide a general, shared
heart of a major reform of the vocational qualifications system understanding of learning and achievement at each of its nine
designed to make the whole system both simpler to understand levels. As the QCF is inclusive, the level descriptors are designed
and use, and more inclusive. The intention is to make both the to be used across a wide range of learning contexts.
system and the qualifications offered far more relevant to the
needs of employers and more flexible and accessible for learners. The level descriptors build on those developed through the
Northern Ireland Credit Accumulation and Transfer System
QCDA is working with employers to strengthen their role in (NICATS), the existing level descriptors of the National
education and training through the development of the Employer Qualifications Framework (NQF) and a range of level descriptors
Recognition Programme (ERP). Employers can get their high from frameworks in the UK and internationally.
quality in-house training nationally accredited on the
Qualifications and Credit Framework (QCF) through the ERP. The They are designed to be consistent (at higher levels) with the
QCF awards credit for qualifications and units (small steps of levels of the Framework for Higher Education Qualifications in
learning) and enables people to gain qualifications at their own England, Wales and Northern Ireland.
pace along flexible routes. Following two years of tests and trials
Learners will apply to HEIs with QCF units, qualifications and
the QCF has now been approved for implementation.
credit. These achievements are nationally recognised and should
The achievements of learners are expressed through credit, be considered by admissions tutors according to their current
indicating the size of the unit or qualification, and by level, procedures.
indicating the challenge. Learners are able to bank, accumulate
or transfer their credit as they progress up or across the QCF. For more information about the QCF, please visit the QCDA
They are able to plan and control their own learning, opening up website www.qcda.gov.uk/8150.aspx
different pathways and options as they move forward. All
1
In Wales the framework will form part of the Credit and Qualifications Framework for Wales (CQFW). The CQFW embraces all post-16 and higher education in Wales. Further
details can be found on www.cqfw.net. The name QCF is for the test and trial period only. The development of the QCF spans England, Wales and Northern Ireland.
Qualifications currently offered
ABC Awards level 3 Diploma in constructing balanced rhythm patterns or completing given
melodic or harmonic structures, and an understanding of the
Fashion Retail fundamental elements of western music, including the nature of
intervals, keys, scales and chords. Assessment is given at three
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
levels for each examination: pass, merit and distinction.
Level 3
BACKGROUND: Beyond Grade 8, the student can progress to a series of Diploma
This qualification has been developed in association with the examinations at three levels: DipABRSM, LRSM and FRSM. At
Fashion Retail Academy London. It has a uniqueness over existing each level there are three subject-lines: Directing, Performing and
provision within this sector inasmuch as there is integrated Teaching. Each Diploma acts as a prerequisite for the next level
learning through practical application – in-store and academic of Diploma and consists of two sections, the main ‘performance’
activities. This delivery and assessment approach ensures the part and a second section which always contains two
learners have a fulfilling experience in developing their personal requirements. At each level there is a viva voce and some written
attributes along with skills and knowledge to excel in the fashion work, a quick study for performing and teaching candidates and
retail industry and harbour an entrepreneurial talent. an arrangement for directing candidates.
The Diploma has achieved full status within the National

Qualifications Framework. ABRSM Diploma in
PREREQUISITES:
Instrumental/Vocal Teaching
The level 2 Diploma in Fashion Retail
or LRSM in Instrumental/
GCSE English and Mathematics Grades A – C or level 2 equivalent. Vocal Teaching
Aptitude and enthusiasm for the fashion retail industry.
6 months’ relevant work experience. FRSM in Music Education
Minimum age 17 years. QUALIFICATION ABBREVIATION:
NUMBER OF UNITS/STRUCTURE: DipABRSM, LRSM and FRSM
The programme consists of five mandatory units with four NATIONAL QUALIFICATIONS FRAMEWORK LEVELS:
additional units selected from eight available optional units. DipABRSM – level 4
The qualification equates to 600 GLH. LRSM – level 6
FRSM – level 7
ASSESSMENT METHOD:
An internally assessed portfolio externally moderated by ABC BACKGROUND:
Awards. The Final Major Project is independently assessed and The instrumental/vocal teaching diplomas are designed for
externally moderated by ABC Awards. candidates who are intending to take up, or have already
embarked upon, the teaching of an instrument or instruments.
GRADING SYSTEM: At each level, skills as an instrumental teacher of individuals
Grade UCAS Tariff Points and/or groups are explored and assessed in increasing depth.
Distinction 160
Merit 120 PREREQUISITES:
Pass 80 DipABRSM – ABRSM Grade 8 practical in the instrument
presented or a permitted substitution, and ABRSM Grade 6
theory (1992 syllabus).
Associated Board of the Royal
LRSM – DipABRSM (Instrumental/vocal teaching) in the
Schools of Music instrument presented or a permitted substitution, and ABRSM
Grade 8 Theory (1992 syllabus).
The Associated Board of the Royal Schools of Music (ABRSM)
conducts around 650,000 exams in more than 92 countries FRSM – LRSM (Instrumental/vocal teaching) in the instrument
around the world each year. ABRSM’s core activity is the presented or a permitted substitution.
operation of an authoritative and internationally recognised
ASSESSMENT METHOD:
system of exams and assessments to encourage and motivate
Video of teaching practice and case studies (LRSM), Written
players and singers at all levels through the provision of goals
submission, viva voce and quick study.
and measurement of progress.
EXAMINATION TIMING:
Examinations are offered in performance in 35 instruments, Examinations are held throughout the year.
singing, jazz (six instruments), music theory and practical
musicianship. The practical examination programme begins with GRADING SYSTEM:
a preparatory test, which is designed to provide a positive Distinction, pass or fail. Detailed criteria outlining the various
assessment of pupils after approximately nine months’ tuition. levels of achievement and attainment descriptions are included
Graded examinations start from Grade 1 and are numbered in the syllabus.
progressively in order of difficulty to Grade 8. The practical QUALITY ASSURANCE:
examinations require candidates to demonstrate proficiency in set A Diploma Board oversees all matters relating to Diplomas. As
pieces, scales and arpeggios, sight-reading and aural skills. well as ratifying procedures and monitoring decisions taken by
Theory of music examinations aim to give students opportunities its committees, the Diploma Board advises on standards and
to acquire a knowledge of the notation of western music, skills in considers all matters of quality assurance.
ABRSM Diploma in Music Subjects: piano, harpsichord, organ, violin, viola, cello, double
bass, guitar, harp, recorder, flute, oboe, clarinet, bassoon,
Direction saxophone, horn, trumpet, cornet in B flat, flugelhorn, E flat horn,
trombone, baritone, euphonium, tuba, percussion, singing.
LRSM in Music Direction PREREQUISITES:
DipABRSM – ABRSM Grade 8 practical in the instrument
FRSM in Music Direction presented or a permitted substitution.
QUALIFICATION ABBREVIATION: LRSM – DipABRSM (Music Performance) in the instrument
DipABRSM, LRSM and FRSM presented or a permitted substitution.
NATIONAL QUALIFICATIONS FRAMEWORK LEVELS: FRSM – LRSM (Music Performance) in the instrument presented
DipABRSM – level 4 or a permitted substitution.
LRSM – level 6
FRSM – level 7 ASSESSMENT METHOD:
DipABRSM and LRSM – Instrumental/vocal recital with
BACKGROUND: programme notes, viva voce and quick study.
The Music Direction Diplomas are available to directors of
instrumental groups or choirs. Live and written components FRSM – Instrumental/vocal recital, written submission, viva voce
demonstrate for assessment command of directing technique in and quick study.
rehearsal and performance, understanding of the repertoire and EXAMINATION TIMING:
knowledge of the instruments and voices within the ensemble. Examinations are held throughout the year.
PREREQUISITES: GRADING SYSTEM:
DipABRSM – ABRSM Grade 8 practical or a permitted substitution. Distinction, pass or fail. Detailed criteria outlining the various
LRSM – DipABRSM (Music Direction) or a permitted substitution. levels of achievement and attainment descriptions are included in
the syllabus.
FRSM – LRSM (Music Direction) or a permitted substitution.
QUALITY ASSURANCE:
ASSESSMENT METHOD: A Diploma Board oversees all matters relating to Diplomas. As
DipABRSM and LRSM – Rehearsal and performance with well as ratifying procedures and monitoring decisions taken by
programme notes, viva voce and arrangement. its committees, the Diploma Board advises on standards and
considers all matters of quality assurance.
FRSM – Written submission, rehearsal and performance, viva
voce and arrangement.
EXAMINATION TIMING:
ABRSM Foundation, Intermediate
Examinations are held throughout the year. and Advanced level in Music
GRADING SYSTEM: Performance; Foundation,
Distinction, pass or fail. Detailed criteria outlining the various Intermediate and Advanced level
levels of achievement and attainment descriptions are included in
the syllabus. in Music Literacy
QUALITY ASSURANCE: NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
A Diploma Board oversees all matters relating to Diplomas. As Foundation = Grades 1–3 – level 1
well as ratifying procedures and monitoring decisions taken by its Intermediate = Grades 4–5 – level 2
committees, the Diploma Board advises on standards and Advanced = Grades 6–8 – level 3
considers all matters of quality assurance.
BACKGROUND:
ABRSM’s graded examinations aim to provide a clear framework
ABRSM Diploma in Music against which to measure musical development.
They provide teachers and candidates with an authoritative and
Performance internationally recognised examination and assessment system to
encourage and motivate players and singers at all levels, from the
LRSM in Music Performance earliest stages to conservatoire entry level, through the provision
of goals and the measurement of progress.
FRSM in Music Performance
In their own time and at their own pace, candidates from widely
QUALIFICATION ABBREVIATION: diverse backgrounds and with differing aspirations can derive
DipABRSM, LRSM and FRSM benefit from the Board’s rigorous and educationally sound structure.
NATIONAL QUALIFICATIONS FRAMEWORK LEVELS: To acknowledge levels of musicianship and attainment within
DipABRSM – level 4 grades through the award of additional marks leading to Merit or
LRSM – level 6 Distinction in recognition of higher levels of:
FRSM – level 7
g technical fluency
BACKGROUND: g musical understanding
The Music Performance Diplomas are designed to reflect g interpretative insight
candidates’ day-to-day experience as performers, whether g sensitivity of response
amateur or professional. As well as demonstrating skills as a g communication skills.
soloist, from LRSM there is the opportunity to specialise in one of
three roles: orchestral performer, chamber ensemble member or Grades 1–8 are available in Music Performance (piano, violin,
keyboard accompanist. viola, cello, double bass, treble recorder, flute, oboe, clarinet,
bassoon, saxophone, horn, trumpet, cornet, flugelhorn, E flat GRADING SYSTEM:

horn, trombone, baritone, euphonium, tuba, guitar, harp, The practical examinations (music performance) require
percussion and singing); musical literacy. candidates to demonstrate proficiency in set pieces, scales and
arpeggios, sight-reading and aural skills. Assessment is given at
Grades 1–5 are available in music performance (descant three levels for each examination: distinction, merit and pass.
recorder, jazz piano, jazz flute, jazz clarinet, jazz saxophone (alto 130 marks are required to pass with distinction, 120 to pass with
and tenor), jazz trumpet, jazz trombone). merit, and 100 to achieve a pass, out of a possible 150 marks.
Grades 2–8 are available in music performance (organ).
Practical Grade UCAS Tariff Points
Grades 4–8 are available in music performance (harpsichord). Grade 8 Distinction 75
Grade 8 Merit 70
Grades 6–8 are available in music performance (bass trombone).
Grade 8 Pass 55
DATE OF FIRST AWARD: Grade 7 Distinction 60
1889 Grade 7 Merit 55
Grade 7 Pass 40
PREREQUISITES: Grade 6 Distinction 45
Grade 5 in Music Literacy (Theory), Practical Musicianship or in a Grade 6 Merit 40
solo jazz subject is required when taking Grade 6 or above in Grade 6 Pass 25
Music Performance.
Theory Grade UCAS Tariff Points
ASSESSMENT METHOD:
Grade 8 Distinction 30
ABRSM’s graded examinations are assessed according to Grade 8 Merit 25
criterion-referenced methods. Assessment is based on Grade 8 Pass 20
candidates fulfilling the syllabus requirements against published Grade 7 Distinction 20
criteria for each element of the examination. The criteria are Grade 7 Merit 15
published in ABRSM’s publication These Music Exams, which is Grade 7 Pass 10
available free of charge on request or as a downloadable PDF Grade 6 Distinction 15
from www.abrsm.org/resources/these-MusicExams0607.pdf/. Grade 6 Merit 10
Assessment is, therefore, manageable, safe and appropriate to Grade 6 Pass 5
the needs of learners. It is based on candidates fulfilling criteria
QUALITY ASSURANCE:
against appropriate and carefully chosen repertoire and
supporting tests which provide a logical progression through the This is provided by the Examinations Board, which comprises
grades. two delegates from each of the Royal Schools and is chaired by
the Principal of one of the Royal Schools, with ex-officio
Assessment is by individual examiner appointed by ABRSM. membership for the Chief Executive and Chief Examiner.
ABRSM uses generalist rather than specialist examiners, ie
examiners are engaged for their overall musicianship rather than The entire assessment process takes place under the supervision
for particular instrumental/vocal expertise. of the Examinations Board which:
g ratifies the appointment and dismissal of examiners
Techniques for applying the criteria are demonstrated in depth g ratifies the appointment of examiner trainers and moderators
during initial examiner training and in the subsequent in-service g monitors all aspects of syllabus creation and development
process. g monitors all examining activity.
The entire assessment is carried out by the examiner appointed Complaints concerning the conduct of an examination or about
by ABRSM at the date and time specified. As each element of the the result must in all cases be addressed to the Quality
examination is presented, the examiner makes a written record Assurance Manager, whose decision will be final.
on the mark form which describes what has been heard and
supports the mark awarded against the criteria published for the PROGRESSION/ARTICULATION:
grade. The syllabus structure from Prep Test to Grade 8 provides a
carefully graded scheme which covers all levels. Each grade
The standard of the examination is set by the pass marks and builds progressively on the skills of the previous level to provide
examiners add or deduct marks therefrom. Marks are not a logical framework for progress.
awarded either by deduction from the maximum or by addition
from zero. Skills are assessed consistently across all the grades with
assessment components unchanged whilst demands of
Each syllabus includes an outline of what the examiner will be repertoire, technique, knowledge, ability and independence
looking for, eg for piano candidates, the examiners will pay of thought increase. ABRSM’s examinations offer a
attention to: framework for progressive musical training against periodic,
unbiased assessment.
g accuracy of notes
g accuracy of time ABRSM’s examinations are listed as entry qualifications in the
g quality of touch music department prospectuses of many universities (eg Durham,
g variety and gradation of tone Bristol, Edinburgh and Birmingham), colleges of higher education
g choice of tempo and conservatoires. In addition, they are used to illustrate the
g observance of marks of expression standards required for entry to youth orchestras, choirs and other
g rhythm similar bodies.
g phrasing and accent
g use of practical fingering. ABRSM’s graded examinations are undertaken by full-time students
aged 16 to 18 as a complement to the main qualifications studied
EXAMINATION TIMING: and for the purpose of progression to higher education.
There are three examining sessions a year (roughly in March-
April, June-July and November-December).
Access to Higher Education standard format, for example, Access to HE (Nursing) or Access
to HE (Business Studies). Access to HE Diplomas may also be
Diploma designed to provide HE progression opportunities to a number of
different areas, for example, Access to HE (Humanities) or Access
QUALIFICATION ABBREVIATION:
to HE (Combined Studies). There is no prescribed or limited set of
Access to HE Diploma
titles, and details of curriculum for Access to HE Diplomas are
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: approved locally. Diplomas issued by AVAs carry the specific
The Access to HE Diploma stands outside the National award title, and include the QAA Access to HE logo, accompanied
Qualifications Framework (NQF). It was recognised as a level 3 by the words ‘recognised by the Quality Assurance Agency for
qualification in the Labour Force Survey and is regarded as NQF Higher Education’.
level 3 equivalent for funding purposes.
ASSESSMENT METHOD:
BACKGROUND: QAA requires assessment methods on Access to HE courses to
The Access to Higher Education Diploma replaces the Access to provide a range of assessment experiences which are appropriate
HE certificate. Applicants who started an Access to HE course for a preparation for HE study in the named progression route.
prior to 2008-09 may offer the Access to HE certificate. Student achievement for the award of the Access to HE Diploma
is verified through a system of internal and external moderation,
The first Access to HE courses were introduced in the late 1970s which is overseen and regulated by the AVA, according to
to provide a route into HE for mature students. A national requirements made by QAA.
framework for course recognition, now managed by the Quality
Assurance Agency for Higher Education (QAA), has been in place EXAMINATION TIMING:
since 1989. The QAA Recognition Scheme for Access to Higher Determined by the provider at local level.
Education in England, Wales and Northern Ireland (the DATE OF RESULT PUBLICATION:
Recognition Scheme) describes the regulatory and quality Determined by the AVA at local level. Results are normally
assurance arrangements for Access to HE courses, which are available from AVAs by the end of the first week in August.
managed at local level by Access Validating Agencies (AVAs).
AVAs develop and validate courses through partnership GRADING SYSTEM:
arrangements with HE and FE institutions, and act as the There is a common system for grading on Access to HE, which
awarding bodies for the Access to HE Diploma. There are applies to all Access to HE Diplomas, from 2009-10 onwards. It
currently 15 AVAs in England and Wales, which are licensed and is a system of unit grading, through which each level 3 unit
regulated by QAA. Contact details for AVAs are given at achieved by a student is given a grade of pass, merit or
www.accesstohe.ac.uk/avas/contacts.asp distinction. Because the number and size of units is not the same
for all Access to HE Diplomas, the number of grades achieved by
Since 2008-09, a single set of qualification specifications for the students on different courses also varies. The total number of
Access to HE Diploma, relating to the application of a common grades therefore reflects the curriculum structure of the particular
credit framework, has been adopted on all QAA-recognised programme of study and is unrelated to the student’s standard of
Access to HE courses, and all recognised courses now lead to the performance. Unit transcripts are issued with Access to HE
award of the Access to HE Diploma. Full details of the Diplomas, and these identify the set of named units achieved by
Recognition Scheme and Diploma specifications are available at a student, together with the number of credits and grades
www.accesstohe.ac.uk. achieved for that unit. Grades are not aggregated or averaged.
All recognised Access to HE Diplomas are listed on the A set of seven generic grade descriptors, specified by QAA,
Access courses database at identifies types of performance that are relevant to study in HE.
ava.qaa.ac.uk/Subsites/PublicSearch/search.aspx The descriptors provide the common definitions and a standard
reference point for grading decisions on all Access to HE
PREREQUISITES: Diplomas. The award of a pass grade equates to the achievement
Access to HE courses are intended primarily for those who have of the learning outcomes of the unit, and there are separate sets
few, if any, formal qualifications. Any specific prerequisites for of statements which identify the standard of performance
individual courses are determined at local level. required for the achievement of merit and distinction grades. Full
details of the grading system and specific advice for HE
NUMBER OF UNITS/STRUCTURE:
admissions staff about making offers is available at is available at
The Access to HE Diploma is a credit-based qualification www.accesstohe.ac.uk
requiring the achievement of 60 credits (with at least 45 achieved
at level 3). A course leading to the Access to HE Diploma has a QUALITY ASSURANCE:
unitised structure and provides a planned, coherent programme The quality assurance of Access to HE is managed at course level
of study in a defined subject area. Access to HE Diplomas can be by the AVAs, with requirements specified in QAA’s Recognition
developed in any subject approved by a validation panel, in order Scheme. AVAs’ procedures and practices are monitored and
to respond to student demand and HE progression opportunities. reviewed by QAA.
For each separately validated Access to HE Diploma, the required PROGRESSION/ARTICULATION:

60 credits are derived from achievement on a specified set of The Access to HE qualification has national recognition and may
units (the rules of combination) which are approved at an AVA be offered for entry to any UK HE undergraduate programme.
validation panel. Typically, courses include units in several
academic subjects relevant to the particular Diploma, supported
by units in study skills and other core subjects. Units of Access to
HE Diplomas are combined in different ways, and they can vary in
size (credit value) and number. However, the total volume of 60
credits is the same for all Access to HE Diplomas.
Titles of Access to HE Diplomas indicate the subject of study in a
Advanced Apprenticeship BACKGROUND:

AEAs were introduced for advanced level students in England,
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Wales and Northern Ireland in summer 2002. They replaced
Level 3 Special (S) papers and are designed to challenge the most able
advanced level students, ensuring that they are tested against
BACKGROUND:
standards comparable with the most demanding found in other
Advanced Apprenticeships (formerly known as Modern
countries. Candidates are assessed on their ability to apply and
Apprenticeships or Advanced Modern Apprenticeships) were
communicate effectively their understanding of the subject, using
introduced nationally in 1995 for school leavers capable of
the skills of critical analysis, evaluation and synthesis.
achieving qualifications required to operate at craft, supervisory
and technician level in industry. They are intended to increase the They are available to students whatever their school or college
number of young people achieving level 3 NVQs (and SVQs in and whichever specification they are studying, and require no
Scotland) as well as Key Skills, after two or three years of work or extra content to be taught. They also help universities differentiate
study. Advanced apprentices pursue a mix of high quality work- between the most able candidates, particularly in subjects with a
based and off-the-job training, and Apprenticeships are available high proportion of A grades at advanced level.
across a range of over 80 sectors of business and industry. All
advanced apprentices are employees. AEAs are currently available in the following 18 subjects: biology,
business, chemistry, critical thinking, economics, English, French,
In England, local Learning and Skills Councils (LSCs) are currently geography, German, history, Irish, mathematics, physics,
responsible for organising the local delivery of Advanced psychology, religious studies, Spanish, psychology, Welsh, Welsh
Apprenticeships but from April 2010 they will be organised by Second Language.
Local Authorities.
DATE OF FIRST TEACHING:
DATE OF FIRST TEACHING: 2000
1995
DATE OF FIRST AWARD:
DATE OF FIRST AWARD: 2002
1997
PREREQUISITES:
PREREQUISITES: A candidate does not have to enter for the relevant awarding
Sector Skills Councils (SSCs) and Sector Bodies are responsible body’s corresponding GCE A level. However, AEAs are aimed at
for determining and publishing entry criteria. SSCs and Sector the top 10% of students nationally in each subject. QCDA’s
Bodies design the content of each Advanced Apprenticeship guidance to teachers is that they should be confident that
along with their employers. candidates who are entered for AEAs are likely to obtain grade A
at A level in the subject concerned.
Dependent upon NVQ and other qualifications in the Advanced NUMBER OF UNITS/STRUCTURE:
Apprenticeship framework. All advanced apprentices pursue a One unit.
competence element (which can be either a National Vocational
ASSESSMENT METHOD:
Qualification or a qualification accredited in the new Qualifications
and Credit Framework) at a minimum of level 3, Key Skills at a AEAs are 100% externally assessed. There is a single national
level set by each sector, and additional elements including examination available in each subject.
technical certificates, defined by employers as required in their EXAMINATION TIMING:
sectors (eg underpinning knowledge and understanding as June
defined by relevant vocational education qualifications). The
DATE OF RESULT PUBLICATION:
Apprenticeship Blueprint (2005) acknowledges that flexibility can
be achieved by moving away from the three-qualifications August (the same time as GCE A level results)
approach and puts emphasis on the need for apprentices to GRADING SYSTEM:
develop occupational competence, with the necessary Assessment materials and mark schemes will lead to awards on a
underpinning knowledge and the transferable or Key Skills with two-point scale: Distinction and Merit, Distinction being the higher.
appropriate qualifications. Candidates who do not reach the minimum standard for Merit will
ASSESSMENT METHOD:
be recorded as ungraded. AEAs are included in the UCAS Tariff –
See NVQ. Most technical certificates may be assessed by the points for AEAs are over and above those gained from the
examination. A level grade and came into effect for entry to HE in 2006.
GRADING SYSTEM: Grade UCAS Tariff Points

Distinction 40
Pass/Fail of each element of the Advanced Apprenticeship
Merit 20
framework: NVQ, Key Skills, technical certificate.
QUALITY ASSURANCE: QUALITY ASSURANCE:
Awarding Body/Adult Learning Inspectorate. All the quality assurance procedures that apply to GCE A level
PROGRESSION/ARTICULATION:
and AS examinations also apply to AEAs and are covered in the
Progression to FE and HE, including foundation degrees. same Code of Practice.
AEAs may be taken into account for entry to HE, particularly for
Advanced Extension Award high-demand courses.
QUALIFICATION ABBREVIATION: VARIANTS:
AEA AEAs are based on GCE A level subject criteria where they exist
rather than on individual specifications.
Level 3
AQA Baccalaureate In both years, candidates have to achieve a Pass in their

completion of their enrichment activities and also achieve at least
QUALIFICATION ABBREVIATION: a Grade E in their breadth AS. The actual breadth grade is not
AQA Bacc however counted in to the overall Bacc grade.
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: The grades are the final GCE grades (the ones which will appear
Level 3 on candidates’ GCE certificates) which are available to
BACKGROUND: candidates in the year that they are entered for the AQA Bacc (
The AQA Baccalaureate is an overarching qualification comprising generally end of Year 13). The grades could comprise units which
four elements which together demonstrate that post-16 students have been retaken. The A levels could have been taken in more
have achieved success in terms of A levels and wider learning than one sitting.
and enrichment activities. The qualification is being piloted by QUALITY ASSURANCE:
36 schools and colleges for awards in 2008 and 2009 and is The constituent GCEs and EPQ meet the quality assurance
available nationally from September 2008 for first awards in requirements associated with these qualifications. AQA quality
2010. assures the enrichment element and outcomes.
DATE OF FIRST TEACHING: PROGRESSSION/ARTICULATION:
Pilot – 2007 and Main – 2008 Students will progress to higher education, training and
DATE OF FIRST AWARD: employment.
Pilot – 2008 and Main – 2010
NUMBER OF UNITS/STRUCTURE: Bedales Assessed Courses
Four key elements:
BACKGROUND:
g Depth of study – Students’ three main GCE A level choices Bedales Assessed Courses (BACs) are exclusive to Bedales
g Breadth of study – AS in citizenship, critical thinking or School, and were devised and introduced in 2006. They replaced
general studies the school’s previous GCSE provision in 11 subject areas, and
g Extended Project qualification (EPQ) (for 2010 awards) were a response to the perception of staff, students and parents
g Enrichment activities – at least 100 hours in two/three of the that GCSEs in these subjects were too restrictive, insufficiently
following core areas: work-related learning, community stimulating, and too narrowly assessed. They are designed to be
participation, personal development. better preparation for A level, incorporate a wider range of
assessment methods, encourage more independent learning, and
ASSESSMENT METHOD: stimulate cross-curricular thinking.
GCE A and AS levels – as per specifications.
EPQ – as per specification (internally assessed and externally September 2006
moderated).
Enrichment activities – centres’ schemes are quality assured by August 2008
AQA and students’ enrichment outcomes verified.
PREREQUISITES:
EXAMINATION TIMING: These courses are only undertaken by students in years 10-11 of
Available each Summer series. Bedales School, an independent secondary school in Hampshire.
DATE OF RESULT PUBLICATION: NUMBER OF UNITS/STRUCTURE:
August There are Bedales Assessed Courses in Ancient Civilisations, Art,
Classical Music, Dance, Design, English Literature, Geography,
GRADING SYSTEM:
History, Outdoor Work, ‘Philosophy, Religion and Ethics’, and
Candidates must have achieved GCSE Grades A*-C in five
Theatre Arts. Each student takes 2-3 courses alongside a core of
subjects including Maths and English, met the AQA Baccalaureate
5-7 GCSEs. BACs are given the same timetable and homework
enrichment requirements and achieved Grade E or higher in the
time as GCSEs. Most Bedales students thus study and are
AS breadth subject.
assessed in either nine or 10 subjects.
The enrichment element is graded Pass/Fail. ASSESSMENT METHOD:
Overall AQA Baccalaureate grades are then determined as A range of assessment methods is employed, including
follows: coursework, terminal exams, oral assessment, performance and
continuous assessment
Three A levels and extended project
EXAMINATION TIMING:
– each at Grade E or above = AQA Bacc
There are assessment points throughout the two year courses.
– each at Grade C or above = AQA Bacc with Merit
– each at Grade A or above = AQA Bacc with Distinction. DATE OF RESULT PUBLICATION:
Bedales School publishes the BAC results to coincide with GCSE
In 2009, the grading system depends on the three depth GCE results in August.
levels.
GRADING SYSTEM:
In 2010 the EPQ grade is counted in, so four Grade As and above A*-G grades are awarded, in line with the GCSE scheme. U
= Bacc with Distinction (three depth A levels and the EPQ). represents unclassified, ie of insufficient standard to be recorded.
It is intended that a grade in a BAC is at least as difficult to
achieve as the equivalent GCSE grade, though precise
comparison is not possible, since assessment objectives in BACs EQL (BHS) Preliminary Teacher’s
are tailored to the demands of each subject and are often more
focused on creativity, independence of thought and cross- Certificate
curricular awareness as well as the more traditional areas of
Holders will have demonstrated their ability to apply the basic
knowledge, understanding and evaluation.
principles of teaching and will have shown that they are able to
QUALITY ASSURANCE: improve their pupil's horsemanship progressively. They will have
Each course is internally assessed and moderated, but final shown that they understand the safety procedures and principles
moderation is undertaken by an independent external specialist in in the organisation of a lesson or hack, and have the ability to
the subject area. give a class lesson, lunge or lead rein lesson. They will have
discussed and answered questions on various topics to the level
as outlined in the examination syllabus.
Bedales Assessed Courses are intended to be rigorous and
stimulating preparation for sixth form study. The above certificates are government recognised and are
accredited onto the National Qualifications Framework.
The British Horse Society Stage 3 Horse Knowledge and Care Certificate, Stage 3 Horse
Knowledge and Riding Certificate and the Preliminary Teacher’s
Qualifications Certificate (PTC) have each been awarded UCAS Tariff points with
The British Horse Society (BHS) is Britain's leading equestrian effect from 2008 entry to higher education.
charity. It is also the governing body for professional qualifications
Holders of the PTC may convert this qualification to the new
for those wishing to work in the horse industry. The specific aims
UKCC Endorsed EQL level 2 Certificate in Coaching (Equine).
of the Society centre on equine welfare. The BHS achieves these
by constantly striving towards improved knowledge through Grade UCAS Tariff Points
education, training and advice. It lobbies government on issues Pass 35
concerning equestrian-related issues.
Equestrian Qualifications GB Limited (EQL) is a subsidiary
company of the British Horse Society and is the new Awarding
Council for Awards in Children’s
Body for Equestrian Activity. EQL awards vocational qualifications Care and Education
on behalf of the BHS and awards the government-backed
Scottish/National Vocational Qualifications. EQL also awards the The Council for Awards in Children’s Care and Education (CACHE)
UKCC Endorsed Certificates in Coaching on behalf of the British is an internationally recognised, specialist Awarding Body for Early
Equestrian Federation. Years, Care Education and Playwork and Children’s Services.
CACHE offers qualifications from Entry level to level 4. Information
on some of CACHE’s level 3 qualifications is listed in this
EQL (BHS) Stage 3 Horse publication. Further information on the full range of qualifications
Knowledge and Care Certificate is available on the CACHE website ww.cache.org.uk or by
contacting CACHE’s head office as listed in Appendix A.
(BHS Groom’s Certificate)
Holders will have demonstrated their ability to look after up to
four horses in stables and at grass. During the examination, CACHE Certificate for Teaching
they will have shown competent use of time and will have given Assistants
practical demonstrations, as well as showing knowledge and
understanding to the level required as outlined in the
examination syllabus. CTA-L3
GRADING SYSTEM:
Pass/Fail. Level 3
BACKGROUND:
Grade UCAS Tariff Points
Pass 35
The aim of the CTA-L3 is to support the NVQ at level 3 for
Teaching Assistants, facilitate good practice and high standards in
the role of Teaching Assistants, and increase skills and knowledge.
EQL (BHS) Stage 3 Horse DATE OF FIRST TEACHING:
2001
Knowledge and Riding Certificate
DATE OF LAST AWARD:
Holders will have demonstrated their ability to ride a variety of 2008 last registration, 2011 last certification.
horses under a variety of circumstances. They will have shown
they are tactful yet effective riders, to the level required as PREREQUISITES:
outlined in the examination syllabus. CACHE does not prescribe any formal requirements in order to
start a programme of study for the CTA-L3. Candidates should be
GRADING SYSTEM: at least 16 years of age at the date of registration for the
Pass/Fail. qualification, show that they have an adequate level of general
Grade UCAS Tariff Points education to cope with the demands of the programme and be
Pass 35 working in a school at a Key Stage, on either a paid, voluntary or
placement basis.
NUMBER OF UNITS/STRUCTURE: ASSESSMENT METHOD:

One mandatory unit of 60 hours and one optional unit of 60 Unit 2 is assessed through a short answer paper and marked by
hours (choice of two options). Units can be stand-alone, CACHE.
individually assessed and separately certificated.
Units 1 and 3–5 are assessed through unit assignments provided
ASSESSMENT METHOD: by CACHE and internally marked and moderated. Standards are
Units assignments: Unit 1 is marked and internally moderated monitored through the Standards Moderation process.
within the centres and is subject to standards moderation. Unit 2
is externally assessed by CACHE. EXAMINATION TIMING:
September, October, November, December, February, March, April,
EXAMINATION TIMING: May, June, July.
September, January, June
DATE OF RESULT PUBLICATION: September, October, November, December, February, March, April,
November, March, July May, June, July.
GRADING SYSTEM: GRADING SYSTEM:
A–E A–E
The assignment for one unit for every candidate is externally The assignment for one unit for every candidate is externally
marked by approved CACHE markers and standardised using marked by approved CACHE markers and standardised using
common grading criteria. The grade boundaries are set at an common grading criteria. The grade boundaries are set at an
award meeting attended by the Chief Examiner and the lead award meeting attended by the Chief Examiner and the lead
examiners for the award. Scripts from previous years are kept examiners for the award. Scripts from previous years are kept
to ensure standards are maintained year-on-year. to ensure standards are maintained year-on-year.
A sample of the internally marked assignments is internally A sample of the internally marked assignments is internally
moderated by CACHE’s moderators. Their work is monitored moderated by CACHE’s moderators. Their work is monitored
through the Standards Moderation process. through the Standards Moderation process.
PROGRESSION/ARTICULATION: PROGRESSION/ARTICULATION:
The CTA-L3, a qualification in its own right, provides the The CCCLD-L3 provides the underpinning knowledge and skills
underpinning knowledge and understanding for the NVQ level 3 for the NVQ level 3 in Children’s Care, Learning and
for Teaching Assistants. Candidates may seek to progress to Development. Therefore, if the award is achieved alongside the
higher level qualifications, teaching-related qualifications or QTS NVQ, thus making part of the Apprenticeship Framework,
as appropriate. candidates can consider progression to a related foundation
degree or other higher level qualification.
CACHE Certificate in Children’s

Care, Learning and CACHE Certificate of
Development Professional Development in
Work with Children and Young
CCCLD-L3 People
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: QUALIFICATION ABBREVIATION:
Level 3 CPD-L3
BACKGROUND: NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
The aim of the CCCLD-L3 is to support the NVQ at level 3 in Level 3
Children’s Care, Learning and Development, and facilitate good
practice and high standards for supervisory roles, competently, BACKGROUND:
safely and effectively with children aged 0-16 years. The CPD aims to provide opportunities for candidates to develop
specialist knowledge; extend specialist knowledge; progress to
DATE OF FIRST TEACHING: more senior roles in their selected area; combine units to achieve
2005 a qualification that may allow transfer to related areas; and gain
DATE OF LAST AWARD:
national standardised underpinning knowledge to progress to
2010 last certification higher level qualifications.
PREREQUISITES:
Candidates should be a minimum of 16 years of age and be 2000
working on a paid, voluntary or placement basis in the Children’s DATE OF FIRST AWARD:
Care, Learning and Development sector. They must also be able 2002
to show that they have an adequate level of general education to
cope with the demands of the programme. DATE OF LAST AWARD:
2010 last certification
Five units (each consisting of 60 hours) PREREQUISITES:
It is expected that candidates will already have a Children’s Care,
All units are mandatory. Each unit can stand alone, be individually Learning and Development qualification or equivalent at level 3
assessed and separately certificated. that includes evidence of underpinning knowledge and
understanding in the areas of child development and education.
NUMBER OF UNITS/STRUCTURE: DATE OF FIRST TEACHING:

Three units of 60 hours each 2007
One mandatory unit and two optional units (choice from 19 DATE OF FIRST AWARD:
optional units). Units are free-standing and can be separately 2008
certificated. NUMBER OF UNITS/STRUCTURE:
ASSESSMENT METHOD: Award – 2 units
Unit assignments: Unit 1 is externally assessed by a CACHE Certificate – 5 units
External Examiner. All other units are marked and internally Diploma – 12 units (units 1-9 are mandatory, and 3 units are
moderated within the centres and are subject to Standards chosen from units 10-21)
Moderation. ASSESSMENT METHOD:
EXAMINATION TIMING: Portfolios
September, January, June Assessment Tasks
Practice Evidence Records
DATE OF RESULT PUBLICATION: Professional Development Profiles
November, March, July Test paper
A–E The overall grade for the CACHE Level 3 Award/Certificate/
QUALITY ASSURANCE: Diploma in Child Care and Education is awarded at Grades A – E.
The assignment for one unit for every candidate is externally With the exception of the multiple choice paper which is graded
marked by approved CACHE markers and standardised using pass/fail, each unit assessment and external assessment is
common grading criteria. The grade boundaries are set at an graded from A to E using grading criteria. Note that to gain the
award meeting attended by the Chief Examiner and the lead Award a student must pass the multiple choice test. To gain the
examiners for the award. Scripts from previous years are kept Certificate a candidate must pass the Award (i.e. pass the
to ensure standards are maintained year-on-year. multiple choice test) in addition to units 3-5 and sit the additional
A sample of the internally marked assignments is internally external assessment. Finally to gain the Diploma the candidate
moderated by CACHE’s moderators. Their work is monitored must pass both the Award and the Certificate, including the
through the Standards Moderation process. external assessments plus the additional units, both mandatory
and optional.
The award can assist those who are experienced/qualified in the Those students taking the Diploma must pass the mandatory Unit
area to specialise and/or progress/transfer into related/regulatory 9 to achieve the qualification. This is different from all the other
areas or higher levels of education or training. units as it involves assessment of skills in the workplace using a
competence based approach.
CACHE Award, Certificate and These qualifications have been awarded UCAS Tariff points as
follows
Diploma in Childcare and
Award UCAS Certificate UCAS Diploma UCAS
Education Tariff Tariff Tariff
Points Points Points
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: A 30 A 110 A 360
Level 3
B 25 B 90 B 300
BACKGROUND: C 20 C 70 C 240
This qualification prepares students to work unsupervised, or in a D 15 D 55 D 180
supervisory capacity, with children and their families in a variety E 10 E 35 E 120
of settings and environments within the sector of Children’s
Services. It covers many of the National Occupation Standards in QUALITY ASSURANCE:
this area. The qualification is split into three stages Award, The examinations are externally marked by approved CACHE
Certificate and Diploma, with the Award and Certificate building markers and standardised using common grading criteria.
towards the Level 3 Diploma. It is expected that most people will
progress through the Award and Certificate to complete the A sample of the internally marked assignments is internally
Diploma in order to be able to work as an early years practitioner. moderated, and a different sample is externally moderated.
Throughout the Diploma level of the qualification, learners are

expected to participate in professional practice in a variety of CACHE Diploma in Childcare
settings in order to apply what they learn in a practical
environment. This will be assessed through Practice Evidence and Education
Records and Professional Development Profiles. QUALIFICATION ABBREVIATION:
DCE-L3
It is recommended that practical training be undertaken at all
stages (Award, Certificate and Diploma) of the qualification. To NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
become a competent practitioner, the range of training Level 3
environments should provide for a spread of experience. The
BACKGROUND:
training environments can include a learner’s place of work but
The DCE-L3 programme aims to prepare candidates to work
they must gain additional experience in placements outside their
competently, safely and effectively with children aged 0-7 years
usual work place.
11 months whilst taking into account the fact that children live in
families and communities. It will also help candidates who work
with older children, especially those with special needs, and A sample of the internally marked assignments is internally
prepare candidates to work in a wide range of settings with moderated, and a different sample is externally moderated by
different professionals and volunteers. CACHE’s moderators who visit each centre each year. Their work
is monitored through the Standards Moderation process.
2000 PROGRESSION/ARTICULATION:
The DCE-L3 provides the underpinning knowledge and
understanding and practical competences and skills for a number
2001
of NVQ units within the NVQ level 3 in Children’s Care, Learning
DATE OF LAST AWARD: and Development and provides a sound basis of knowledge to go
2010 last certification on to higher level qualifications.
PREREQUISITES: VARIANTS:
CACHE does not prescribe any formal entry qualifications in order Candidates who have successfully completed certain approved
to start a programme of study for the DCE-L3 (but individual awards and registered for the DCE after September 2000 may be
centres may do so). Candidates must be at least 16 years old at able to enter directly into the second year of the DCE, at the
the date of registration for the qualification and have an adequate discretion of the centre.
level of general education to cope with the demands of the
programme.
CACHE Diploma in Early Years
The full DCE-L3 consists of 12 units: Care and Education (Welsh
Units 1, 2 – 120 hours each unit
Units 3, 4, 5, 6 – 90 hours each unit
Medium)
Units 9, 10 – 30 hours each unit QUALIFICATION ABBREVIATION:
Unit 12 requires approximately 125 days of practical training. W-DEYCE-L3
An additional 90-hour personal and subject tutorial is NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
recommended. Level 3
Excluding Unit 12, each individual unit can stand alone, is BACKGROUND:
individually assessed and can be separately certificated. This W-DEYCE-L3 is offered in the medium of Welsh or
bilingually. It is designed for group leaders or those with some
ASSESSMENT METHOD: experience in Children’s Care, Learning and Development. It will
2 portfolios facilitate good practice and high standards with Cylchoedd
9 unit assignments Meithrin and all other pre-school provision. It is useful for workers
Practice evidence records across a range of early years settings in a Welsh context as it
3 professional development profiles contains an emphasis on Welsh initiatives and culture.
A test paper.
The whole qualification may be achieved through successful 2000
completion of all the required units, a Diploma Final Test Paper
and satisfactory Professional Development Profiles and Practice
Evidence Records. 2002
DATE OF LAST AWARD:
EXAMINATION TIMING:
September, January, May 2010 last certification
PREREQUISITES:
September, February, July CACHE does not prescribe any formal requirements in order to
start a programme of study for the W-DEYCE-L3. Candidates
GRADING SYSTEM: should be at least 16 years of age at the date of registration for
Theory Grade UCAS Tariff Points the award, show that they have an adequate level of general
AA 240 education to cope with the demands of the programme and have
BB 200 some day-to-day contact with children in a group setting.
CC 160
DD 120 NUMBER OF UNITS/STRUCTURE:
EE 80 Four mandatory units (three of 60 hours and one of 30 hours).
Practical Grade UCAS Tariff Points Each unit can stand alone, be individually assessed and
A 120 separately certificated.
B 100
ASSESSMENT METHOD:
C 80
Unit assignments: Unit 2 is externally assessed by a CACHE
D 60
E 40
External Examiner. All other units are marked and internally
moderated within the centres and are subject to external
moderation.
QUALITY ASSURANCE:
The examinations are externally marked by approved CACHE EXAMINATION TIMING:
markers and standardised using common grading criteria. The September, January, June
grade boundaries are set at an award meeting attended by the
Chief Examiner and the lead examiners for the award. Scripts
November, March, July
from previous examinations are kept to ensure standards are
maintained year-on-year. GRADING SYSTEM:
A–E
QUALITY ASSURANCE: A sample of the internally marked assignments is internally

The assignment for one unit for every candidate is externally moderated by CACHE’s moderators. Their work is monitored
marked by approved CACHE markers and standardised using through the Standards Moderation process.
common grading criteria. The grade boundaries are set at an
award meeting attended by the Chief Examiner and the lead
examiners for the award. Scripts from previous years are kept The DHC-L3 provides the underpinning knowledge and
to ensure standards are maintained year-on-year. understanding for a number of NVQ units within the NVQ
level 3 in Children’s Care, Learning and Development. Candidates
A sample of the internally marked assignments is internally may also consider progressing to a related higher level
moderated by CACHE’s moderators. Their work is monitored qualification.
through the Standards Moderation process.
This award can provide entrance towards the NVQ level 3 in
CACHE Diploma in Playgroup
Children’s Care, Learning and Development. Candidates may also Practice in Wales
seek to progress to higher level qualifications as appropriate.
DPPW-L3
CACHE Diploma in Home-Based NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Childcare Level 3
QUALIFICATION ABBREVIATION: BACKGROUND:

DHC-L3 The DPPW-L3 is offered in the medium of English and is
specifically designed for work in playgroups in Wales, for group
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: leaders or those with some experience in Children’s Care,
Level 3 Learning and Development, to facilitate good practice and high
BACKGROUND: standards within pre-school provision in Wales. The qualification
The aim of the DHC-L3 is to raise the professional skills and the supports the Welsh heritage and culture of Wales, the Curriculum
quality of childcare, offered in a home-based setting, including Cymreig and the Desirable Outcomes for Children’s Learning
information about the legislation and regulations governing before compulsory school age, with appropriate references to
home-based childcare. Personal and Social Education for Wales.
DATE OF FIRST TEACHING: DATE OF FIRST TEACHING:

2005 2001
DATE OF FIRST AWARD: DATE OF FIRST AWARD:

2006 2003
DATE OF LAST AWARD: DATE OF LAST AWARD:

2010 last certification 2010 last certification
PREREQUISITES: PREREQUISITES:
No formal entry requirements. However, candidates must be aged CACHE does not prescribe any formal entry qualifications in order
16 or over at the time of registering for the award. to start a programme of study for the DPPW-L3, but candidates
should be at least 16 years of age at the date of registration.
NUMBER OF UNITS/STRUCTURE: Candidates’ literacy and numeracy is expected to be at GCSE
One unit of 12 hours and four units of 30 hours each. level or equivalent.
Individual units are free-standing and can be separately NUMBER OF UNITS/STRUCTURE:
certificated. Three mandatory units of 60 hours
ASSESSMENT METHOD: Each unit can stand alone, be individually assessed and
Unit 1 is assessed by a multiple-choice question paper. Units 2–5 separately certificated.
are assessed through an assignment that is set by CACHE and
marked by the centre. ASSESSMENT METHOD:
Unit assignments: Unit 1 is externally assessed by CACHE. All
EXAMINATION TIMING: other units are marked and internally moderated within the
September, October, November, December, February, March, April, centres and are subject to monitoring through the Standards
May, June, July, or as required electronically. Moderation process.
DATE OF RESULT PUBLICATION: EXAMINATION TIMING:
September, October, November, January, February, March, April, September, January, June
May, June, July.
GRADING SYSTEM: November, March, July
A–E
GRADING SYSTEM:
QUALITY ASSURANCE: A–E
The assignment for one unit for every candidate is externally
marked by approved CACHE markers and standardised using QUALITY ASSURANCE:
common grading criteria. The grade boundaries are set at an The assignment for one unit for every candidate is externally
award meeting attended by the Chief Examiner and the lead marked by approved CACHE markers and standardised using
examiners for the award. Scripts from previous years are kept common grading criteria. The grade boundaries are set at an
to ensure standards are maintained year-on-year. award meeting attended by the Chief Examiner and the lead
examiners for the award. Scripts from previous years are kept to PROGRESSION/ARTICULATION:
ensure standards are maintained year-on-year. This diploma will enable candidates to progress towards a
Foundation Degree in Playwork or BA Honours in Playwork.
A sample of the internally marked assignments is internally
moderated by CACHE’s moderators. Their work is monitored
through the Standards Moderation process. CACHE Diploma in Pre-School
PROGRESSION/ARTICULATION: Practice
This award can provide entrance towards the NVQ level 3 in
Children’s Care, Learning and Development. Candidates may also QUALIFICATION ABBREVIATION:
seek to progress to higher level qualifications as appropriate. DPP-L3
Level 3
CACHE level 3 Diploma in
BACKGROUND:
Playwork The qualification is designed primarily to prepare candidates to
QUALIFICATION ABBREVIATION: work at supervisory level with pre-school groups and playgroups
DP-L3 whilst taking into account the fact that children live in families
and communities. Its main focus is on the needs of children aged
from 1 to 5 years, who may be in sessional or, increasingly,
Level 3
extended full-day care.
BACKGROUND:
The aims of the DP-L3 are to explore different techniques of
2000
observation as well as extend the candidate’s theoretical skills
enabling them to manage play settings. DATE OF FIRST AWARD:
2002
2006 DATE OF LAST AWARD:
2010 last certification
DATE OF LAST AWARD:
2012 last certification PREREQUISITES:
CACHE does not prescribe any formal requirements in order to start
PREREQUISITES:
a programme of study for the DPP-L3. Candidates must be 16
CACHE does not prescribe any formal entry qualifications in order
years of age at the date of registration for the qualification, show
to start a programme of study for the DP-L3, however candidates
that they have an adequate level of general education to cope with
must be at least 16 years old at the date of registration. CACHE
the demands of the programme and be working with children in a
recommends that candidates have a related study of a course at
pre-school setting either as a volunteer or in paid employment.
level 2, an adequate level of general education to cope with the
demands of the programme, a minimum of 50 hours of NUMBER OF UNITS/STRUCTURE:
experience in a playwork setting and have day-to-day contact Three mandatory units of 60 hours and one optional unit of 60
with children in a playwork setting. hours (choice of three option units). Each unit can stand alone,
be individually assessed and separately certificated.
Six mandatory units of 60 recommended learning hours. ASSESSMENT METHOD:
ASSESSMENT METHOD:
External Examiner. All other units are marked and internally
moderated within the centres and are subject to Standards
External Examiner. All other units are subject to Standards
Moderation.
Moderation.
EXAMINATION TIMING:
EXAMINATION TIMING:
GRADING SYSTEM:
GRADING SYSTEM:
A–E
A–E
QUALITY ASSURANCE:
QUALITY ASSURANCE:
marked by approved CACHE markers and standardised using
marked by approved CACHE markers and standardised using
examiners for the award. Scripts from previous years are kept
examiners for the award. Scripts from previous years are kept
to ensure standards are maintained year-on-year.
to ensure standards are maintained year-on-year.
moderated, and a different sample is externally moderated by
moderated, and a different sample is externally moderated by
CACHE’s moderators. Their work is monitored through the
CACHE’s moderators. Their work is monitored through the
Standards Moderation process.
Standards Moderation process.
The DPP-L3 provides the underpinning knowledge and The HSC-L3 award will allow candidates to progress both
understanding, and practical competences and skills for a within and between the health and care sectors. Candidates
number of whole NVQ units within the NVQ level 3 in Children’s may also seek progress to higher level qualifications in a
Care, Learning and Development. Candidates may also seek to foundation degree.
progress to higher level qualifications as appropriate.
CACHE level 4 NVQ in Children’s

CACHE level 3 NVQ in Health Care, Learning and Development
and Social Care QUALIFICATION ABBREVIATION:
QUALIFICATION ABBREVIATION: CCLD-L4
HSC-L3
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 4
Level 3
BACKGROUND:
BACKGROUND: The aim of the CCLD-L4 is to provide a National Vocational
The aim of the HSC-L3 is to provide a mixture of units in Care, Qualification for candidates who work or wish to work with
Early Years and Management for people working with children children aged 0-16 years. The award helps to recognise
and young people up to 18 years old. candidates’ specialist learning and helps develop their career.
2005 2005
DATE OF LAST AWARD: DATE OF LAST AWARD:
2011 last certification 2011 last certification.
CACHE does not prescribe any formal requirements in order to It is expected that candidates will be working in settings or
study the HSC-L3. Candidates should be at least 16 years of age, services at a senior level in face-to-face roles with children,
show an adequate level of general education to cope with the young people and families.
programme and either have experience of day or domiciliary care
settings or be registered as a foster carer.
The qualification is made up of four mandatory units and five
NUMBER OF UNITS/STRUCTURE: optional units. All nine units must be finished in order to gain
The qualification is made up of four mandatory units and four the qualification.
optional units. All eight units must be finished in order to gain
ASSESSMENT METHOD:
the qualification.
An approved assessor will visit candidates’ workplaces to
ASSESSMENT METHOD: assess their work. Candidates will meet their assessor on
An approved assessor will visit the candidate in their workplace a regular basis.
to assess their practical competence, knowledge and
GRADING SYSTEM:
understanding. The candidate will need to submit a portfolio to
Pass
show their competence in all areas of the qualification.
QUALITY ASSURANCE:
GRADING SYSTEM:
CACHE ensures the quality of the NVQ process by the use of
Pass
internal and external verification. The objective of internal
QUALITY ASSURANCE: verification is to check that the assessment judgements show
CACHE ensures the quality of the NVQ process by the use of competence in each area, and ensure that the candidate is
internal and external verification. The objective of internal working at the correct level.
verification is to check that the assessment judgements show
competence in each area, and ensure that the candidate is The external verifier will check on the qualifications and
working at the correct level. The external verifier will check on vocational competence of the assessors and the internal verifiers.
the qualifications and vocational competence of the assessors In addition the external verifier will monitor the assessment
and the internal verifiers. In addition the external verifier will judgements of assessors by using a sampling strategy covering
monitor the assessment judgements of assessors by using a all units, all assessors, all candidates and all assessment
sampling strategy covering all units, all assessors, all candidates methods, regularly over time. This process is used to maintain
and all assessment methods, regularly over time. This process is high quality qualifications.
used to maintain high quality qualifications. The external verifier visits each CACHE centre a minimum of
The external verifier visits each CACHE centre a minimum of twice a year. During centre visits external verifiers will monitor
twice a year. During centre visits external verifiers will monitor adherence to the Qualification and Curriculum Development
adherence to the Qualification and Curriculum Development Authority (QCDA) criteria for Centre Approval and ensure that
Authority (QCDA) criteria for Centre Approval and ensure that quality assurance processes and procedures are rigorously
quality assurance processes and procedures are rigorously adhered to, as in Statutory Regulations 2004 and NVQ Code of
adhered to, as in Statutory Regulations 2004 and NVQ Code of Practice 2006.
Practice 2006. This ensures the integrity of the qualifications.
This ensures the integrity of the qualifications. PROGRESSION/ARTICULATION:
The qualification will allow candidates to go on and take a higher
level qualification such as a foundation degree. The qualification
can also be used to work as a child-minding network coordinator more information, or wish to discuss the Cambridge Pre-U,
or a centre manager. please contact the awarding body at international@cie.org.uk
University of Cambridge
International Examinations Cambridge International Level 3
University of Cambridge International Examinations (CIE) is the Pre-U Certificate in Subject
world's largest provider of international qualifications for 14-19-
year-olds. As a not-for-profit organisation, CIE is committed to (Short Course)
making high quality education available all around the world. CIE NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
qualifications are available in over 150 countries. It is part of Level 3
Cambridge Assessment, formerly the University of Cambridge
Local Examinations Syndicate (UCLES). CIE operates alongside BACKGROUND:
OCR, which provides examination and assessment services in the The Cambridge Pre-U Short Course is available in a range of
UK, and Cambridge ESOL (English for Speakers of Other Modern Foreign Languages and can be taken in the first or
Languages) which delivers a portfolio of qualifications for people second year of study. They are offered in order to encourage
learning English. students to develop a broad subject portfolio. The Certificate
(Short Course) has been accredited by Ofqual as having 180
Guided Learning Hours.
Cambridge International Level 3 DATE OF FIRST TEACHING:
Pre-U Certificate in Subject 2008
(Principal) DATE OF FIRST AWARD:
2009
Level 3 ASSESSMENT METHOD:
The assessment is linear, with all examinations being taken at the
BACKGROUND: end of the one-year study period.
The Cambridge Pre-U Certificate, developed by University of
Cambridge International Examinations (CIE), aims to prepare GRADING SYSTEM:
young people for success in their undergraduate studies. The Grade UCAS Tariff Points
qualification is different from A level in several respects. The D1 To be confirmed
D2 To be confirmed
certificates are available from a range of 26 subject syllabuses
D3 60
that will provide opportunities for students to go deeper into their
M1 53
chosen specialisms, and assessment will be more stretching at
M2 46
the top end. The Certificate (Principal) has been accredited by M3 39
Ofqual as having 380 Guided Learning Hours. Students may P1 32
choose to combine subjects to form part of the Cambridge Pre-U P2 26
Diploma (see section on Cambridge Pre-U Diploma). P3 20

2008 Ofqual will regulate the qualifications and ensure that the
standard of D3 is aligned to the standard of Grade A at AS level
DATE OF FIRST AWARD: and the standard of the P3 is aligned to the standard of a
2010 Grade E at AS.
ASSESSMENT METHOD: Further information on the Cambridge Pre-U, including
The assessment is linear, with all examinations being taken at the syllabuses, may be found by going to the CIE website on
end of the two-year study period www.cie.org.uk/cambridgepreu). If you have questions, would like
GRADING SYSTEM: more information, or wish to discuss the Cambridge Pre-U,
Grade UCAS Tariff Points please contact the awarding body at international@cie.org.uk
D1 To be confirmed
D2 145
D3 130 Cambridge Pre-U Diploma
M1 115
M2 101 BACKGROUND:
M3 87 University of Cambridge International Examinations (CIE) has
P1 73 developed a new qualification called the Cambridge Pre-U
P2 59 Diploma, which aims to prepare young people for success in their
P3 46 undergraduate studies.
Ofqual will regulate the qualifications and ensure that the The qualification is different from A level in several respects. The
standard of D3 is aligned to the standard of Grade A at A level Cambridge Pre-U Diploma includes subject syllabuses that will
and the standard of the P3 is aligned to the standard of a Grade provide opportunities for students to go deeper into their chosen
E at A level. specialisms, assessment will be more stretching at the top end,
and there is greater scope for independent research. The
Further information on the Cambridge Pre-U, including assessment is linear, with all examinations for Principal Subjects
syllabuses, may be found by going to the CIE website on being taken at the end of the two-year study period.
www.cie.org.uk/cambridgepreu). If you have questions, would like
2008
DATE OF FIRST AWARD: and arts and humanities), plus the option of research projects.
2010 AICE draws upon the full portfolio of Cambridge’s post-16
provision (A level, AS level and a smaller half-credit programme
Students will have the opportunity to qualify for the overarching in English unique to AICE). The individual choice of subjects within
Diploma by taking the core component (comprising the global these areas is intended to provide a flexible, comprehensive and
perspectives portfolio and the independent research report) plus integrated curriculum programme.
three principal subjects. This will provide a holistic, challenging GRADING SYSTEM:
and rigorous preparation for university study. The core is also A candidate needs to take and pass subjects equivalent to a
available as a stand-alone qualification. minimum of six credits to obtain the AICE Diploma. The credit
ASSESSMENT METHOD:
rating of counting qualifications is A level = 2, AS level = 1, AICE
The Cambridge Pre-U Diploma is scored separately, by Half Credit = 0.5 and Research Projects = 1.
aggregation of results in three principal subjects and the core The AICE Diploma is awarded on the basis of a points system, as
component (the two components of the core each having half the shown in the following table:
weight of a principal subject). Principal subjects will be given a
maximum of 24 marks and global perspectives and the Grade A level Points AS Points
independent research report a maximum of 12 each with the A 120 60
Diploma as a whole a mark out of 96. B 100 50
C 80 40
D 60 30
E 40 20
Grade Principal Subject Global Short Course

A* will be introduced from 2010. The existing A/AS level grades
Perspectives
and Research
will all be retained and the new A* will be made available in
addition. A* will be a full grade above A2 (and therefore half a
UCAS Tariff Points grade above A1). There will be no grade A* at AS.
D1 To be confirmed To be confirmed To be confirmed
AICE will accommodate the introduction of A* in the following
D2 145 140 To be confirmed
way:
D3 130 126 60
M1 115 112 53 140 points will be awarded for an A*, but the number of AICE
points will be capped at 360.
M2 101 98 46
M3 87 84 39 Three levels of AICE Diploma are awarded: Distinction, Merit and
P1 73 70 32 Pass. Candidates scoring 320 points and above will be awarded a
Distinction, 220-315 points a Merit and 120-215 points a Pass.
P2 59 56 26
Where a student takes more than the minimum number of
P3 46 42 20 subjects for the AICE Diploma, the best results which satisfy the
subject group requirements will count towards the award.
A principal subject at Pre-U will amount to 380 guided learning
hours, and a short course (only available in modern languages)
will amount to 180 guided learning hours. Cambridge International GCE
GRADING SYSTEM Advanced and Advanced
Subsidiary level/ Higher School
QCDA has determined that D1, D2 and D3 are equivalent to
grade A at A level. Certificate (HSC)
Further information on the Cambridge Pre-U, including
CIE GCE International A and AS level/HSC
syllabuses, may be found by going to the CIE website on
www.cie.org.uk, clicking on ‘Qualifications and Diplomas’ and BACKGROUND:
then on the Cambridge Pre-U icon. If you have questions, would Acceptable at Grades A – E in lieu of UK GCE A and AS level on a
like more information or wish to discuss the Cambridge Pre-U, subject-for-subject and grade-for-grade basis.
please contact the awarding body at international@cie.org.uk
It should be noted that the Cambridge International A levels are
different in structure from the UK A levels. Whereas UK A levels
are modular and students can retake individual components, the
Cambridge Advanced International A levels have a linear structure which encourages an
International Certificate of integrated study of the entire subject. Most candidates take
all their A level papers in one session. Candidates who take AS
Education (AICE) Diploma level first and then want to retake it, must generally retake the
QUALIFICATION ABBREVIATION: whole of the AS. HEIs may feel it appropriate to take the structure
AICE of the international A levels into account when making an offer.
BACKGROUND: HSC is a group award comprised of principal subjects (AL) and
The AICE Diploma offers an international pre-university curriculum subsidiary subjects (AS). Subsidiary subjects usually include a
and examination system which emphasises the value of broad General Paper and a local language.
and balanced study for academically able students.
It is a group award that requires the study of subjects drawn from
three curriculum areas (mathematics and science; languages;
Cambridge International General City & Guilds

Certificate of Secondary City & Guilds offers qualifications at eight levels, as follows:
Education 8 Fellowship (FCGI)
7 Membership (MCGI)/Master Professional Diploma/Level 5 NVQ/SVQ/
Level 5 vocational awards
IGCSE 6 Graduateship (GCGI)/Associateship (ACGI)
5 IVQ Advanced Technician Diploma/Full Technological Diploma
BACKGROUND:
4 Licentiateship (LCGI)/Higher Certificate/Higher Level Study Skills
IGCSE was developed by CIE and introduced in 1988 primarily as
3 Level 3 NVQ/SVQ/Vocational/General Education/IVQ Technician Diploma/
a qualification for overseas candidates. It aims to prepare IVQ Advanced Diploma
students for further academic success, including progression to 2 Level 2 NVQ/SVQ/Diploma of Vocational Education (Foundation)/General
A and AS level study. The qualification is equivalent in standard to Education Technician Certificate/IVQ Diploma/IVQ Technician Certificate
GCSE and may be considered acceptable at Grades A, B or C in 1 Level 1 NVQ/SVQ / Vocational Award/ IVQ Certificate.
lieu of GCSE on a subject for subject basis. Detailed information
may be obtained from CIE. International Vocational Qualifications (IVQs)
International Vocational Qualifications (IVQs) measure candidates’
ASSESSMENT METHOD:
underpinning knowledge of a subject and their ability to apply this
The IGCSE is assessed on an eight-point scale of grades: A* – G.
knowledge in a work context within the chosen occupational
Since 1994, there has been an additional grade of A starred (A*)
area. IVQs offer a progressive structure and are available at NQF
to reflect a level of performance above Grade A, and to reward
levels 1-5.
outstanding achievement.
Full information is available from CIE.
City & Guilds Level 5 IVQ
Cambridge International Advanced Technician Diploma
Diplomas QUALIFICATION ABBREVIATION:
IVQ ATD
BACKGROUND:
Cambridge International Diplomas (formerly Cambridge Skills and NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Career Awards) assess the practical application of career-based Level 5
knowledge across a range of business-focused areas. Cambridge
BACKGROUND:
International Diplomas at Advanced level are equivalent to A level,
and Cambridge International Diplomas at Standard level are The QCDA definition of level 5 is competence that involves the
equivalent to GCSE. application of skills and a significant range of fundamental
principles across a wide and often unpredictable variety of
Diplomas satisfying university matriculation requirements in lieu contexts. Very substantial personal autonomy and often significant
of A level are: responsibility for the work of others and for the allocation of
substantial resources feature strongly, as do personal
g Cambridge International Diploma in Business (Advanced
accountabilities for analysis and diagnosis, design, planning,
level)
g Cambridge International Diploma in Travel and Tourism execution and evaluation.
(Advanced level) Available in a range of subjects. Candidates will be able to
g Cambridge International Diploma in Computing. demonstrate high levels of knowledge, a high level of work
The Cambridge International Diplomas in IT Skills and ICT are of a expertise in job roles and competence in managing and training
more practical application, and candidates presenting these others. Qualifications at this level are appropriate for people
qualifications at Foundation and Standard level can be considered working as higher grade technicians, professionals or managers.
to have fulfilled their IT Key Skills requirements. ASSESSMENT METHOD:
NUMBER OF UNITS/STRUCTURE: Written examinations: set and marked by City & Guilds
Diplomas are modular in structure, and to achieve a full Diploma Written/ practical assignments: set by City & Guilds, marked by
at a given level, candidates need to pass both the compulsory the centre, externally verified by City & Guilds.
core modules and the requisite number of optional modules. GRADING SYSTEM:
ASSESSMENT METHOD: Written examinations: Distinction, Merit, Pass
The assessment methods include written examinations and Written assignments: Distinction, Merit, Pass
assignments, all externally assessed by Cambridge. Practical assignments: Pass
GRADING SYSTEM: QUALITY ASSURANCE:

Successful Diploma candidates are awarded Distinction, Merit Internal and external verification.
and Pass, where Distinction level may be taken as performance PROGRESSION/ARTICULATION:
equivalent to the award of A level Grade B, Merit to Grade C and Degrees/employment.
Pass to Grade D. Three types of certification can be awarded –
Full Diploma, Core Module and Optional Modular. Institutions are
advised to accept only those applicants presenting a Full
Diploma.
City & Guilds Level 3 IVQ GRADING SYSTEM:

Written examinations: Distinction, Merit, Pass
Advanced Diploma Written assignments: Distinction, Merit, Pass
Practical assignments: Pass
IVQ AD QUALITY ASSURANCE:
Internal and external verification.
Level 3 PROGRESSION/ARTICULATION:
Degrees/employment.
BACKGROUND:
The QCDA definition of level 3 is competence in a broad range of
varied work activities performed in a wide variety of contexts, City & Guilds Level 2 IVQ
most of which are complex and non-routine. There is
considerable responsibility and autonomy, and control or Diploma
guidance of others is often required. level 3 represents an
advance or specialisation within a given occupation beyond the
IVQ D
usual accepted minimum standard and sometimes attracts
further formal industrial recognition. NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 2
Available in a range of subjects. Candidates will have acquired a
well-developed ability to absorb and communicate technical BACKGROUND:
information about the target subject, including a mastery of some The QCDA definition of level 2 is competence in a significant
of the advanced mathematical and scientific principles involved. range of varied work activities, performed in a variety of contexts.
Success at this level denotes skilled work of a complex nature Some of the activities are complex or non-routine, and there is
and the ability to undertake a supervisory role. some individual responsibility or autonomy. Collaboration with
others, perhaps through membership of a work group or team,
ASSESSMENT METHOD:
may often be a requirement.
Written examinations: set and marked by City & Guilds
Written/ practical assignments: set by City & Guilds, marked by Available in a range of subjects. Candidates will have acquired an
the centre, externally verified by City & Guilds. ability to understand and communicate more advanced technical
information than needed for the Technician Certificate about the
GRADING SYSTEM:
target subjects and to describe the principles of the subjects’
complex systems. Success at this level recognises competence in
Written assignments: Distinction, Merit, Pass
a more demanding range of activities which require a degree of
individual responsibility.
QUALITY ASSURANCE:
ASSESSMENT METHOD:
PROGRESSION/ARTICULATION: Written/ practical assignments: set by City & Guilds, marked by
Degrees/employment. the centre, externally verified by City & Guilds.
GRADING SYSTEM:
City & Guilds Level 3 IVQ Written assignments: Distinction, Merit, Pass
Technician Diploma Practical assignments: Pass
QUALIFICATION ABBREVIATION: QUALITY ASSURANCE:
IVQ TD Internal and external verification.
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: PROGRESSION/ARTICULATION:
Level 3 Level 3 qualifications/employment.
BACKGROUND:
The QCDA definition of level 3 is competence in a broad range of City & Guilds Level 2 IVQ
varied work activities performed in a wide variety of contexts,
most of which are complex and non-routine. There is Technician Certificate
considerable responsibility and autonomy, and control or
guidance of others is often required. level 3 represents an
IVQ TC
advance or specialisation within a given occupation beyond the
usual accepted minimum standard and sometimes attracts NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
further formal industrial recognition. Level 2
Available in a range of subjects. Candidates will have acquired a BACKGROUND:
well-developed ability to absorb and communicate technical The QCDA definition of level 2 is competence in a significant
information about the target subject, including a mastery of some range of varied work activities, performed in a variety of contexts.
of the advanced mathematical and scientific principles involved. Some of the activities are complex or non-routine, and there is
Success at this level denotes skilled work of a complex nature some individual responsibility or autonomy. Collaboration with
and the ability to undertake a supervisory role. others, perhaps through membership of a work group or team,
may often be a requirement.
ASSESSMENT METHOD:
Written examinations: set and marked by City & Guilds Available in a range of subjects. Candidates will have acquired an
Written/ practical assignments: set by City & Guilds, marked by ability to understand and communicate more advanced technical
the centre, externally verified by City & Guilds. information than needed for the Technician Certificate about the
target subjects and to describe the principles of the subjects’ City & Guilds Level 5 Full
complex systems. Success at this level recognises competence in
a more demanding range of activities which require a degree of Technological Certificate
individual responsibility.
ASSESSMENT METHOD: FTC
Written/ practical assignments: set by City & Guilds, marked by
Level 5
the centre, externally verified by City & Guilds.
BACKGROUND:
GRADING SYSTEM:
The QCDA definition of level 5 is competence that involves the
application of skills and a significant range of fundamental
Written assignments: Distinction, Merit, Pass
contexts. Very substantial personal autonomy and often significant
QUALITY ASSURANCE: responsibility for the work of others and for the allocation of
Internal and external verification. substantial resources feature strongly, as do personal
execution and evaluation.
Level 3 qualifications/employment.
The Full Technological Certificate has been replaced by the Full
Technological Diploma.
City & Guilds Level 1 IVQ
Certificate City & Guilds Level 5 Full
IVQ C
Technological Diploma
Level 1 FTD
BACKGROUND:
The QCDA definition of level 1 is competence in the performance Level 5
of a range of varied work activities, most of which may be routine BACKGROUND:
and predictable. The QCDA definition of level 5 is competence that involves the
application of skills and a significant range of fundamental
Available in a range of subjects. Candidates will have acquired an
ability to understand and communicate basic information about
contexts. Very substantial personal autonomy and often significant
the target subjects in spoken, written and computer form and by
responsibility for the work of others and for the allocation of
means of diagrams, charts and statistics. Success at this level
substantial resources feature strongly, as do personal
indicates the ability to perform basic or routine activities which
provide the broad foundation for progression.
execution and evaluation.
ASSESSMENT METHOD:
Written examinations: set and marked by City & Guilds Candidates will be able to demonstrate high levels of knowledge,
Written/ practical assignments: set by City & Guilds, marked by a high level of work expertise in job roles and competence in
the centre, externally verified by City & Guilds. managing and training others. Qualifications at this level are
appropriate for people working as higher grade technicians,
GRADING SYSTEM: professionals or managers.
Written assignments: Distinction, Merit, Pass The Full Technological Diploma is available for the following
Practical assignments: Pass qualifications:
QUALITY ASSURANCE:
g IVQs in Engineering (2565)
g IVQs in Telecommunication Systems (2730)
g IVQs in Motor Vehicle Engineering (3905)
PROGRESSION/ARTICULATION: g Technician IVQs in the Construction Industry (6165)
Level 2 qualifications/employment. g IVQs in Applied Information Technology (7235)
g IVQs in Electrical and Electronic Engineering (8030-2000).
PREREQUISITES:
In order to obtain an FTD, the candidate must hold both an IVQ
Technician Diploma and an IVQ Advanced Technician Diploma in
the relevant subject, have a job role of a supervisory nature and
provide a portfolio of evidence which documents at least two
years’ appropriate work experience.
Holders of the FTC who wish to obtain an FTD must sit and be
successful in the relevant IVQ Technician Diploma and IVQ
Advanced Technician Diploma assessments and also satisfy the
practical portfolio element.
City & Guilds Advanced EXAMINATION TIMING:

No external examination.
Professional Certificate GRADING SYSTEM:
QUALIFICATION ABBREVIATION: Distinction, Merit, Pass.
APC
QUALITY ASSURANCE:
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: External moderation.
Level 3
BACKGROUND: Foundation Degrees/Degrees/Employment.
This is a bridging qualification to facilitate access to level 4
qualifications. It is aimed at people in work or with access to
work placement. Senior Awards
PREREQUISITES: City & Guilds’ Senior Awards (levels 4 to 8) have been specifically
Level 2 qualification designed to provide an employment-based route to higher level
NUMBER OF UNITS/STRUCTURE: qualifications. They provide formal recognition of professional and
Six units are required to complete the full qualification. Individual technical achievements in the public services, industry and
units can be certificated separately. commerce.
ASSESSMENT METHOD: Senior Awards are not appropriate for accreditation on the NQF,
Centre-devised assignments assessed by City & Guilds external so City & Guilds has allocated the nearest comparable level on
moderators. the NQF
GRADING SYSTEM: Fellowship (FCGI)
Distinction, Merit, Pass The highest award conferred by City & Guilds. It recognizes
outstanding professional achievement in demanding
QUALITY ASSURANCE:
appointments.
External moderation
PROGRESSION/ARTICULATION: Membership (MCGI)
Higher Professional Diploma or other sub-degree programme/ At the same level as a master’s degree, professional or senior
employment. managerial status.
Graduateship (GCGI)/Associateship (ACGI)
At the same level as a first degree. The ACGI is a parallel award
Higher Level Qualifications exclusively for students of the City & Guilds College, who have
graduated with an engineering or computing degree of the
Imperial College of Science, Technology and Medicine.
City & Guilds Higher Professional
Licentiateship (LCGI)
Diploma At the same level as HNC or the first level of a degree
QUALIFICATION ABBREVIATION: programme, and at a supervisory management level.
HPD
Level 4
Diploma
BACKGROUND: NATIONAL QUALIFICATIONS FRAMEWORK LEVELS:
Equivalent to first year of a degree and available through part- Foundation Diploma – level 1
time or full-time delivery. Higher Diploma – level 2
Progression Award – level 3
Qualifications provide the opportunity for candidates to select both Advanced Diploma – level 3
higher level technical units and those focusing on management. Extended Diploma – level 3
The target audience is candidates in work or with access to work BACKGROUND:
placement who: The February 2005 14-19 Education and Skills White Paper
g require the vocational knowledge and skills within our called for reforms to the 14-19 curriculum and qualifications
qualifications to enable them to work effectively at a including the development of a suite of Diplomas. This has been
managerial level in their sector described as the most important change to England’s
g require a qualification which validates, confirms and qualification system in a generation. Its aim is to provide learners
consolidates their professional expertise in England with a major new alternative to the current academic
g are seeking a progression route which will facilitate entry to and vocational qualifications. From 2013 all learners in England
a related degree programme. will have a new 14-19 entitlement, and it is the Government’s
expectation that 14-19 year olds will have the option of
PREREQUISITES: Diplomas, GCSEs and A levels, Apprenticeships, and the
Level 3 qualification Foundation Learning Tier (to support students at lower levels).
Diplomas are applied qualifications, which combine both the
Twelve units are required to complete the full qualification. academic and vocational and are contextualized to a range of
Individual units can be certificated separately. industry sectors through work-related learning. They are designed
ASSESSMENT METHOD: to provide progression routes into both employment and HE and
Centre-devised assignments which are externally moderated by are being developed by Diploma Development Partnerships
City & Guilds. (DDPs) led by the relevant Sector Skills Councils working with
QCDA, Ofqual and the awarding bodies. While employers have a Phase Three – for first teaching in 2010 and entry to HE in 2012:
major role in the development, HE is also actively involved. It is g
Public Services
widely accepted that the new Diplomas must meet HE's g
Sport and Leisure
requirements for progression. g
Retail
Diplomas are designed to promote diversity, opportunity and g
Travel and Tourism.
inclusion by offering high-quality, credible, industry-relevant
Phase Four – for first teaching in 2011 and entry to HE in 2013:
applied learning, alongside general learning, with real
opportunities to practise skills. The applied nature of Diplomas g
Humanities and Social Sciences (for first teaching in 2011
requires learning through the experience of applying knowledge and entry to HE in 2013)
and skills to tasks or contexts that have many of the g
Languages and International Communication (for first
characteristics of real work. Critical to applied learning and teaching in 2011 and entry to HE in 2013)
successful attainment are processes, particularly planning and g
Science (for first teaching in 2012 and entry to HE in 2014).
reviewing, that support experiential learning and give learners the
All 17 Diplomas will be available throughout England by 2012,
opportunity to reflect on their work-related experiences, to draw
and by 2013 all students in England will have a statutory
out and articulate lessons learnt (both generalised and specific),
entitlement to access any Diploma of their choice. This will be
and then apply their learning to new situations or activities. The
achieved through the delivery of Diplomas by consortia of
effective engagement of learners in activity, review and
providers, and the Department for Children, Schools and Families
application is intended to provide depth and meaning to learning,
(DCSF) has established the Gateway process for the approval of
and enhance employability.
consortia. A Diploma availability geographical search tool is
The process of creating Diplomas requires a review of existing available at: http://yp.direct.gov.uk/diplomas/where_to_study/
qualifications and it is anticipated that the best of those where_can_i_study/.
qualifications (or units from them) will be included within the STRUCTURE OF DIPLOMAS
Diplomas, eg as additional or specialist learning. DCSF has The Diploma is a composite qualification made up of:
recently conducted a consultation on a proposed 14-19
qualifications strategy. g
Principal learning
g
Generic learning including functional skills and personal
Diplomas are available at Levels 1, 2 and 3. learning and thinking skills (PLTS)
g
Work experience
The Foundation Diploma (Level 1) is equivalent to five GCSEs at g
Extended project
grades D – G. g
Additional and specialist learning (ASL) (not Progression
The Higher Diploma (Level 2) is equivalent to seven GCSEs at Diploma).
grades A* – C. PRINCIPAL LEARNING
The Advanced Diploma (Level 3) is equivalent to three and a half Principal learning is specific to the Line of Learning that a learner
A levels and includes principal and generic learning, six personal chooses, for example Creative and Media. It comprises a number
learning and thinking skills (PLTS), functional skills, a project, of units covering different aspects of the Line of Learning and
work experience and a choice of additional and specialist learning carries a mandatory 50 per cent applied learning requirement –
(ASL). ie learning by doing, set in a work-related context. Students will
acquire an awareness of a broad employment sector in addition
The Progression Award (Level 3) is a smaller award equivalent in to work-relevant knowledge, skills and understanding.
size to two and a half A levels. It includes the principal learning
and generic learning sections of the full Advanced Diploma, but The principal learning is consistent in size across all Diplomas, ie
excludes the additional/specialist learning. 240 guided learning hours (GLH) at Level 1, 420 GLH at Level 2
and 540 GLH at Level 3. It is assessed by a mixture of internal
The Extended Diploma is being developed for introduction from and external assessment. For the Level 3 Diploma the proportion
2011 to give students even greater choice and stretch, adding to of external assessment will be up to a third.
the range of options that the Diploma already offers. At Level 3 it GENERIC LEARNING
is expected to be equivalent to four and a half A levels. Generic learning is common across all Diploma Lines of Learning.
Development of the Diploma is taking place in phases as follows: It includes a core of skills required by employers and HE – six
personal, learning and thinking skills and functional skills in
Phase One – for first teaching in September 2008 and entry to English, mathematics and ICT.
HE in 2010:
The Personal, Learning and Thinking Skills (PLTS) framework
g
Creative and Media includes skills which require learners to be:
g
Construction and the Built Environment
g
Engineering 1 independent enquirers
g
Society, Health and Development 2 creative thinkers
g
IT. 3 reflective learners
4 team workers
Phase Two – for first teaching in 2009 and entry to HE in 2011: 5 self-managers
g
Environmental and Land-Based Studies 6 effective participators.
g
Manufacturing and Product Development Learners will develop and apply all these skills through the
g
Hair and Beauty principal learning. The skills will be assessed as they appear in
g
Business Administration and Finance each Diploma, rather than separately. The project and work
g
Hospitality. experience will provide further opportunities to apply these skills.
FUNCTIONAL SKILLS DATE OF FIRST AWARD:

Students will develop their ability to apply their English, maths Foundation Diploma – 2010
and ICT skills in situations relevant to work and life. Higher Diploma – 2010
Progression Award – 2010
The specifications require learners to: Advanced Diploma – 2010
a Achieve the functional skills units in English, mathematics Extended Diploma – 2013
and ICT at Level 1 for the Level 1 Diploma, and at Level 2 for
ASSESSMENT METHOD:
the Level 2 Diploma. The achievement of the Diploma at Principal learning unit assessment – mix of course work
Level 3 requires prior achievement of Level 2 functional assessment, portfolio and written examination
skills;
b Develop and apply functional skills within sector-relevant Functional skills – task-based controlled assessment
contexts.
The majority of learners will achieve their functional skills through Project – internal with external verification – see section on
their GCSEs (especially at Key Stage 4). Functional skills Extended Project above
qualifications will be subject to the agreed assessment principles Additional and Specialist Learning – will depend on the
for the pilot set out by QCDA following trials completed in March qualification(s) taken
2007.
ADDITIONAL AND SPECIALIST LEARNING (ASL)
August
Additional and specialist learning gives learners the opportunity to
deepen or broaden their learning. Within ASL, learners can GRADING SYSTEM:
choose qualifications that lead them in a particular direction. For The Diploma is graded at all levels. To achieve the overall
example, by taking a mathematics qualification within the Diploma qualification, learners will need to pass all components
engineering Diploma, they will develop a learning programme that within the Diploma, including functional skills and additional and
leads to a degree-level course in engineering. Or learners can specialist learning.
pursue interests that broaden their learning experience, for
example by choosing a language qualification. The Diploma grade is derived from the aggregate score of
principal learning and the project.
Students will select from qualifications at the same level as the
Diploma that they are taking, or one higher, eg the Foundation The grading of the Diploma will be reported in the following way:
Diploma can have ASL at Level 1 or 2. Lists of approved ASL g
Foundation Diploma: A*, A, B or ungraded (U)
components are published in the Diploma catalogue – see g
Higher Diploma: A*, A, B, C or ungraded (U)
www.qca.org.uk/qca_13948.aspx g
Advanced Diploma: A*, A, B, C, D, E or ungraded (U).
WORK EXPERIENCE A Diploma transcript will record and report a learner's
Learners are required to undertake a minimum of 10 days’ achievements in units and qualifications within the Diploma
structured work experience, where possible in the relevant sector. programme. It will contain grades at unit level and record the
EXTENDED PROJECT achievement of personal, learning and thinking skills, as well as
The extended project should be related to the principal learning the completion of work experience.
and should enable the learner to explore a topic of interest in At the time of writing (June 2009) the Tariff score for the
greater depth or breadth. Principal Learning and Extended Project of the Advanced Diploma
At Level 3 the project specifications must require learners to: (effectively the same as a Progression Diploma) with effect from
2010 entry to HE is as follows:
a select either individually or as part of a group, a sector-
relevant topic/area of interest for an in-depth study, which Grade UCAS Tariff Points
provides opportunities to develop skills, knowledge and A* 350
understanding, and negotiate with their mentor the scoping A 300
of that project. B 250
C 200
b identify and draft objectives for their project and provide a
D 150
rationale for their choice.
E 100
c plan, research and complete independently, or take an
identified and individual role in, a project. Please refer to the UCAS website
d provide evidence of planning, organisation, research, (www.ucas.com/students/ucas_tariff/tarifftables) for the latest
evaluation and outcomes of the project. information on the UCAS Tariff.
e produce a presentation on the completed project in an
appropriate medium and designed for a specific audience. The total score for the Advanced Diploma can be obtained by
adding the score for Additional and Specialist Learning (ASL) (a
More information on Diplomas can be found at: maximum of 140) to the score for Principal Learning and the
www.dcsf.gov.uk/14-19/documents/ Extended Project (Progression Diploma). The points for ASL will
14-19%20Links%20Document%20-%20Diplomas.doc depend upon the Tariff for the qualification concerned.
QUALITY ASSURANCE:
Foundation Diploma – 2008 The regulatory framework for the Diploma is underpinned by
Higher Diploma – 2008 supporting arrangements for the operation of the Diploma,
Progression Award – 2008 including Ofqual agreed procedures for awarding and grading.
Advanced Diploma – 2008 These arrangements are available to download from
Extended Diploma – 2011 http://www.ofqual.gov.uk/1912.aspx.
Diploma in Digital Applications/ Diploma in Foundation Studies

Certificate in Digital Applications/ (Art and Design)
Award in Digital Applications Note: individual awarding bodies’ titles are as follows –
QUALIFICATION ABBREVIATION: ABC: Diploma in Foundation Studies in Art, Design and
DIDA Media
CIDA Edexcel: BTEC Foundation Diploma in Art and Design
AIDA UAL: Foundation Diploma in Art and Design
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: WJEC: Diploma in Foundation Studies (Art, Design and
Levels 1 and 2 Media)
BACKGROUND: QUALIFICATION ABBREVIATION:
g Successor to GNVQ ICT (Foundation and Intermediate) FAD (not used by WJEC)
g Mapped against the e-Skills National Occupational Standards NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
for IT Users and the National Curriculum Programme of Study Level 3
in ICT
g Practical approach used to develop a body of skills and BACKGROUND:
knowledge The FAD programme was created in the 1960s to prepare
g Promotes creative use of digital applications students for degree-level study in art and design. It has
g Work submitted for moderation in an e-portfolio. traditionally been viewed as a post-school qualification that is
normally taken in sixth form colleges, FE colleges and HEIs. The
Edexcel Qualifications in Digital Applications for IT Users are qualification was redesigned in 2000, and from September 2000
part of the levels 1 and 2 provision of the National Qualifications has been accredited by QCDA and offered as a progression
Framework (NQF). qualification for HE and/or employment. It has consistently been a
most successful route for entry to degree-level studies in studio-
They are designed to:
based art and design.
g develop students’ ability to select and use digital applications
appropriately and produce high quality outcomes Four awarding bodies offer the level 3 FAD: ABC Awards (ABC),
g enable students to demonstrate their knowledge and skills Edexcel, the Welsh Joint Education Committee (WJEC) and
through purposeful application. University of the Arts, London (UAL).
Their broad objectives are to: A high proportion of FADs are located in FE colleges, although it
g give students the technical knowledge, skills and is also available in some HEIs and a small number of schools and
sixth form colleges.
understanding they need to use digital applications
competently The programme is normally offered as a one-year full-time
g equip students with some of the skills they will need in the programme, or as a two-year part-time programme.
workplace or in further education or training
g promote learning through work-related contexts It is designed to:
g use e-portfolios as tools for learning and assessment g enhance students’ capacity to learn and develop those
g develop an awareness of ethical, social, economic and faculties and skills which lead to self-reliant learning
political consequences of the use of and access to digital g develop students’ critical awareness of the contemporary
applications for individuals, organisations and society. visual world and related contexts and the relationship of
DATE OF FIRST TEACHING: contemporary practice to historical, cultural, environmental
September 2005, following pilot 2004 and social influences
g develop students’ intellectual curiosity through critical
DATE OF FIRST AWARD: understanding and advanced learning using appropriate
2006 (one-year programmes) methods such as a reflective journal and interaction between
NUMBER OF UNITS/STRUCTURE: self and others
Award in Digital Applications is equivalent to one GCSE and is g develop students’ ability in methods of creative production by
available at levels 1 and 2. The Award consists of Unit 1 Using ICT. maintaining an open mind towards the exploration of new
ideas through risk taking
Certificate in Digital Applications is equivalent to two GCSEs and g connect to the workplace and employers through the
is available at levels 1 and 2. The Certificate is composed of Unit encouragement of participation in ‘live projects’ wherever
1 and a further unit chosen from Unit 2 Multimedia, or Unit 3 relevant to the specification
Graphics, or Unit 4 ICT and Enterprise. g provide a context in which students are able to identify and
interpret their strengths and direction through a continuous
Diploma in Digital Applications is equivalent to four GCSEs and is
diagnostic and progressive exploration of skills and concepts
available at levels 1 and 2. The Diploma is composed of all four
central to art, design, craft and communication practice
units – Unit 1 Using ICT, Unit 2 Graphics, Unit 3 Multimedia, Unit
4 ICT and Enterprise.
g develop students’ understanding and awareness of the
opportunities and demands of study in art, design, craft and
communication in order to translate potential and ability into
realisable goals within higher education, chosen employment
or industry liaison opportunity.
2000
DATE OF FIRST AWARD: Edexcel can offer a Certificate of Unit Credit for any of the
2001 completed units 1 to 7.
PREREQUISITES:
Although not mandatory, the majority of students have at least Edexcel level 2 BTEC
two A levels. This requirement does not apply to mature students
who are assessed according to individual circumstances. First Certificate
NUMBER OF UNITS/STRUCTURE: NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
ABC: 8 units including at least one at level 4 Level 2
Edexcel: 9 units including two at level 4 BACKGROUND:
UAL: 7 units including one at level 4 Many major professional bodies recognise Edexcel’s BTEC
WJEC: 3 units including one at level 4. qualifications for exemption from professional examinations
ASSESSMENT METHOD: and/or entry to full corporate membership. In some professions,
All FAD programmes are externally assessed. ABC and Edexcel the Edexcel BTEC qualification is the main route to professional
operate an external assessment model hosted through the qualifications. Because employers and professional bodies are
confirmatory stage, WJEC operates through the FMP (Final Major heavily involved in the design of Edexcel BTEC qualifications, they
Project). Throughout the programme, a student’s progress is are recognised in industry and commerce. Some programmes
benchmarked through internal assessment. have been approved to run in-company at training centres to
meet the particular company needs.
EXAMINATION TIMING:
Summer term The Edexcel level 2 BTEC First Certificates are designed to
provide specialist work-related qualifications in a range of
sectors. They are unit-based qualifications that focus on
Certificates can be released from mid-July. particular aspects of employment within a vocational sector. The
GRADING SYSTEM: level 2 BTEC First Certificate offers a qualification that can extend
Distinction, Merit and Pass the study and provide vocational emphasis for learners following
a GCSE or Applied GCSE (Double Award) route or a combination
Final stage only is graded in the ABC and Edexcel specifications. of both in their main programme of study. Equally the Edexcel
WJEC weights each unit at 25%, with clear assessment strands level 2 BTEC First Certificate offers a focused qualification for
and descriptors for each unit culminating in a final assessment, learners, particularly more mature learners, who wish to follow a
weighted 50%. shorter programme of study that is directly related to their work
experience, or to an aspect of employment that they wish to
The following points for FAD came into effect for entry to HE from
move into in due course.
2006.
There are key aspects within the new Edexcel level 2 BTEC
Distinction 285 First Qualifications.
Merit 225 g The qualifications all have a specialist focus
Pass 165 g All units are internally assessed and verified
g The BTEC First Certificates have the equivalence on the
QUALITY ASSURANCE: DCSF Attainment Tables to two GCSEs (A* – C)
ABC Awards g There is an overall qualification grading for certification
All centres offering the qualification receive two visits: one by an g Some of the qualifications have been accredited as
ABC examiner and one by an ABC adviser. Reports written by Technical Certificates
advisers and examiners are forwarded to the National Lead
Examiner who reports findings and key issues to the ABC DATE OF FIRST TEACHING:
National Advisory Group and the Independent Steering Group, 2004
which is made up of representatives from the three awarding DATE OF FIRST AWARD:
bodies. Regional meetings are used to disseminate actions by 2005
these groups.
STRUCTURE OF QUALIFICATION:
Edexcel g Includes core and specialist units.
Edexcel external examiners review the statements of intent eight g Unit size is based on 30, 60, 90 or 120 guided learning
weeks prior to the examination visit and provide the centre with a hours, with a qualification size of 180 guided learning
feedback report. Examination visits to review the final major hours.
projects take place by negotiation with the centres.
ASSESSMENT METHOD:
WJEC All units are internally assessed and externally verified.
WJEC external assessment takes place in June each year.
Moderator-examiner reports are returned to centres and the The assessment is criterion-referenced, based on the
issues are carried forward to annual Boards of Study attended achievement of specified outcomes.
by all centres. GRADING SYSTEM:
The grading of units is at Pass, Merit or Distinction. These are
Progression is largely into higher education and employment. detailed as part of the documents for certification.
Each qualification will have an overall grade of Pass, Merit or
VARIANTS:
Distinction, and since September 2006 a Distinction* grade has
ABC can offer a Certificate of Unit Credit to students who
been available.
complete units 1 to 7.
QUALITY ASSURANCE: more mature learners, who wish to follow a shorter programme of
External verification and National Standards Sampling quality study that is directly related to their work experience or to an
assurance is undertaken as follows. aspect of employment that they wish to move into in due course.
g Guidance and unit specification There are key aspects within the new Edexcel level 2 BTEC
To promote consistency, the awarding body issues standards First Qualifications.
for programme/unit outcomes, content, assessment and
guidance on teaching and learning methods, programme g The qualifications all have a specialist focus.
design and assessment. g All units are internally assessed and verified.
g Approval g The BTEC First Diplomas have the equivalence on the DCSF
Any centre (college, university, school or company) wishing to Attainment Tables to four GCSEs (A* – C).
offer the qualification has to gain approval for that g There is an overall qualification grading for certification.
qualification by demonstrating that specified resources g Some of the qualifications have been accredited as Technical
and quality criteria are met, both for the centre and the Certificates.
qualification. DATE OF FIRST TEACHING:
g External verification 2003
The awarding body appoints an external verifier (pre-HE
provision) or senior subject examiner (HE provision) to DATE OF FIRST AWARD:
every sector programme that it approves. These are 2004
experienced practitioners, normally with occupational NUMBER OF UNITS/STRUCTURE:
competence, from education and industry who are carefully g The structures include core and specialist units.
selected and suitably qualified. They have a responsibility for g Unit size is based on 30, 60, 90 or 120 guided learning
ensuring that: hours within a qualification size of 360 guided learning
hours.
g centres assess student performance using strategies
that are valid and reliable ASSESSMENT METHOD:
g national standards of the qualifications are maintained All units are internally assessed and externally verified.
g the consistency of the qualifications nationally is
The assessment is criterion-referenced, based on the
monitored using national comparisons.
achievement of specified outcomes.
Before any awards are issued, an external verifier must confirm GRADING SYSTEM:
that national standards are being applied consistently and The grading of units is at Pass, Merit and Distinction, which are
certification is valid. Verification is undertaken using a range of detailed as part of the documents for certification. Each qualification
methods, including visits and remote sampling. Sampling of will have an overall grade awarded at Pass, Merit or Distinction
students’ work is undertaken for all programmes. and since September 2006 a Distinction* grade has been
PROGRESSION/ARTICULATION: available.
The qualifications have been developed to provide learners with QUALITY ASSURANCE:
a preparation for employment, to provide career development External verification and National Standards quality assurance is
opportunities for those already in work and to enable progression undertaken as follows:
and continuation of study in the vocational area (to any associated
level 3 vocational-related qualification or to a level 2 or 3 g Guidance and unit specification
occupationally competent qualification (NVQs)). To promote consistency, the awarding body issues standards
for programme/unit outcome, content, assessment and
guidance on teaching and learning methods, programme
Edexcel level 2 design and assessment.
g Approval
BTEC First Diploma Any centre (college, university, school or company) wishing to
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: offer the qualification has to gain approval for that qualification
Level 2 by demonstrating that specified resources and quality criteria
are met, both for the centre and the qualification.
BACKGROUND: g External verification
Many major professional bodies recognise Edexcel’s BTEC The awarding body appoints an external verifier (pre-HE
qualifications for exemption from professional examinations provision) to every sector programme which it approves.
and/or entry to full corporate membership. In some professions, These are experienced practitioners, normally with
the Edexcel BTEC qualification is the main route to professional occupational competence, from education and industry who
qualifications. Because employers and professional bodies are are carefully selected and suitably qualified. They have a
heavily involved in the design of Edexcel’s BTEC qualifications, responsibility for ensuring that:
they are recognised in industry and commerce. Some g centres assess student performance using strategies
programmes have been approved to run in-company at training that are valid and reliable
centres to meet the particular company needs. g national standards of the qualifications are maintained
The Edexcel level 2 BTEC First Diplomas are designed to provide
specialist work-related qualifications in a range of sectors. They are
unit-based qualifications that focus on particular aspects of Before any awards are issued, an external verifier must confirm
employment within a vocational sector. The level 2 BTEC First that national standards are being applied consistently and
Diploma offers a qualification which can extend the study and certification is valid.
provide vocational emphasis for learners following a GCSE or
Applied GCSE (Double Award) route or a combination of both in Verification is undertaken using a range of methods, including
their main programme of study. Equally the Edexcel level 2 BTEC visits and remote sampling. Sampling of students’ work is
First Diploma offers a focused qualification for learners, particularly undertaken for all programmes.
PROGRESSION/ARTICULATION: Before any awards are issued, an external verifier must confirm
The qualifications have been developed to provide learners with that national standards are being applied consistently and
a preparation for employment, to provide career development certification is valid. Verification is undertaken using a range of
opportunities for those already in work and to enable progression methods, including visits and remote sampling. Sampling of
and continuation of study in the vocational area (to any associated students’ work is undertaken for all programmes. Some
level 3 Vocational-Related Qualification or to a level 2 or 3 programmes are permitted to report on their own sampling activity
Occupationally Competent Qualification (NVQs)) rather than be subject to a second central sample in each year.
PROGRESSION /ARTICULATION
Edexcel BTEC Short Courses The framework is designed to be compatible with the NQF and
allows the learner to access and progress through further and
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: higher qualifications or training.
Levels 1–7
BACKGROUND: Edexcel level 3 BTEC
The BTEC short course framework is flexible, supporting and
enabling a range of different progression purposes. The National Award
framework was designed to: NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
g support lifelong learning and achievement
g provide access to qualification pathways BACKGROUND:
g provide the means of approving programmes that assess Many major professional bodies recognise Edexcel’s BTEC
knowledge, understanding and skills development qualifications for exemption from professional examinations
g provide flexibility in terms of target audience, modes of and/or entry to full corporate membership. In some professions,
delivery and assessment regimes the Edexcel BTEC qualification is the main route to professional
g facilitate career progression and updating. qualifications. Because employers and professional bodies are
heavily involved in the design of Edexcel’s BTEC qualifications,
A number of new BTEC short course qualifications have been
devised, which are included within the NQF. For each qualification: they are recognised in industry and commerce. Some
programmes have been approved to run in-company at training
g there is a very specialist focus centres to meet the particular company needs.
g the structure normally comprises core and specialist units
g units are normally 30, 60, 90 or 120 guided learning hours The Edexcel level 3 BTEC National Award is a 360-guided learning
g sizes across levels 1–7 are normally: Award up to 90 hours, hours unit-based specialist qualification that focuses on particular
Certificate up to 180 hours, and Diploma up to 300 hours aspects of employment within the vocational sector. As such, the
g level is indicated by 1, 2, 3, 4, 5, 6 or 7 award offers a qualification which can extend study and provide
g assessment is internal or external, depending on individual vocational emphasis for learners following an Applied GCE or GCE
structures. route or a combination of both in their main programme of study.
Equally, the Edexcel level 3 BTEC National Award offers a focused
ASSESSMENT METHOD: qualification for learners, particularly more mature learners, who
Qualifications within the short course framework are assessed, wish to follow a shorter programme of study that is directly related
externally verified and recognised through national certification. to their work experience or to an aspect of employment that they
This is supported by a credit transcript, which records and wish to move into. It is broadly equivalent to one GCE A level.
explains achievement at each of the levels of units undertaken.
The Edexcel level 3 BTEC National qualifications are designed to
QUALITY ASSURANCE: provide specialist work-related qualifications in a range of sectors. The
External verification and National Standards Sampling quality qualifications have been developed to provide learners with a
assurance is undertaken as follows: preparation for employment, to provide career development
g Guidance and unit specification opportunities for those already in work and to enable progression and
To promote consistency, the awarding body issues standards continuation of study in the vocational area, through further or higher
for programme/unit outcomes, content, assessment and education. The Edexcel level 3 BTEC National qualifications link to the
guidance on teaching and learning methods, programme Occupational Standards for the sector where these are appropriate
design and assessment. and are supported by the relevant Sector Skills Council (SSC).
g Approval DATE OF FIRST TEACHING:
Any centre (college, university, school or company) wishing 2002
to offer the qualification has to gain approval for that
qualification by demonstrating that specified quality criteria
2003
g External verification NUMBER OF UNITS/STRUCTURE:
The awarding body appoints an external verifier (pre-HE Total of 360 guided learning hours
provision) or subject examiner (HE provision) to every sector
ASSESSMENT METHOD:
programme that it approves. These are experienced
All units are internally assessed and externally verified.
practitioners, normally with occupational competence, from
education and industry who are carefully selected and suitably GRADING SYSTEM:
qualified. They have a responsibility for ensuring that: Grade UCAS Tariff Points
D 120
g centres assess student performance using strategies M 80
that are valid and reliable P 40
g national standards of the qualifications are maintained
GRADING ADDITIONAL INFORMATION: their programme through the study of a related GCE or other
Each unit is assessed and graded at Distinction, Merit or Pass. qualification. Alternatively, their access to suitable work situations
The qualification will have an overall grade awarded at may allow learners to achieve an NVQ qualification or individual
Distinction, Merit or Pass. NVQ units in the vocational sector. For adult learners the Edexcel
QUALITY ASSURANCE:
level 3 BTEC National Certificate offers a specialist work-related
External verification and National Standards Sampling quality qualification to confirm and extend their work experience if they
assurance is undertaken as follows: are or have been employed in the sector. It also provides a
suitable qualification for those wishing to change career or move
g Guidance and unit specification into a particular area of employment following a career break.
To promote consistency, the awarding body issues standards This qualification provides opportunities which enable progression
for programme/unit outcome, content, assessment and and continuation of study in the vocational area through further or
guidance on teaching and learning methods, programme higher education.
design and assessment.
g Approval
2002
Any centre (college, university, school or company) wishing to
offer the qualification has to gain approval for that qualification DATE OF FIRST AWARD:
by demonstrating that specified resources and quality criteria 2003
g External verification
The awarding body appoints an external verifier (pre-HE Total of 720 guided learning hours
provision) to every sector programme which it approves. ASSESSMENT METHOD:
These are experienced practitioners, normally with All units are internally assessed and externally verified.
occupational competence, from education and industry who
GRADING SYSTEM:
are carefully selected and suitably qualified. They have a
responsibility for ensuring that:
DD 240
g centres assess student performance using strategies DM 200
that are valid and reliable MM 160
g national standards of the qualifications are maintained MP 120
PP 80
GRADING ADDITIONAL INFORMATION:
Before any awards are issued, an external verifier must confirm Each unit is assessed and graded at Distinction, Merit or Pass.
that national standards are being applied consistently and The qualification will have one of five overall grades awarded,
certification is valid. as above.
Verification is undertaken using a range of methods, including QUALITY ASSURANCE:
visits and remote sampling. Sampling of students’ work is External verification and National Standards Sampling quality
undertaken for all programmes. assurance is undertaken as follows:
PROGRESSION/ARTICULATION: g Guidance and unit specification
To any associated level 4 or 5 vocationally related qualification, To promote consistency, the awarding body issues standards
including degrees, or to a level 3 or 4 vocationally related for programme/unit outcome, content, assessment and
qualification or occupationally competent qualification (NVQs). guidance on teaching and learning methods, programme
design and assessment.
g Approval
Edexcel level 3 BTEC Any centre (college, university, school or company) wishing to
National Certificate offer the qualification has to gain approval for that qualification
by demonstrating that specified resources and quality criteria
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: are met, both for the centre and the qualification.
Level 3 g External verification
BACKGROUND:
Many major professional bodies recognise Edexcel’s BTEC provision) to every sector programme which it approves.
qualifications for exemption from professional examinations These are experienced practitioners, normally with
and/or entry to full corporate membership. In some professions, occupational competence, from education and industry who
the Edexcel BTEC qualification is the main route to professional are carefully selected and suitably qualified. They have a
qualifications. Because employers and professional bodies are responsibility for ensuring that:
heavily involved in the design of Edexcel’s BTEC qualifications, g centres assess student performance using strategies
they are recognised in industry and commerce. Some that are valid and reliable
programmes have been approved to run in-company at training g national standards of the qualifications are maintained
centres to meet the particular company needs. g the consistency of the qualifications nationally is
The Edexcel level 3 BTEC National Certificate is a 720-guided
learning hours unit-based specialist work-related qualification Before any awards are issued, an external verifier must confirm
that covers the key knowledge and practical skills required in the that national standards are being applied consistently and
vocational sector and also offers different emphasis through the certification is valid.
choice of specialist units. It is broadly equivalent to two GCE
Verification is undertaken using a range of methods, including
A levels or the 12-unit AVCE. The qualification offers an engaging
visits and remote sampling. Sampling of students’ work is
programme for 16-19-year-olds who are clear about the area of
undertaken for all programmes.
employment they wish to enter. Such learners may wish to extend
PROGRESSION/ARTICULATION: QUALITY ASSURANCE:

To any associated level 4 or 5 vocationally related qualification, External verification and National Standards Sampling quality
including degrees, or to a level 3 or 4 vocationally related assurance is undertaken as follows:
qualification or occupationally competent qualification (NVQs).
g Guidance and unit specification
To promote consistency, the awarding body issues standards
Edexcel level 3 BTEC National for programme/unit outcome, content, assessment and
guidance on teaching and learning methods, programme
Diploma design and assessment.
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: g Approval
Level 3 Any centre (college, university, school or company) wishing to
offer the qualification has to gain approval for that qualification
BACKGROUND:
by demonstrating that specified resources and quality criteria
Many major professional bodies recognise Edexcel’s BTEC
qualifications for exemption from professional examinations g External verification
and/or entry to full corporate membership. In some professions,
the Edexcel BTEC qualification is the main route to professional
provision) to every sector programme which it approves.
qualifications. Because employers and professional bodies are
These are experienced practitioners, normally with
heavily involved in the design of Edexcel’s BTEC qualifications,
occupational competence, from education and industry who
they are recognised in industry and commerce. Some
are carefully selected and suitably qualified. They have a
programmes have been approved to run in-company at training
responsibility for ensuring that:
centres to meet the particular company needs.
g centres assess student performance using strategies
The Edexcel level 3 BTEC National Diploma is a 1080-guided
that are valid and reliable
learning hours unit-based qualification designed to extend and g national standards of the qualifications are maintained
deepen the specialist focus available in the Certificate. It is g the consistency of the qualifications nationally is
broadly equivalent to three GCE A levels. The qualification
prepares learners for employment in the sector and will be
suitable for 16-19-year-olds who have already decided that they Before any awards are issued, an external verifier must confirm
wish to enter a specific area of work. Some adult learners may that national standards are being applied consistently and
wish to make the commitment required by this qualification in certification is valid.
order to enter a specialist area of employment or progress into
Verification is undertaken using a range of methods, including
higher education. Other learners may want to extend the
visits and remote sampling. Sampling of students’ work is
specialism that they followed on the Edexcel level 3 BTEC
undertaken for all programmes.
National Certificate. Progression from this qualification could be
into employment where learners may progress to professional PROGRESSION/ARTICULATION:
body examinations. Alternatively, learners may progress to degree To any associated level 4 or 5 vocationally related qualification,
or other higher education studies in the vocational sector or a including degrees, or to a level 3 or 4 vocationally related
related one. qualification or occupationally competent qualification (NVQs).

2002 Edexcel level 5 BTEC Higher
2003
National Certificate
Total of 1080 guided learning hours BTEC HNC
ASSESSMENT METHOD:
All units are internally assessed and externally verified. Level 5
BACKGROUND:
GRADING SYSTEM:
BTEC HNCs are currently designed to equip students with the
knowledge, understanding and skills required for success in
DDD 360
current and future employment or for progression to an
DDM 320
DMM 280
undergraduate degree, NVQs and/or professional body
MMM 240 qualifications. These vocationally related qualifications will enable
MMP 200 students to meet changing circumstances, whether these arise
MPP 160 from a shift in their own sphere of employment, promotion to
PPP 120 supervisory or management roles or from general changes in
business/professional practices, technological advances or the
GRADING ADDITIONAL INFORMATION: work environment.
Each unit is assessed and graded at Distinction, Merit or Pass.
The qualification will have one of seven overall grades awarded, DATE OF FIRST TEACHING:
as above. The first BTEC NQF HNCs were introduced in 2003.
2004
PREREQUISITES:
Learners should have a profile of qualifications and/or experience
that shows an ability to progress to a level 5 qualification. For
learners who have recently been in education, the entry profile is Edexcel level 5 BTEC Higher
likely to include one of the following:
g a BTEC National Certificate or Diploma
National Diploma
g an AVCE/Advanced GNVQ in an appropriate vocational area QUALIFICATION ABBREVIATION:
g a GCE Advanced level profile that demonstrates strong BTEC HND
performance in a relevant subject or an adequate
performance in more than one GCE subject. This profile is
Level 5
likely to be supported by GCSE grades at A* – C
g other related level 3 qualifications BACKGROUND:
g an Access to Higher Education Certificate awarded by an BTEC HNDs are currently designed to equip students with the
approved further education institution knowledge, understanding and skills required for success in
g related work experience. current and future employment or for progression to an
undergraduate degree, NVQs and/or professional body
Mature learners may present a more varied profile of qualifications. These vocationally-related qualifications will enable
achievement that is likely to include extensive work experience students to meet changing circumstances, whether these arise
(paid and/or unpaid) and/or achievement of a range of from a shift in their own sphere of employment, promotion to
professional qualifications in their work sector. supervisory or management roles or from general changes in
NUMBER OF UNITS/STRUCTURE: business/professional practices, technological advances or the
An HNC consists of 10 units, all of which have to be achieved at work environment. The BTEC HND provides a wider breadth of
Pass or above. study than the BTEC HNC.
Units in the HNC are at one of two notional levels H1 and H2 (H1 DATE OF FIRST TEACHING:
= level 4, H2 = level 5) and are used to designate the relative The BTEC NQF HNDs were first introduced in 2003.
intellectual demand, complexity, depth of study and learner DATE OF FIRST AWARD:
autonomy for the unit. In these HNCs, at least 50% of the units 2004
must be at H2 level. H2 level places the emphasis, for example,
on the application and evaluation of contrasting ideas, principles, PREREQUISITES:
theories and practices, greater specialisation in the field of study, Learners should have a profile of qualifications and/or experience
and an increasing independence in systematic enquiry and that shows an ability to progress to a level 5 qualification. For
analysis. H2 units are, generally speaking, studied in the final learners who have recently been in education, the entry profile is
year, building on prior knowledge or H1 units. likely to include one of the following:
g a BTEC National Certificate or Diploma
ASSESSMENT METHOD:
g an AVCE/Advanced GNVQ in an appropriate vocational area
Assessment instruments are constructed by centres. Assessment
instruments should collectively ensure coverage of all assessment
g a GCE Advanced level profile that demonstrates strong
criteria within each unit and should provide opportunities for the performance in a relevant subject or an adequate
evidencing of all the grade descriptors. It is advised that performance in more than one GCE subject. This profile is
assessment criteria and contextualised grade descriptors are likely to be supported by GCSE grades at A* – C
clearly indicated on each assessment instrument to provide a
g other related level 3 qualifications
focus for learners (for transparency and to ensure that feedback
g an Access to Higher Education Certificate awarded by an
is specific to the criteria) and to assist with internal standardisation approved further education institution
processes. Tasks/activities should enable learners to produce
g related work experience.
evidence that relates directly to the assessment criteria and Mature learners may present a more varied profile of
grade descriptors. achievement that is likely to include extensive work experience
GRADING SYSTEM: (paid and/or unpaid) and/or achievement of a range of
Each unit is graded Pass, Merit or Distinction using grading professional qualifications in their work sector.
descriptors provided for the Higher Nationals. All qualifications NUMBER OF UNITS/STRUCTURE:
are awarded at Pass or Fail. HNDs consist of 16 units, all of which have to be achieved at
HEIs often specify the number of H2 units and/or the number of Pass or above.
Merit or Distinction unit grades (sometimes specifying these) H1 and H2 are notional level indicators, which show the relative
when framing their offers for degree programmes etc. intellectual demand, complexity, depth of study and learner
QUALITY ASSURANCE:
autonomy. In all versions of HNDs and HNCs at least 50% of the
Independent assessment via external examiners. units must be at H2 level. H2 level places the emphasis, for
example, on the application and evaluation of contrasting ideas,
PROGRESSION/ARTICULATION: principles, theories and practices, greater specialisation in the
Into level 5 or 6 qualifications, such as degrees and/or field of study, and an increasing independence in systematic
professional body qualifications, often allowing exemption from enquiry and analysis. H2 units are, generally speaking, studied in
the first year and/or second year of a degree or a specified part the final year, building on prior knowledge or H1 units.
of a professional qualification.
ASSESSMENT METHOD:
Assessment instruments are constructed by centres. Assessment
instruments should collectively ensure coverage of all assessment
criteria within each unit and should provide opportunities for the
evidencing of all the grade descriptors. It is advised that
assessment criteria and contextualised grade descriptors are
clearly indicated on each assessment instrument to provide a
focus for learners (for transparency and to ensure that feedback
is specific to the criteria) and to assist with internal Learners can complete individual units and progress to the full
standardisation processes. Tasks/activities should enable learners Certificate in Children’s Care, Learning and Development on
to produce evidence that relates directly to the assessment achievement of all the compulsory units for this qualification.
criteria and grade descriptors.
ASSESSMENT METHOD:
All units are internally assessed. 100% external assessment
GRADING SYSTEM: EXAMINATION TIMING:
Each unit is graded Pass, Merit or Distinction. There is no overall On demand and online
grade. Units are assessed through contextualised grading criteria,
and where the student demonstrates higher level skills and
Eight weeks for paper-based tests; 24 hours for online tests
abilities, the higher grades of Merit or Distinction are awarded.
GRADING SYSTEM:
HEIs often specify the number of H2 units and/or the number of Pass/Fail for each unit
Merit or Distinction grades (sometimes specifying these) when
framing their offers for degree programmes etc. PROGRESSION/ARTICULATION:
This qualification is recognised as a technical certificate in the
QUALITY ASSURANCE:
Advanced Apprenticeship framework. It is also appropriate for
Independent assessment via external examiners. those who wish to gain underpinning knowledge and
PROGRESSION/ARTICULATION: understanding through off-the-job learning.
Into level 5 or 6 qualifications, such as degrees and/or
professional body qualifications, often allowing exemption from
the first year and/or second year of a degree or a specified part EDI Certificate in Health and
of a professional qualification. Social Care
EDI (Education Development Level 3
International) BACKGROUND:
The qualification has been specifically developed to give
Education Development International (EDI) is one of the UK’s recognition to learners who have demonstrated the required
premier examining and awarding bodies. EDI’s extensive range of underpinning knowledge and understanding to meet the technical
tests and qualifications are accredited by the UK regulatory certificate requirements of the Health and Social Care Advanced
authorities. EDI’s vision is to offer progressive assessments and Apprenticeship. This qualification is relevant to all occupational
qualifications throughout a learner’s academic life and on into areas in which Health and Social Care services are provided. This
their professional career. qualification is also appropriate for those who wish to gain
EDI was formed by the merger of Goal and LCCIEB (London underpinning knowledge and understanding through off-the-job
Chamber of Commerce and Industry Examinations Board) learning, and for those in schools who are interested in exploring
in December 2002. EDI also offers a range of LCCI a career in care.
International Qualifications, specialising in Finance, English DATE OF FIRST TEACHING:
Language and Business Skills (see Appendix K for English January 2006
Language Proficiency tests).
PREREQUISITES:
There are no formal entry requirements for this qualification.
EDI Certificate in Children’s Care, However, learners should already have knowledge and skills
Learning and Development gained through either previous learning or employment or both.
Level 3 There are two pathways at level 3: Children and Young People,
and Adults. Each pathway has three compulsory units.
BACKGROUND:
The qualification has been specifically developed to give recognition Learners can complete individual units and progress to the full
to learners who have demonstrated the required underpinning Certificate in Health and Social Care on achievement of all the
knowledge and understanding to meet the technical certificate compulsory units for this qualification.
requirements of the Children’s Care, Learning and Development ASSESSMENT METHOD:
Advanced Apprenticeship. This qualification is relevant to all 100% external assessment
occupational areas in which Children’s Care, Learning and
Development services are provided. This qualification is also EXAMINATION TIMING:
appropriate for those who wish to gain underpinning knowledge On demand and online
and understanding through off-the-job learning, and for those in DATE OF RESULT PUBLICATION:
schools who are interested in exploring a career in Child Care. Six weeks for paper-based tests; 24 hours for online tests
DATE OF FIRST TEACHING: GRADING SYSTEM:
September 2005. Pass/Fail for each unit
PREREQUISITES: PROGRESSION/ARTICULATION:
There are no formal entry requirements for this qualification. This qualification is recognised as a technical certificate in the
However, learners should already have knowledge and skills Advanced Apprenticeship framework. It is also appropriate for
gained through either previous learning or employment or both. those who wish to gain underpinning knowledge and
NUMBER OF UNITS/STRUCTURE: understanding through off-the-job learning.
Five compulsory units at level 3
EDI Certificate in Audio PROGRESSION/ARTICULATION:

Successful learners who also obtain passes in English for Business
Transcription level 2, business practice level 3 and in a level 3 Office Skills award
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: will qualify for the level 3 Private Secretary’s Diploma. Successful
Level 3 learners who also obtain a pass in a level 3 IT award will qualify for
the level 3 LCCI Diploma in Business Administration.
BACKGROUND:
This qualification is intended for those whose position requires a
high standard of document production, presentation and audio EDI Certificate in Business and
transcription skills. Administration
DATE OF FIRST TEACHING: (Organisations and People)
2001
PREREQUISITES: Level 3
Learners should have a standard of English equivalent to English
BACKGROUND:
for Business level 2.
This qualification has been developed for learners who wish to:
NUMBER OF UNITS/STRUCTURE: g acquire knowledge and understanding relevant to the role of
One unit. Total examination time two hours the administrator at a senior or supervisory level
ASSESSMENT METHOD: g progress a career, and need the knowledge and
100% external assessment understanding to support that career
g enter administrative roles in which they will carry out a range
EXAMINATION TIMING:
of administrative tasks often without supervision
Twice a year and on demand g progress towards an NVQ, such as the EDI Business and
DATE OF RESULT PUBLICATION: Administration NVQ level 3 or level 4
Six-eight weeks from end of exam period; six weeks for on g gain a Business Administration Advanced Apprenticeship.
demand.
This qualification is relevant to all occupational areas in which
GRADING SYSTEM: administrative support and services are provided.
Pass 97% accuracy, Credit 98% accuracy, Distinction 99%
accuracy. This qualification is appropriate for those who wish to gain
underpinning knowledge and understanding through off-the-job
PROGRESSION/ARTICULATION: learning, or by attending a course at a school, college or other
Successful learners may go on to complete the Private place of learning.
Secretary’s Diploma.
2005
EDI Certificate in Business PREREQUISITES:
Administration There are no formal entry requirements for this qualification.
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: However, learners should have achieved a level of practical skill,
Level 3 knowledge and understanding appropriate to preparation
for a level 3 qualification in Business and Administration, through
BACKGROUND: either previous learning or experience.
This qualification is intended for learners who are working or
preparing to work in an administrative role which requires NUMBER OF UNITS/STRUCTURE:
initiative and business awareness. Two units:
Unit 1 – Apply work skills
DATE OF FIRST TEACHING: Unit 2 – Apply personal skills
2001
Each unit is tested through multiple-choice: Unit 1 comprises
PREREQUISITES:
50 questions to be answered in 90 minutes; Unit 2 comprises
Learners should have a standard of business English equivalent 30 questions to be answered in 60 minutes.
to English for Business level 2 and which enables them to make
themselves understood in a business context. ASSESSMENT METHOD:
100% external assessment
Five units. Four tasks to be completed in one examination lasting EXAMINATION TIMING:
21/2 hours Paper-based on demand or online
ASSESSMENT METHOD: DATE OF RESULT PUBLICATION:
100% external assessment On demand: six weeks from end of exam period.
Online: 24 hours.
EXAMINATION TIMING:
Twice a year and on demand GRADING SYSTEM:
Pass/Fail
Six-eight weeks from end of exam period; six weeks for on demand PROGRESSION/ARTICULATION:
To progress a career or improve the understanding to support
GRADING SYSTEM:
that career; progress towards the NVQ level 3 or level 4 in
Pass 50%, Credit 60%, Distinction 75% Business and Administration; enter administrative roles that carry
a significant degree of responsibility; gain an Advanced
Apprenticeship.
EDI Certificate in Business PREREQUISITES:

Practice However, learners should have achieved a level of practical skill,
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: knowledge and understanding appropriate to preparation for a
Level 3 level 3 qualification in Customer Service, through either previous
learning or experience. Learners should also have a level of
BACKGROUND: English equivalent to level 2 in the National Language Standards
This qualification is intended for learners who are seeking to to meet the communication requirements for this qualification.
increase their awareness and understanding of contemporary
business practices and organisations. It is expected that learners
from all the main functional areas represented within the Two units:
business or those seeking to find employment in any of these Unit 1 – Customer Service Language and Principles
areas will be able to develop their understanding of business Unit 2 – Customer Service Rules and Regulations
activity and practices. Both units are tested through one multiple-choice paper
DATE OF FIRST TEACHING: comprising 50 questions to be answered in 90 minutes.
2001 ASSESSMENT METHOD:
PREREQUISITES: 100% external assessment.
Learners should have a standard of English which enables them EXAMINATION TIMING:
to make themselves understood in a business context and which Paper-based on demand or online.
is equivalent to English for Business level 3.
NUMBER OF UNITS/STRUCTURE: Four weeks for paper-based tests.
One unit. An examination lasting 21/2 hours containing six Online: 24 hours.
questions, of which four must be answered.
GRADING SYSTEM:
ASSESSMENT METHOD: Pass/Fail
EXAMINATION TIMING: To progress a career or improve the understanding to support
Twice a year and on demand that career; progress towards the NVQ level 3 in Customer
DATE OF RESULT PUBLICATION: Service; enter customer service roles that carry a significant
Six-eight weeks from end of exam period; six weeks for on demand. degree of responsibility; gain an Advanced Apprenticeship.
GRADING SYSTEM:
Pass 50%, Credit 60%, Distinction 75%. EDI Certificate in Delivering
PROGRESSION/ARTICULATION: Learning Using a Virtual Learning
Successful learners may go on to complete the Private
Secretary’s Diploma, level 3, or the Diploma in Business
Environment (VLE)
Administration, level 3. NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
EDI Certificate in Customer BACKGROUND:
This qualification is designed for teachers, tutors, trainers and
Service learning support staff for any curriculum area, who want to be
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: able to use a VLE or other on-line learning platform to provide
Level 3 on-line learning resources and assessments for their learners.
BACKGROUND: DATE OF FIRST TEACHING:
This qualification is intended to give learners a broader 2005
understanding of the principles and background to providing
customer service and how they can be applied to typical PREREQUISITES:
situations. It is suitable for: Learners need to be teachers, trainee teachers, tutors or trainers,
or in a learning support position. They need to have initial skills in
g those wishing to gain knowledge and understanding of the
word processing, data handling, using presentation software, e-
concept of customer service at a more advanced level
mail and internet.
g use as a development tool, building on previously gained
knowledge and experience in providing customer service NUMBER OF UNITS/STRUCTURE:
g progression towards an NVQ, such as the EDI NVQ level 3 in Learners complete three mandatory units.
Customer Service
ASSESSMENT METHOD:
g those wishing to gain the knowledge and understanding
Assessment is through internal assessment of the assignment for
necessary for taking some degree of responsibility for
each mandatory unit. Internal assessment is internally moderated
supervising or leading staff at lower levels
and then externally moderated by EDI.
g learners wishing to gain an Advanced Apprenticeship in
Customer Service. EXAMINATION TIMING:
Not applicable
This qualification is relevant to all occupational areas.
Results are published approximately eight weeks after the end of
2007 course date
GRADING SYSTEM:
The overall result is either Pass or Rererred.
EDI Certificate in Education
Practice: ICT Skills
More advanced use of a VLE in teaching and learning. NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
EDI Certificate in Education BACKGROUND:

This qualification is designed for those who want to gain an ICT
Practice: ICT Advanced teaching certificate or need certification for their ability to teach ICT.
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: PREREQUISITES:
Level 3 Learners need to have five GCSEs or their equivalent, plus a level
BACKGROUND: 3 qualification in ICT, or a level 2 qualification in ICT and ICT skills
This qualification is designed for those who want to gain a and experience.
certificate for planning, preparing, resourcing and delivering level NUMBER OF UNITS/STRUCTURE:
2 courses in ICT applications, educational and other software. Learners complete the three mandatory units plus two hours of
DATE OF FIRST TEACHING: teaching practice.
PREREQUISITES: Assessment is through internal assessment of ICT teaching
Learners need to hold the EDI Certificate in Education Practice: resources (Units 1a and 2) and a teaching project (Unit 3).
ICT Skills or have an equivalent qualification and experience to Additionally there is internal observation and assessment of the
provide a reasonable basis for entry to an advanced course. two hours of teaching practice. Internal assessment is internally
They should also hold a teaching qualification or have carried out moderated and then externally moderated by EDI.
40 hours of ICT training during the past year. For Unit 1b learners complete answers to a case study in
NUMBER OF UNITS/STRUCTURE: controlled conditions and these are then externally assessed
Learners complete the three mandatory units, plus the Applied by EDI.
Principles of Education if they do not hold the Education Practice: EXAMINATION TIMING:
ICT Skills qualification. Case study assessments are carried out on a date determined by
ASSESSMENT METHOD: the centre and in advance of a final date specified by EDI.
Assessment is through internal assessment of seven ICT teaching DATE OF RESULT PUBLICATION:
resources and, if applicable, the Applied Principles of ICT Results are published approximately eight weeks after the end of
Education teaching project. Internal assessment is internally course date.
moderated and then externally moderated by EDI.
GRADING SYSTEM:
Additionally learners devise teaching resources for Word The overall result is either Pass, Referred or Incomplete.
Processing and Data Integration in controlled conditions, and
these resources are externally assessed by EDI. PROGRESSION/ARTICULATION:
To higher level generic of ICT teaching qualifications.
EXAMINATION TIMING:
Controlled assessments are carried out on a date determined by If learners also complete the level 3 Certificate in Education
the centre and in advance of a final date specified by EDI. Principles and Practice within their registration period, they are
awarded an EDI Diploma.
course date.
EDI Certificate in Education
GRADING SYSTEM:
The overall result is either Pass, Referred or Incomplete.
Principles and Practice
PROGRESSION/ARTICULATION: NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
To higher level generic or ICT teaching qualifications. Level 3
BACKGROUND:
If learners also complete the level 3 Certificate in Education
This qualification is designed for those who want to gain an
Principles and Practice within their registration period, they are
introductory teaching certificate or need confirmation of their
awarded an EDI Diploma.
ability to teach.
2002
PREREQUISITES:
Learners need to have five GCSEs or their equivalent, plus a level
3 qualification, or a level 2 qualification and skills and experience
in their specialist area.
Learners complete the three mandatory units, plus four hours of
teaching practice.
ASSESSMENT METHOD:
Assessment is through an examination and observation, and
assessment of two hours of the teaching practice.
EXAMINATION TIMING: DATE OF FIRST TEACHING:

Examinations are available on demand. 2007
DATE OF RESULT PUBLICATION: PREREQUISITES:
Results are published approximately eight weeks after the Learners need to have the skills and abilities to achieve an initial
examination date. teaching qualification at level 3.
GRADING SYSTEM: NUMBER OF UNITS/STRUCTURE:
The overall result is either Pass, Referred or Incomplete. Learners complete the one mandatory unit.
PROGRESSION/ARTICULATION: ASSESSMENT METHOD:
To higher level teaching qualifications. Assessment is through internal assessment of the assessment
If learners also complete the level 3 Certificate in Education pro forma.
Practice: ICT Skills or the level 3 Certificate in Education Practice:
Internal assessment is internally moderated and then externally
ICT Advanced within their registration period, they are awarded
moderated by EDI.
an EDI Diploma.
EXAMINATION TIMING:
Not applicable
EDI Certificate in Educational
Use of ICT Results are published approximately eight weeks after the end of
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: course date.
Level 3 GRADING SYSTEM:
BACKGROUND: The overall result is either Pass, Referred or Incomplete.
This qualification is designed for teachers, tutors, trainers and PROGRESSION/ARTICULATION:
learning support staff for any curriculum area who want to use To the level 3 or level 4 Certificate in Teaching in the Lifelong
new delivery technologies, select and create ICT teaching and Learning Sector for the associate teacher role or the level 5
learning resources and deliver learning using ICT. Diploma in Teaching in the Lifelong Learning Sector for those in
PREREQUISITES: the full teaching role.
Learners need to be teachers, trainee teachers, tutors, trainers, or
in a learning support position. They need to have initial skills
in word processing, data handling, using presentation software, EDI level 4 Award in Preparing to
e-mail and internet.
Teach in the Lifelong Learning
Learners complete three mandatory units.
Sector
ASSESSMENT METHOD:
Assessment is through internal assessment of the assignment for Level 4
each mandatory unit. Internal assessment is internally moderated BACKGROUND:
and then externally moderated by EDI. Assignment 3.1 is This qualification is designed for those who are new to teaching,
independently assessed by EDI. training or tutoring in the lifelong learning sector, want to be a
EXAMINATION TIMING:
teacher or trainer in the lifelong learning sector or want to update
Not applicable their underpinning knowledge and teaching or training skills.
Results are published approximately eight weeks after the end of 2007
course date. PREREQUISITES:
Learners need to have the skills and abilities to achieve an initial
GRADING SYSTEM:
teaching qualification at level 4.
Learners complete the one mandatory unit.
To EDI’s level 3 Certificate in Delivering Learning Using a VLE, or
more advanced use of ICT in teaching and learning. ASSESSMENT METHOD:
Assessment is through internal assessment of the assessment
pro forma.
EDI level 3 Award in Preparing to
Teach in the Lifelong Learning moderated by EDI.
Sector EXAMINATION TIMING:
Not applicable
Level 3 DATE OF RESULT PUBLICATION:
BACKGROUND:
This qualification is designed for those who are new to teaching, course date.
training or tutoring in the lifelong learning sector, who want to be GRADING SYSTEM:
a teacher or trainer in the lifelong learning sector or who want to The overall result is either Pass, Referred or Incomplete.
update their underpinning knowledge and teaching or training
skills.
PROGRESSION/ARTICULATION: ASSESSMENT METHOD:

To the level 3 or level 4 Certificate in Teaching in the Lifelong Assessment is through internal assessment of teaching practice,
Learning Sector for the associate teacher role or the level 5 an evidence of practice file and reflective journal.
Diploma in Teaching in the Lifelong Learning Sector for those in
the full teaching role. Internal assessment is internally moderated and then externally
moderated by EDI.
EXAMINATION TIMING:
EDI level 3 Certificate in Teaching Not applicable.
in the Lifelong Learning Sector DATE OF RESULT PUBLICATION:

Level 3 course date.
GRADING SYSTEM:
BACKGROUND:
This qualification is designed for those who are new to teaching, The overall result is either Pass, Referred or Incomplete.
training or tutoring in the lifelong learning sector, want to be a PROGRESSION/ARTICULATION:
teacher or trainer in the lifelong learning sector or want to update To the level 5 Diploma in Teaching in the Lifelong Learning Sector
their underpinning knowledge and teaching or training skills. for those in the full teaching role.
2007 EDI Certificate in ICT Applications
PREREQUISITES: NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Learners need to have the skills and abilities to complete a Level 3
teaching qualification for the associate teacher role at level 3.
BACKGROUND:
NUMBER OF UNITS/STRUCTURE: This qualification is intended for learners who already have
Learners complete three mandatory units and option units to the knowledge and skills equivalent to a level 2 IT User qualification,
value of six credits. gained either through previous learning or employment or both,
ASSESSMENT METHOD: and is suitable for those wishing to acquire advanced practical IT
Assessment is through internal assessment of teaching practice, skills for modern business or for use as a development tool, to
an evidence of practice file and reflective journal. progress a career by acquiring the IT skills needed to support
that career.
moderated by EDI.
2006
EXAMINATION TIMING:
PREREQUISITES:
Not applicable
DATE OF RESULT PUBLICATION: However, learners should have achieved a level of practical skill,
Results are published approximately eight weeks after the end of knowledge and understanding as an IT user equivalent to level 2
course date. (eg level 2 Certificate for IT Users), through either previous learning
or experience. Learners should also have a level of English
GRADING SYSTEM:
equivalent to level 3 in the National Language Standards or level
3 on the Language levels Framework to complete the practical
PROGRESSION/ARTICULATION: assignments successfully. Numeracy skills will be needed to
To the level 5 Diploma in Teaching in the Lifelong Learning Sector complete the spreadsheet assignment successfully.
for those in the full teaching role.
Learners must achieve three units from a choice of five (Word
Processing, Spreadsheets, Presentation Software, Databases,
EDI level 4 Certificate in Teaching Email/Internet/IT Security).
in the Lifelong Learning Sector ASSESSMENT METHOD:
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Practical assignment and online test
Level 4 EXAMINATION TIMING:
BACKGROUND: On demand
This qualification is designed for those who are new to teaching, DATE OF RESULT PUBLICATION:
training or tutoring in the lifelong learning sector, want to be a Six weeks for paper-based tests; 24 hours for online tests.
teacher or trainer in the lifelong learning sector or want to update
their underpinning knowledge and teaching or training skills. GRADING SYSTEM:
Pass, Merit or Distinction for each unit. Pass/Fail for overall
qualification.
2007
PREREQUISITES:
This qualification is appropriate for those who wish to gain
Learners need to have the skills and abilities to complete a
underpinning knowledge and understanding through
teaching qualification for the associate teacher role at level 4.
off-the-job learning.
Learners complete three mandatory units and option units to the
value of six credits.
EDI Certificate in Management g Merchandise, sales and stock management

g Employment rights and responsibilities.
Level 3 Learners must successfully complete the learning outcomes
associated with each unit, by completing the 50-question
BACKGROUND: multiple-choice test paper.
This qualification enables learners to develop the knowledge and
understanding for a range of middle management roles. ASSESSMENT METHOD:
100% external assessment. This qualification is assessed by a
DATE OF FIRST TEACHING: one and a half hour multiple-choice question paper with 50
2006 questions.
PREREQUISITES: EXAMINATION TIMING:
There are no formal entry requirements for this qualification. On demand and online
However, learners should have achieved a level of knowledge and
understanding equivalent to a level 2 qualification in Team DATE OF RESULT PUBLICATION:
Leading, through either previous learning or experience. Six weeks after the examination for paper-based tests and
24 hours for online tests.
Two units tested through multiple-choice papers. GRADING SYSTEM:
Pass/Fail
Unit 1 – Self development and leadership
Unit2 – Managerial responsibilities Successful learners may progress to the level 3 NVQ in Retail.
ASSESSMENT METHOD:
100% external assessments. EDI Certificate in Text Production
EXAMINATION TIMING: NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
On demand and online Level 3
DATE OF RESULT PUBLICATION: BACKGROUND:
Four weeks for paper-based tests; 24 hours for online. This qualification is intended for learners who are working in a
GRADING SYSTEM: position that requires a high standard of document production,
Pass/Fail for each unit presentation and transcription skills using a typewriter, word
processor or computer.
This qualification is recognised as a Technical Certificate within DATE OF FIRST TEACHING:
the Management Advanced Apprenticeship. Successful learners 2001
may progress to other occupational qualifications, for example PREREQUISITES:
the EDI level 4 NVQ in Management. Learners should have a standard of business English equivalent to
English for Business level 2. They should have established
knowledge and skills in keyboarding, proofreading and error
EDI Certificate in Retail correction, appropriate use of stationery, intelligent display,
Operations consistency of style, transcription from amended, printed and
handwritten copy, production of routine business documents and
planning and organising work within deadlines.
Level 3
BACKGROUND:
Four units (Following Instruction, Production, Presentation, and
This qualification is intended for learners who already have the
Transcription) assessed in one 2-hour 10-minutes examination
skills and knowledge equivalent to level 2. It is designed to allow
requiring learners to produce four documents: one business letter
learners to develop a broad understanding of how they can
or one fax message, one memo, one informative document and
operate and influence the functions and resources of a retail
one other business document.
outlet as well as developing a clear understanding of the
importance of customer service to the retail industry. ASSESSMENT METHOD:
2003 EXAMINATION TIMING:
Four series a year and on demand.
PREREQUISITES:
There are no formal entry requirements for this qualification. DATE OF RESULT PUBLICATION:
However, learners should have achieved a level of practical skill, Nine weeks from end of exam period; six weeks for on demand.
knowledge and understanding equivalent to a level 2 qualification
GRADING SYSTEM:
in Retail, through either previous learning or experience. While
Pass 97% accuracy, Credit 98% accuracy, Distinction 99%
preparing for this qualification learners will need to be able to
accuracy.
understand and use some industry-specific terms and phrases
relating to the operational running of a retail outlet. PROGRESSION/ARTICULATION:
Successful learners may go on to complete the Private
Secretary’s Diploma level 3.
This qualification consists of five units:
g Customer service
g Risk management and legislation
g Team effectiveness
EDI Certificate in Transport ASSESSMENT METHOD:

Assessment for Units 1–3 is as for the Certificate in Education
Engineering and Maintenance Practice: ICT Advanced. (Learners who already hold this
(Mechanical, Electrical and Coach) certificate are exempted from the assessments for these units.)
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Assessment for Units 4, 5 and 6 is through internal assessment
Level 3 of two ICT teaching resources and documentation for and delivery
of an advanced ICT course. Learners would also complete the
BACKGROUND Applied Principles of ICT Education teaching project, if applicable.
This qualification has been designed to meet the training Internal assessment is internally moderated and then externally
requirements of engineering and manufacturing staff employed moderated by EDI.
by public and private companies engaged in the manufacturing,
repair and maintenance of passenger-carrying vehicles and Additionally, for Unit 4, learners devise teaching resources for
general fleet traffic. Database and Spreadsheet in controlled conditions and these are
externally assessed by EDI.
2002 EXAMINATION TIMING:
Controlled assessments are carried out on a date determined by
PREREQUISITES:
the centre and in advance of a final date specified by EDI.
Learners need to have completed the three mandatory units of
the level 2 Certificate in Transport Engineering and Maintenance DATE OF RESULT PUBLICATION:
prior to embarking on this qualification Results are published approximately eight weeks after the end of
course date.
In addition to the three level 2 mandatory units, learners must GRADING SYSTEM:
complete the level 3 mandatory unit plus one further optional The overall result is either Pass, Referred or Incomplete.
unit.
ASSESSMENT METHOD: To higher level generic teaching qualifications or a degree
This qualification is assessed through one practical assignment programme.
and a multiple choice test. The practical assignment is internally
marked and externally moderated and the multiple choice test is
externally set and marked. LCCI IQ level 3 Certificate in
EXAMINATION TIMING: Accounting
On demand NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
DATE OF RESULT PUBLICATION: Level 3
Results are published six to eight weeks after the examination date
BACKGROUND:
GRADING SYSTEM: This qualification is suitable for learners who are working or
Pass/Fail (for each unit). preparing to work in an advanced area of accountancy. It aims
to enable learners to develop the necessary knowledge and skills to
prepare and interpret accounts for sole traders, partnerships,
This qualification is recognised as a technical certificate in the
non-trading organisations, limited companies and groups of companies.
Advanced Apprenticeship framework. It is also appropriate for
It also introduces learners to the principles and practice of decision
those wishing to gain underpinning knowledge and understanding
making.
and can be used as a stepping stone for Foundation Degrees.
2006
EDI Diploma in Education PREREQUISITES:
Practice: ICT Advanced Learners must have the knowledge and skills equivalent to the
LCCI IQ level 1 Certificate in Bookkeeping and level 2 Certificate
Level 4 in Bookkeeping and Accounts qualifications.
BACKGROUND: Additionally, learners should have a standard of English equivalent

This qualification is designed for those who want to gain a to the LCCI IQ level 2 English for Business qualification.
certificate for teaching Advanced/level 3 ICT or need certification NUMBER OF UNITS/STRUCTURE:
for their ability to teach level 3 ICT. One unit. A three-hour examination; four tasks to be completed
DATE OF FIRST TEACHING: from a choice of five.
PREREQUISITES: 100% external assessment
Learners need to hold the EDI Certificate in Education Practice: EXAMINATION TIMING:
ICT Skills or have an equivalent qualification and experience to Three times a year and on demand.
provide a reasonable basis for entry to an advanced course. They
should also hold a teaching qualification or have carried out 40 DATE OF RESULT PUBLICATION:
hours of ICT training during the past year. Six-eight weeks from end of exam period; six weeks for on demand.
NUMBER OF UNITS/STRUCTURE: GRADING SYSTEM:
Learners complete the six mandatory units, plus the Applied Pass 50%, Credit 60%, Distinction 75%.
Principles of Education if they do not hold the Education Practice:
ICT Skills qualification.
From 2008 this qualification carries UCAS Tariff points as follows. European Baccalaureate
Distinction 120
EB
Credit 90
Pass 70 BACKGROUND:
The European Baccalaureate (EB) is awarded only by the 14
PROGRESSION/ARTICULATION: European Schools of the European Union (EU), which provide free
Successful learners can progress to the LCCI IQ level 4 Financial education for children of staff employed by EU institutions.
Accounting qualification, or may go on to qualify for the level 3
Accounting Group Diploma. In addition, learners may progress to The EB examines the final two years of a seven-year secondary
ACCA and CAT qualifications where they will gain exemption from education cycle. A significant element of study is always
specified modules. undertaken in the first foreign language, including History and
Geography from Year 3. The syllabuses in the 15 language
sections are, with the exception of the mother tongue, identical
LCCI IQ level 3 Certificate in and the same standards of attainment are required of all. Not all
Accounting (IAS) schools are able to offer all language options. If an option course
cannot be offered in Language I, it may be offered in either the
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: working language of the student concerned, or in the language of
Level 3 the school’s host country. See table below.
BACKGROUND: g Students must choose all subjects in column 1.
This qualification is suitable for learners who are working or g Biology, history, geography and philosophy must be chosen in
preparing to work in an advanced area of accountancy. It aims to either column 2 or 3.
allow learners to develop the ability to prepare accounting g Biology is compulsory unless physics or chemistry is chosen
statements and data in accordance with basic accounting in column 3.
conventions and current international accounting practice, with g Students must choose at least two four-period subjects in
reference to disclosure of accounting policies, inventory, accounting columns 3 and 4 to ensure their minimum weekly timetable
for depreciation, cash flow statements and group accounts. It also consists of at least 31 periods. They may choose a maximum
aims to develop learners’ ability to apply the principles of decision of two additional courses from column 5, bringing their
making. timetable to a maximum of 35 periods per week.
DATE OF FIRST TEACHING: The EB should not be confused with the Option International du
2006 Baccalauréat (OIB) which is part of the French Baccalauréat
PREREQUISITES: designed for bilingual candidates, or the International
Learners must have the knowledge and skills equivalent to the Baccalaureate.
LCCI IQ level 1 Certificate in Bookkeeping and level 2 Certificate DATE OF FIRST TEACHING:
in Bookkeeping and Accounts qualifications. 1953
Additionally, learners should have a standard of English equivalent DATE OF FIRST AWARD:
to the LCCI IQ level 2 English for Business qualification. 1959
NUMBER OF UNITS/STRUCTURE: PREREQUISITES:
One unit. A three-hour examination; four tasks to be completed: Promotion to the EB Year (Year 13 in UK system).
from a choice of five.
ASSESSMENT METHOD: Between eight and 12 subjects are likely to be taken in the EB.
ASSESSMENT METHOD:
EXAMINATION TIMING: Forty percent internal assessment during EB year, 36% five final
Twice a year and on demand written exams, 24% four final oral exams. Final written and oral
exams are jointly assessed by teacher and external examiner.
Six-eight weeks from end of exam period; six weeks for on EXAMINATION TIMING:
demand. June
GRADING SYSTEM: DATE OF RESULT PUBLICATION:
Pass 50%, Credit 60%, Distinction 75%. July
From 2008 this qualification carries UCAS Tariff points as follows. GRADING SYSTEM:
The EB is a group diploma and candidates are awarded a final
overall mark expressed as a percentage. Candidates who achieve
Distinction 120
an overall mark of 60% or above are awarded the Baccalaureate.
Credit 90
The final mark is the result of:
Pass 70
a) Internal assessment of all subjects studied during Year 7 by
PROGRESSION/ARTICULATION: means of:
Successful learners can progress to the LCCI IQ level 4 Financial ginternal school examinations – 25%
Accounting (IAS) qualification or may go on to qualify for the level gcontinuous assessment – 15%.
3 Accounting (IAS) Group Diploma. In addition, learners may b) Five final written exams set by the Examining Board, in the
progress to ACCA and CAT qualifications where they will gain mother tongue, first foreign language and two elective
exemptions from specified modules. subjects – 36%.
c) Four final oral exams set by the teacher and an external
examiner appointed by the Examining Board, in mother QUALITY ASSURANCE:

tongue, first foreign language, history or geography, and a The European Schools are administered by a Board of Governors
fourth compulsory or elective subject – 24%. which consists of representatives of the member states, and a
representative of the European Commission. The EB is administered
Complementary subjects cannot be offered in the final written or and directly supervised by an external Examining Board appointed
oral examinations; they contribute only to internal assessment. At annually by the Board of Governors. The Examining Board is
least two of the four orals are in one of the candidate’s foreign chaired by a university professor and is composed of examiners
languages. There are no individual subject pass certificates but from each of the European Union countries. These representatives
individual subject marks are calculated at all stages, and are must meet the requirements laid down in their home countries for
indicated on the final Baccalaureate certificate. Students receive appointment to the Examining Board.
the Diploma, which is their formal record of achievement, and the
marks for each subject at about the same time in early July. The
subject results are in simple tabular form. Individual subjects are
graded 0–10 with 6 as a pass. The EB diploma is graded as a
percentage with 60% as a pass.
COMPULSORY SUBJECTS OPTIONAL SUBJECTS COMPLEMENTARY

ACTIVITIES
Column 1 Column 2 Column 3 Column 4 Column 5
(2 periods) (4 periods) (3 periods) (2 periods)
Language I (4 periods) Biology Latin* Advanced language I Practical physics
Language II (3 periods) History Ancient Greek* Advanced language II Practical chemistry
Mathematics (3 periods) Geography Geography Advanced mathematics^ Practical biology
or Philosophy Philosophy Computing
Mathematics (5 periods) Language III Elementary economics ∫
Religion/Ethics (1 period) Language IV Sociology
Physical education (2 periods) History Art ∫
Economics Music ∫
Physics Physical education
Chemistry Drama
Biology
Art
Music
* Students may take these subjects only if they have taken them in Years 4 and 5.
^ Advanced mathematics may only be taken in conjunction with five-period mathematics.
∫ Not allowed if already chosen in column 3.
Extended Project g develop, where appropriate, as e-confident learners and

apply new technologies in their studies
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: g develop and apply skills creatively, demonstrating initiative
Level 3 and enterprise
g use their learning experiences to support their personal
BACKGROUND:
aspirations for HE and career development. The project is
The 14-19 White Paper called for the introduction of an extended
project to test a wide range of higher level skills such as research likely to take a variety of forms, for example a piece of
and autonomous working. The extended project is a mandatory research, a performance or an artefact. In each case, it will
part of Level 3 Diplomas and it is intended that all students be necessary for the student to provide evidence of the
taking A level programmes should have the opportunity of organisation, research, evaluation and outcomes of the
undertaking an extended project as part of their programme. project.
A level programmes are not compulsory and therefore the The project is likely to take a variety of forms, for example a
extended project will not be mandatory. However, it is anticipated piece of research, a performance or an artefact. In each case, it
that all schools and colleges will offer the opportunity of an will be necessary for the student to provide evidence of the
extended project, and that a significant proportion of students will organisation, research, evaluation and outcomes of the project.
undertake one, particularly if they believe that it will assist Guidance from HEIs will assist students in choosing appropriate
progression to HE. projects in the light of their aspirations for progression to HE.
At level 3, the extended project should offer opportunities for Students will have a wide range of choice of extended project –
candidates to: the project could relate closely to one or more of their A level
g have a significant input to the choice and design of the subjects or could be in another area in which the student has an
project, and take responsibility for either an individual task or interest and aptitude. It has been suggested that for some
a defined task within a group project students the extended project might replace the fourth AS or
g develop and improve their own learning and performance as General Studies.
critical, reflective and independent learners
While Diploma students will be required to undertake a project
g develop and apply decision-making and, where appropriate,
related to the Diploma line, it is likely that they will be free to
problem-solving skills
decide on the nature of the extended project undertaken
g extend their planning, research, critical thinking, analysis,
(dissertation, investigation, performance, artefact), but schools
synthesis, evaluation and presentation skills
and colleges will give guidance to their students in deciding the
scope of their projects to ensure that they meet the criteria. It is At Advanced level, each free-standing qualification is similar in
possible that the requirements or preferences of HEIs may be an size and demand to a unit of GCE A level/AS, but cannot be
influence on the choice of extended project, and it would greatly aggregated to those qualifications. However, a choice of two of
help students, and those who advise them in schools and the three FSMQs forms components of the GCE AS in Use of
colleges, if HEIs could publish any requirements or preferences. Mathematics, for which teaching started in September 2001.
However, it should be noted that the success of the extended
project will depend on students being engaged with a topic which Each FSMQ:
sparks their imagination. The more the student has a major input g is a qualification in its own right
to the selection of the topic the more creative the outcome is g requires 60 guided learning hours
likely to be. Also, very useful generic skills aiding progression to g allows students to study principles and develop applications
HE will be developed whatever the project undertaken. of specific aspects of mathematics to some depth, drawing
upon and enhancing other areas of their work studies or
The extended project is a qualification equivalent in size to one
interests
half of an A level and may be taken in year 1, year 2 or spanning g encourages the use of ICT tools to analyse real data
the two years.
associated with a range of realistic contexts
DATE OF FIRST TEACHING: g is graded A – E or U.
2008 (pilots in 2006-7 and 2007-8)
FSMQs have been designed to meet a range of student needs,
DATE OF FIRST AWARD: eg for:
2009 (pilot students 2007 and 2008 entries) g students wanting to gain some mathematics equivalent in
ASSESSMENT METHOD: demand to GCSE mathematics
Internal with external verification g students who already have GCSE mathematics at grade C or
above, who can use the units to reinforce or extend
August particular areas of mathematics to support other areas of
study
GRADING SYSTEM: g GCE A level or AVCE students who are taking non-
The extended project has a common framework for both A level mathematical subjects but who would like to continue to
students and those taking Diplomas and is graded A* to E. study some mathematics or who need mathematical back-up
to their post-16 programme
UCAS Tariff points with effect from 2009 entry: g applicants to Initial Teacher Training courses (or trainees on
Grade UCAS Tariff Points those courses), for whom one qualification – Making
A* 70 Connections in Mathematics – has been specifically
A 60 developed for this purpose. This qualification was
B 50 withdrawn in 2007
C 40 g students on Access to HE or Foundation courses
D 30 g students in HE who might use them as revision units
E 20 g apprentices and National Trainees
g employees, including those taking NVQs.
The points score for A* has yet to be determined.
The following FSMQs are available:
QUALITY ASSURANCE:
Ofqual arrangements for awarding and setting standards in the Foundation
Extended Project and Diploma are available at the following link – Managing money
www.ofqual.gov.uk/files/ofqual-08-3865_DASG_report.pdf Working in two and three dimensions
Making sense of data
Free-Standing Mathematics Intermediate

Calculating finances
Qualifications Solving problems in shape and space (withdrawn in 2007)
QUALIFICATION ABBREVIATION: Handling and interpreting data
FSMQ Making connections in mathematics (withdrawn in 2007)
Using algebra, functions and graphs
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Foundations of advanced mathematics
levels 1, 2, 3
Advanced
BACKGROUND:
Using and applying decision mathematics (2006 onwards)
FSMQs (formerly referred to as Free-Standing Mathematics Units)
Using and applying statistics
are qualifications for post-16 students (all are accredited pre-16)
Working with algebraic and graphical techniques
that were piloted from September 1998 to August 2000. They
Modelling with calculus
became part of the National Qualifications Framework from
Additional mathematics
September 2000.
The qualifications are available at three levels: 2001
g Level 1 (Foundation) – includes mathematics at grades D – DATE OF FIRST AWARD:
G standard of GCSE Mathematics 2002
g Level 2 (Intermediate) – includes mathematics at grades
A* – C standard of GCSE Mathematics PREREQUISITES:
g Level 3 (Advanced) – includes mathematics equivalent to Generally GCSE mathematics – not at levels 1 and 2.
that found in GCE A level and AS courses.
NUMBER OF UNITS/STRUCTURE: GCE A levels are awarded by AQA, CCEA, Edexcel, OCR and
Varies, generally one WJEC. Awarding bodies developed both GCE A level and AS
ASSESSMENT METHOD:
specifications for all subjects for use from September 2000. The
Generally external and portfolio specifications reflect the structural changes for GCE A level and
AS qualifications.
EXAMINATION TIMING:
June, some examinations in January All specifications are based on the requirements of the published:

g common criteria
August, some results published in March
g GCE criteria
g subject criteria, where applicable.
GRADING SYSTEM:
Most FSMQs are assessed by equally weighted elements of The criteria support the current Government policy aims to
portfolio evidence and external examinations. address undue narrowness and lack of flexibility in the post-16
curriculum by encouraging broader programmes of study,
Only level 3 FSMQs carry Tariff points. underpinned by rigorous standards and Key Skills.
Grade UCAS Tariff Points The regulators in England, Wales and Northern Ireland considered
A 20 individual specifications against the criteria, and those that met
B 17
all the requirements were accredited to the National
C 13
Qualifications Framework.
D 10
E 7 Opportunities for developing and, where possible, generating
evidence for the assessment of one or more of the six Key Skills
PROGRESSION/ARTICULATION: are clearly indicated in all GCE AS and A level specifications.
GCE mathematics, HE Where a Key Skill is deemed to be integral to a subject, it is
assessed through the GCE A level and this is clearly stated in the
specification.
General Certificate of Education
Further details are provided by the regulators and the awarding
Advanced level bodies.
QUALIFICATION ABBREVIATION: DATE OF FIRST TEACHING:
GCE A level or A level 2000
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: DATE OF FIRST AWARD:
Level 3 2002
BACKGROUND: PREREQUISITES:
The GCE A level was first introduced in 1951 to replace the Normally, candidates take the GCE AS level in their first year of
Higher Schools Certificate. The earlier history of the qualification study and then take A2 units in their second year of study to
and its grading systems, including the arrangements up to and make it up to the full A level. However, it is possible to sit all of
including programmes started before September 2000, is the AS and A2 units in the same session at the end of the
outlined in a subsequent section. course. There is therefore no requirement to have certificated AS
GCE A level is an advanced (level 3) qualification normally taken before moving on to the full A level.
in schools and colleges in England and Wales in Year 12 (for AS) NUMBER OF UNITS/STRUCTURE:
and Year 13 (for A2) (Year 14 in Northern Ireland), ie two years From 2000-2007, most GCE A level qualifications were based on
after GCSE examinations. six units of approximately equal size.
The effect of Lord Dearing’s Review of Qualifications for 16-19- g Three of these units constitute the GCE AS qualification,
year-olds in 1996, and the Government’s subsequent Qualifying representing the first half of the full A level.
for Success consultation in 1997, was to create a flexible post- g The other three constitute the second half of the GCE A level,
16 system, which allows the opportunity for a broader curriculum and are known collectively as A2. The A2 units contribute
and greater choice without sacrificing depth or reducing the only to the full GCE A level and do not constitute a separate
standard of GCE A level. qualification.
In order to achieve these aims, the following major changes were In a small number of cases, GCE A level qualifications have had
implemented in schools and colleges from September 2000. fewer than six units. This applies to the small number of minority
foreign languages in order to guarantee continued provision of
g The GCE Advanced Subsidiary (AS) was introduced, both as
the qualifications (new specifications for minority foreign
the first year of GCE A level and as a substantive qualification
languages were introduced in September 1999). These are:
in its own right.
g The structure of GCE A level was revised – modular system AQA: Bengali, Modern Hebrew, Panjabi, Polish
introduced. Edexcel: Arabic, Chinese, Japanese, Modern Greek
g The Advanced Supplementary qualification was phased out. OCR: Biblical Hebrew, Dutch, Gujarati, Persian, Portuguese,
Turkish.
Candidates, in conjunction with schools/colleges, choose how
many GCE A level and AS examinations they take and there is The following four-unit awards were added:
considerable flexibility in the way in which post-16 programmes
can be constructed. Students can also study a combination of From 2005:
vocational and general qualifications if they wish. OCR: Critical thinking.
From 2006: EXAMINATION TIMING:

AQA: Critical thinking. There is a common examinations timetable across awarding
Edexcel: Art & design, design & technology, religious studies; bodies, with examinations taking place in January and mid-May
OCR: Accounting, law; to end of June. This arrangement allows centres to offer students
WJEC: Psychology, world development, sociology. the opportunity of taking AS and A2 units in stages or all together
at the end of the course. Not all units are available for
CHANGES FROM SEPTEMBER 2008 examination in January. All specifications indicate clearly whether
Revised A level criteria were incorporated into new specifications units are available in January as well as June.
first taught in 2008. All A levels became four-unit awards, with
the exception of biology, chemistry, electronics, environmental DATE OF RESULT PUBLICATION:
science, geology, mathematics, music, physics, some minority August/March
languages and A levels in applied subjects. The exact timing of publication of GCE A level and AS
The revisions were designed to ensure that A levels are more examination results is notified in an annual circular to UCAS
challenging and that the highest levels of achievement are correspondents. Results from each awarding body are normally
recognised. The revised A levels were available for first teaching available in mid-August via the UCAS Awarding Body Linkage
in September 2008. The changes include: (ABL) process, which provides them to HEIs several working days
before the official publication date, on the understanding that the
g fewer units of study (from six to four) without a reduction in results will not be revealed directly or indirectly to the candidates
content themselves. The efficient operation of this service depends upon
g fewer structured questions, and more open-ended questions UCAS being able to match information on the UCAS application
which require extended essay responses about the applicant with the records of the awarding body or
g more questions which require a synoptic overview of the bodies concerned.
subject
g the introduction of an extended project GRADING SYSTEM:
g the introduction of an A* grade which recognises very high Graded on a scale of A* – E
achievement.
GCE A level and AS qualifications carry points scores within the
ASSESSMENT METHOD: UCAS Tariff.
The majority of GCE AS and A2 level specifications consist of both
external and internal assessment. If a student is taking the GCE AS and then proceeding to take the
full GCE A level in the same subject, the AS point score will be
g The GCE AS units are assessed and graded to match the subsumed into the A level point score.
level of attainment expected from students in the first half of
an advanced course of study. Double counting of qualifications in the same subject area is not
g The more demanding A2 units are assessed at the full A permitted. The points score will be derived from the highest grade
level standard. achieved.
GCE AS units focus on skills, knowledge and understanding There is no limit to the points achievement from GCE or any other
developed during the first half of an advanced course of study. qualifications. The concept of only counting ‘the best three A
The conceptually less demanding material is assessed in AS units levels’ has now been largely superseded, although some HEIs do
and the conceptually more demanding material assessed in A2 still adopt this system.
units. Where subjects emphasise the development of skills rather
More detailed information about the UCAS Tariff is given in
than the learning of specific content, the focus on particular skills
Appendix B.
may differ in the AS and A2 units.
The scores used are as follows.
In all subjects, there will usually be some differences between the
types of questions used in AS and A2 examinations. There may, Grade UCAS Tariff Points
for example, be a greater proportion of open-ended and essay- A* 140
style questions within A2 papers. A 120
B 100
There is a continuing requirement for all GCE A levels to provide C 80
opportunities for all students to demonstrate their written D 60
communication skills (English, Welsh or Irish) in all subjects E 40
except mathematics, and the synoptic assessment requirements
in all subjects. U indicates an unclassified performance, which is not certificated.
There will be differences in the style of questions and The final result of the A level is based on the sum of individual unit
examination papers between subjects, and, where it is results. A2 units are graded using judgements about what might
appropriate, between specifications in the same subject. be reasonably expected of all students at the end of the course.
Synoptic assessment was introduced as a requirement for all The standards of the revised GCE A levels are the same as those
modular GCE A levels to help ensure that the standard of GCE A of the previous qualifications.
level continues to be maintained. Candidates are examined on
QUALITY ASSURANCE:
their ability to make connections between the different elements
All GCE AS and A level examinations are subject to quality
of the subject at the end of the full GCE A level. The synoptic
assurance procedures. The regulators (QCDA, DCELLS and CCEA)
element contributes at least 20% of the overall assessment and
are responsible for keeping under review all aspects of school
appears in one or more of the A2 units. The nature of the
examinations and assessments. They publish The Statutory
synoptic assessment varies according to the nature of the
Regulation of External Qualifications which includes the common
particular subject.The GCE A level specifications permit a
criteria for all qualifications and the GCE A level qualification
maximum of 30% internal assessment.
criteria.
These comprise the essential requirements for GCE AS/A level Government policy has encouraged the use of GCE AS
specifications in all subjects. They help to ensure uniformity of qualifications to introduce greater breadth and, where
standards and subject content between awarding body appropriate, contrast within students’ post-16 programmes, and
specifications, and to clarify the relationship between GCE A level this enables students to offer breadth and variety of qualifications
and AS. They also help HE to know what has been studied and for entry to HE.
assessed in the qualifications.
In order to be awarded an overall AS grade and a certificate, it is
The subject criteria outline the: necessary for the candidate to ask specifically to ‘cash-in’ units.
g aims This normally takes place at the time the entry is made for the
g core content at AS and A2 final units for the qualification, although a student may cash in at
a later series. Certificates will only be issued on two occasions in
g assessment objectives (and their relative weightings at AS
the year, following the June examination series and, for many
and A2)
specifications, following the January examination series.
g scheme of assessment
g grade descriptions. Students who have cashed in for an AS award must give the
grade in their UCAS application.
All GCE AS and A level specifications are accredited by QCDA,
DCELLS and/or CCEA. All new specifications must comply with Candidates who have accepted and have been awarded an AS
the requirements of the common criteria, GCE A level qualification certificate can resit AS units, in which case the better result
criteria and, where they exist, the subject criteria. counts towards the full A level. However, candidates are not issued
with a new AS certificate unless they resit all the AS units, in which
The regulators also publish the GCSE, GCSE in vocational
case it is based solely on their resits because the earlier AS units
subjects, GCE, Applied GCE and GNVQ Code of Practice which:
are ‘used up’ for AS purposes by the original act of AS certification.
g lays down detailed procedures to promote accuracy, fairness,
quality and consistency across all awarding bodies It is not a requirement for a student taking AS leading to GCE
g represents an enhanced measure of national uniformity of A level to cash in the AS units. Whether or not this action takes
procedures and quality assurance. place will depend upon the circumstances, including the policy of
the school/college concerned. UCAS has asked referees to give
The awarding bodies operate their own detailed quality assurance an explanation of their institutions’ policies and any special
procedures conforming to the Code of Practice. QCDA and circumstances affecting an individual applicant as part of the
DCELLS carry out scrutinies, probes, five-yearly reviews and reference on the UCAS application. The regulators can provide
comparability studies to monitor the quality of GCE A level and AS further information on the range of options available, and the
examinations to ensure the fairness, consistency and implications for entry to higher education.
comparability of standards. CCEA as an awarding body abides by
the QCDA scrutiny programme to ensure comparability. Summer 2007 was the last session in which candidates were
able to decline certification. From the January 2008 examination
A list of GCE A level and AS specifications with agreed subject series, a candidate wishing to improve a grade is no longer
titles is given in Appendix E. required, nor able, to decline the original award. This means, that
after certification, candidates do not have to retake the whole
Information on areas such as recommended prior learning, qualification to improve performance but can do so through
overlap of qualifications, progression opportunities, sequencing re-sitting individual units.
of units and opportunities for developing and gathering evidence Students are not normally able to combine the AS units taken on
for the assessment of key skills is clearly indicated in all one specification with the AS units taken on a different
specifications. Commonly, students go on to higher education, specification. However, students completing a full AS in one
training and employment. centre and then having to move to a new centre for A2, may be
allowed to transfer an AS of one specification to the A level of
General Certificate of Education another specification. Such arrangements are at the discretion of
the receiving awarding body. Permission is likely to be granted in
Advanced Subsidiary level the vast majority of cases, but will depend on the compatibility of
QUALIFICATION ABBREVIATION: the two specifications.
AS level DATE OF FIRST TEACHING:
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: 2000
Level 3 DATE OF FIRST AWARD:
BACKGROUND: 2001
GCE AS level is normally taken over one year of full-time study. PREREQUISITES:
It has been designed as a free-standing qualification, or to Although there had not previously been a formal requirement
contribute the first half of a full GCE A level. that a candidate must have taken a subject at GCSE before
Where the normal pattern is for GCE AS to be taken over one attempting the same subject at GCE A level, recommended prior
year of study, followed by a further year of study for GCE A level, learning has been a feature of new GCE specifications from
it is possible that some students may take one or more GCE AS September 2000.
qualifications over two years. It is possible for GCE A level to be NUMBER OF UNITS/STRUCTURE:
taken over one year and a minority of students may take From 2000-2007 most GCE A level qualifications were based on
advantage of this. It should also be understood that GCE AS is not six units of approximately equal size: the first three of these units
restricted to the first year of sixth form studies, and that it is constituted the GCE AS qualification, representing the first half of
possible to take one or more further GCE AS qualifications in the the full A level. In a small number of cases, GCE A level
second year of post-16 study. qualifications had fewer than six units. This applies to the small
number of minority foreign languages in order to guarantee
continued provision of the qualifications (new specifications for Examiners grade the AS by judging the performance that might
minority foreign languages were introduced in September 1999). reasonably be expected of advanced level students halfway
through the course, unlike the former Advanced Supplementary
These are: examination in which judgements were made about performance
AQA: Bengali, Modern Hebrew, Panjabi, Polish. that might be expected at the end of the full A level.
Edexcel: Arabic, Chinese, Japanese, Modern Greek.
OCR: Biblical Hebrew, Dutch, Gujarati, Persian, Portuguese, The AS grade is based on students’ attainments in the two AS
Turkish. units; for those who go on to complete the full A level, their grade
The following four-unit awards have since been added: will be based on attainment in the two AS and two A2 units
combined. For candidates who sit all assessment units of A level
From 2005: at the end of the course, grades will be awarded for the AS and
OCR: Critical thinking. the full A level.
From 2006: QUALITY ASSURANCE:

AQA: Critical thinking. All GCE AS level examinations are subject to quality assurance
Edexcel: Art & design, design & technology, religious studies; procedures. The regulators (QCDA, CCEA and DCELLS) are
OCR: Accounting, law. responsible for keeping under review all aspects of school
WJEC: Psychology, world development, sociology. examinations and assessments. They have published, in
conjunction with the awarding bodies, the GCSE, GCSE in
Revised AS criteria have been incorporated into new
vocational subjects, GCE, VCE and GNVQ Code of Practice
specifications first taught in 2008. All AS have become two-unit
2002/3 which:
awards, with the exception of biology, chemistry, electronics,
environmental science, geology, mathematics, music, physics, the g lays down detailed procedures to promote accuracy, fairness,
languages listed above and AS in applied subjects. quality and consistency across all awarding bodies
ASSESSMENT METHOD:
g represents an enhanced measure of national uniformity of
GCE AS units focus on skills, knowledge and understanding procedures and quality assurance.
developed during the first half of an advanced course of study.
The conceptually less demanding material is assessed in AS units
GCE A level, AVCE (now replaced by applied GCE A levels),
and the conceptually more demanding material assessed in A2
Advanced Apprenticeship, training and employment.
units. Where subjects emphasise the development of skills rather
than the learning of specific content, the focus on particular skills VARIANTS:
may differ in the AS and A2 units. There is no synoptic Since 2000, there has been a small number of free-standing
assessment in the GCE AS. AS qualifications, for which there is no equivalent GCE A level.
The majority of AS qualifications are assessed by means of The list is given in Appendix E.
externally assessed written papers and internally assessed
The GCE AS in Use of mathematics was introduced in September
coursework/ practicals of normally up to 30%.
2001, with first awards in summer 2002. This AS is designed to
EXAMINATION TIMING: meet the needs of students who do not intend to take the subject
There is a common examinations timetable across awarding to A level, but who would welcome an opportunity to study some
bodies, with examinations taking place in January and June. This mathematics to AS level with an emphasis on how mathematics
arrangement allows centres to offer students the opportunity of is used to model a wide range of real-world problems.
taking AS and A2 units in stages or all together at the end of the
course. AS units do not have to be taken during the first half of This AS is of comparable demand to GCE AS mathematics, but
the course only. concentrates less on the mastery of additional content and more
on the process skills of reasoning, understanding the way in
Not all units are available for examination in January. All which mathematics is used to model reality, and communication.
specifications indicate clearly whether units are available in The AS is designed to be more applications orientated and to
January as well as June. stress the use of ICT for working with large data sets and
AS/A levels in applied subjects were introduced for first teaching studying the graphical behaviour of functions.
in 2005 to replace VCEs. The first awards of the applied AS
The AS has three components, two of which are Advanced Free-
qualifications were in summer 2006.
standing Mathematics Qualifications (FSMQs) (see section on
DATE OF RESULT PUBLICATION: FSMQs above). All students have to study the Advanced FSMQ
Results from each awarding body are normally available in Working with algebraic and graphical techniques and one of
mid-August. The results of January examinations are normally using and applying statistics or modelling with calculus. In
available in the following March. addition, all students study a terminal unit – Applying
mathematics – which is unique to this qualification.
GRADING SYSTEM:
Graded on a scale of A – E.
Students not obtaining the full AS in Use of mathematics
Grade UCAS Tariff Points qualification will gain credit for each of the FSMQs successfully
A 60 Highest grade awarded completed.
B 50
C 40 The AS in Use of mathematics acts as a full proxy qualification for
D 30 the award of level 3 of the Key Skill of Application of Number.
E 20 Lowest pass awarded
U indicates an unclassified performance which is not certificated.
GCE Advanced Subsidiary/ A level programme in 2005/6 would have taken the old VCE.)
Advanced level in Applied From summer 2008, a new award was available to reward
achievement of candidates who have achieved nine units in an
Subjects AS/A level in an applied subject. The title of the award is:
Advanced GCE with Advanced Subsidiary (Additional) in [subject]
AS, AS Double Award, A level, A level Double Award. – 9 units (six AS and three A2)
It is not expected that many candidates will receive this award. It
Level 3
has been created to reward candidates who for some reason
BACKGROUND: were unable to complete the full double award A level.
A levels in applied subjects are qualifications that enable students
ASSESSMENT METHOD:
to develop skills, knowledge and understanding in the area they
The four awards (outlined earlier) all draw from the same pool of
are studying and prepare them for both the world of work and for
units and use the same assessment arrangements: a combination
progression to higher education. They have replaced the
of externally assessed written papers (usually one-third) and
Advanced Vocational Certificate of Education that used to be
internally assessed coursework/portfolio (usually two-thirds).
informally known as ‘Vocational A levels’ or AVCEs. They have a
structure that is similar to the GCE AS/A2 model and were The broad aim of the redesign of vocational qualifications at
available for first teaching in 2005/6 academic year. At the same advanced level was to give the qualifications the same AS/A2
time, the formal distinction between GCEs and the old AVCEs has structure and A – E grading system as the GCE AS/A levels.
been dropped and both applied and academic qualifications are
known as GCEs. However, a small number of subjects – art & The qualifications are unit based. Each unit clearly sets out
design, business, ICT and science – were previously available as the learning which students must cover in order to provide the
both GCEs and AVCEs. In order to distinguish between the two assessment evidence. Assessment criteria are used to assess the
qualifications, the term “applied” has been introduced into the students’ ability to apply their skills, knowledge and understanding
revised VCE qualification in these subjects: for example, the old in a vocational context. The assessment criteria are written for
VCE in art & design is known as the GCE A level in applied art & each unit, and the units are written for, and addressed directly
design. to, the students themselves. The exact nature of external
assessment varies depending on the subject area, level (ie AS
A levels in applied subjects are designed to be related to National or A2) and unit content.
Occupational Standards in relevant sectors and to equip students
with up-to-date knowledge, skills and understanding of the Evidence for assessors on the use of the criteria is given in
underpinning principles and processes of those sectors. Learning a section of the units entitled ‘Essential Information for
is expected to be active and student-led, although directed by Teachers’ which suggests teaching strategies and resources,
teachers and, where appropriate, supported by professional and and includes Key Skills signposting.
employer input. EXAMINATION TIMING:
A levels in applied subjects are available as a series of different January/June
sizes of award to promote flexibility in the post-16 curriculum: DATE OF RESULT PUBLICATION:
g AS – three units (three AS units) March/August.
g AS double award – six units (six AS units) GRADING SYSTEM:
g A level – six units (three AS and three A2 units) Note: A new grade of A* was introduced for A level in 2008.
g A level double award – 12 units (six AS and six A2 units).
AS level is reported on a five-grade scale from A – E where A is
Students should be aware that not all awarding bodies offer the the highest.
full range of subjects and awards.
A level is reported on a six-grade scale from A* – E where A* is
As with all GCE AS/A levels, the achievement of an AS/A level in the highest.
applied subjects is not dependent on achievement of Key Skills.
AS double award is reported on the following grading scale: AA,
However, the development of Key Skills forms an integral part of
AB, BB, BC, CC, CD, DD, DE, EE, EU
the award and they are signposted in all units.
A level double award is reported on the following grading scale:
A*A*, A*A, AA, AB, BB, BC, CC, CD, DD, DE, EE, EU
2005
AS A level
AS and AS double award – 2006 A* n/a 140
A 60 120
A level and A level double award – 2007
B 50 100
NUMBER OF UNITS/STRUCTURE: C 40 80
Applied AS/A levels were introduced in September 2005. The D 30 60
awards consist of a mixture of mandatory and optional units. E 20 40
Within individual sector areas, there may be alternative models
of how the award may be constructed, providing a measure of
controlled flexibility. In the VCEs, the mandatory units were
common to all specifications. However, with the applied A levels,
criteria were developed to inform the development by the
awarding bodies of their own mandatory units. The A levels may
be taken over one or two years. (The first A2 awards were not
available until 2007 and so any students studying a one-year
AS A level SHORT COURSE GCSE

Double Double GCSE awarding bodies have offered short course GCSEs since
Award Award September 1996, the first examinations having taken place in
A*A* n/a 280 summer 1997. These qualifications cover half the subject content
A*A n/a 260 of a GCSE and are usually taught in half the time.
AA 120 240
AB 110 220 DATE OF FIRST TEACHING:
BB 100 200 GCSE was first introduced in 1986 with first examinations in 1988.
BC 90 180 Specifications were revised for first teaching in September 2001.
CC 80 160
CD 70 140 Applied GCSEs were developed for first teaching in September
DD 60 120 2002. A Single Award GCSE in science was introduced for first
DE 50 100 teaching in September 2006.
EE 40 80
1988; 2003 (revised specification)
The final grade is calculated using a points-based system.
Separate points are available for each unit, and these are PREREQUISITES:
aggregated to determine an overall grade for the qualification. None
These points should not be confused with those used on the
UCAS Tariff (see above).
Most GCSEs are offered at two tiers, foundation and higher,
U indicates an unclassified performance, which is not certificated. corresponding with level 1 and level 2 of the NQF.
QUALITY ASSURANCE: GCSEs are generally linear in structure. Some modular courses
For internal assessment, a moderation system designed to do exist, but have no set number of units. However, Applied
ensure that entry grades are in line with national standards has GCSEs have a three-unit structure (see subsequent entry). New
replaced the external verification system. Normally at least a third GCSEs in science are unit-based.
of the overall assessment is externally set and marked by the
ASSESSMENT METHOD:
awarding bodies.
The assessment is at the end of the course for the majority of
A subject listing of GCE A/AS levels in applied subjects is given in subjects and consists of both external and internal assessment.
Appendix E. The number of examination papers and the exact proportion of
internal assessment varies from subject to subject.
The awards have been designed to promote flexibility in the Internal assessment, however, often accounts for 20% of the total,
post-16 curriculum allowing students to incorporate them into the remainder being external, although this varies across subjects.
their programmes and in particular to combine them with other Internal assessment includes coursework and practical investigations,
GCE AS and A2s. depending on the balance allowed by the subject criteria.
In certain subjects, specifications that consist solely of externally
assessed components (ie no coursework is required) are available
General Certificate of Secondary for part-time and private candidates. In these cases the normal
Education GCSE certificate will be issued.
From September 2009 coursework will be replaced by controlled
GCSE assessment in most subjects. Controlled assessment is an
assessment that takes place under controlled conditions in
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: schools and is either set or marked by an awarding body.
levels 1, 2
EXAMINATION TIMING:
BACKGROUND: For all awarding bodies, the GCSE is taken in the summer,
The General Certificate of Secondary Education (GCSE) is a normally from mid-May to the end of June. Some examinations
qualification which is normally taken in schools at approximately can also be taken in the winter, and some specifications use
age 16. It was created by the merging of the former General staged assessment.
Certificate of Education (GCE) Ordinary (O) level and the
Certificate of Secondary Education (CSE) to form a single system DATE OF RESULT PUBLICATION:
of examining at 16+. The change was designed to make the GCSE results are normally available in late August, one week
examinations more inclusive, and GCSE was successful in later than A level/AS results. HEIs can make conditional offers
encouraging more people to take qualifications at 16. to students incorporating a GCSE requirement in addition
to A level/AS. The process of confirming the offer is likely
Currently, the majority of pupils take GCSEs at the end of Key to be delayed pending the issue of the GCSE results.
Stage 4, the last two years of compulsory education.
GRADING SYSTEM:
GCSE qualifications are available in three sizes. A* – C are the levels of attainment normally required for entry to
DOUBLE AWARD GCSE HE (level 2 in the NQF). The A* grade was introduced from 1994
The Double Award GCSE exists in the Applied GCSEs (GCSEs in to reflect a level of performance above grade A, and to reward
vocational subjects.) The qualification usually occupies two option outstanding achievement. Grades D – G are lower levels of
blocks in school timetables and students are awarded two grades, attainment (level 1 in the NQF). U represents unclassified, ie
eg AA, CD. judged to be of insufficient standard to be recorded.
GCSE GCSE Double Awards are equivalent to two GCSEs in size,

This is the main form of the qualification and is sometimes and result in the award of full grades, A*A* – GG, with U
referred to as a single award. for unclassified.
QUALITY ASSURANCE: PREREQUISITES:

GCSEs are accredited, monitored and scrutinised by the Office of None
the Qualifications and Examinations Regulator (Ofqual).
From December 2000, all GCSE examinations have been Applied GCSEs consist of three common, compulsory and normally
governed by the joint regulators’ GCSE, GCE, GNVQ and AEA equally weighted units in each subject. The regulatory authorities
Code of Practice. develop the subject criteria in consultation with bodies such as
training organisations and subject associations.
GCSE specifications are developed in accordance with GCSE
regulations, and, where relevant, subject-specific criteria. An The structure of Applied GCSEs differs from that of the former
element of internal assessment is a key feature of most GCSE Part One GNVQs, which were withdrawn in 2007. Students
specifications. cannot transfer units from an Applied GCSE to a six-unit
foundation or intermediate GNVQ.
During the 1999/2000 academic year, all GCSE specifications,
except for Welsh language and literature, English and English ASSESSMENT METHOD:
literature, were revised and re-accredited. First teaching of these One third external assessment (1 unit); two thirds internal
qualifications started in September 2001 (first awards in assessment (2 units) via portfolio.
May/June 2003). EXAMINATION TIMING:
Revised GCSE specifications will be available from September January/June
2008 for first teaching in 2009 (except science, which will DATE OF RESULT PUBLICATION:
remain unchanged, and English, English literature, information March/August
and communication technology (ICT) and mathematics, which will
be developed for first teaching in 2010). GRADING SYSTEM:
Applied GCSEs are equivalent to two GCSEs in size and result in
PROGRESSION/ARTICULATION: the award of full grades, A* A* – GG, with
Recommended prior learning at GCSE level has been a feature of U for unclassified.
new GCE specifications from September 2000. Students can also
progress to Applied GCE, Advanced Apprenticeships, NVQ, QUALITY ASSURANCE:
training and employment. Applied GCSEs are subject to the same quality assurance regime
as GCSEs (see above).
VARIANTS:
GCSE Double Award and Short Course PROGRESSION/ARTICULATION:
As a qualification covering both levels 1 and 2, progression can
GCSE mathematics has two tiers of entry: foundation (grades be to either level 2 or 3, depending on grade achieved. level 2
C – G) and higher (grades A* – D). This replaced the three-tier progression includes GNVQ and BTEC First Diploma; level 3
system from September 2006; first awards were in progression includes GCE and BTEC Nationals.
summer 2008.
A number of GCSE titles are untiered. Higher Sports Leader Award
Applied GCSE (formerly GCSE in Level 3
Vocational Subjects) BACKGROUND:
The Level 3 Award in Higher Sports Leadership is designed to:
level 1, 2 g Progress the leadership skills of candidates based on the
foundation obtained in the Community Sports Leadership
BACKGROUND:
Award, so that on completion of the qualification candidates
Applied GCSEs replaced Part One GNVQs from September 2002 are fully competent to lead safe, purposeful, inclusive activity
in England and Wales. They are designed to provide an for the community unsupervised
introduction to a broad vocational area and enable progression to g Prepare candidates for the workplace where leading
further education, training or employment. They are available at sports/physical activity is required and leadership skills are
Key Stage 4 and post-16. Additional subjects essential or to provide a step into higher qualifications,
are currently being developed. leading to a professional qualification to work in the world of
Key Skills are signposted within Applied GCSEs but are not an sport, physical education, activity and leisure & recreation.
integral part of them. The situation is similar to that which applied Successful candidates will have developed:
to the Foundation and Intermediate GNVQs.
g Planning and preparation skills which will enable them to
DATE OF FIRST TEACHING: prepare a session plan for a group within the community and
Applied GCSEs replaced the existing Part One GNVQ and were develop & adapt the activities accordingly.
introduced in September 2002. As well as the eight Applied g Leadership skills which will enable them to lead activities
GCSEs introduced in 2002, QCDA is working with the awarding safely, providing fun and purposeful, inclusive learning and
bodies on further subject pilots in construction and the built an environment which is motivational for others. They will be
environment, hospitality and catering, and applied PE. able to lead independently and will have worked as part of
GCSE in applied performing arts (double award) was available for team having run an event for a community group.
first teaching from September 2006. g Skills to evaluate their own ability to lead others as well as
the skills needed to evaluate others’ leadership abilities
DATE OF FIRST AWARD: which will serve to enhance their development as a sports
2004 leader.
The award has been written as a practically based sports D 87.99%–84%

leadership qualification in which practical methods of learning are E 83.99%–80%
adopted where possible. Fail below 80%
PREREQUISITES: QUALITY ASSURANCE:
Level 2 Award in Community Sports Leadership All unit tests are moderated by external moderators. Schools are
vetted by an annual assessment visit. Home educated pupils
receive home visits and are required to submit all tests annually.
The specification comprises nine units of work, with eight units
needing to be successfully completed by the candidate in order PROGRESSION/ARTICULATION:
to achieve the level 3 qualification. Students complete each level of the certification programme over
a period of, typically, five years. Pupils must complete the lower
ASSESSMENT METHOD:
certificates before proceeding to the next.
Internally assessed and externally verified
GRADING SYSTEM:
Pass/Fail Institute of Commercial
UCAS Tariff points with effect from 2009 entry: Management
The Institute of Commercial Management (ICM) offers vocational
Pass 30
qualifications which are recognised throughout the UK and
QUALITY ASSURANCE: worldwide. ICM works in partnership with universities, commerce,
Accredited by Sports Leaders UK. For more information see industry, governments, international development agencies and
http://www.sportsleaders.org/Home/Default.aspx?PageID=Home tertiary level education and training providers. In its capacity as a
course developer, and an examining and awarding board, the
PROGRESSION: Institute provides a wide range of professional and vocational
Further training and employment in sports development, qualifications in business and management studies.
coaching, teaching and working within the leisure industry
ICM programmes are designed to address the wide variety of
personal development and training needs of those wishing to
ICC International Certificate of enter the commercial sector and to support the continued
development and workplace flexibility of those already in
Christian Education employment.
ICM’s global services include the:
ICCE
g design, development and certification of business education
BACKGROUND:
and training programmes for education providers
The ICCE provides qualifications for pupils who use the g development and certification of tailored education and
Accelerated Christian Education (ACE) programme. A relatively
training programmes for the corporate sector, emerging
small number of pupils gain these qualifications annually, mainly
industries and the global workforce
from small independent faith-based schools. A growing number g examination, assessment and certification of students
of pupils educated at home are opting for the ICCE Certificate
undertaking business, management and training
programme. The ICCE Advanced Certificate is widely accepted for
programmes
entry to undergraduate programmes. g provision of technical assistance and consultancy services in
Since September 2004, the ICCE has replaced the National the fields of trade, tourism and personal development.
Christian Schools’ Certificate (NCSC). The curriculum content and
The Institute offers qualifications at certificate, diploma, advanced
standard have been enhanced by coursework at the four highest
diploma, graduate and postgraduate levels.
levels.
DATE OF FIRST AWARD: Qualifications are awarded in a wide range of subjects including
2005 business, management, marketing, finance, human resource
management, tourism, hospitality, law, computing, journalism and
NUMBER OF UNITS/STRUCTURE: media.
ICCE Foundation – 7.5 units
ICCE General = 16 units plus coursework The Institute is a professional body for commercial and business
ICCE Intermediate = 23 units plus coursework development managers and supports career and personal
ICCE Advanced = 29 units plus coursework development. Associate and professional membership are open to
ICCE Advanced Plus = 34 units plus coursework those who complete the relevant degree-level qualifying
examinations.
ASSESSMENT METHOD:
By unit tests, essays and practical science projects, all externally
moderated (80% internal, 20% external). ICM Certificate/Diploma/
EXAMINATION TIMING: Advanced Diploma Programmes
Throughout the year
BACKGROUND
DATE OF RESULT PUBLICATION: Certificates
Throughout the year Certificates are foundation programmes designed for post-
GRADING SYSTEM:
secondary education and open access programmes for adults
A 100%–96% with little or no formal academic qualifications. The course
B 95.99%–92% duration is normally a minimum of either six months of full-time
C 91.99%–88% study or one year of part-time study. Certificate programmes are
accredited at NQF level 4. ICM certificates are appropriate as an examinations in all subjects within any programme. Alternatively,
entry level qualification for relevant degree programmes. candidates may be able to study single subjects.
Diplomas GRADING SYSTEM:
Examination grades are as follows.
Diploma-level programmes are designed for business students
A Distinction 70% and above
(18+) and working adults. The programmes are normally
B Pass with Merit 60% to 69%
delivered over one to two years of full-time study or two to three C Pass with Credit 50% to 59%
years of part-time study. Diploma-level programmes equate to D Pass 40% to 49%
NQF level 5 qualifications. Relevant ICM Diploma awards are E Fail 39% and under
considered acceptable by many universities for direct entry to the
second year of Honours degree programmes. QUALITY ASSURANCE:
ICM Diploma holders demonstrate competence in the application In order to maintain global standards, examination papers for all
of knowledge in a broad range of varied work activities performed standard ICM programmes are set by the Institute’s Examiners
in a wide variety of contexts, most of which are complex and and all candidates’ work is returned to ICM for marking,
non-routine. Learning at this level involves obtaining detailed assessment and the issue of results and certificates. ICM awards
knowledge and skills and is appropriate for people working are accredited by QCDA/Ofqual.
independently, or providing basic supervision and training of NUMBER OF UNITS/STRUCTURE:
others in their field of work and people wishing to go to university. A standard full-time Advanced Diploma course consists of 12
units equivalent to 240 credits.
Advanced Diplomas
Advanced Diploma programmes are designed for advanced level PROGRESSION/ARTICULATION
business students, supervisors, managers and mature working On successful completion of ICM Certificates/Diplomas/Advanced
adults with existing business qualifications. Advanced Diplomas Diplomas, students may progress to further professional
are normally completed in two years of full-time study or three qualifications or to appropriate levels of honours degree courses.
years of part-time study and are designed to provide a level of An ICM Graduate Diploma may allow access to postgraduate
business knowledge equal to that obtained after two years of study.
undergraduate study.
The Advanced Diploma is accredited as to an NQF level 6 ifs School of Finance
qualification and involves specialist learning and detailed analysis
of information and knowledge in a specified area of work or study. The ifs School of Finance is a leading provider of financial
Students demonstrate an increased depth of knowledge and education.
understanding of an area of work or study that enables them to
As a school of finance, the ifs provides for the formal learning
formulate solutions and responses to complex problems and
needs of consumers and those employed within the industry, both
situations.
in the UK and in key markets worldwide.
ICM Advanced Diploma qualifications are appropriate for people
working as higher grade supervisors, professionals or managers
who need to demonstrate high levels of knowledge, a high level ifs Certificate in Financial Studies
of work expertise in appropriate job roles and competence in QUALIFICATION ABBREVIATION:
managing and training others. CeFS
These qualifications are considered to be equivalent to UK NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
intermediate HE awards. Most Advanced Diploma programmes Level 3
are taken as an end in themselves, but they can also be used for
BACKGROUND:
entry at an appropriate level (usually final year) to first degree
The Certificate in Financial Studies (CeFS) has been designed to
studies.
encourage individuals to be inspired to meet their lifestyle
Graduate Diplomas aspirations. This will be achieved by teaching them to apply the
The Graduate Diploma qualifications equate to NQF level 6 and appropriate solution(s) from the wide range available within the
involve further study and analysis (incorporating a evolving financial services marketplace. Students who wish to
dissertation/project). The ICM Graduate Diploma is considered to make informed and confident decisions regarding their finances
be at final year honours degree level and may be used as an should consider the Certificate in Financial Studies.
entry level requirement for postgraduate study. DATE OF FIRST TEACHING:
ASSESSMENT METHOD: 2001
ICM Certificate units focus on the development of knowledge and DATE OF FIRST AWARD:
understanding of conceptually less demanding material whilst 2002
higher level awards such as Advanced Diploma units assess the
conceptually more demanding material. Many units test NUMBER OF UNITS/STRUCTURE:
candidates' accumulated understanding of the domain as a Three units:
whole and their ability to integrate and apply their skills, Unit 1: Why money matters
knowledge and understanding in appropriate contexts. All units Unit 2: Risk and reward
equate to 200-hour (20-credit) courses and are assessed by Unit 3: Making personal financial judgements
means of externally assessed and moderated written papers. ASSESSMENT METHOD:
Assessment is 100% examination. Electronic and paper-based examination.
All ICM programmes are multi-subject and candidates are Unit 1: Why money matters. Tested electronically. Fifty multi-choice
required to undertake formal, externally set and marked questions. Questions test each of the nine learning outcomes for
the unit and make up 25% of the overall qualification score.
Unit 2: Risk and reward. The examination consists of two Unit 2: Financial services: the provider’s perspective
sections. Section A: five multiple-choice questions: one mark per Unit 3: Enhancing financial capability.
question. Section B: six case studies of five questions: one mark
ASSESSMENT METHOD
per question. The five multiple-choice questions test candidates’
Electronic and paper-based examination.
understanding of financial products, the nature of borrowing and
the importance of financial budgeting. The six case studies test Unit 1: Financing the future. Seven case studies each containing
seven learning outcomes and are based on the stages of the six multiple-choice questions; one mark per question. The seven
personal lifecycle. The examination score contributes 35% to the case studies test all of the nine learning outcomes for the unit
overall qualification score. and contribute 30% to the overall qualification score.
Unit 3: Making personal financial judgements. One question Unit 2: Financial services: the provider’s perspective. Seven case
from a choice of two: 40 marks. The questions are based on case studies each containing six multiple-choice questions; one mark
studies with a number of short/part questions. The examination per question. The seven case studies test all of the eight learning
score contributes 40% to the overall qualification score. outcomes for the unit and contribute 30% to the overall
EXAMINATION TIMING: qualification score.
On demand for electronic examinations. Unit 3 assessment is Unit 3: Enhancing financial capability, paper-based examination.
offered twice a year. One question from a choice of two: 40 marks available. The
DATE OF RESULT PUBLICATION: questions are based on case studies. The examination score
Unit 1 and 2 results are available via the web within 72 hours of contributes 40% to the overall qualification score.
receipt of the examination papers. Unit 3 results should be EXAMINATION TIMING
available within one calendar month of the examination date. On demand for Unit 1 and 2 examinations; Unit 3 assessment is
GRADING SYSTEM: offered three times a year.
Graded A – E and U for ungraded. CeFS have been awarded the DATE OF RESULT PUBLICATION
following UCAS Tariff points with effect from 2005 entry to higher Unit 1 and 2 results are available via the web within 72 hours of
education. receipt of the examination papers. Unit 3 results should be
Grade UCAS Tariff Points available within one calendar month of the examination date.
A 60 GRADING SYSTEM
B 50
Graded A – E and U for ungraded. The DipFS has been awarded
C 40
the following UCAS Tariff points with effect from 2008 entry to
D 30
higher education.
E 20
QUALITY ASSURANCE: A 60
QCDA B 50
C 40
PROGRESSION/ARTICULATION: D 30
The CeFS provides underpinning knowledge for, and a pathway E 20
into, study for other ifs qualifications. CeFS also aids entry into
higher education and provides a good basis from which to pursue QUALITY ASSURANCE
a career in the financial services industry. QCDA
PROGRESSION/ARTICULATION
ifs level 3 Diploma in Financial The DipFS provides underpinning knowledge for, and a pathway
into, study for other ifs qualifications. Dip FS also aids entry into
Studies higher education and provides a good basis from which to pursue
QUALIFICATION ABBREVIATION a career in the financial services industry.
DipFS
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL International Baccalaureate
Level 3
The International Baccalaureate (IB) is a non-profit educational
BACKGROUND organisation that was established in 1968.
The Diploma in Financial Studies (DipFS) follows on from CeFS
and applies what students have learnt to the broader financial The IB offers three programmes to a wide variety of schools located
environment. The financial planning element introduced in CeFS throughout the world:
becomes more dynamic and flexible, as the students become g the Diploma Programme, for students in the final two years
more aware of the (financial) environment within which they live. of school before university
DATE OF FIRST TEACHING g the Middle Years Programme, for students aged 11 to 16
2004 g the Primary Years Programme (PYP), for students aged three
to 12.
DATE OF FIRST AWARD
2005 There are 2,595 schools (IB world schools) that are authorised to
PREREQUISITES
offer International Baccalaureate programmes in 125 countries.
Students must complete the CeFS before they begin the DipFS.
NUMBER OF UNITS/STRUCTURE
Three units:
Unit 1: Financing the future
International Baccalaureate programme is on language but a variety of texts also forms part
of the course. Classical Greek and Latin can also be studied as B
Diploma languages.
QUALIFICATION ABBREVIATION: Or
IB
Ab initio
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: A foreign language learning course over two years at SL for
Level 3 students with no previous experience of learning the target
BACKGROUND:
language.
The International Baccalaureate Diploma Programme is an Or
international academic qualification administered by the
International Baccalaureate (IB). It is a two-year academically Classical Greek
rigorous pre-university programme designed to promote
Latin
international understanding.
Group 3 – Individuals and societies
All students, irrespective of their particular interests, are required
Business and management
to follow six subjects in a range of disciplines. At least three and
Economics
not more than four of these must be at higher level (HL) and
Geography
three (or two if four HL courses are completed) at standard level
History
(SL). The recommended classroom contact teaching time for each
Information technology in a globalsociety
HL is 240 hours, and for each SL, 150 hours over the two-year
Philosophy
period of the programme. The examined subjects must include
Psychology
two languages, one subject from Individuals and societies, an
Social and cultural anthropology
Experimental science, Mathematics and one further option. All
subjects are required to incorporate international perspectives. Group 4 – Experimental sciences
The IB has three working languages, English, French and Biology
Spanish, and almost all examination papers are available in each Chemistry
of these languages. Design technology
Environmental systems (SL)
The six subjects are bound together in a coherent form by the
Physics
theory of knowledge course followed by all students, and by an
extended essay which encourages research skills. A further Group 5 – mathematics
requirement is that candidates be involved in creativity, action Computer science (elective)
and service (CAS), which contributes to their humanitarian/ Mathematics (HL)
international education. Mathematics (SL)
Mathematical studies (SL)
Only an authorised member school can enter candidates for IB
Further mathematics (SL)
qualifications. The Diploma programme is designed as a two-year
All students must do a course in mathematics
course of study, although a maximum of two SL subjects may be
taken as one year courses. All HL courses, al least one SL course Group 6 – Arts
and the core must be completed over two years. Music
Theatre
1970 Visual arts
NUMBER OF UNITS/STRUCTURE: School-based syllabus (SBS)

Candidates choose six subjects, at least three and not more than A syllabus designed by the school according to its own needs,
four at higher level and three (or two if four HL courses are interests and expertise, and approved by the IB. A candidate may
completed) at standard level. Candidates choose their choose only one SBS subject as one of their standard level
programmes of six subjects by selecting one each from the choices.
following six groups, Alternatively a candidate may offer, instead
All Diploma Programme candidates will also undertake:
of a Group 6 subject, a third modern language, a second subject
from Individuals and societies, a second subject from A) Theory of knowledge – a 100-hour course taught over two
experimental sciences or further mathematics SL or computer years, which is an interdisciplinary requirement intended to
science. stimulate critical reflection on knowledge and experience.
Group 1 – Language A1 B) Extended essay – a substantial piece of independent research
The candidate’s best language or mother tongue, including the work about 4,000 words long. It must be written in a Diploma
study of a selection from world literature in translation. Programe subject.
Group 2 – Language A2, or Language B, or Ab initio C) Creativity,action, service (CAS) – the CAS programme is
Language A2 provided by the school and monitored by the IB.
For bilingual candidates or candidates with a high level of
ASSESSMENT METHOD:
competence in the target language. The course is based on the
study of both literature and language. Assessment in the IB varies widely across the disciplines and
includes multiple choice, essay, data analysis, short answer and
Or structured questions. In most subjects the teachers contribute
25% of the marks through internal assessment which are then
Language B moderated by external examiners. Students are assessed on the
A foreign language learning course for students with previous whole course in final examinations held at the end of the two
experience of learning the language. The main focus of the
years. The courses are not modular. Candidates not completing (f) there are no more than two grades 2 at SL
all the requirements for a Diploma may be awarded certificates (g) overall, there are no more than three grades 3 or below
for individual subjects. Assessment procedures are kept (h) at least 11 points have been gained on HL subjects
constantly under review to ensure both integrity and quality. Their (candidates who register for four HL subjects must gain at
validation includes, amongst other activities, question paper and least 14 points at HL)
marking scheme review by external advisers, standardisation of (i) at least eight points have been gained on SL subjects
examiners, marking, moderation, grade awarding and arbitration (candidates who register for two SL subjects must gain at
procedures, an enquiry upon results service, and public reporting least five points at SL)
of statistics. (j) the final award committee has not judged the candidate to
EXAMINATION TIMING:
be guilty of malpractice.
May and November A maximum of three examination sessions is allowed in which to
DATE OF RESULT PUBLICATION: satisfy the requirements for the award of the IB Diploma.
Early July and early January
GRADING SYSTEM: AWARD OF INTERNATIONAL
Each subject is graded 1–7 (7 being the highest)
BACCALAUREATE
The recommendation for the award of the final grade in each
subject is normally the responsibility of the Chief Examiner. A grade
CERTIFICATES
will not normally be awarded to a candidate in any subject for A candidate who is not offering the full Diploma may register for
which any of the required assessment components have not been examination in one or more subjects, provided that the
completed. The grading scheme for IB examinations is as follows: recommended number of classroom contact teaching hours
7 excellent (Higher Level (HL) 240, Standard Level (SL) 150) has been
6 very good completed for each subject.
5 good
Such a candidate is classified as a certificate candidate and
4 satisfactory
3 mediocre
receives a certificate recording the result(s) obtained. Candidates
2 poor who have registered for the full Diploma, but who have not
1 very poor fulfilled all the requirements for the award, will receive a
certificate indicating the results obtained in individual subjects.
Certificates are not available for the Extended Essay, Theory of
All assessment components for each of the six subjects and the
Knowledge or Creativity, Action, Service (CAS). A Diploma
additional Diploma requirements must be completed in order to
candidate who wishes to offer more than the six subjects
qualify for the award of the Diploma.
required for the Diploma may register as an extracertificate
The Diploma will be awarded to a candidate whose total score is candidate for the subject(s) at either HL or SL.
24, 25, 26 or 27 points, provided all the following requirements
The IB is accredited within the NQF. The IB is recognised by UK
have been met:
HEIs as fulfilling the minimum matriculation requirements for
(a) numeric grades have been awarded in all six subjects entry. The IB recommends that institutions make offers to
registered for the diploma applicants based on a total points acquisition by the candidate.
(b) an approved programme of CAS has been completed Offers to IB students that are expressed in terms of gaining the
(c) grades A (highest) to E (lowest) have been awarded for both Diploma and with specific grades, usually in HL subjects, should
theory of knowledge and an extended essay, with a grade of not be made by equating IB grades to GCE A level grades. The
at least D in one of them equivalence is not valid. Additionally, neglecting the overall score
(d) there is no grade 1 in any subject does not take account of, and give credit for, the breadth of study
(e) there is no grade 2 at HL required in the IB Diploma Programme.
(f) there is no more than one grade 2 at SL
(g) overall, there are no more than three grades 3 or below The IB Diploma Programme has been awarded the following UCAS
(h) at least 12 points have been gained on HL subjects Tariff points with effect from 2008 entry to higher education.
(candidates who register for four HL subjects must gain at
least 16 points at HL)
(i) at least nine points have been gained on SL subjects
(candidates who register for two SL subjects must gain at
least six points at SL)
(j) the final award committee has not judged the candidate to
be guilty of malpractice.
The Diploma will be awarded to a candidate whose total score is
28 points or above, provided all the following requirements have
been met:
(a) numeric grades have been awarded in all six subjects
registered for the diploma
(b) an approved programme of CAS has been completed
(c) grades A to E have been awarded for both theory of
knowledge and an extended essay, with a grade of at least D
in one of them
(d) there is no grade 1 in any subject
(e) there is no more than one grade 2 at HL
Grade UCAS Tariff Points (until 2009) UCAS Tariff Points (2010 onwards) National Vocational Qualification
45 768 720
44 744 698
NVQ
43 722 676
42 698 654 NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
41 675 632 levels 1–5 (Original NQF levels – NVQs have not yet revised their
40 652 611 levels according to the new eight-level framework.)
39 628 589
38 605 567 BACKGROUND:
37 582 545 National Vocational Qualifications (NVQs) are work-related,
36 559 523 competence-based qualifications. They reflect the skills and
35 535 501 knowledge needed to do a job effectively and show that a candidate
34 512 479 is competent in the area of work the NVQ framework represents.
33 489 457
32 466 435 NVQs are based directly on the National Occupational Standards
31 442 413 (NOS) defined by Sector Skills Councils and other recognised
30 419 392 Standards-Setting Bodies. These standards are statements of
29 396 370 performance that describe what competent people in a particular
28 373 348 occupation are expected to be able to do. They cover all the main
27 350 326 aspects of an occupation, including current best practice, the
26 326 304 ability to adapt to future requirements and the knowledge and
25 303 282 understanding that underpin competent performance. NVQs
24 280 260 assess occupational competence against the requirements of the
NOS. Assessment is mainly through performance in the workplace,
International Baccalaureate (IB) Certificate* but may also include oral and written questioning, according to
Higher Level Standard Level Core whatever is most appropriate to demonstrate that the individual
Grade Tariff points Grade Tariff points Grade Tariff points can perform the task to the required standard. NVQs are now
7 130 7 70 3 120 available for almost all occupations in the UK. NVQs must include
6 110 6 59 2 80 an element of assessment which is demonstrably independent of
5 80 5 43 1 40 anyone who may have a vested interest in the outcome.
4 50 4 27 0 10
3 20 3 11 For more details on NVQs, visit www.ofqual.org.uk/69.aspx
Details of the titles and constituent units of all accredited NVQs
*Points for IB Certificate come into effect for entry into higher
can be found in the National Database of Accredited
education from 2010 onwards.
Qualifications (www.accreditedqualifications.org.uk).
International General Certificate The NQF establishes parity of esteem between NVQs, regardless
of which awarding body awards them.
of Secondary Education
In Northern Ireland, the Department of Education and Department
(IGCSE)/International Certificate of Economic Development have jointly established a Vocational
of Education (ICE)/GCE O Qualifications Unit to liaise with the QCDA and promote NVQs.
This is based in the Training and Employment Agency, Belfast.
Level/School Certificate
NVQs are allocated one of five levels within the NQF.
BACKGROUND:
Cambridge International GCSE was developed by CIE and Level 1
introduced in 1988 primarily as a qualification for overseas Competences that involve the application of knowledge and skills
candidates that aims to prepare students for further academic in the performance of a range of varied work activities, most of
success, including progression to A level and AS study. The which may be routine or predictable.
qualification is equivalent in standard to GCSE and may be
considered acceptable at Grades A*, A, B or C in lieu of GCSE on Level 2
a subject for subject basis. The IGCSE is assessed on an eight- Competences that involve the application of knowledge and skills
point scale of grades: A* – G. If a student passes seven CIE in a significant range of varied work activities, performed in a
IGCSE examinations, from particular groupings, they will qualify variety of contexts. At this level, there must be activities that are
for the International Certificate of Education (ICE) Diploma. complex or non-routine and some individual responsibility and
The Diploma is awarded at Distinction, Merit and Pass. autonomy. Collaboration with others, perhaps through membership
of a work group or team, may often be a requirement.
GCE O levels continue to be taken in approximately 80 countries
around the world. The qualification is equivalent in standard to Level 3
GCSE and may be considered acceptable at Grades A*, A, B or C Competences that involve the application of knowledge and skills
in lieu of GCSE on a subject for subject basis. in a broad range of varied work activities performed in a wide
variety of contexts, most of which are complex and non-routine.
GRADING SYSTEM: There is considerable responsibility and autonomy, and control or
Passing grades at O level are A* – E, with A* being highest. If a guidance of others is often required.
student passes six CIE O level examinations, from particular
groupings, they will qualify for the School Certificate. The Level 4
Certificate is awarded with First, Second and Third Divisions. Full Competences that involve the application of knowledge and skills
information is available from CIE. in a broad range of complex technical or professional work
activities performed in a wide variety of contexts and with a
substantial degree of personal responsibility and autonomy. NCC Education Degree and
Responsibility for the work of others and the allocation of
resources is often present. Masters/Postgraduate Degrees
Level 5 BACKGROUND:
Competences that involve the application of skills and a NCC Education works in conjunction with universities including
significant range of fundamental principles across a wide and the University of Wales, the University of Portsmouth and the
often unpredictable variety of contexts. Very substantial personal University of Greenwich, to deliver final year degree top-ups and
autonomy and often significant responsibility for the work of postgraduate diplomas and masters. For further information,
others and for the allocation of substantial resources feature please contact NCC Education directly.
strongly, as do personal accountabilities for analysis and
diagnosis, design, planning, execution and evaluation.
NCC Education International
Applicants to HE with NVQs as main entry qualifications are likely
to offer NVQ at level 3 (NVQ 3). These applicants should be
Advanced Diploma in Business
judged on their merits alongside those with qualifications such as QUALIFICATION ABBREVIATION:
GCE A and AS level. Such applicants are likely to offer, in particular: IADB
g a high level of technical competence in their specialist areas BACKGROUND:
g practical experience of work and the associated maturity A one-year full-time or part-time programme designed to equip
g high skills levels students with the knowledge and skills required effectively to
g portfolios of evidence progress their career. The programme is aimed at students
g ability to assimilate knowledge and apply it in practice looking to improve their career prospects, progress to further
g a high level of self-reliance. study via the NCC International Degree Journey or enter further
study at those universities with which NCC Education has
A large number of candidates already in the workplace will have
articulation agreements.
gained NVQs. These qualifications may therefore be useful in
supplying accreditation of achievement, which would otherwise PREREQUISITES:
need to be judged through the Accreditation of Prior Experiential Open to:
Learning.
g successful graduates of the NCC Education International
Apprenticeships incorporate NVQs as their main content. Diploma in Business
or
DATE OF FIRST AWARD: g students who have any local or international qualification
1992
which is deemed to be a similar level to the NCC Education
NUMBER OF UNITS/STRUCTURE: International Diploma programme. These shall be agreed in
All NVQs are unit-based and allow candidates to accumulate unit advance with NCC Education.
certification until the complete NVQ award is achieved. Each unit
is written in the form of outcomes describing what a candidate For students whose first language is not English, the required
must be able to do, know and understand, and the context in standard of English language proficiency for the programme is:
which the assessment should take place. g IELTS 5.0
ASSESSMENT METHOD: or
Competence-based assessment, mainly within the workplace.
g TOEFL® 550.
Assessment of NVQs is independent of any learning involved or
2004
the time taken.
GRADING SYSTEM:
The programme consists of seven compulsory core modules and
As NVQs define competence, candidates are either ‘competent’
a choice of one of two elective modules. Core modules:
or ‘not yet competent’ to perform at the required level.
Managerial economics, Quantitative methods, Marketing
The AAT level 3 NVQ in Accounting carries UCAS Tariff points as management, Human resource management, Consumer
follows: behaviour, Applications of financial control and cross-cultural
awareness. Elective modules: Technology and organisation and
Grade UCAS Tariff Points Operations management. Students must pass all core modules
Pass 160
plus one elective module to be awarded the qualification.
QUALITY ASSURANCE:
Modules are assessed by either global assignment or global
Internal and external verification. examination.
ASSESSMENT METHODS:
Single units may be certificated. All modules are assessed by either global examination or global
assignment.
EXAMINATION TIMING:
NCC Education March, June, September, December
NCC Education is a global provider of education solutions and an GRADING SYSTEM:
awarding body of British education programmes in Business and Pass, Merit or Distinction. Awarded by NCC Education
IT ranging from foundation to postgraduate level. Students are
able to study for NCC Education qualifications at one of NCC PROGRESSION/ARTICULATION:
Education’s global network of Accredited Partner Centres, either Successful graduates of the International Advanced Diploma in
locally or in the UK. Students can choose to study either via the Business (IADB) are eligible to apply to enrol for the BSc (Hons) in
classroom or online. Business Administration, validated and awarded by the University
of Wales. The International Advanced Diploma in Business (IADB) International Degree journey or further study at universities with
is equivalent to Year 2 of a typical UK honours degree programme which NCC has articulation agreements.
and as such has been articulated by many UK universities,
PREREQUISITES:
enabling eligible students to apply to enrol on Year 3 of degree
Open to:
programmes at those universities which have progression
agreements with NCC Education. g successful graduates of the NCC Education International
Foundation Year programme (IFY)
For more details consult the NCC Education website:
or
www.nccedu.com/recognition g students who have any local or international qualification
which is deemed to be of a similar level to the NCC
Education International Foundation Year programme. These
NCC Education International shall be agreed in advance with NCC Education
Certificate in Computer Studies or
g students with at least one A level pass or an appropriate
School Leaver’s Certificate
ICCS or
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: g vocational experience which is deemed suitable by
Level 3 NCC Education.
BACKGROUND: For students whose first language is not English, the required
An introduction to computing which provides students with a standard of English language proficiency for the programme is as
broad but secure foundation in the fundamental concepts of follows:
computing and an understanding of the essential concepts of
computer programming.
g IELTS 5.0
or
PREREQUISITES: g TOEFL® 550.
Open to all students looking to progress their career or academic
ambitions. DATE OF FIRST TEACHING:
2004
2000 NUMBER OF UNITS/STRUCTURE:
The programme consists of eight core modules which cover the
NUMBER OF UNITS/STRUCTURE: following core areas of business as follows: Principles of
The programme consists of the following five compulsory management, Economics, Business communication,
modules: Study and communication skills, Mathematical Organisational and business structures, Principles of quantitative
techniques, IT skills, Introduction to computing, Programming. methods, Fundamentals of financial control, e-Business,
Candidates must pass all five modules to be awarded the Marketing. Students must pass all eight modules to be awarded
qualification. the qualification.
ASSESSMENT METHODS: ASSESSMENT METHODS:
Assessed by assignments and examination. All modules are assessed by either global examination or
EXAMINATION TIMING: global assignment.
All year round EXAMINATION TIMING:
GRADING SYSTEM: March, June, September, December
Pass/Fail. Awarded by NCC Education. GRADING SYSTEM:
PROGRESSION/ARTICULATION: Pass, Merit or Distinction. Awarded by NCC Education
The programme allows progression to the NCC Education PROGRESSION/ARTICULATION:
International Diploma in Computer Studies programme (NQF The programme allows progression to the NCC Education
Level: 4). International Advanced Diploma in Business (IADB) at NQF
Level: 5.
www.nccedu.com For more details consult the NCC Education website:
www.nccedu.com
NCC Education International

Diploma in Business NCC Education International
Diploma in Computer Studies
IDB QUALIFICATION ABBREVIATION:
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: IDCS
Level 4 NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
BACKGROUND: Level 4
A one-year full-time programme available to students who wish BACKGROUND:
to obtain an internationally recognised Business qualification that A one-year, classroom-based academic programme which blends
will set them on a path to successfully seeking employment in the best in computing, communication and business skills to
the world of business. create well-rounded IT professionals, making NCC Education
graduates attractive to employers. The programme is aimed at
The programme is aimed at students seeking undergraduate
students seeking undergraduate entry onto the NCC Education
study in Business and progression through the NCC Education
International Degree Journey or those wishing to progress to NCC Education International

study at universities with which NCC Education has articulation
agreements. Alternatively, the programme helps those who are Foundation Year
looking to improve their career prospects or gain employment
within the IT sector. Upon successful completion, students may
IFY
progress to the NCC Education International Advanced Diploma in
Computer Studies (IADCS) at NQF Level: 5. NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
PREREQUISITES
g either the NCC Education ICCS or IFY qualifications BACKGROUND:
or A one-year programme for speakers of English as a foreign
g holders of any local or international qualification deemed to language who are seeking entrance to a university bachelors
be of a similar level to the ICCS or IFY and deemed to be programme or the NCC Education International Diploma in
acceptable to the NCC Education Academic Board. These Business or Computer Studies (NQF Level 4). The programme
shall be agreed in advance with NCC Education covers language, socio-cultural skills and an introduction to
or computing and business.
g holders of one A level or equivalent or an appropriate School
PREREQUISITES:
Leaver’s Certificate g One A level or equivalent or a good higher secondary
or education certificate.
g vocational experience which is deemed suitable by NCC
Education. For students whose first language is not English the required
standard of English language proficiency for the programme is:
Students should also have O level/GCSE/IGCSE English and
maths or equivalent. g IELTS 4.5 or equivalent (including NCC Education’s English
Language placement test).
For students whose first language is not English the required
standard for the programme is: DATE OF FIRST TEACHING:
2005
g IELTS 5.0
or
g TOEFL® score of at least 550 The programme consists of the following five compulsory
or modules: Study and communication skills, English language,
g TOEIC 776 Culture studies, Mathematical techniques, IT skills. A further two
or modules are chosen from the following four electives: Introduction
g an equivalent qualification. to computing, Programming, Introduction to business, Accounting
and economics.
1976 Students must pass all seven modules to be awarded the
qualification.
The programme consists of a total of eight modules (six core and ASSESSMENT METHODS:
two electives) as follows: Core modules: Computer technology, Assessed by assignment and examination
Systems development, Programming methods, Fundamentals of EXAMINATION TIMING:
hardware and operating systems, Business communication, January, March, June, September
Networking. Elective modules: (choice of two from five
modules): Java, Visual Basic, Web design, eBusiness, GRADING SYSTEM:
Organisational and business structures. Students must pass the Pass, Merit or Distinction. Awarded by NCC Education
six core modules and any two elective modules to be awarded PROGRESSION/ARTICULATION:
the qualification. Students can continue to study via the NCC Education
ASSESSMENT METHODS: International Degree Journey in Business or Computer Studies or
Assessed by assignment and examination are eligible to apply to those universities which accept NCC
Education graduates for progression to their degree programmes.
EXAMINATION TIMING:
March, June, September, December For more details consult the NCC Education website:
www.nccedu.com
GRADING SYSTEM:
Pass, Merit or Distinction. Awarded by NCC Education
PROGRESSION/ARTICULATION: NCC Education International
On successful completion of this programme, students can either
use the qualification to secure employment in the IT sector, or
Certificate in Business (ICB)
continue their studies on to the International Advanced Diploma in NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Computer Studies (IADCS). Level 3
Alternatively students can apply to one of the universities which BACKGROUND:
accept NCC Education graduates onto the second year of their An introduction to business which equips students with the
degree programmes. necessary skills for entry to NCC Education’s International
Diploma in Business programme (NQF Level: 4). The International
Certificate in Business (ICB) provides students with a broad but
www.nccedu.com
secure foundation in the fundamental concepts of business,
effective and practical IT skills and the essential study skills
necessary to succeed at undergraduate level study.
NUMBER OF UNITS/STRUCTURE: g Award in Preparing to Teach in the Lifelong Learning Sector

The programme consists of five compulsory modules as follows: g Certificate for Entry to the Uniformed Services
Study and communication skills, Mathematical techniques, IT g Certificate for the Outdoor Industry
skills, Introduction to business, Accounting and economics. g Certificate in Advanced Fitness Instructing
Students must pass all five compulsory modules to be awarded g Certificate in Airport Operations
the qualification. Awarded by NCC Education. g Certificate in Art and Design
ASSESSMENT METHODS:
g Certificate in Business for the Creative Industries
Assessed by assignment and examination
g Certificate in Counselling Skills and Theory
g Certificate in Creative Craft
g Certificate in Early Years Foundation Stage Practice
NCC Education International g Certificate in Event Management
g Certificate in Interactive Media
Advanced Diploma in Computer g Certificate in Managing Diversity
Studies (IADCS) g Certificate in National Lottery Retail Management Skills
g Certificate in News and Magazine Retail Management Skills
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: g Certificate in Palliative Care
Level 5 g Certificate in Personal Effectiveness at Work
g Certificate in Supporting Teaching and Learning in Schools
BACKGROUND:
g Certificate in Sustainable Tourism
A one-year classroom-based academic programme focusing on g Certificate in Tour Management
analytical and business skills. The programme is suitable for g Certificate in Travel and Tourism Management
students who have completed the IDCS or an equivalent g Diploma in Business for the Creative Industries
qualification. Successful completion of the programme allows g Extended Certificate in Business for the Creative Industries
progression through the NCC Education International Degree
g Extended Diploma in Business for the Creative Industries
Journey or further study at universities with which NCC Education
g Introductory Award in Business for the Creative Industries
has articulation agreements.
g Key Skills
NUMBER OF UNITS/STRUCTURE: g NVQ in Advice and Guidance
The programme consists of a total of seven modules: (four core g NVQ in Customer Service
and three electives) as follows: Core modules: Systems analysis g NVQ in Health and Social Care
and design (double module), Enterprise networking, Database g NVQ in Instructing Physical Activity and Excercise
design and development, Practical project. Elective modules g NVQ in Spectator Safety.
(choice of three from eight): Advanced Java, Advanced Visual
Basic, Advanced web design, Computer forensics, Internet
systems administration, Internet security, Business management, NCFE Award in Practical
Managing business projects. A student may major in one of the
following streams: Advanced Programming – by passing the
Supervision of Food Safety
Advanced Java and Advanced Visual Basic electives, Business in Catering
Management – by passing the Business management and
Managing business projects electives, Internet Systems – by NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
passing the Internet security and Internet systems administration Level 3
electives. Students must pass all core modules and three elective BACKGROUND:
modules to be awarded the qualification. Aimed at owners and/or managers of independent catering
ASSESSMENT METHODS: outlets or managers in catering establishments which are part of
Assessed by assignments and examination a chain and who have responsibility for maintaining food safety
within the workplace.
NCFE 2009
NCFE qualifications and awards are offered by centres throughout NUMBER OF UNITS/STRUCTURE:
the UK, including further education colleges, adult education One mandatory unit
centres, private training providers, schools and businesses.
ASSESSMENT METHOD:
NCFE works primarily with adult learners within further education
Internally assessed and externally moderated portfolio
colleges, although it strives to promote its qualifications to a
wider audience. GRADING SYSTEM:
Pass mark for portfolio is 100%. Portfolio norm referenced.
NCFE offers qualifications in the following six sector areas: Qualification is not graded
g Art, media and publishing QUALITY ASSURANCE:
g Education and training Internally assessed and externally moderated portfolio.
g Health, publicservice and care
g Leisure, travel and tourism PROGRESSION/ARTICULATION:
g Preparation for life and work g Level 3 Award in Food Safety Supervision for Retail
g Retail and commercial enterprise. g Level 3 Certificate in Health and Safety in the
Workplace
NCFE offers qualifications and awards at six levels: Pre-entry g Level 3 National Diploma in Hospitality
level; Entry level and levels 1–4. NCFE’s level 3 qualifications are g Level 3 Certificate in Food and Beverage Service
listed below. g Level 3 NVQ in Food Service Advanced Craft
g Award in Business for the Creative Industries g Level 4 Award in Managing Food Safety in Catering.
g Award in Practical Supervision of Food Safety in Catering
NCFE Certificate for Entry to the NCFE Certificate in Art and Design
Uniformed Services NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
Level 3 BACKGROUND:
Aims to develop advanced level skills and techniques in art and
BACKGROUND:
design through a chosen option.
Aims to provide an opportunity for candidates with an interest in
the uniformed services to gain an insight into this area of DATE OF FIRST TEACHING:
employment, and help to supply informed and prepared potential 2005
recruits to a variety of uniformed services. Develops candidates’
skills and personal qualities in preparation for all areas of
Four mandatory units.
employment and provides a basis for further study and motivation
towards career development. Another aim is to promote positive ASSESSMENT METHOD:
attitudes and responses to differences in gender, social and Internally assessed and externally moderated portfolio.
cultural backgrounds and abilities of individuals.
GRADING SYSTEM:
DATE OF FIRST TEACHING: Pass mark for portfolio 100%. Portfolio norm referenced.
2007 Qualification is not graded.
NUMBER OF UNITS/STRUCTURE: QUALITY ASSURANCE:
Six mandatory units, plus two units from seven options. Internal and external moderation of portfolio.
ASSESSMENT METHOD: PROGRESSION/ARTICULATION:
Internally assessed and externally moderated portfolio. NCFE level 3 Certificate in Creative Craft; NCFE level 3 Certificate
in Interactive Media; level 3 NVQs in Design, Arts and Culture;
GRADING SYSTEM:
Foundation Degrees in Art and Design.
Qualification is not graded.
QUALITY ASSURANCE: NCFE Certificate in Creative Craft
Internally assessed and externally moderated portfolio.
PROGRESSION/ARTICULATION: Level 3
Employment within the uniformed services.
BACKGROUND:
To develop craft skills to a professional standard and progress
into higher education.
NCFE Certificate for the DATE OF FIRST TEACHING:
Outdoor Industry 2003
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: NUMBER OF UNITS/STRUCTURE:
Level 3 Three mandatory units
BACKGROUND: ASSESSMENT METHOD:
Develops learners’ understanding of the organisation/operation Internally assessed and externally moderated portfolio.
of the sport and recreation industry; employment in the outdoor
GRADING SYSTEM:
industry; and the environments in which outdoor activities take place.
Pass mark for portfolio 100%. Portfolio norm referenced.
DATE OF FIRST TEACHING: Qualification is not graded.
2005
QUALITY ASSURANCE:
NUMBER OF UNITS/STRUCTURE: Internally assessed and externally moderated portfolio.
Five mandatory units
ASSESSMENT METHOD: NCFE level 3 Certificate in Art and Design; NCFE level 3
Internally assessed and externally moderated portfolio Certificate in Interactive Media; NVQs in craft-related subjects;
level 3 Higher Professional Diploma in Creative Arts.
GRADING SYSTEM:
NCFE Certificate in Interactive
QUALITY ASSURANCE:
Media
Level 3
NCFE Certificate in Employment Skills, NVQ level 3 in Outdoor
Education, Development Training and Recreation, NVQ level 3 BACKGROUND:
Coaching, Teaching and Industry, MLTUK Mountain Leader Award For those interested in developing interactive media skills at an
and other National Governing Body Awards, and Modern advanced level, extending candidates’ knowledge of processes
Apprenticeship Framework Technical Certificates. and principles and enabling progression into further education
and training.
2005
NUMBER OF UNITS/STRUCTURE: ASSESSMENT METHOD:

Four mandatory units plus one unit from six options. Internally assessed and externally moderated portfolio.
ASSESSMENT METHOD: GRADING SYSTEM:
Internally assessed and externally moderated portfolio. Pass mark for portfolio is 100%. Portfolio norm referenced.
GRADING SYSTEM:
Pass mark for portfolio is 100%. Portfolio norm referenced. QUALITY ASSURANCE:
Qualification is not graded. Internally assessed and externally moderated portfolio.
QUALITY ASSURANCE: PROGRESSION/ARTICULATION:
Internally assessed and externally moderated portfolio. NCFE level 3 Business for the creative industries suite.
PROGRESSION/ARTICULATION: Level 4 qualifications in business enterprise; level 4 qualifications
NCFE level 3 Certificate in Art and Design; NCFE level 3 in business; level 4 qualifications in business and management
Certificate in Creative Craft; NVQs in craft-related subjects; level for the arts.
4 Higher Professional Diploma in Creative Arts; level 5 Higher
Professional Diploma in Creative Arts.
NCFE Award in Business for the
NCFE Certificate in Personal Creative Industries
Effectiveness at Work NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3 BACKGROUND:
BACKGROUND: Learners are able to develop their understanding of the role that
Aims to improve effectiveness at work, increase levels of business plays in the creative industries and develop a variety of
motivation, self-esteem, confidence and emotional intelligence business skills and techniques, ranging from marketing, events
in relation to learning and application of skills at work. and promotion through to legal affairs and intellectual property.

2002 2007
No specific prior learning required. Minimum entry age 18. No specific prior learning required. Minimum entry age 13.
NUMBER OF UNITS/STRUCTURE: NUMBER OF UNITS/STRUCTURE:

Eight mandatory units One mandatory unit plus two from fourteen options.
ASSESSMENT METHOD: ASSESSMENT METHOD:

Internally assessed and externally moderated portfolio Internally assessed and externally moderated portfolio.

Pass mark for portfolio is 100%. Portfolio norm referenced. Pass mark for portfolio is 100%. Portfolio norm referenced.
Qualification is not graded. Qualification is not graded.

Internally assessed and externally moderated portfolio. Internally assessed and externally moderated portfolio.
NVQ in management or administration. NCFE level 3 Business for the Creative Industries suite of
qualifications; level 4 qualifications in business enterprise; level 4
qualifications in business; level 4 qualifications in business and
NCFE Introductory Award in management for the arts.
Business for the Creative
Industries NCFE Certificate in Business for
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: the Creative Industries
Level 3 NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
BACKGROUND: Level 3
Learners are able to develop their understanding of the role that BACKGROUND:
business plays in the creative industries and develop a variety of Learners are able to develop their understanding of the role that
business skills and techniques, ranging from marketing, events business plays in the creative industries and develop a variety of
and promotion through to legal affairs and intellectual property. business skills and techniques, ranging from marketing, events
DATE OF FIRST TEACHING: and promotion through to legal affairs and intellectual property.
2007 DATE OF FIRST TEACHING:
PREREQUISITES: 2007
No specific prior learning required. Minimum entry age 13. PREREQUISITES:
NUMBER OF UNITS/STRUCTURE: No specific prior learning required. Minimum entry age 16.
One mandatory unit. NUMBER OF UNITS/STRUCTURE:
One mandatory unit plus five from fourteen options.
ASSESSMENT METHOD: NUMBER OF UNITS/STRUCTURE:

Internally assessed and externally moderated portfolio. One mandatory unit plus eleven from fourteen options.
GRADING SYSTEM: ASSESSMENT METHOD:
Pass mark for portfolio is 100%. Portfolio norm referenced. Internally assessed and externally moderated portfolio.
GRADING SYSTEM:
QUALITY ASSURANCE: Pass mark for portfolio is 100%. Portfolio norm referenced.
Internally assessed and externally moderated portfolio. Qualification is not graded.
NCFE level 3 Business for the creative industries suite of Internally assessed and externally moderated portfolio.
NCFE level 3 Business for the Creative Industries suite of
management for the arts.
NCFE Extended Certificate in
Industries NCFE Extended Diploma in
Level 3 Industries
Learners are able to develop their understanding of the role that Level 3
business plays in the creative industries and develop a variety of
BACKGROUND:
business skills and techniques, ranging from marketing, events
Learners are able to develop their understanding of the role that
and promotion through to legal affairs and intellectual property.
DATE OF FIRST TEACHING: business skills and techniques, ranging from marketing, events
2007 and promotion through to legal affairs and intellectual property.
PREREQUISITES: DATE OF FIRST TEACHING:
No specific prior learning required. Minimum entry age 16. 2007
One mandatory unit plus eight from fourteen options. No specific prior learning required. Minimum entry is 16.
Internally assessed and externally moderated portfolio. Fifteen mandatory units.
Pass mark for portfolio is 100%. Portfolio norm referenced. Internally assessed and externally moderated portfolio.
GRADING SYSTEM:
NCFE level 3 Business for the creative industries suite of Internally assessed and externally moderated portfolio.
PROGRESSION/ARTICULATION
Level 4 qualifications in business enterprise; level 4 qualifications
in business; level 4 qualifications in business and management
for the arts.
NCFE Diploma in Business for
the Creative Industries NCFE Certificate in Palliative
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Care
Level 3
BACKGROUND: Level 3
Learners are able to develop their understanding of the role that
BACKGROUND:
Aims to give those working in health care settings increased
business skills and techniques, ranging from marketing, events
knowledge and understanding of the issues related to palliative
and promotion through to legal affairs and intellectual property.
care. It raises awareness of the range of needs a person may
DATE OF FIRST TEACHING: have and how they and their families/friends can be supported.
2007
PREREQUISITES: 2007
No specific prior learning required. Minimum entry age 16.
PREREQUISITES:

Four mandatory units. Six mandatory units.
Level 2 NVQ in Health, level 3 NVQ in Health, level 3 NVQ in Level 3 Certificate in tour management; level 3 National Diploma
Health and Social Care, level 3 Certificates in Health and/or Social in Travel and tourism; level 3 BTEC in Travel and tourism; level 3
Care, NCFE level 2 Certificate in Safe Handling of Medicines, NVQ in Travel and tourism; level 4 Higher Professional Diploma in
NCFE level 2 Award in the Prevention and Control of Infection, Travel and tourism.
NCFE level 2 Certificate in Safer Moving and Handling (including
People), NCFE level 2 Certificate in Dementia Awareness, NCFE
level 2 Certificate in Understanding and Prevention of MRSA. NCFE Certificate in Tour
Management
NCFE Certificate in Event NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Management Level 3
BACKGROUND:
Aims to provide learners with a broad introduction to tour
Level 3
management, and provide potential tour managers with the skills
BACKGROUND: and knowledge necessary to be effective in their roles.
Aims to prepare those seeking employment in the event
management field, and also formally recognises existing
2009
knowledge and competence for those already working in the
sector. PREREQUISITES:
2007 NUMBER OF UNITS/STRUCTURE:
Six mandatory units
PREREQUISITES:
No specific prior learning required. Minimum entry age 16. ASSESSMENT METHOD:
Ten mandatory units GRADING SYSTEM:
ASSESSMENT METHOD:
QUALITY ASSURANCE:
GRADING SYSTEM:
Qualification is not graded. PROGRESSION/ARTICULATION:
Level 3 BTEC Diploma in Travel operations; level 3 BTEC National
QUALITY ASSURANCE:
Award/Certificate/Diploma in Travel and tourism; level 3 National
Certificate/Diploma in Travel and tourism; level 3 National
PROGRESSION/ARTICULATION: Extended Diploma in Travel and tourism; NVQ level 3 Travel and
Level 3 NVQ in Events; level 4 NVQ in Events. tourism; level 4 BTEC Higher National Certificate in Travel and
tourism management; Foundation Degrees in Travel and tourism;
NCFE Level 3 Award in Sustainable Tourism.
NCFE Award in Sustainable
Tourism NCFE Certificate in Managing
Level 3
Diversity
BACKGROUND:
Level 3
Aims to help the learner recognise the importance of sustainable
tourism in the travel and tourism industry, and develop an BACKGROUND:
understanding of the global environment and the impact of Aims to increase understanding of equality and diversity
tourism on it. concepts; awareness of how these issues impact upon
organizational processes, management and delivery, and
individual and organisational diversity experiences, skills and
2009
practices.
PREREQUISITES:
2007
PREREQUISITES:
NCFE NVQ in Advice and
Guidance
Three mandatory units NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
ASSESSMENT METHOD: Level 3
Internally assessed and externally moderated portfolio. BACKGROUND:
GRADING SYSTEM: This programme aims to provide recognition and accreditation for
Pass mark for portfolio is 100%. Portfolio norm referenced. advice and guidance practitioners working in a wide range of
Qualification is not graded. contexts. It is primarily aimed at practitioners working directly
with clients, providing advice and some level of guidance, and
QUALITY ASSURANCE: who are working with information that is often interpreted by
Internally assessed and externally moderated portfolio. others, and within some clear guidelines.
PROGRESSION/ARTICULATION: DATE OF FIRST TEACHING:
Level 3 Certificate in Personnel practice; level 3 Introductory 2008
Certificate in management; level 3 BTEC National Diploma in
Public services; level 3 NVQ in Personnel support; level 3 NVQ in PREREQUISITES:
Police supervisory management; level 3 NVQ in Leisure No specific prior learning required. Minimum entry age 16.
management; level 3 in Youth work NUMBER OF UNITS/STRUCTURE:
Foundation Degrees in various subjects, such as Business, Three mandatory units and three optional units.
Business Management, Business with Human Resource
Management, Business with Personnel, Employment Relations, ASSESSMENT METHOD:
Personnel. Internally and externally verified portfolio.
GRADING SYSTEM:
NCFE Certificate in Supporting Qualification is not graded.
Teaching and Learning in QUALITY ASSURANCE:
Schools Internally and externally verified portfolio.
Further qualifications at NVQ Level 4 or HE in the same or related
Level 3
occupational areas.
BACKGROUND:
This programme aims to enable learners to understand the roles
and responsibilities of those involved in supporting teaching and NCFE NVQ in Spectator Safety
learning in schools, and provides an opportunity to develop the
skills and knowledge required to do this effectively and in a self- NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
directed way. It prepares learners to support the teacher and the Level 3
delivery of the curriculum within a school, as well as developing BACKGROUND:
skills to help children and young people to develop self-esteem, This programme aims to provide a nationally recognised,
independence and skills for learning. It seeks to further develop competence-based qualification that is appropriate to the work of
professional and technical skills and knowledge, and an stewards and marshals in spectator events, especially events
understanding of the importance of positive relationships within a taking place within sports stadia and relating directly to the
school. National Occupational Standards developed by SkillsActive.
2008 2008
No specific prior learning required. Minimum entry age 16. No specific prior learning required. Minimum entry age 16.
Six mandatory units Four mandatory units and two optional units.
Internally assessed and externally moderated portfolio. Internally and externally verified portfolio.
Internally assessed and externally moderated portfolio. Internally and externally verified portfolio.
Provides progression to the NVQ in Supporting Teaching and Level 4 NVQ in Spectator Safety
Learning in Schools and also provides progression into Level 4 NVQ in Management
employment. Learners may also progress to achieve HLTA status. Also provides a sound base for progression into employment
within the spectator safety industry as well as a tool to progress
within different aspects of the leisure and service sector.
NCFE NVQ in Customer Service PROGRESSION/ARTICULATION:

Level 3 or 4 Certificate in Preparing to Teach in the Lifelong
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Learning Sector if the student is working towards Associate
Level 3 Teaching and Learning Status (ATLS) or the Level 5 Diploma in
Teaching in the Lifelong Learning Sector if the student is in the
BACKGROUND: full teaching role and working towards the Qualified Teaching and
This programme is ideal for people who have the scope to bring Learning Status (QTLS).
about permanent improvements in service delivery that benefit
their organisation and its customers. These people do not
necessarily have to be in a role where they are directly NCFE Certificate in Early Years
responsible for people.
Foundation Stage Practice
2008 NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
PREREQUISITES:
No specific prior learning required. Minimum entry age 16. BACKGROUND:
This programme has been designed to update practitioners on
the requirements of the Early Years Foundation Stage, and will
Two mandatory units and six optional units.
support them through its implementation from September 2008.
ASSESSMENT METHOD:
Internally and externally verified portfolio.
2009
GRADING SYSTEM:
PREREQUISITES:
QUALITY ASSURANCE:
Three mandatory units
Internally and externally verified portfolio.
ASSESSMENT METHOD:
Level 4 NVQ in Customer Service
Level 4 NVQ in Business Administration GRADING SYSTEM:
Level 3 NVQ in Management Pass mark for portfolio is 100%. Portfolio norm referenced.
Level 4 NVQ in Management
Also provides a sound base for progression into employment
QUALITY ASSURANCE:
within the customer service industry as well as a tool to progress
within different aspects of the business administration sector.
Level 3 or 4 NVQ in Children's Care, Learning and Development
NCFE Award in Preparing to Level 4 or 5 Early Years Foundation Degree
Teach in the Lifelong Learning
Sector NCFE NVQ in Health and Social
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Care
Level 3
BACKGROUND: Level 3
This programme has been designed as a first step for all those in
BACKGROUND:
the lifelong learning sector in England who are working towards
This programme provides recognition and accreditation for those
‘Associate’ or ‘Full’ teacher status. On achievement, learners will
working in the health and social care sector whose roles involve
gain the ‘Threshold licence to teach’ which is a mandatory
the provision of care and support to children, young people and
requirement for all new teachers in the sector.
adults in a range of contexts. This includes both within protected
DATE OF FIRST TEACHING: environments such as private care homes as well as in
2009 individual’s own houses.
PREREQUISITES: DATE OF FIRST TEACHING:
No specific prior learning required. Minimum entry age 16. 2008
One mandatory unit No specific prior learning required. Minimum entry age 16.
Internally assessed and externally moderated portfolio. Four mandatory units and four optional units.
Pass mark for portfolio is 100%. Portfolio norm referenced. Internally and externally verified portfolio.
GRADING SYSTEM:
QUALITY ASSURANCE: NOCN offers qualifications from entry level to level 3. Further
Internally and externally verified portfolio. information on NOCN’s level 3 qualifications can be found in this
publication as these qualifications are the most relevant to
Level 4 NVQ in Health and Social Care learners wishing to access higher education. In some cases, level
Level 3 NVQ in Management 2 qualifications may also be relevant; information on these
Level 4 NVQ in Management qualifications can be found on the NOCN website www.nocn.org.uk
Level 4 NVQ in Leadership and Management in Care Services
NOCN Level 3 Award, Certificate
NCFE NVQ in Instructing Physical and Diploma in Art and Design
Activity and Exercise NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3
Level 3 BACKGROUND:
BACKGROUND:
The NOCN Level 3 Award, Certificate and Diploma in Art and Design
This programme is designed to accredit anyone involved in have been designed to be flexible and enable access to a broad
exercise and fitness as a trainer, teacher, instructor or coach, and range of learning across the art and design sector. The
whose role is likely to include supervisory or management qualifications will widen participation by offering diverse and flexible
responsibility and/or independent working. learning opportunities through which people can develop basic
skills, knowledge and understanding to broaden progression
DATE OF FIRST TEACHING: opportunities. The qualifications also provide further opportunities
2008 for individuals to widen their interest in the arts and to provide a
PREREQUISITES:
route to higher education via Access and/or foundation courses and
No specific prior learning required. Minimum entry age 16. may assist in the achievement of basic and/or key skills through the
medium of the arts. The NOCN Level 3 Award, Certificate and
NUMBER OF UNITS/STRUCTURE: Diploma in Art and Design are particularly suitable for those for
Five mandatory units. whom traditional routes may not have been effective and those who
ASSESSMENT METHOD:
wish to explore and develop their creative potential and technical
Internally and externally verified portfolio. ability in the area of art and design.
PREREQUISITES:
GRADING SYSTEM:
Pass mark for portfolio is 100%. Portfolio norm referenced. The NOCN Level 3 Award, Certificate and Diploma in Art and Design
Qualification is not graded. qualifications are designed to be open access. However, it would be
expected that learners would have some prior knowledge and
QUALITY ASSURANCE: experience in either the general art and design area or the area in
Internally and externally verified portfolio. which they wish to specialise. There is no age restriction to learners
wishing to access the Award qualification, but learners wishing to
access the Certificate and Diploma qualifications must be over
Qualifications at Level 4 in the same and related subject areas.
age 16.
This may include honours and foundation degree programmes
and Level 4 NVQs. NUMBER OF UNITS/STRUCTURE:
The qualifications are composed of a total of two mandatory units
and a choice of optional units in the endorsed routes. To achieve
National Open College Network the qualifications, the learner must achieve all the mandatory units
plus the choice of optional units in line with the chosen
The National Open College Network (NOCN) is a recognised endorsement. Each unit is separately assessed, with no further
qualification awarding body and is the central organisation for summative/external assessment requirement.
11 Open College Networks (OCNs) based across the UK. NOCN
qualifications aim to widen participation and are especially Endorsed routes in the NOCN Level 3 Award, Certificate and
suitable for those who may have benefited least from formal Diploma in art and design include:
education. Ceramic design
All NOCN qualifications are made up of a number of units. Each Furniture and upholstery
unit is ascribed a credit value at an identified level. Credit is Interior design
awarded when a learner has achieved all the outcomes of a unit. Jewellery and metalwork
For all NOCN qualifications, one credit is based on a notional 10 Painting
hours of learning. Photography
Printmaking
The specification for each qualification states the achievement Sculpture
required to be awarded the qualification. The credit target in the Soft furnishings
specification is important in establishing the title of a NOCN Stained glass design
qualification. NOCN uses the terms ‘Award’, ‘Certificate’ and Textile design.
‘Diploma’ to indicate the approximate size of its qualifications,
based on the number of credits required for successful ASSESSMENT METHOD:
completion, Award being the smallest and Diploma the largest. The qualifications are awarded to learners who successfully achieve
Included are the number and level of credits, any mandatory units the required units as per the qualification specifications.
and any external assessment. Achievement of units is through internally set, internally assessed
and externally verified assessment activity.
EXAMINATION TIMING: g gain knowledge to support communities

Flexible
g refresh and update their skills and knowledge in working with
DATE OF RESULT PUBLICATION: and within communities
Dependent on when the assessment is made.
g engage people in community development
QUALITY ASSURANCE:
All providers wishing to deliver the qualifications, or units of the g work in partnerships
qualifications, will need to demonstrate the ability to manage and g work with diversity
deliver the units and/or the qualifications, including adherence to
quality assurance and assessment regulations. OCNs will provide g work with groups
guidance and give support in enabling organisations to deliver the g develop confidence in their ability to learn and to recognise the
qualifications. value of their communities in the collective learning experience
The NOCN standard quality assurance arrangements and g understand the importance of people learning from each
requirements include: other.
g internal assessment of all assessment tasks and activities PREREQUISITES:
There are no restrictions on learner entry. Learners should however
g internal verification be engaged in community development activities and should
g external verification possess the basic skills needed to deal with communication at
Level 3 (or be willing to take up support in developing those skills).
g standardisation.
The minimum age for access to the qualification is 16.
The NOCN Level 3 Award, Certificate and Diploma in Art and Design NUMBER OF UNITS/STRUCTURE:
will enable progression to further learning opportunities and study The qualification is composed of a total of three mandatory units
such as NOCN qualifications at different levels and Level 4 and a choice of optional units. To achieve the qualification, learners
qualifications. The qualifications will enable the development of must successfully complete three mandatory units plus four
generic transferable skills, which will enable learners to progress optional units.
into a range of possible employment opportunities within specific ASSESSMENT METHOD:
areas of the arts and/or crafts. The qualification requires achievement of the specified units with no
Learners completing the NOCN Level 3 Award, Certificate and further requirement for additional/summative assessment.
Diploma in Art and Design will be able to progress to: Achievement is therefore determined by successful completion of
unit assessment. Units of the qualification are achieved through
g Foundation higher education courses internally set tasks that are internally marked and externally verified.
g VRQ/NVQs offered at Level 3 in specific areas of the arts EXAMINATION TIMING:
and/or crafts Flexible
g AS/A level study DATE OF RESULT PUBLICATION:

Dependent on when the assessment is taken.
g other learning programmes.
QUALITY ASSURANCE:
All providers wishing to deliver the qualification, or units of the
NOCN Level 3 Certificate in qualification, will need to demonstrate the ability to manage and
Community Development deliver the units and/or the qualification, including adherence to
quality assurance and assessment regulations.
Level 3 OCNs will provide guidance and give support in enabling
organisations to deliver the qualification. The NOCN standard quality
BACKGROUND: assurance arrangements and requirements include:
The NOCN Level 3 Certificate in Community Development has been
developed for anyone who is directly engaged in community g internal assessment of all assessment tasks and activities
development work, and wishes to extend his or her current
knowledge and skills. In addition to community development
g internal verification
workers it also caters for the increasing and diverse range of people g external verification
employed in related occupations whose practice now includes
community development work. These include amongst others, g standardisation.
workers in health and social care, education, community safety, PROGRESSION/ARTICULATION:
environmental development, childcare, leisure services and The NOCN Level 3 Certificate in Community Development enables
regeneration. progression to both further learning opportunities within
This qualification aims to provide quality training, which is relevant employment, or further study.
and accessible. It will enable the learner to: The NOCN Level 3 Certificate in Community Development relates
academically to A level Sociology /Psychology/English so learners
g understand the nature of different communities of locality, will be able to progress to:
identity and interest
g understand the communities in which they live and work
g NVQ Level 4 in Community Work
g enable communities to identify their needs

g BA Community Development and Regeneration
g gain skills to work collectively with those communities

g BA Community and Youth Work
g Further and Adult Education Teaching Certificate g internal verification

g external verification
g NOCN Level 3 Award or Certificate in Managing Voluntary and g standardisation.
Community Organisations
Learners completing the NOCN level 2 Award in Creative Skills
NOCN level 2 Award in Creative will be able to progress to:
Skills g NOCN Creative Skills qualifications at level 3
g VRQ/NVQs offered at level 2/3 in specific areas of the arts
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: and/or crafts
Level 2 g GCSE Art/Design/Creative Studies
BACKGROUND:
g AS/A level study
The NOCN level 2 Award in Creative Skills has been developed to
g other learning programmes
provide opportunities for those with some experience in the g vocationally related apprenticeships in appropriate sectors
creative crafts at a foundation level, to develop this further. g vocationally related work and careers in appropriate and
Engagement with the creative arts provides opportunities for regional sectors.
individuals to develop both techincal skills and creative thinking
and this qualification not only focuses on the technical aspects of
particular craft work, but also on developing an understanding of
the cultural and historical context for creative arts. In providing a NOCN level 3 Award in Creative
wider perspective, the qualification requires learners to engage in
research, discussion and the wider Key Skills in order to be Skills
successful.
PREREQUISITES: Level 3
The qualifications are available for learners over 16.
BACKGROUND:
No specific prior learning, experience and/or qualifications are The NOCN level 3 Award in Creative Skills has been developed as
required for learners undertaking the NOCN level 2 Award in a response to a range of identified needs for developing the
Creative Skills. However, prior learning at level 1 and/or the creative potential of people as individuals and within
achievement of the NOCN level 1 Award in Creative Skills communities. Engagement in the creative arts provides
Development would be an advantage. individuals with the opportunity to develop both the technical and
personal skills needed to progress either to further education or
into employment. This qualification supports a number of
The NOCN level 2 Award in Creative Skills is composed of a total initiatives being undertaken as part of the Government’s drive for
of three mandatory units with no optional units. To achieve the raising achievement and increasing the capacity of individuals in
qualifications, learners must successfully complete all the society and in the workplace.
mandatory units in line with the chosen endorsement routes. The
mandatory units may be applied to a range of creative craft PREREQUISITES:
options The qualification endorsement will reflect the craft/s area The qualification is available to learners over the age of 16.
undertaken from one of the following:
No specific prior learning, experience and/or qualifications are
Floral art, glass, metal craft, pottery, printmaking, sculpture, soft required for learners undertaking the NOCN Level 3 Award in
furnishings and textiles. Creative Skills. However, prior learning at Level 2 and/or the
achievement of the NOCN Level 2 Award in Creative Skills would
ASSESSMENT METHOD:
be an advantage.
The qualification is awarded to learners who meet the full
requirements for unit credit achievements and successfully NUMBER OF UNITS/STRUCTURE:
complete the externally approved assignment Units of the The NOCN Level 3 Award in Creative Skills is composed of a total
qualification are achieved through internally set tasks that are of three mandatory units with no optional units. To achieve the
internally marked and externally verified. The externally approved qualifications, learners must successfully complete all the
assignment is internally marked and externally verified. mandatory units in line with the chosen endorsement routes. The
mandatory units may be applied to a range of creative craft
EXAMINATION TIMING:
options The qualification endorsement will reflect the craft/s area
Flexible undertaken from one of the following:
Printmaking, 3-dimensional work, computer aided design, soft
Dependent on when the assessment is taken
furnishing, floral art, decorative paint techniques, papermaking,
QUALITY ASSURANCE: pottery and textiles.
ASSESSMENT METHOD:
qualification, will need to demonstrate the ability to manage and
deliver the units and/or the qualification, including adherence to
requirements for unit credit achievement and successfully
quality assurance and assessment regulations.
complete the externally approved assignment. Units of the
OCNs provide guidance and give support in enabling qualification are achieved through internally set tasks that are
organisations to deliver the qualifications. internally marked and externally verified. The externally approved
assignment is internally marked and externally verified.
The NOCN standards quality assurance arrangements and
requirements will apply and include: EXAMINATION TIMING:
Flexible
g internal assessment of all assessment tasks and activities
DATE OF RESULT PUBLICATION: mandatory units with a choice of optional units. To achieve the
Dependent on when the assessment is taken qualification, learners must successfully complete all the
QUALITY ASSURANCE:
mandatory units and seven optional units.
All providers wishing to deliver the qualification, or units of the ASSESSMENT METHOD:
qualification, will need to demonstrate the ability to manage and The qualifications are awarded to learners who successfully
deliver the units and/or the qualification, including adherence to achieve the required units as per the qualification specifications.
quality assurance and assessment regulations. OCNs provide Achievement of units is through internally set, internally assessed
guidance and give support in enabling organisations to deliver the and externally verified assessment activity.
qualifications.
EXAMINATION TIMING:
The NOCN standard quality assurance arrangements and Flexible
requirements will apply and include:
QUALITY ASSURANCE:
g external verification qualification, will need to demonstrate the ability to manage and
g standardisation. quality assurance and assessment regulations. OCNs will provide
PROGRESSION/ARTICULATION: guidance and give support in enabling organisations to deliver the
Learners completing the NOCN Level 3 Award in Creative Skills qualification.
will be able to progress to:
The NOCN standard quality assurance arrangements and
g Access to higher education courses in the area of art and requirements include:
design/creative crafts g internal assessment of all assessment tasks and activities
g foundation higher education (HE) courses g internal verification
g VRQ/NVQs offered at Level 3 in specific areas of the arts g external verification
and/or crafts
g standardisation.
g AS/A level study
g other learning programmes at Level 3 and HE levels
NOCN Level 3 Certificate and Diploma in Garden and Planting
g vocationally related apprenticeships in appropriate sectors Design enable progression to further learning opportunities within
employment, or further study in the garden design sector.
g vocationally related work and careers in appropriate and Learners completing the NOCN Level 3 Certificate and Diploma in
relational sectors. Garden and Planting Design will be able to progress to:
g NOCN Level 3 Diploma in Garden Design

NOCN Level 3 Certificate and
HNC/HND Landscape Design related studies.
Diploma in Garden and Planting
g
Design
NOCN Level 3 Award in General
Level 3 Religious Education
The NOCN Level 3 Certificate and Diploma in Garden and Level 3
Planting Design have been designed to be accessible to young
BACKGROUND:
people and adult learners wishing to explore and develop their
The NOCN Level 3 Award in General Religious Education will
skills in applying design principles and their knowledge of
enable learners to reflect theologically on their experience of life
appropriate criteria for the selection of plants to respond to the
and the values of contemporary culture. It will also allow them to
design process. The qualifications will enable learners to develop
construct a framework of moral reasoning and relate this to one
design skills and knowledge of both plant requirements and
or more religious traditions or belief systems. It will provide
garden design solutions required within the garden design
learners with the skills that enable them to become agents of
industry. The qualifications have been designed in conjunction
community cohesion. It is also suitable for individuals within a
with the garden design specialists at Capel Manor College and
faith tradition to explore the role of that tradition within
are supported by Lantra, the SSC for the land-based sector.
community life. The broad aim of the qualification is to encourage
PREREQUISITES: learners to develop knowledge, understanding and skills in the
Learners should have undertaken appropriate Level 2 study study and practice of religion.
before embarking on the qualifications. The minimum age for
PREREQUISITES:
access to the qualifications is 16.
The qualification is for all those individuals interested in religious
NUMBER OF UNITS/STRUCTURE: and theological studies. There are no specific requirements for
The NOCN Level 3 Certificate in Garden and Planting Design is prior learning. The minimum age for access to the qualification
composed of six mandatory units with two optional units. To is 14.
achieve the qualification, learners must successfully complete all
the mandatory units and one optional unit. The NOCN Level 3
Diploma in Garden and Planting Design is composed of eight
NUMBER OF UNITS/STRUCTURE: g deliver information, advice or guidance and who want

The NOCN Level 3 Award in General Religious Education contains recognition for the work that they do
one mandatory unit. Achievement of a qualification is determined
PREREQUISITES:
by successful completion of the unit of assessment.
No specific prior learning and/or qualification is required for
ASSESSMENT METHOD: learners undertaking the NOCN Level 3 Certificate in Information,
Achievement of units is through internally set, internally Advice or Guidance. However, the demands and nature of the
assessed, internally verified and externally verified assessment qualification and the assessment requirements are such that
activities. Centres devise assessment activities to meet the learners will need to have literacy skills which are at least at
specification for assessment detailed for each unit. If an Level 1 of the National Standards in Adult Literacy. The advised
assessment method is prescribed, it must be used to assess the minimum age for access to the qualification is 18 years because
unit. the complex nature of advice giving within the range of sectors
where it is offered demands that learners have a minimum level
To achieve the qualification the learner must achieve all the
of experience, self awareness and self confidence.
assessment components for the units. No compensation across
units is allowed. NUMBER OF UNITS/STRUCTURE:
The NOCN Level 3 Certificate in Information, Advice or Guidance
EXAMINATION TIMING:
is composed of a total of five mandatory units and nine optional
Flexible
units. To achieve the qualification, learners must successfully
DATE OF RESULT PUBLICATION: complete 24 unit credits (15 unit credits from mandatory units
Dependent on when the assessment is taken. and nine from optional units).
QUALITY ASSURANCE: ASSESSMENT METHOD:
All providers wishing to deliver the qualification, or units of the The qualification requires achievement of the specified units with
qualification, will need to demonstrate the ability to manage and no further requirement for additional/summative assessment.
deliver the units and/or the qualification, including adherence to Achievement is therefore determined by successful completion of
quality assurance and assessment regulations. OCNs will provide unit assessment. Units of the qualification are achieved through
guidance and give support in enabling organisations to deliver the internally set tasks that are internally marked and externally
qualification. verified.
The NOCN standard quality assurance arrangements and EXAMINATION TIMING:

requirements will apply and include the following: Flexible
g internal verification Dependent on when the assessment is taken.
g external verification QUALITY ASSURANCE
g regional and national standardisation. All providers wishing to deliver the qualification, or units of the
PROGRESSION/ARTICULATION: deliver the units and/or the qualification, including adherence to
The qualifications will ensure succession from prior learning and quality assurance and assessment regulations. OCNs provide
the formation of citizens committed to the building of the guidance and give support in enabling organisations to deliver the
‘common good’. Learners will learn how to build just communities qualification.
and be able to transfer or use such skills in the world of
employment. The NOCN standard quality assurance arrangements and
NOCN Level 3 Certificate in g internal assessment of all assessment tasks and activities
Information, Advice or Guidance g internal verification
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: g external verification
Level 3 g standardisation.
BACKGROUND:
The NOCN Level 3 Certificate in Information, Advice or Guidance Learners completing the NOCN Level 3 Certificate in Information,
aims to provide learners with the skills and underpinning Advice or Guidance will be able to progress to:
knowledge required by employers in a broad range of contexts
where information, advice or guidance is provided. It is for g Level 4 NVQ Qualification in IAG, which is the minimum
learners working in this field to share good practice and build standard of competency required in the careers and
confidence in their ability to fulfil their role as providers of advice education sector
at this level in a range of contexts. It also gives support to those
working as advice or guidance providers to be able to guide those g Learners will also gain the appropriate skills and knowledge
they are supporting to make informed choices. to progress to courses such as Counselling Skills, Community
Development and Working within Voluntary Organisations.
The qualification is particularly suitable for those who:
g have already completed the NOCN Level 2 Certificate in

Information, Advice or Guidance
g have completed another qualification at Level 2 in a relevant
occupational sector
NOCN Level 3 Award and g standardisation.
Certificate in Language Skills PROGRESSION/ARTICULATION:

These qualifications encourage progression through the levels
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: and learners at Level 3 can progress to higher education courses
Level 3 or professional qualifications in languages.
BACKGROUND: Delivery can be tailored to the needs of employers or potential
The NOCN Level 3 Award and Certificate in Language Skills aims employees, and thus encourages progression in the workplace.
to provide stepped opportunities for accrediting language skills. The opportunity to achieve separate skills units is appropriate
The units are designed to offer sufficient flexibility in the lexical where this can reflect the usefulness of different skills in a
content to allow them to be tailored to individual learner and particular work environment, for example, speaking and listening
workforce needs. The qualifications offer the opportunity to skills within care environments and Home Office services, or for
accumulate the four communicative skills, speaking, listening, business people interacting at conferences and exhibitions, or
reading and writing, at Level 3. The Award may consist of any writing skills for the completion of job applications and reports.
two of the four units, thus rewarding achievement in specific
skills, as prioritised by the learner or provider; the achievement of
the remaining two units leads to completion of the full Certificate. NOCN Level 2 Certificate in
PREREQUISITES: Managing Voluntary and
The NOCN Level 3 Award and Certificate in Language Skills are
intended for use by a wide variety of learners as they provide
accessibility with steps towards full achievement. There are no NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
restrictions on learner entry. However, learners wishing to access Level 2
the qualification must be over age 16.
BACKGROUND:
NUMBER OF UNITS/STRUCTURE: The UK Voluntary Sector Workforce Almanac (2007) and the
The NOCN Level 3 Award and Certificate in Language Skills are English Voluntary Sector Skills Survey have identified the
composed of a total of 21 endorsed routes for individual recruitment and retention of staff, particularly in leadership and
languages. To achieve the Level 3 Award qualification, learners management, as key priorities for the voluntary sector. The
must successfully complete two optional units in line with the NOCN Level 2 Certificate in Managing Voluntary and Community
chosen endorsements; to achieve the Level 3 Certificate Organisations supports these priorities by developing the skills
qualification, learners must successfully complete four mandatory and competencies of those intending to become managers of
units in line with the chosen endorsements. Each unit is voluntary and/or community organisations. Many such individuals
separately assessed, with no additional/external assessment may already work within the sector, in a paid or voluntary
requirements. capacity, but lack the formal qualifications to progress.
Endorsed routes include: The qualification is particularly suitable for those who:
French, German, Italian, Spanish, Welsh, Arabic, Czech, Danish,
Dutch, Greek, Gujarati, Irish, Japanese, Mandarin Chinese, g are intending to enter into management of a voluntary or
Panjabi, Polish, Portuguese, Russian, Swedish, Turkish, Urdu. community organisation
ASSESSMENT METHOD: g want to develop professionally within their current job role.
The qualification requires achievement of the specified units with
no further requirement for additional/summative assessment. PREREQUISITES:
Achievement is therefore determined by successful completion of There are no restrictions on learner entry for this qualification.
unit assessment. Units of the qualification are achieved through The minimum age for access to the qualification is 18.
internally set tasks that are internally marked and externally NUMBER OF UNITS/STRUCTURE:
verified. Specific assessment information is given in Section 4 of The qualification is composed of four mandatory units and a
the NOCN qualification guide. choice of optional units. To achieve the qualification the learner
EXAMINATION TIMING: must successfully complete 15 mandatory unit credits and three
Flexible optional unit credits.
DATE OF RESULT PUBLICATION: ASSESSMENT METHOD:

Dependent on when the assessment is taken. The qualification is awarded to learners who successfully achieve
an approved combination of units. Assessment for each unit is
QUALITY ASSURANCE: designed by the Centre in accordance with the NOCN
All providers wishing to deliver the qualifications, or units of the Assessment Definitions Document. There is no further
qualifications, will need to demonstrate the ability to manage and assessment to achieve the qualification.
quality assurance and assessment regulations. OCNs will provide EXAMINATION TIMING:
guidance and give support in enabling organisations to deliver the Flexible
qualifications. DATE OF RESULT PUBLICATION:
The NOCN standard quality assurance arrangements and Dependent on when the assessment is taken.
requirements include: QUALITY ASSURANCE:
g internal assessment of all assessment tasks and activities qualification, will need to demonstrate the ability to manage and
g internal moderation deliver the units and/or the qualification, including adherence to
quality assurance and assessment regulations. OCNs provide
g external moderation
guidance and give support in enabling organisations to deliver the NUMBER OF UNITS/STRUCTURE:
qualification. The NOCN level 3 Award in Managing Voluntary and Community
Organisations is composed of a total of four mandatory units. To
The NOCN standard quality assurance arrangements and achieve the qualification, learners must successfully complete all
requirements will apply and include: the mandatory units plus an external assessment.
g internal assessment of all assessment tasks and activities ASSESSMENT METHOD:
g internal verification requirements for both internal and external assessment. Units of
g external verification the qualification are achieved through internally set tasks, which
are internally assessed and externally verified. In addition,
g standardisation. learners are required to undertake the externally set task in order
PROGRESSION/ARTICULATION: to fulfil the requirements for the achievement of the qualification.
NOCN Level 2 Certificate in Managing Voluntary and Community The externally set tasks will be made available to assessors
Organisations enables progression to Level 3 qualifications in through the OCN.
managing voluntary and community organisations, further or EXAMINATION TIMING:
higher education programmes and other employment Flexible
opportunities.
NOCN Level 2 Certificate in Managing Voluntary and Community Dependent on when the assessment is taken.
Organisations relates academically to GCSE Business Studies so
QUALITY ASSURANCE:
learners will be able to progress to:
All providers wishing to deliver the qualifications, or units of the
g NOCN Level 3 Award in Managing Volunteers qualifications, will need to demonstrate the ability to manage and
g NOCN Level 3 Certificate in Managing Voluntary and quality assurance and assessment regulations.
Community Organisations.
OCNs provide guidance and give support in enabling
organisations to deliver the qualification.
NOCN Level 3 Award in The NOCN standard quality assurance arrangements and
Managing Voluntary and g internal assessment of all assessment tasks and activities
Community Organisations g internal verification
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: g standardisation.
Level 3
BACKGROUND:
The primary progression route for successful learners will be to
The NOCN Level 3 Award in Managing Voluntary and Community
employment (paid or unpaid) within the voluntary or community
Organisations has been developed to address the skills gap being
sectors. Employment opportunities could include managing
experienced by organisations in the voluntary and community
volunteer bureaux, health action zone projects, crime reduction
sectors in relation to managerial, IT and business skills. The
initiatives and specific neighbourhood renewal initiatives.
NOCN level 3 Award in Managing Voluntary and Community
Organisations is mapped against the Management Charter Learners completing the NOCN level 3 Award in Managing
Initiative and Small Firms Enterprise Development Initiative Voluntary and Community Organisations will be able to progress to:
(SFEDI) standards. g NOCN level 3 Award in Managing Volunteers
The qualification is aimed at and is particularly suitable for those g Management National Vocational Qualifications level 3 and 4
who: g other FE and HE qualifications such as a BA in Community
Management or an Advanced Diploma in the Organisation of
g may be new to the responsibility of managing voluntary and
Community Groups
community organisations g NOCN level 3 Certificate in Community Development.
g are existing managers who do not have a qualification in this
area
g are currently working in the sectors, and wish to progress to
a managerial role.
PREREQUISITES:
NOCN Level 3 Certificate in
The NOCN level 3 Award in Managing Voluntary and Community Managing Voluntary and
Organisations is designed to provide the widest possible access
to learners.
(Endorsed Routes: Managing Money and Managing
Learners wishing to access the qualification will need sound Volunteers)
literacy and communication skills, study skills and ability to think
analytically. Learners will need to read and interpret given tasks,
write clear, logical and understandable answers and organise Level 3
relevant information clearly and coherently. The minimum age for BACKGROUND:
access to the qualification is 18. The NOCN Level 3 Certificate in Managing Voluntary and
Community Organisations will support the sector by developing
the skills and competencies of existing managers and providing a
progression route for those achieving the NOCN Level 2 The qualification is particularly suitable for those who are:
Certificate in Managing Voluntary and Community Organisations. g new to the responsibility of managing volunteers
The qualification is supported by the VSNTO and is mapped g existing managers who do not have a qualification in this
against the national occupational standards for managing
area
volunteers and the SFEDI standards for small businesses. g working in the sector, and wish to progress to a managerial
PREREQUISITES: role.
The NOCN Level 3 Certificate in Managing Voluntary and
PREREQUISITES:
Community Organisations is intended for learners who manage,
The NOCN level 3 Award in Manging Volunteers is aimed at those
or aspire to manage, organisations in the voluntary or community
already working in smaller and medium sized voluntary and
sectors. There are no restrictions on learner entry for this
community organisations as managers of volunteers in a paid or
qualification. The minimum age for access to the qualification is
unpaid capacity.
18.
The minimum age for access to the qualification is 18.
The qualification is composed of a total of four mandatory units Those learners wishing to access the qualification will normally
and two groups of optional units. To achieve the qualification, need to be managing volunteers in a paid or unpaid capacity.
learners must successfully complete all the mandatory units plus
the choice of optional units in line with the chosen endorsement. NUMBER OF UNITS/STRUCTURE:
Each unit is separately assessed, with no summative/external The NOCN level 3 Award in Managing Volunteers is composed of
assessment requirement. a total of three mandatory units. To achieve the qualification, the
learner must achieve the mandatory units.
ASSESSMENT METHOD:
The qualification is awarded to learners who meet the full ASSESSMENT METHOD:
requirements for the achievement of the units. Units of the The qualification is awarded to learners who successfully achieve
qualification are achieved by internally set tasks, which are the above approved combination of units. Assessment for each
internally assessed and externally verified. unit is designed by the centre in accordance with the NOCN
Assessment Definitions Document. There is no further
EXAMINATION TIMING: assessment to achieve the qualification.
Flexible
EXAMINATION TIMING:
DATE OF RESULT PUBLICATION: Flexible
QUALITY ASSURANCE: Dependent on when the assessment is made.
qualifications, will need to demonstrate the ability to manage and QUALITY ASSURANCE:
deliver the units and/or the qualifications, including adherence to All providers wishing to deliver the NOCN qualifications will need
quality assurance and assessment regulations. OCNs provide to demonstrate the ability to manage and deliver the qualification,
guidance and give support in enabling organisations to deliver the including adherence to quality assurance and assessment regulations.
qualifications.
OCNs provide guidance and give support in enabling
The NOCN standard quality assurance arrangements and organisations to deliver the qualification.
requirements include:
The NOCN standard quality assurance arrangements and
g internal assessment of all assessment tasks and activities requirements will apply and include:
g internal verification g internal assessment of all assessment tasks and activities
g external verification g internal verification
g standardisation. g external verification
PROGRESSION/ARTICULATION: g standardisation.
The NOCN Level 3 Certificate in Managing Voluntary and
Community Organisations enables progression to further learning
NOCN level 3 Award in Managing Volunteers enables progression
opportunities within employment and further study. Learners
to paid employment, Management, National Vocational
completing the NOCN Level 3 Certificate in Managing Voluntary
Qualifications level 3 and 4 and study in Further or Higher
and Community Organisations will be able to progress to:
Education.
g NVQ Levels 3 and 4 in Management
g NVQ Level 3 in Business start up NOCN level 3 Award in Managing Volunteers relates academically
g NVQ Levels 3 and 4 in Business improvement. to A level in community education so learners will be able to
progress to:
g Professional Certificate or Diploma in Management (Open
NOCN level 3 Award in University)
Managing Volunteers g DipHE in Informal and Community Education (Canterbury
Christ Church University College)
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: g Certificate in Managing Voluntary and Community
Level 3 Organisations (University of Sussex)
g BA in Community Management (University of Luton)
BACKGROUND:
g Professional Development Certificate in Voluntary Sector
The NOCN level 3 Award in Managing Volunteers has been
Management (Edinburgh’s Telford College)
developed to address the need for the development of volunteer
g Advanced Diploma in the Organisation of Community Groups
management skills within the voluntary and community sectors.
(Belfast Institute of Further and Higher Education).
NOCN Level 3 Award in NOCN Level 3 Award and

Principles and Application of Certificate for Progression
Coaching Skills NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3 BACKGROUND:
BACKGROUND: The NOCN progression qualifications are particularly suitable for
The NOCN Level 3 Award in Principles and Application of learners who need to:
Coaching Skills is aimed at those individuals who have a g develop their literacy and/or numeracy skills
responsibility to coach others, assisting them to gain and apply g explore/investigate career opportunities
knowledge and skills in the workplace, or those wishing to g experience a range of vocationally related areas to identify
progress into such a role. The qualification is designed to personal preferences / abilities
contribute towards the Employment National Training Organisation g test out preferred vocationally related area before pursuing
(ENTO) national occupational standards. This qualification has sector specific qualifications
been developed primarily to support the NOCN Level 2 Certificate g understand how to develop effective relationship building or
for Security Practitioners, however it is anticipated that the role of interpersonal skills
the skills coach, and therefore this qualification, will be intrinsic in g learn how to work effectively as part of a team
other qualifications being developed for the security business g identify their preferred learning styles and/or develop learning
sector. skills that equip them to become more effective learners
PREREQUISITES:
g develop life skills such as independent living or specific
No specific prior learning, experience and/or qualification is personal health management skills.
required for learners undertaking the NOCN Level 3 Award in The qualifications are designed to enable the greatest flexibility
Principles and Application of Coaching Skills. The minimum age for the learner whilst maintaining the qualifications at an
for access to the qualification is 18. achievable level. The learner will achieve the size and level of
NUMBER OF UNITS/STRUCTURE: qualification most suitable for their needs and relevant to their
The NOCN Level 3 Award in Principles and Application of stage of learning.
Coaching Skills offers two pathways each comprised of a total of PREREQUISITES:
three units. All of the units in the pathway selected must be There are no restrictions on learner entry to these qualifications.
achieved by learners in order to gain the qualification. The The minimum age for access to the qualifications is 16.
knowledge understanding and skills they assess is essential for
achievement of the qualification. NUMBER OF UNITS/STRUCTURE:
The NOCN Level 3 Award and Certificate for Progression
ASSESSMENT METHOD: comprise:
Assessment for this qualification is to be carried out against the
specific assessment criteria indicated for each of the units of this g a range of mandatory units that provide opportunities for
qualification, as described in the Guidelines for Assessment and learners to develop skills in literacy and numeracy, learning
Internal Moderation document which accompanies the to learn and personal development
Qualification Guide. g a range of optional units in sector-specific areas that provide
opportunities for learners to test out their aptitude and
Assessors will consider the evidence presented to determine motivation before selecting a chosen career or employment
whether the criteria have been met for each unit. All units must route.
be successfully achieved in order for the qualification to be
awarded. It is the responsibility of the Assessor to ensure that the To achieve the qualifications, learners must successfully complete
evidence is valid, authentic, current and sufficient to support the a combination of mandatory and optional units. To achieve the
achievement of the unit. NOCN Level 3 Award for Progression, learners must achieve 15
unit credits. At least three unit credits must be taken from the
EXAMINATION TIMING: mandatory units.
Flexible
To achieve the NOCN Level 3 Certificate for Progression, learners
must achieve 21 unit credits. At least six unit credits must be
taken from the mandatory units.
QUALITY ASSURANCE:
ASSESSMENT METHODS:
no further requirement for additional/summative assessment.
Achievement is therefore determined by successful completion of
guidance and give support in enabling organisations to deliver the
internally set tasks that are internally marked and externally
qualification.
verified.
The NOCN standard quality assurance arrangements and EXAMINATION TIMING:
requirements will apply and include: Flexible
g internal assessment of all assessment tasks and activities DATE OF RESULT PUBLICATION:
g internal verification Dependent on when the assessment is taken.
g standardisation. QUALITY ASSURANCE:
qualifications, will need to demonstrate the ability to manage and ASSESSMENT METHOD:
deliver the units and/or the qualifications, including adherence to The qualification requires achievement of the specified units with
quality assurance and assessment regulations. OCNs provide no further requirement for additional/summative assessment.
guidance and give support in enabling organisations to deliver the Achievement is therefore determined by successful completion of
qualifications. unit assessment. Units of the qualification are achieved through
internally set, internally assessed and externally verified
The NOCN standard quality assurance arrangements and assessment activity.
EXAMINATION TIMING:
g internal assessment of all assessment tasks and activities Flexible
g external verification DATE OF RESULT PUBLICATION:
g standardisation. Dependent on when the assessment is taken.

The NOCN Level 3 Award and Certificate for Progression enable All providers wishing to deliver the qualification, or units of the
progression to employment, further learning opportunities within qualification, will need to demonstrate the ability to manage and
employment, or further study including City and Guilds deliver the units and/or the qualification, including adherence to
Progression Awards or higher-level sector-specific qualifications. quality assurance and assessment regulations. OCNs provide
qualification.
NOCN Level 3 Award in The NOCN standard quality assurance arrangements and
Supporting People with a requirements will apply and include:
Learning Disability (Induction) g internal assessment of all assessment tasks and activities
g internal verificatiom
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: g external verification
Level 3 g standardisation.
BACKGROUND: PROGRESSION/ARTICULATION:
The NOCN Level 3 Award in Supporting People with a Learning The NOCN Level 3 Award in Supporting People with a Learning
Disability (Induction) is designed to develop the skills and Disability (Induction) will enable progression to employment,
knowledge that will support new workers in a learning disability further learning opportunities within employment, or further study.
service to achieve required induction standards, by providing an The qualification forms the first part of a strategic approach to
accredited, contextualised route for learning and assessment. The improving the level of achievement of NVQ within the learning
qualification will also therefore assist employers in the sector to disability sector.
fulfil their statutory obligations for inducting new workers.
Completion of the qualification will enable learners to gain and
The NOCN Level 3 Awards in Supporting People with a Learning demonstrate:
Disability (Induction) aims to enable learners to:
g essential learning for specific tasks
g develop skills and knowledge in the area of learning disability g underpinning knowledge for National Vocational Qualifications
g progress within the health and social care sector in health and social care
g achieve the required common induction standards within a g continuing professional development
learning disability context g continuing professional competence
g demonstrate achievement and evidence towards NVQ at the g skills to enable transition to new work roles
appropriate level g progress towards meeting the General Social Care Council
g build upon and develop further vocational skills and skills for (GSCC) Code of Practice for Social Care Workers.
life.
PREREQUISITES:
The NOCN Level 3 Award in Supporting People with a Learning NOCN Level 3 Award in Tackling
Disability (Induction) is particularly suitable for care workers, Substance Misuse
ancillary staff and other staff groups who work within the
Learning Disability Framework. It is likely that learners who will NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
benefit most from undertaking the qualifications will be working Level 3
in either a voluntary or employed role within the health and social BACKGROUND:
care sector – in particular within a learning disability context. As The NOCN Level 3 Award in Tackling Substance Misuse, and its
assessment for both qualifications is through a series of endorsed routes, is designed for adult workers in the drug and
assessment tasks that apply to the work context it is implicit that alcohol sector. The qualification comprises five endorsed routes
any learner undertaking the qualifications will require access to which are aimed at a range of roles and responsibilities of
the working context and ongoing support and supervision from an workers tackling substance misuse. Each endorsed route has a
assessor within the work environment. The minimum age for mandatory unit which covers the principles of tackling substance
access to the qualification is 16. misuse and the separate target groups are offered units clustered
NUMBER OF UNITS/STRUCTURE: appropriately to their areas of engagement within the drug and
The NOCN Level 3 Award in Supporting People with a Learning alcohol sector.
Disability (Induction) is composed of a total of four mandatory
The Award has been developed in conjunction with drug and
units. To achieve the qualification, learners must successfully
alcohol practitioners as a response to the consultation process
complete all the mandatory units.
instigated by the DANOS project board.
PREREQUISITES: PROGRESSION/ARTICULATION:
The NOCN Level 3 Award in Tackling Substance Misuse is The NOCN Level 3 Award in Tackling Substance Misuse enables
designed for adult workers in the drug and alcohol sector who progression to employment, further learning opportunities within
are either new to the field or experienced workers who have no employment, or further study. There remains a shortage of
formal qualifications. The minimum age for access to the nationally qualified drug workers, and this qualification offers
qualification is 19. clear progression to employment. Other higher qualifications,
although limited such as Drug and Alcohol Counselling HE
Applicants must normally be free for a minimum of two years Certificates and HE Diplomas in Addiction Studies are suitable
from: areas for specialist progression within the sector.
g problems relating to a close relative / friend’s use of drugs /
alcohol As a Level 3 Award this qualification may provide a stepping
stone/progression route to NVQ Level 3 qualifications.
g treatment for such problems.
The NOCN Level 3 Award in Tackling Substance Misuse is NOCN level 3 Certificate in Youth
composed of 1 mandatory unit and a choice of optional units. To
achieve the qualification, learners must complete a total of 15
Work
credits which is made up of: NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
g one mandatory unit of six credits Level 3
g a choice of any optional units totalling nine credits. BACKGROUND:
The NOCN Level 3 Certificate in Youth Work has been designed to
Alternatively, in order to achieve this qualification within an
ensure that all youth workers have access to the necessary training
endorsed route, learners must complete a total of 15 credits
and qualifications and so that unqualified workers are supported
which is made up of:
and encouraged to progress.
g one mandatory unit of six credits, and
g combinations of mandatory and/or optional units outlined The qualification is particularly suitable for those who:
within the endorsed route at nine credits. g have worked with young people for at least 12 months
g work in either the statutory or voluntary sector
Available endorsements are:
g have autonomy and the ability to give guidance to others if
NOCN Level 3 Award in Tackling Substance Misuse required.
(Commissioning and Planning)
PREREQUISITES:
NOCN Level 3 Award in Tackling Substance Misuse (Practitioners) Learners must either be working with young people (13-19 years)
or have a substantial placement in a youth work setting, as a
NOCN Level 3 Award in Tackling Substance Misuse (Drug considerable amount of assessment takes place during fieldwork.
Educators) The minimum requirements for eligibility for the qualification
include a minimum of three hours per week for six months in a
NOCN Level 3 Award in Tackling Substance Misuse (Managers)
youth work setting. Learners must have been Criminal Records
NOCN Level 3 Award in Tackling Substance Misuse (Generalist Bureau checked (and found satisfactory) before embarking on the
Worker) qualification units.
ASSESSMENT METHOD: The minimum age for access to the qualification is 19.
no further requirement for additional/summative assessment.
The NOCN Level 3 Certificate in Youth Work is composed of a
total of six mandatory units. To achieve the qualification, the
learner must achieve all the mandatory units.
internally set tasks that are internally marked and externally
verified. The knowledge and understanding they assess is essential for
EXAMINATION TIMING:
achievement of the qualification.
Flexible ASSESSMENT METHOD:

The qualifications require achievement of the specified units with
Dependent on when the assessment is taken. no further requirements for additional/summative assessment.
QUALITY ASSURANCE: unit assessment. The units of this qualification will be internally
All providers wishing to deliver the qualification, or units of the set and internally assessed and externally verified.
EXAMINATION TIMING:
quality assurance and assessment regulations. OCNs provide Flexible
guidance and give support in enabling organisations to deliver the DATE OF RESULT PUBLICATION:
qualification. Dependent on when the assessment is taken.
The NOCN standard quality assurance arrangements and QUALITY ASSURANCE:
requirements will apply and include: All providers wishing to deliver the qualification, or units of the
g standardisation.
qualifications. The NOCN standard quality assurance Unit 2: An assignment of 1,000–1,500 words reflecting the
arrangements and requirements include: work of the individual in which their own ideas and research
g internal assessment of all assessment tasks and activities are expressed.
g internal verification Unit 3: Written evidence indicating that final conclusions can be
g external verification. related to the original hypotheses: 1,000–3,000 words,
g standardisation. dependent on practical content.
PROGRESSION/ARTICULATION: Examination
NOCN Level 3 Certificate in Youth Work relates academically to Unit 4: A three-hour unseen examination paper.
an A level grade A-C, so learners will be able to progress to:
EXAMINATION TIMING:
g Diploma in Higher Education in Youth and Community Work Examinations for this and similar qualifications take place
g BA Hons in Youth and Community Work normally in the first two weeks of June.
g Connexions Diploma for Personal Advisors.
Six to eight weeks after the date of assessment.
OCNW GRADING SYSTEM:
Each unit is graded on successful completion. A minimum grade
OCNW is a unique organisation, enjoying the status of a National
of 50% is required when claiming individual units and this
Awarding Body, approved by the Qualifications and Curriculum
indicates that the evidence for that unit supports the view that the
Development Authority (QCDA), and an Authorised Validating Agency
candidate is suited to undergraduate study. If all four units are
(AVA), licensed by the Quality Assurance Agency for Higher
completed, a grade of 50% overall is required for the subject
Education (QAA).
award. Fifty per cent indicates that the candidate is suited to
At the heart of its philosophy is the provision of progression undergraduate work and 60% indicates that the candidate is
routes that enable learners to climb the qualifications ladder. well suited to undergraduate work.
Since 1975 OCNW has helped thousands of people to transform QUALITY ASSURANCE:
their lives and achieve their career aspirations. Sample moderation of elements of coursework mid-programme.
Throughout this period, OCNW has maintained its independence Full moderation by OCNW-appointed subject specialists on
in order to ensure that it can continue to respond promptly to the completion of all assessment components.
requirements of its customers and provide a consistently high
standard of service. Although it is proud of its origins within the
North West, OCNW is truly a national organisation and provides a OCNW level 3 Certificate
service throughout the UK. in English Language and
Literature
OCNW level 3 Certificate in NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Biology Level 3
BACKGROUND:
Level 3 The OCNW level 3 Certificate in English Language and Literature
is a QCDA-approved national qualification designed to develop
BACKGROUND: the skills and understanding needed for progression to higher
The OCNW level 3 Certificate in Biology is a QCDA-approved education. It provides learners with a firm foundation in English
national qualification designed to develop the skills and language and literature. Successful candidates can use this
understanding needed for progression to higher education. It qualification, possibly in combination with other level 3 awards,
provides learners with a firm foundation in Biology and research for progression to a range of higher level and undergraduate
methods. Successful candidates can use this qualification, programmes in English literature/language or for entry to teacher
possibly in combination with other level 3 awards, for progression training programmes.
to a range of higher level and undergraduate programmes in
Biology and natural Sciences generally.
2006
2006
This qualification consists of four mandatory units:
i Understanding how language works
This qualification consists of four mandatory units:
ii Literature and literary criticism
i Biology: Molecular, biochemical, metabolic iii Research project: chosen specialism in English language and
ii Biology: Energy, control, reproduction literature
iii Biology investigation iv Synoptic skills in English language and literature.
iv Synoptic skills in biology.
ASSESSMENT METHOD:
ASSESSMENT METHOD: A combination of coursework and examination.
A combination of coursework and examination.
Coursework
Coursework Unit 1: Language essay of at least 1,200 words.
Unit 1: An essay of 1,000–1,500 words and a practical
investigation, providing evidence of experimental procedure, Unit 2: Literature essay of at least 1,200 words.
results and valid conclusion.
Project DATE OF RESULT PUBLICATION:

Unit 3: Extended essay of 3,000 words covering a chosen Six to eight weeks after the date of assessment.
specialism: either further language study or Shakespeare play or GRADING SYSTEM:
further literature study/Stylistics. Each unit is graded on successful completion. A minimum grade
Examination of 50% is required when claiming individual units and this
Unit 4: An examination of three hours – three questions to be indicates that the evidence for that unit supports the view that the
answered: one on language, one on literature and one on either candidate is suited to undergraduate study. If all four units are
Shakespeare or further language. completed, a grade of 50% overall is required for the subject
award. Fifty per cent indicates that the candidate is suited to
EXAMINATION TIMING:
undergraduate work and 60% indicates that the candidate is well
Examinations for this and similar qualifications take place
suited to undergraduate work.
normally in the first two weeks of June.
QUALITY ASSURANCE:
Sample moderation of elements of coursework mid-programme.
Six to eight weeks after the date of assessment.
Full moderation by OCNW-appointed subject specialists on
GRADING SYSTEM: completion of all assessment components.
Each unit is graded on successful completion. A minimum grade
of 50% is required when claiming individual units and this
indicates that the evidence for that unit supports the view that the Oxford, Cambridge and RSA
candidate is suited to undergraduate study. If all four units are Examinations
completed, a grade of 50% overall is required for the subject
award. Fifty per cent indicates that the candidate is suited to OCR is the unitary awarding body established by the University
undergraduate work and 60% indicates that the candidate is well of Cambridge Local Examinations Syndicate (UCLES, now
suited to undergraduate work. Cambridge Assessment) and RSA Examinations Board (RSAEB).
From 1 October 1998, OCR took responsibility in the UK for all
QUALITY ASSURANCE: qualifications offered by the Midland Examining Group (MEG), the
Sample moderation of elements of coursework mid-programme. Oxford and Cambridge Examinations and Assessment Council
Full moderation by OCNW-appointed subject specialists on (OCEAC) and RSA. This includes MEG Certificates of Achievement
completion of all assessment components. and GCSE syllabuses, OCEAC A levels/AS and RSAEB’s NVQs and
vocational qualifications. OCR also offers a range of ‘stand-alone’
qualifications in Information Technology, Business Skills and other
OCNW level 3 Certificate in vocationally orientated subjects. In 2003, OCR introduced the
OCR Nationals, a suite of vocationally related qualifications at
Psychological Perspectives levels 1, 2 and 3.
Since 2004, OCR has offered the Asset Languages assessment
Level 3
scheme for language learners of all ages and abilities.
BACKGROUND:
The OCNW level 3 Certificate in Psychological Perspectives is a OCR offers the complete range of qualifications, examinations
QCDA-approved national qualification designed to develop the and assessment services required by schools, colleges, training
skills and understanding needed for progression to higher providers and employers throughout the UK. These services are
education. It provides learners with a firm foundation in provided in a comprehensive and coherent manner at all levels
Psychological theory and research methods. Successful from Entry to level 5 in all areas of the National Qualifications
candidates can use this qualification, possibly in combination with Framework.
other level 3 awards, for progression to a range of higher level Prior to October 1998, OCR’s GCSE syllabuses were offered by
and undergraduate programmes in Psychology and the Social the Midland Examining Group (MEG) and RSAEB. MEG operated
Sciences generally. as a unified body within UCLES under a constitution which took
DATE OF FIRST TEACHING: effect on 1 October 1993. The former East Midlands Regional
2006 Examinations Board and the West Midlands Examinations Board,
Oxford and Cambridge Schools Examination Board and the
NUMBER OF UNITS/STRUCTURE: Southern Universities Board, which were part of the original
This qualification consists of four mandatory units: federation of MEG Boards, have ceased to operate as examining
i Understanding psychology bodies.
ii Application and evaluation of psychology
The Oxford and Cambridge Examinations and Assessment
iii Psychological investigation
Council (OCEAC) was responsible for the GCE A level
iv Synoptic skills in psychology.
examinations before October 1998. OCEAC previously offered
ASSESSMENT METHOD: A level examinations under the names of the Oxford and
A combination of coursework and examination. Cambridge Schools Examination Board (OCSEB), the University of
Oxford Delegacy of Local Examinations (UODLE) and Oxford. From
Unit 1: 2,000 word essay. 1996 to 1998, all UK A level/AS examinations of these boards
Unit 2: 2,000 word essay. were certificated by OCEAC.
Unit 3: A report on an investigation 3,000–3,500 words.
Unit 4: A 3-hour unseen examination paper. International A level and AS results are certificated, as before, by
UCLES (now Cambridge Assessment).
EXAMINATION TIMING:
Examinations for this and similar qualifications take place The alliance between UCLES and RSAEB has been superseded by
normally in the first two weeks of June. the formation of OCR.
For further information and advice on OCR GCE A level and AS, Entry level = Breakthrough grades 1–3
AVCE and GCSE qualifications and Entry level Certificates, contact level 1 = Preliminary grades 4–6
the Cambridge office. For information on OCR Nationals, Key level 2 = Intermediate grades 7–9
Skills, NVQs and vocationally related schemes, contact the level 3 = Advanced grades 10–12
Coventry office (see Appendix A). level 4 = Proficiency grades 13–15
level 6 = Mastery grades 16, 17.
OCR Asset Languages Asset Languages Advanced Stage

UCAS Tariff Points
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Grade 12 Grade 11 Grade 10
Entry level, level 1, level 2, level 3 Speaking 28 20 12
BACKGROUND: Listening 25 18 11
Reading 25 18 11
OCR Asset Languages is an assessment scheme designed to
Writing 25 18 11
support the Department for Children, Schools and Families,
National Languages Strategy by providing recognition of language QUALITY ASSURANCE:
proficiency. Attainment is measured against the Languages Listening, reading and writing are externally assessed and
Ladder, which is a multi-stage learning programme that uses ‘can Speaking is internally assessed and externally moderated by OCR
do’ statements to describe the typical behaviour of language to ensure accuracy and consistency of centre marking. The
learners at each stage. The scheme is designed as a measure of assessment methodology for listening and reading up to level 3 is
proficiency and thus is not associated with any particular based on an item-banking approach and is designed to provide a
programme of study. The qualifications provide candidates with rigorous basis for comparison across languages and levels. It
the opportunity to demonstrate competence in one or more of the relies on item data analysis to ensure that papers are statistically
four skills (listening, speaking, reading, writing) and are available comparable. Speaking and writing are assessed on a criteria-
in the following languages: Arabic, Bengali, Chinese, Cornish, based approach and training in the standards is provided for
French, German, Modern Greek, Gujarati, Hindi, Irish, Italian, teachers as well as for examiners and moderators.
Japanese, Panjabi, Polish, Portuguese, Russian, Somali, Spanish,
Swedish, Tamil, Turkish, Urdu, Welsh and Yoruba.
DATE OF FIRST TEACHING: OCR Certificate/Diploma for
2004 (Entry level, levels 1 and 2) iMedia Users
2005 (level 3)
2008 (levels 4 and 6). NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
2005 (Entry level, levels 1 and 2) BACKGROUND:
2006 (level 3) The OCR level 3 Certificate/Diploma for iMedia Users has been
2009 (levels 4 and 6). designed for those who already possess intermediate skills (at
level 2 or equivalent) and who wish to further develop their skills
PREREQUISITES:
and ability.
There are no formal entry requirements for these qualifications.
For levels 1–4 candidates should normally have attained the level It is suitable for those in employment who wish to develop skills
represented by achievement of a qualification below the level for in one or more specialist areas in order to meet the requirements
which they are entered. These qualifications may be studied as of their workplace situation and dynamic job role. It is also
part of lifelong learning for many reasons, both recreational appropriate for those following part-time courses for skill
and/or vocational. They serve as an end in themselves for development or recreational purposes and those in full-time
candidates who wish to develop their use of language or they education who have some skills in this area, but wish to
may be used as a basis for progression up the Languages gain more specialist skills in order to gain access to the
Ladder. iMedia industry.
NUMBER OF UNITS/STRUCTURE: The target group is likely to include individuals working in, or
Each qualification comprises one unit, each assessing a preparing for, roles/work activities such as the following:
single skill.
Web design, graphic art, multimedia production, flash animation,
ASSESSMENT METHOD:
3D animation, sound design and editing, special effects, video
Listening, reading and writing are externally assessed. Speaking production, logo/titles design, desktop publishing, games
is internally assessed and between 70% (Entry level) through design, storyboarding.
60% (level 1 and level 2) and 100% (level 3) is externally
moderated. DATE OF FIRST TEACHING:
2006
EXAMINATION TIMING:
There are five testing series during the academic year and each PREREQUISITES:
series is designed to give maximum flexibility with regard to Although there are no formal entry requirements for the level 3
timetabling of tests for levels 1–3. Certificate and Diploma, it is anticipated that, before embarking
on this programme, potential candidates will be able to:
January, March, April, June and August depending on the series g show evidence of creativity
entered. g demonstrate basic IT literacy and show an interest in
developing their skills further
GRADING SYSTEM: g demonstrate skills and knowledge at or above level 2 in the
Each qualification is awarded in the following way: Key Skills areas of Communication and Working with Others.

The qualification contains nine units. There are no formal entry requirements for this qualification. It is
aimed at those who already possess basic knowledge and
Unit 1: Digital graphics understanding of ICT systems or software and who wish to
Unit 2: Web authoring extend their knowledge and skills. It is suitable for those who are
Unit 3: Digital animation already employed in professional roles in the IT industry and who
Unit 4: Interactive multimedia design wish to develop further knowledge and skills to support and/or
Unit 5: Digital sound editing extend their work activities. The qualification will also meet the
Unit 6: Digital video editing needs of those who are studying in preparation for roles that will
Unit 7: 3D modelling involve system support or software development activities.
Unit 8: 3D game engines
Unit 9: Game design. NUMBER OF UNITS/STRUCTURE:
The qualification contains 45 units.
ASSESSMENT METHOD:
All units are internally assessed and externally moderated. The combination of Unit 34: Creating software components –
Fundamentals of Java and Unit 44: Introduction to Java, is not
GRADING:
allowed.
The OCR level 3 Certificate/Diploma for iMedia Users has been
awarded the following UCAS Tariff points with effect from 2008 Certificate
entry to higher education: To achieve the OCR level 3 Certificate for IT Professionals the
candidate must achieve a total of six units: mandatory Unit 1 and
OCR level 3 Certificate for iMedia Users Pass 40
Unit 3, Unit 29 and three optional units from the remaining units.
OCR level 3 Diploma for iMedia Users Pass 66
A specialist endorsement of Software Development is available to
candidates taking this qualification if they achieve mandatory Unit
QUALITY ASSURANCE:
1 and Unit 29 and any four of the optional units from the
The evidence produced is locally assessed within the centres
Software Development specialist pathway, Units 30 to 45.
before being externally moderated by OCR to ensure accuracy
and consistency of centre marking. All scripts are retained for An endorsement will appear on the full award certificate as
quality assurance purposes and the decisions made by follows: OCR level 3 Certificate for IT Professionals (Software
moderators are standardised by the scheme chief for consistency Development).
within OCR.
A specialist endorsement of ICT Systems Support is available to
candidates taking this qualification if they achieve mandatory
Candidates who are successful in achieving the OCR level 3 Unit 1, and Unit 3, Unit 8 and any three of the optional units from
Certificate/Diploma for iMedia Users will be able to progress the ICT Systems Support specialist pathway, Units 2 to 28.
directly to other related qualifications. Those candidates who wish
to extend their skills at level 3 will be able to progress to different An endorsement will appear on the full award certificate as
optional units. follows: OCR level 3 Certificate for IT Professionals (ICT Systems
Support).
OCR Certificate/Diploma for IT Diploma

To achieve the OCR level 3 Diploma for IT Professionals,
Professionals candidates must achieve eight units: mandatory Unit 1 and Unit
3, Unit 29 and five optional units from the remaining units.
Level 3 A specialist endorsement of Software Development is available
BACKGROUND: to candidates taking this qualification if they achieve mandatory
The OCR level 3 Certificate/Diploma for IT Professionals has been Unit 1 and Unit 29 and any six of the optional units from the
designed to provide accreditation for the full breadth of essential Software Development specialist pathway, Units 30 to 45.
knowledge, understanding and skills that would be needed by a
An endorsement will appear on the full award certificate as
competent employee engaged in the process of supporting ICT
follows: OCR level 3 Diploma for IT Professionals (Software
systems or software development. It is a VRQ designed to develop
Development).
knowledge, understanding and skills in the full range of functions
involved in system support and software creation including A specialist endorsement of ICT Systems Support is available
service delivery, planning and control, the installation of networks to candidates taking this qualification if they achieve mandatory
and operating systems, the installation and maintenance of Unit 1, and Unit 3, Unit 8 and any five of the optional units from
applications, the testing of systems, design of software and the ICT Systems Support specialist pathway, units 2 to 28.
testing of software and the production of customer support
materials. The qualification provides opportunities for learners to An endorsement will appear on the full award certificate
follow a generic pathway or to study towards system and network as follows: OCR level 3 Diploma for IT Professionals (ICT Systems
management along the ICT Systems Support endorsed pathway Support).
or for learners to specialise in one or more specific programming
However, each unit represents a worthwhile achievement in its
languages along the Software Development endorsed pathway. All
own right and certification is also available at unit level.
pathways provide the opportunity for learners to take units that
Candidates have the option of achieving either the full
are vendor specific.
qualification or one or more individual units, depending upon their
DATE OF FIRST TEACHING: own learning needs or employment situation.
2004
There is no requirement for candidates to work towards the units
in any particular order and tutors/trainers may tailor learning
programmes to meet individual needs. Individual units may be
achieved and certificated separately. Centres may incorporate GRADING:

individual units into a range of different learning programmes as A*/A/B/C/D/E
appropriate to the needs of their candidates and their QUALITY ASSURANCE:
programmes of study. Both examinations are marked externally, in accordance with the
Thirty units are offered in partnership with vendors, including Ofqual Code of Practice.
Microsoft, Cisco, CompTIA and Oracle. PROGRESSION/ARTICULATION:
ASSESSMENT METHOD: A candidate achieving a Level 3 Certificate in Mathematics for
Combination of internally assessed and externally moderated Engineering may:
assessments, externally set and assessed assignment and g undertake additional Level 3 qualifications part-time or full-
electronic tests set by vendors. time in further education, eg OCR Level 3 Principal Learning
GRADING: in Engineering, Diploma in Engineering, Diploma in
The OCR level 3 Certificate/Diploma for IT Professionals has been Manufacturing, Diploma in Construction and the Built
awarded the following UCAS Tariff points with effect from 2008 Environment
entry to higher education:
g in addition to the horizontal progression outlined above, the
qualification also enables vertical progression. Candidates
OCR level 3 Certificate for IT Professionals will be able to access degrees and other qualifications in
Grade UCAS Tariff Points further and higher education. Additionally this will enable
Pass 80 candidates to progress into employment, ie into engineering
at technician level.
OCR level 3 Diploma for IT Professionals
Pass 100
OCR level 5 Certificate in
QUALITY ASSURANCE:
The evidence produced by Units 1, 29 and 31 is externally Teaching Learners with Specific
assessed by OCR via postal arrangements. Evidence produced by Learning Difficulties (Dyslexia)
Units 2–10, 30, 32, 33 is locally assessed within the centres
before being externally moderated by OCR to ensure accuracy NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
and consistency of centre marking. Units 11–28 and 34–45 are Level 5
assessed under controlled conditions using electronic tests BACKGROUND:
produced by either Microsoft, Cisco, CompTIA or Oracle. The OCR level 5 Certificate in Teaching Learners with Specific
PROGRESSION/ARTICULATION: Learning Difficulties (Dyslexia) has been developed to recognise
OCR level 4 Certificate for IT Professionals (ICT Systems Support), candidates’ skills, knowledge and understanding of the Special
level 4 NVQ for IT Professionals. Educational Needs sector and their ability to deliver effective
teaching sessions to learners with specific learning difficulties
(dyslexia) affecting literacy and numeracy.
OCR Level 3 Certificate in Whilst recognising that learners with dyslexia may experience a
Mathematics for Engineering variety of difficulties in addition to the acquisition of fluent, age-
appropriate word-level skills, educators working with this group
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: should know how to address intransigent difficulties with learning
Level 3 to read and spell single words as well as problems arising at later
BACKGROUND:
stages of literacy development and with other aspects of learning.
The OCR Level 3 Certificate in Mathematics for Engineering is This qualification is designed primarily to provide a route for
suitable for learners wishing to gain a Level 3 qualification to continued professional development for teachers working with
support further study in FE and HE in the engineering sector, or learners with specific learning difficulties in literacy and numeracy
are wishing to gain a Level 3 qualification to support further study acquisition. These difficulties may also affect communication
in FE and HE in any other sector or subject area. and interaction.
The target group is likely to include individuals who are studying The qualification would be appropriate for teachers and other
for employment in the engineering sector at technician level. professionals working within one phase of educational provision –
DATE OF FIRST TEACHING: primary, secondary or adult (post-16) – who support learners
2008 experiencing significant difficulties with the acquisition and
development of literacy and (basic) numeracy skills.
PREREQUISITES:
It is advisable that anyone embarking upon this course should DATE OF FIRST TEACHING:
previously have studied GCSE Mathematics at higher tier or 2003
equivalent and/or be fully familiar with such mathematical PREREQUISITES:
content. This qualification is designed primarily for qualified and practising
NUMBER OF UNITS/STRUCTURE: teachers and other professionals who hold recognised
Candidates must complete one mandatory unit. professional qualifications. Although OCR promotes open access
to all qualifications, in practice, candidates who do not have a
ASSESSMENT METHOD: professional background in providing learning support may find it
The unit is assessed by independent external assessment in the difficult to access opportunities to generate the full range of
form of two examination components. evidence required to achieve the full qualification. Candidates
should possess an appropriate level of learning support
experience and should have unrestricted access to appropriate the sector. OCR level 3 National Extended Diplomas are typically
teaching and assessment practice. delivered over a two-year programme of study.
It is anticipated that candidates will have a high level of skill and OCR Nationals are suitable for 16-19-year-olds or more mature
be working at or above the equivalent of level 3 in the following learners considering a career change or return to work, or those
Key Skill areas: Application of number, Communication, Improving wishing to find a vocational route into further study.
own learning, IT, Problem solving and Working with others.
NUMBER OF UNITS/STRUCTURE: Business, Health, Social Care and Early Years and Sport from
Unit 1: Special educational needs policy and context; Unit 2: 2003. Art and Design, Media, Public Services and Travel and
Assessing learners with dyslexia; Unit 3: Teaching learners with Tourism from 2004. ICT from 2008.
dyslexia; Unit 4: Teaching methods and reflective practice.
Learners must complete all units to achieve the full qualification.
OCR level 3 National Certificate (six units) (360 guided learning
ASSESSMENT METHOD: hours)
All units are locally assessed, internally verified by the centre and
externally verified by OCR. To be awarded the OCR level 3 National Certificate, candidates
must achieve a minimum Pass grade for:
QUALITY ASSURANCE:
g four mandatory units
Assessment of all units, which reflect the practices of NVQ
g two optional units.
assessment, is centre-based. The assessment decisions are
externally verified by OCR. The OCR level 3 National Certificate contains a career planning
unit and a work experience unit. Only one of these units may
Candidates must demonstrate that they have achieved all of the
count towards achievement of the full certificate.
performance criteria and knowledge and understanding
requirements of the units in the way specified in the evidence OCR level 3 National Diploma (12 units) (720 guided
requirements. Portfolios presented for assessment must include learning hours)
all of the evidence specified by OCR.
To be awarded the OCR level 3 National Diploma, candidates must:
OCR level 7 Certificate and/or Diploma in Assessing and Teaching g achieve a minimum Pass grade for all four mandatory units
Learners with Specific Learning Difficulties (Dyslexia), OCR level 4 g complete eight optional units and achieve at least six of
Certificates in Teaching in the Lifelong Learning Sector. these. A maximum of five non-specialist units may be chosen
g achieve a minimum of 12 points for all units completed (see
Compensation).
OCR National Certificates,
Specialist pathways within the OCR level 3 National Diploma
Diplomas and Extended If a candidate achieves a minimum Pass grade for at least four
Diplomas of the eight optional units from any one specialist pathway, the
OCR level 3 National Diploma will be endorsed with the pathway
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: specialism. If candidates achieve a minimum Pass grade for four
Level 3 optional units from one specialist pathway and a minimum Pass
BACKGROUND: grade for a further four optional units from another specialist
These qualifications cover a range of sectors, eg art and design, pathway, their OCR level 3 National Diploma will be endorsed with
business, health, social care and early years, media, public both pathway specialisms.
services, travel and tourism, and sport. They prepare learners for
OCR level 3 National Extended Diploma (18 units) (1,080
entry into employment or progression and continuation of study in
guided learning hours)
the vocational area through FE or HE. They are unit-based
qualifications covering the key knowledge and practical skills To be awarded the OCR level 3 National Extended Diploma,
required in the vocational sector. Each unit requires approximately candidates must:
60 guided learning hours. Units are signposted to Key Skills and g achieve a minimum Pass grade for all four mandatory units
mapped to relevant national occupational standards. The g complete 14 optional units and achieve at least 12 of these.
qualifications are gained through a combination of mandatory
A maximum of six non-specialist units may be chosen
and optional units which are all centre-assessed and g achieve a minimum of 18 points for all units completed (see
externally moderated.
Compensation).
The OCR level 3 National Certificate is a six-unit qualification
The structure of the OCR level 3 National Extended Diploma has
offering learners the opportunity to gain core skills and
been designed to provide breadth of knowledge, understanding
knowledge relevant to a particular sector. OCR level 3 National
and skills across a sector. This ensures that successful candidates
Certificates are typically delivered over a one-year programme of
will have achieved a suitable mix of units across optional units to
study.
adequately prepare them for employment or further study within
The OCR level 3 National Diploma is a 12-unit qualification the sector. Due to the broad areas of knowledge and skills
offering learners the opportunity to specialise, if they wish, in required to achieve this qualification, no specialist endorsement is
specific areas through the choice of optional pathway units. OCR applicable.
level 3 National Diplomas may be delivered over a one- or two-
Compensation
year programme.
Candidates must complete the required number of units. However,
The OCR level 3 National Extended Diploma is an 18-unit compensation is available for candidates who might fail one or
qualification designed to promote breadth and add enrichment to two optional units but achieve Distinction or Merit grades for
the learning experience. It demands breadth of knowledge and some other units.
skills ensuring learners have a comprehensive understanding of
Each unit is based on approximately 60 guided learning hours. QUALITY ASSURANCE:

Quality assurance and control is implemented through:
ASSESSMENT METHOD:
All units are internally assessed and externally moderated by g qualification specifications which define requirements and
OCR. Internal assessment involves candidates producing a provide additional guidance
portfolio of evidence showing that they can meet all the g centre approval process that ensures centres meet specified
assessment objectives. quality criteria
g external moderation of internally assessed units to ensure
Portfolios of work must be produced independently. They will national standards are maintained
need to be made available, together with witness statements and g training events for centres
any other supporting documentation, to the OCR visiting g moderator training, standardisation and monitoring/feedback.
moderator when required. Centres are able to enter candidates’
work for external moderation at any time during the year. PROGRESSION/ARTICULATION:
Progression is available from the six-unit OCR level 3 National
DATE OF RESULT PUBLICATION: Certificate to the 12-unit OCR level 3 National Diploma or 18-unit
Certification is on demand. OCR level 3 National Extended Diploma respectively. In addition,
GRADING SYSTEM: candidates could progress to further study in FE or HE at level 4,
The units that make up these qualifications are graded Pass, or into employment and undertake an NVQ at a level appropriate
Merit or Distinction and, depending on a candidate’s to their job role.
achievements at unit level, an overall grade of Pass, Merit or
Distinction is allocated to each full qualification.
OCR Preparing to Teach in the
OCR allocates points to each unit grade achieved by a candidate
as follows:
Lifelong Learning Sector (PTLLS)
Fail = 0 points, Pass = 1 point, Merit = 2 points, Distinction =
Award
3 points. NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Levels 3 and 4
Compensation allows an OCR level 3 National Diploma or OCR
level 3 National Extended Diploma candidate to fail a maximum of BACKGROUND
two optional units, but still achieve the full qualification if their The OCR levels 3 and 4 Preparing to Teach in the Lifelong
total points equal at least: Learning Sector (PTLLS) awards have been developed in
collaboration with Lifelong Learning UK and provide a basic
g 12 points for the OCR level 3 National Diploma
minimum standard for all those entering the teaching profession
g 18 points for the OCR level 3 National Extended Diploma.
from September 2007. This is an introductory qualification for all
As there are broad overall grades for OCR Nationals, for the new teachers in the Lifelong Learning sector.
purposes of the UCAS Tariff, grades/bands within each Pass,
The awards confer a threshold licence to teach. From September
Merit and Distinction grade for the OCR level 3 National Diploma
2007 all new teachers must gain a Licence to Practise at the
(12 units) and OCR level 3 National Extended Diploma (18 units)
start of their career – this is mandatory for anyone who teaches
will be reported. OCR has undertaken to communicate these
in publicly funded provision. The PTLLS awards are one way of
reporting grades/bands to both their centres and candidates and
gaining a licence to practise.
also to transmit the reporting grade/band, along with the overall
grade, to UCAS for confirmation and Clearing. The points The awards are available at two levels to reflect different entry
allocated are as follows. levels of future teachers, tutors and trainers. Each level is made
up of one six-credit unit and involves an initial assessment of
OCR NATIONAL CERTIFICATE (SIX UNITS)
literacy, numeracy and ICT needs, 60 hours of learning in total
Grade OCR Points Reporting Grade UCAS Tariff Points
Distinction 14-18 D 120
with at least 30 guided learning hours, observed practice or
Merit 10-13 M 80 micro teaching sessions and mentoring support.
Pass 6-9 P 40
The awards are appropriate for those who wish to start a career
in teaching or training and help the learner to understand their
OCR NATIONAL DIPLOMA (12 UNITS)
Grade OCR Points Reporting Grade UCAS Tariff Points
own role, responsibilities and boundaries in relation to teaching
Distinction 28-36 D 240 and understand appropriate teaching and learning approaches in
Merit 20-22 M2 160 their specialist area. In addition, learners will be able to
23-27 M1 200 demonstrate session planning skills, understand how to deliver
Pass 12-14 P3 80 inclusive sessions which motivate learners and understand
15-17 P2 120 the use of different assessment methods and the need for
18-19 P1 160 record keeping.
OCR NATIONAL EXTENDED DIPLOMA (18 UNITS)

Grade OCR Points Reporting Grade UCAS Tariff Points September 2007
Distinction 42 D2 320 PREREQUISITES:
43-54 D1 360
There are no formal entry requirements for this qualification
Merit 30-34 M3 240
although it is expected that someone enrolling on an initial award
35-36 M2 280
will normally possess at least a minimum level 3 qualification in
37-41 M1 320
Pass 18-21 P3 120
his/her own area of specialism.
22-26 P2 160 PROGRESSION/ARTICULATION:
27-29 P1 200 OCR levels 3 and 4 Certificates in Teaching in the Lifelong
Learning Sector.
OCR Certificate in Teaching in ASSESSMENT METHOD:

All qualifications accredited in the National Qualifications
the Lifelong Learning Sector Framework must include a form of independent assessment or
an alternative approved by the regulatory authorities. Independent
assessment is defined as assessment of a candidates’ work that
Levels 3 and 4
is carried out by assessors who do not have a vested interest in
BACKGROUND the outcome. One form of independent assessment is external
The OCR levels 3 and 4 Certificates in Teaching in the Lifelong assessment, where assessment tasks are set, and candidates’
Learning Sector have been developed in collaboration with work assessed, by the awarding body. External assessment can
Lifelong Learning UK and are aimed at those in an associate consist of case study work, multiple choice items, centrally set
teacher role from September 2007. projects or assignments or written tests, for example.
An associate teacher is someone who will teach predominantly

from packs or pre-prepared materials, and therefore has fewer Thames Valley University/
responsibilities in the design of a curriculum and materials
generally when compared with a full teacher role. They might London College of Music
teach or tutor on a one-to-one basis and will normally be Examinations
delivering on a programme confined to a particular level, subject
or type of learner. They might also be a teacher who only delivers London College of Music (LCM) has offered examinations in
short courses. music and in speech, drama and communication for over 100
years. In 1991 it became part of Thames Valley University (TVU),
The OCR levels 3 and 4 Certificates in Teaching in the Lifelong and is now part of the University’s Faculty of the Arts. LCM
Learning Sector are part of the initial teaching qualifications Examinations are awarded and certificated by TVU.
which have been developed for existing and new teachers who
are involved in teaching in the Lifelong Learning Sector. TVU/LCM Examinations offers qualifications in a wide range of
subjects, including piano, voice, organ, orchestral instruments,
The certificates are made up of three mandatory units worth electronic keyboard and organ, jazz instruments, music theatre,
18 credits and optional units at least to the value of six credits, popular music vocals, percussion and a selection of speech,
making a total of minimum 24 credits. Mandatory units include drama and communication options; and validates the acoustic,
Preparing to teach in the lifelong learning sector, Planning and electric and bass guitar examinations of the Registry of Guitar
enabling learning and Principles and practice of assessment. Tutors.
The OCR levels 3 and 4 Certificates in Teaching in the Lifelong TVU/LCM Examinations cater for candidates of all levels: from
Learning Sector include at least 30 hours of teaching practice. introductory ‘Steps’ examinations for beginners, through eight
There are a minimum of three teaching observations totalling a grades, to professional diplomas. Diplomas are available for both
minimum of three hours. performers and teachers, and are offered at four levels: Diploma
DATE OF FIRST TEACHING: of the London College of Music (DipLCM), Associate of the
September 2007 London College of Music (ALCM), Licentiate of the London
College of Music (LLCM) and Fellow of the London College of
PREREQUISITES Music (FLCM). Diploma holders are entitled to append the
There are no formal entry requirements for this qualification. appropriate letters after their names.
However, candidates will need to have followed programmes of
study at level 3 (or above) and have relevant and appropriate The grades range from level 1 to level 3 of the National
experience or qualifications in the subject/vocational area that Qualifications Framework, and are assessed against strict criteria
they are teaching. at three levels: Pass, Merit and Distinction. The DipLCM is pitched
at HE level 1, the ALCM at HE level 2, the LLCM at HE level 3,
and the FLCM at HE level M.
Technical Certificate
TVU’s graded examinations, and diplomas in music performance
BACKGROUND: and teaching, are accredited by Ofqual.
Technical Certificates are vocational qualifications identified by
sector bodies (eg SSCs) and awarding bodies that provide the Accredited qualifications at Grade 6–8 offered by TVU/LCM
underpinning knowledge and understanding relevant to an NVQ Examinations attract UCAS Tariff points.
as part of an Apprenticeship framework. Further information is available on the LCM Examinations website
They: www.tvu.ac.uk/lcmexams.
g are capable of delivery through a taught programme
of learning TVU Associate of the London
g permit a structured approach to the teaching and
assessment of the underpinning knowledge and College of Music in Performance
understanding of an NVQ QUALIFICATION ABBREVIATION:
g retain their original qualification title. ALCM
The technical certificate will support the learning required for the NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
NVQ and provide a basis for progression. Level 5
NUMBER OF UNITS/STRUCTURE: BACKGROUND:
The size of a technical certificate can vary, depending on the Subjects: piano, jazz piano, pipe organ, electronic keyboard,
relevant occupational sector and NTO advice. electronic organ, flute, clarinet, oboe, bassoon, recorder, classical
saxophone, jazz flute, jazz clarinet, jazz saxophone, French horn,
trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazz spoken English in religion, reading aloud, oral communication,
trombone, violin, viola, cello, double bass, classical guitar, personal and professional communication.
percussion, singing, Irish traditional music, Scottish traditional
PREREQUISITES:
music, church music, speech and drama, acting, reading recital,
Music subjects: Grade 5 Theory of Music.
verse speaking, public speaking, communication, spoken English
Drama and Communication subjects: Grade 8 Practical.
in religion, music theatre.
ASSESSMENT METHOD:
PREREQUISITES:
Practical examination (all external).
Music subjects: depends on option chosen.
Drama and communication subjects: Grade 8. EXAMINATION TIMING:
Examinations are held throughout the year.
ASSESSMENT METHOD:
Practical examination, plus written examination for certain options GRADING SYSTEM:
(all external). Pass (75%)
EXAMINATION TIMING:
Examinations are held throughout the year. TVU Diploma of the London
GRADING SYSTEM: College of Music in Teaching
Pass (75%)
DipLCM (TD)
TVU Associate of the London NATIONAL QUALIFICATIONS FRAMEWORK LEVEL
College of Music in Teaching Level 4

ALCM (TD) Subjects: piano, jazz piano, pipe organ, electronic keyboard,
electronic organ, flute, clarinet, oboe, bassoon, recorder, classical
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: saxophone, jazz flute, jazz clarinet, jazz saxophone, French horn,
Level 5 trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazz
BACKGROUND: trombone, violin, viola, cello, double bass, classical guitar, electric
Subjects: piano, pipe organ, electronic keyboard, electronic organ, guitar, percussion, singing, Irish traditional music, Scottish
flute, clarinet, oboe, bassoon, recorder, classical saxophone, traditional music, music theatre.
French horn, trumpet, cornet, flugelhorn, trombone, tuba, violin, PREREQUISITES:
viola, cello, double bass, classical guitar, electric guitar, Grade 5 Theory of Music
percussion, singing, Irish traditional music, Scottish traditional
music, speech and drama, music theatre. ASSESSMENT METHOD:
Practical examination (all external).
PREREQUISITES:
EXAMINATION TIMING:
Music Subjects: depends on option chosen. Examinations are held throughout the year.
Drama and communication subjects: Grade 8.
GRADING SYSTEM:
ASSESSMENT METHOD: Pass (75%)
Essay submission and practical examination (all external)/
practical examination and written examination (all external)
for Speech and Drama, Music Theatre.
TVU Fellowship of the London
EXAMINATION TIMING:
College of Music in Performance
Examinations are held throughout the year. QUALIFICATION ABBREVIATION:
FLCM
GRADING SYSTEM:
Pass (75%) NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 7
TVU Diploma of the London BACKGROUND:

Subjects: piano, jazz piano, pipe organ, electronic keyboard,
College of Music in Performance electronic organ, flute, clarinet, oboe, bassoon, recorder, classical
QUALIFICATION ABBREVIATION: saxophone, jazz flute, jazz clarinet, jazz saxophone, French horn,
DipLCM trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazz
trombone, violin, viola, cello, double bass, classical guitar,
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: percussion, singing, Irish traditional music, Scottish traditional
Level 4 music, church music, speech and drama.
Subjects: piano, jazz piano, pipe organ, electronic keyboard, LLCM
saxophone, jazz flute, jazz clarinet, jazz saxophone, French horn, ASSESSMENT METHOD:
trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazz Practical examination (all external).
trombone, violin, viola, cello, double bass, classical guitar, EXAMINATION TIMING:
percussion, singing, Irish traditional music, Scottish traditional Examinations are held throughout the year.
music, music theatre, speech and drama, verse speaking, acting,
GRADING SYSTEM:
Approved/Not Approved.
TVU Graded Examination in trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazz
trombone, violin, viola, cello, double bass, classical guitar, electric
Drama guitar, bass guitar, acoustic guitar, drum kit, tuned percussion,
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: timpani, singing, popular music vocals, Irish traditional music,
Grades 1–3 (Acting, Music Theatre) = level 1 Scottish traditional music.
Grades 4–5 (Acting, Music Theatre) = level 2 ASSESSMENT METHOD:
Grades 6–8 (Acting, Music Theatre) = level 3
Practical examination (all external)
BACKGROUND:
EXAMINATION TIMING:
Subjects: acting, duologue, group performance, music theatre.
ASSESSMENT METHOD:
GRADING SYSTEM:
Pass (65%), Merit (75%), Distinction (85%).
EXAMINATION TIMING:
Grade 8 (Distinction) 75
GRADING SYSTEM: Grade 8 (Merit) 70
Pass (65%), Merit (75%), Distinction (85%). Grade 8 (Pass) 55
Grade UCAS Tariff Points Grade 7 (Merit) 55
Grade 8 (Distinction) 65 Grade 7 (Pass) 40
Grade 8 (Merit) 60 Grade 6 (Distinction) 45
Grade 8 (Pass) 45 Grade 6 (Merit) 40
Grade 7 (Distinction) 55 Grade 6 (Pass) 25
Grade 7 (Merit) 50
Grade 7 (Pass) 35
Grade 6 (Merit) 35 TVU Graded Examination
Grade 6 (Pass) 20 in Speech
TVU Graded Examination in Grades 1–3 = level 1
Grades 4–5 = level 2
Music Literacy Grades 6–8 = level 3
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: BACKGROUND:
Grades 1–3 = level 1 (Foundation) Subjects available: verse speaking, reading aloud, oral
Grades 4–5 = level 2 (Intermediate) communication.
Grades 6–8 = level 3 (Advanced)
ASSESSMENT METHOD:
BACKGROUND: Practical examination (all external).
Subjects available: theory of music, popular music theory.
EXAMINATION TIMING:
ASSESSMENT METHOD: Examinations are held throughout the year.
Written examination (all external).
GRADING SYSTEM:
GRADING SYSTEM: Pass (65%), Merit (75%), Distinction (85%)
Pass (65%), Merit (75%), Distinction (85%).
Grade UCAS Tariff Points Grade 8 (Distinction) 65
Grade 8 (Distinction) 30 Grade 8 (Merit) 60
Grade 8 (Merit) 25 Grade 8 (Pass) 45
Grade 8 (Pass) 20 Grade 7 (Distinction) 55
Grade 7 (Pass) 10 Grade 6 (Distinction) 40
Grade 6 (Pass) 5
TVU Graded Examination in TVU Graded Examination in

Music Performance Speech and Drama
Grades 1–3 = level 1 (Foundation)
Grades 1–3 = level 1 (Foundation)
Grades 4–5 = level 2 (Intermediate)
Grades 4–5 = level 2 (Intermediate)
ASSESSMENT METHOD:
BACKGROUND:
electronic organ, flute, clarinet, oboe, bassoon, recorder, classical EXAMINATION TIMING:
saxophone, jazz flute, jazz clarinet, jazz saxophone, French horn, Examinations are held throughout the year.

Pass (65%), Merit (75%), Distinction (85%) Dissertation submission and practical examination (all external)/
practical examination and written examination (all external) for
Speech and Drama, Music Theatre.
Grade 8 (Merit) 60 EXAMINATION TIMING:
Grade 8 (Pass) 45 Examinations are held throughout the year.
Grade 7 (Merit) 50 GRADING SYSTEM:
Grade 7 (Pass) 35 Pass (75%).
Grade 6 (Merit) 35
Grade 6 (Pass) 20 Trinity College London
As of March 2004, Trinity College London and Guildhall School of
Music and Drama merged to form Trinity Guildhall Examinations.
TVU Licentiate of the London In August 2004, Trinity issued a new drama and speech syllabus,
College of Music in Performance incorporating music theatre, which was available for examinations
from January 2005. This syllabus was republished with minor
QUALIFICATION ABBREVIATION: changes as the Trinity Guildhall Drama and Speech syllabus in
LLCM the summer of 2005, for first examination in January 2006.
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Trinity’s music qualifications have also undergone revision
Level 6 and are available as the Trinity Guildhall music grades from
BACKGROUND: January 2007.
saxophone, jazz flute, jazz clarinet, jazz saxophone, French horn, Trinity Guildhall Associate and
trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazz Licentiate Diplomas in Drama
trombone, violin, viola, cello, double bass, classical guitar,
percussion, singing, Irish traditional music, Scottish traditional and Speech
music, church music, speech and drama, acting, public speaking, QUALIFICATION ABBREVIATION:
verse speaking, reading recital, spoken English in religion, music ATCL and LTCL
theatre.
PREREQUISITES:
ATCL Diplomas are accredited in level 4
ALCM LTCL Diplomas are accredited in level 6
ASSESSMENT METHOD:
BACKGROUND:
Music subjects: practical examination (all external). Available in:
Drama and communication subjects: practical examination and
written examination (all external). ATCL Diploma in Performing (Speech and Drama), LTCL Diploma
in Performing (Speech and Drama), ATCL Diploma in Performing
EXAMINATION TIMING:
(Musical Theatre), LTCL Diploma in Performing (Musical Theatre),
ATCL Diploma in Teaching (Speech and Drama), LTCL Diploma
GRADING SYSTEM: in Teaching (Speech and Drama), LTCL Diploma in Teaching
Pass (75%) (Musical Theatre), ATCL Diploma in Teaching (Theatre Arts), LTCL
Diploma in Teaching (Communication Skills), LTCL Diploma in
Applied Drama.
TVU Licentiate of the London
Detailed information can be obtained from Trinity College (see
College of Music in Teaching Appendix A for contact details).
QUALIFICATION ABBREVIATION: DATE OF FIRST TEACHING:
LLCM (TD) 2003
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: DATE OF FIRST AWARD:
Level 6 2004
Subjects: piano, pipe organ, electronic keyboard, electronic organ, There are no formal prerequisites for the ATCL diploma but
flute, clarinet, oboe, bassoon, recorder, classical saxophone, candidates are advised to gain Grade 8 in Speech and
French horn, trumpet, cornet, flugelhorn, trombone, tuba, violin, Drama/Musical Theatre or equivalent.
viola, cello, double bass, classical guitar, electric guitar,
percussion, singing, Irish traditional music, Scottish traditional For entry to the LTCL diploma, candidates should be at a
music, speech and drama, music theatre. standard equivalent to ATCL.
PREREQUISITES: NUMBER OF UNITS/STRUCTURE:

Music subjects: ALCM or ALCM (TD). Trinity qualifications are unitised.
Drama and communication subjects: ALCM in Teaching. ASSESSMENT METHOD:
100% external assessment conducted by Trinity examiners.
EXAMINATION TIMING: EXAMINATION TIMING:

Examinations are available all year round. Examinations are available all year round.
DATE OF RESULT PUBLICATION: DATE OF RESULT PUBLICATION:
Results are confirmed by issue of a Certificate within eight weeks Results are confirmed by issue of a Certificate within eight weeks
of the final examination. of the final examination.
Distinction, Pass, Below Pass. Outcome statements and criteria Distinction, Pass, Below Pass. Outcome statements and criteria
describing the various levels of achievement required for each describing the various levels of achievement required for each
attainment band are included in the syllabuses. attainment band are included in the syllabuses.
Marks are analysed at Trinity’s head office before results are Marks are analysed at Trinity’s head office before results are
confirmed by issue of a Certificate. A significant proportion of confirmed by issue of a Certificate.
written examinations are double marked and some performance
examinations are recorded for the purpose of monitoring. Performance examinations are recorded.
Examiners are standardised annually and observed regularly by a Examiners are standardised annually and observed regularly by a
senior examiner. senior examiner.
Trinity Guildhall Associate and

Licentiate Diplomas in Music Trinity Guildhall Fellowship
Diplomas in Drama and Speech
ATCL/AMusTCL or LTCL/LMusTCL QUALIFICATION ABBREVIATION:
FTCL
ATCL Diplomas are accredited in level 4 NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
LTCL Diplomas are accredited in level 6 Level 7
BACKGROUND: BACKGROUND:
These diplomas have a wider remit than Trinity’s traditional Available in:
qualifications, and embrace non-Western music, jazz, commercial
and popular music sectors, as well as vocational and analytical FTCL Diploma in Performing (Speech and Drama), FTCL Diploma
aspects. in Performing (Musical Theatre), FTCL Diploma in Directing
(Speech and Drama), FTCL Diploma in Directing (Musical
The following awards are available: Theatre), FTCL Diploma in Education Studies (Speech and
Drama), FTCL Diploma in Education Studies (Musical Theatre).
ATCL Diploma in Music Performance, LTCL Diploma in Music
Performance, ATCL Diploma in Music Performance (Recital), LTCL Detailed information can be obtained from Trinity College (see
Diploma in Music Performance (Recital), ATCL Diploma in Music Appendix A for contact details).
Practice: Performing, LTCL Diploma in Music Practice: Performing,
AMusTCL Diploma in Music Literacy/Theory, LMusTCL Diploma in
Music Literacy/Theory, LTCL Diploma in Music Composition, ATCL 1918
Diploma in Music Practice: Directing, LTCL Diploma in Music DATE OF FIRST AWARD:
Practice: Directing, ATCL Diploma in Music Practice: Composing, 1918
LTCL Diploma in Music Practice: Composing, ATCL Diploma in
PREREQUISITES:
Specialist Music Teaching, LTCL Diploma in Specialist Music
Teaching, ATCL Diploma in Instrumental/Vocal Teaching, LTCL LTCL Performing (Speech and Drama or Musical Theatre) or
Diploma in Instrumental/Vocal Teaching, ATCL Diploma in Music equivalent.
Practice: Mentoring, LTCL Diploma in Music Practice: Mentoring, NUMBER OF UNITS/STRUCTURE:
LTCL Diploma in Music Practice: Adjudicating, ATCL and LTCL Trinity qualifications are unitised.
Diplomas in Music Practice: Facilitating
ASSESSMENT METHOD:
Detailed information can be obtained from Trinity College (see 100% external assessment conducted by Trinity examiners.
Appendix A for contact details).
EXAMINATION TIMING:
DATE OF FIRST TEACHING: Examinations are available all year round.
1877
DATE OF FIRST AWARD: Results are confirmed by issue of a Certificate within eight weeks
1877 of the final examination.
PREREQUISITES: GRADING SYSTEM:
Equivalent standard to NQF level 3 for entry to ATCL. Equivalent Pass, Below Pass. Outcome statements and criteria describing
standard to ATCL for entry to LTCL. the level of achievement required are included in the syllabus.
NUMBER OF UNITS/STRUCTURE: QUALITY ASSURANCE:
Trinity qualifications are unitised. Marks are analysed at Trinity’s head office before results are
confirmed by issue of a Certificate.
ASSESSMENT METHOD:
100% external assessment conducted by Trinity examiners.
A significant proportion of written examinations are double Trinity College London Graded
marked and some performance examinations are recorded for
the purpose of monitoring. Examinations in Communication
Examiners are standardised annually and observed regularly by a Skills (Grades 1 to 8)
senior examiner. NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Grades 1–3 = level 1, Grades 4–5 = level 2, Grades 6–8 = level 3
BACKGROUND:
Trinity Guildhall Fellowship Examinations in communication skills focus on life skills, which
Diplomas in Music include the ability to speak in public, interact with other people
and express ideas in work and leisure situations. Candidates are
QUALIFICATION ABBREVIATION: encouraged to listen with care, to think and speak with clarity,
FTCL/FMusTCL and to organise what they have to say in coherent ways. They are
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: required to use expressive utterance, distinguish between
Level 7 informative and persuasive speaking, and demonstrate good
interpersonal skills.
BACKGROUND:
These diplomas demand higher level skills, including public DATE OF FIRST TEACHING:
concert standard performance, planning, development and 1918
promotional abilities, and critical reflection. DATE OF FIRST AWARD:
1918
They are available in the following subjects:
PREREQUISITES:
FTCL Diploma in Music Performance, FTCL Diploma in Music None, but the syllabus is cumulative and entry assumes mastery
Practice: Performing, FMusTCL Diploma in Music Literacy/Theory, of the previous grade.
FTCL Diploma in Music Composition, FTCL Diploma in Music
Direction, FTCL Diploma in Music Practice: Composing, FTCL NUMBER OF UNITS/STRUCTURE:
Diploma in Music Education, FTCL Diploma in Music Adjudication, Each grade comprises one unit.
FTCL Diploma in Music Facilitation. ASSESSMENT METHOD:
Detailed information can be obtained from Trinity College (see 100% external assessment conducted by a Trinity examiner.
Appendix A for contact details). QUALITY ASSURANCE:
DATE OF FIRST TEACHING: Marks entered onto report forms are analysed at Trinity’s head
1877 office before results are confirmed by issue of a Certificate.
DATE OF FIRST AWARD: Examiners are standardised annually and are observed regularly
1877 by a senior examiner. A proportion of examinations are recorded
for the purpose of monitoring.
PREREQUISITES:
Candidates are advised that they should ideally be at an
equivalent standard to LTCL before entering for the FTCL Trinity Guildhall Graded
Diploma.
Examinations in Drama
Candidates must provide evidence that they have performed in
public over a period of at least two years. NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Trinity qualifications are unitised. BACKGROUND:
The aim of Trinity’s graded examinations in drama is to provide a
ASSESSMENT METHOD: scheme of assessment against which candidates, teachers and
100% external assessment conducted by Trinity examiners. parents may measure progress and development in a range of
EXAMINATION TIMING: performing arts disciplines, whether towards professional training
Examinations are available all year round. or as a leisure activity. These examinations are available as
individual, pair and group assessments (group option is not
DATE OF RESULT PUBLICATION: recognised by QCDA). The examinations are available in acting,
Results are confirmed by issue of a Certificate within eight weeks musical theatre, performance arts and world dramatists.
of the examination.
GRADING SYSTEM: 1918
Pass, Below Pass. Outcome statements and criteria describing
the level of achievement required are included in the syllabus. DATE OF FIRST AWARD:
1918
QUALITY ASSURANCE:
Marks are analysed at Trinity’s head office before results are PREREQUISITES:
confirmed by issue of a Certificate. None, but the syllabus is cumulative and entry assumes mastery
of the previous grade.
Two examiners are present during all assessments, which are
recorded.
Each grade comprises one unit.
Examiners are standardised annually and observed regularly by a
ASSESSMENT METHOD:
senior examiner.
100% external assessment conducted by a Trinity examiner.
EXAMINATION TIMING: QUALITY ASSURANCE:

Examinations are available all year round. Marks are analysed at Trinity’s head office before results are
confirmed by issue of a Certificate.
Results are confirmed by issue of a Certificate within eight weeks Examiners are standardised annually and are observed regularly
of the examination. by a senior examiner.
GRADING SYSTEM:
Distinction, Merit, Pass, Below Pass. Outcome statements and
criteria describing the various levels of achievement required for Trinity Guildhall Graded
each attainment band are included in the syllabuses. Examinations in Music
QUALITY ASSURANCE: Performance
Marks entered onto report forms are analysed at Trinity’s head
office before results are confirmed by issue of a Certificate. NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Examiners are standardised annually and are observed regularly
BACKGROUND:
by a senior examiner. A proportion of examinations are recorded
Trinity’s graded examinations in music are offered in 32
instruments covering keyboard, strings, woodwind, brass,
percussion and voice. They span eight grades and the schemes
Trinity Guildhall Graded of assessment are based upon a clearly defined syllabus of
incremental standards and repertoire.
Examinations in Music
Trinity also offers the Performer’s Certificate as a post-grade 8
Literacy/Theory qualification.
1877
BACKGROUND:
Trinity’s graded examinations in music theory span eight grades
1877
and the schemes of assessment are based upon the progressive
mastery model. PREREQUISITES:
None, but the syllabus is cumulative and entry assumes mastery
1877
1877
ASSESSMENT METHOD:
DATE OF LAST AWARD:
Current
EXAMINATION TIMING:
PREREQUISITES:
Examinations are available all year round.
of the previous grade. DATE OF RESULT PUBLICATION:
Results are confirmed by issue of a Certificate within eight weeks
of the examination.
GRADING SYSTEM:
ASSESSMENT METHOD:
100% external assessment conducted by Trinity examiners – all
criteria describing the various levels of achievement required for
papers are double marked.
each attainment band are included in the syllabuses.
EXAMINATION TIMING:
Examinations are available in May and November.
DATE OF RESULT PUBLICATION: Grade 8 (Merit) 70
Results are confirmed by issue of a Certificate within eight weeks Grade 8 (Pass) 55
of the examination. Grade 7 (Distinction) 60
Grade 7 (Merit) 55
GRADING SYSTEM: Grade 7 (Pass) 40
Distinction, Merit, Pass, Below Pass. Outcome statements and Grade 6 (Distinction) 45
criteria describing the various levels of achievement required for Grade 6 (Merit) 40
each attainment band are included in the syllabuses. Grade 6 (Pass) 25

QUALITY ASSURANCE:
Grade 8 (Merit) 25
office before results are confirmed by issue of a Certificate.
Grade 8 (Pass) 20
Grade 7 (Distinction) 20 Examiners are standardised annually and are observed regularly
Grade 7 (Merit) 15
by a senior examiner. A proportion of examinations are recorded
Grade 7 (Pass) 10
Grade 6 (Merit) 10
Grade 6 (Pass) 5
PROGRESSION/ARTICULATION: DATE OF FIRST AWARD:

These qualifications facilitate progression to level 2 of the NQF, 1918
including Grades 4 and 5. PREREQUISITES:
Trinity Guildhall Graded
Examinations in Speech Each grade comprises one unit.
(Performing Text) ASSESSMENT METHOD:
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: 100% external assessment conducted by a Trinity examiner.
EXAMINATION TIMING:
BACKGROUND: Examinations are available all year round.
The aim of Trinity’s graded examinations in performing text is to
provide a scheme of assessment against which candidates, DATE OF RESULT PUBLICATION:
teachers and parents may measure progress and development in Results are confirmed by issue of a Certificate within eight weeks
speech, whether towards professional training or as a leisure of the examination.
activity (Trinity also offers graded examinations in choral GRADING SYSTEM:
speaking, which are not recognised by QCDA as they involve Distinction, Merit, Pass, Below Pass. Outcome statements and
group assessments). criteria describing the various levels of achievement required for
DATE OF FIRST TEACHING: each attainment band are included in the syllabuses.
1918 From 2008 Grades 6–8 carry UCAS Tariff points as follows:
1918 Grade 8 (Distinction) 65
PREREQUISITES: Grade 8 (Merit) 60
None, but the syllabus is cumulative and entry assumes mastery Grade 8 (Pass) 45
of the previous grade. Grade 7 (Distinction) 55
Grade 7 (Merit) 50
NUMBER OF UNITS/STRUCTURE: Grade 7 (Pass) 35
Each grade comprises one unit. Grade 6 (Distinction) 40
Grade 6 (Merit) 35
ASSESSMENT METHOD:
Grade 6 (Pass) 20
QUALITY ASSURANCE:
EXAMINATION TIMING:
Examinations are available all year round. Marks entered onto report forms are analysed at Trinity’s head
office before results are confirmed by issue of a Certificate.
Results are confirmed by issue of a Certificate within eight weeks Examiners are standardised annually and are observed regularly
of the examination. by a senior examiner. A proportion of examinations is recorded for
the purpose of monitoring.
GRADING SYSTEM:
criteria describing the various levels of achievement required for Trinity College London National
each attainment band are included in the syllabuses.
Certificates in Professional
QUALITY ASSURANCE:
Acting and Classical Ballet
office before results are confirmed by issue of a Certificate. QUALIFICATION ABBREVIATION:
DaDA Certificates (Dance and Drama Awards)
Examiners are standardised annually and are observed regularly
by a senior examiner. A proportion of examinations is recorded for NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
the purpose of monitoring. Level 5
BACKGROUND:
Trinity Guildhall Graded The overall aim of these qualifications is to give formal
recognition to the skills, knowledge and understanding acquired
Examinations in Speech by students in their training for employment as professional
and Drama dancers (classical ballet) and actors. The objectives of each
qualification are that, in each of the given specialisations,
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: successful students will demonstrate that they have acquired:
g imaginative, expressive and technical skills as creative artists
BACKGROUND: g professional employment skills and a relevant knowledge of
The aim of Trinity’s graded examinations in speech and drama is the industry
to provide a scheme of assessment against which candidates, g the ability to reflect critically on their subject and appraise
teachers and parents may measure progress and development, their own practice
whether towards professional training or as a leisure activity. g personal skills and qualities that will enhance their
DATE OF FIRST TEACHING: professional and personal lives
1918 g adequate preparation for a varied career in the professional
arts and entertainment industry.
The following awards are available: National Certificate The following awards are available: National Diploma in
in Professional Classical Ballet, National Certificate in Professional Acting, National Diploma in Professional Dance,
Professional Acting. National Diploma in Professional Musical Theatre, National
Diploma in Professional Production Skills.
1999
2001 DATE OF FIRST AWARD:
2001
PREREQUISITES:
Selection by audition and interview PREREQUISITES:
Selection by audition and interview
Each Certificate comprises three units. NUMBER OF UNITS/STRUCTURE:
Each diploma comprises four units.
ASSESSMENT METHOD:
Combination of internal assessment externally moderated by ASSESSMENT METHOD:
Trinity and external assessment conducted by a Trinity assessor. Combination of internal assessment externally moderated by
Trinity and external assessment conducted by a Trinity assessor.
EXAMINATION TIMING:
Ongoing assessment during course – external assessment EXAMINATION TIMING:
conducted at the end of the course. Ongoing assessment during course – external assessment is
conducted at the end of the course.
End of summer term DATE OF RESULT PUBLICATION:
End of summer term
GRADING SYSTEM:
Pass, Below Pass. Outcome statements and criteria describing GRADING SYSTEM:
the level of achievement required are included in the syllabus. Pass, Below Pass. Outcome statements and criteria describing
the level of achievement required are included in the syllabus.
QUALITY ASSURANCE:
Internal assessments are externally moderated by Trinity. QUALITY ASSURANCE:
Internal assessments are externally moderated by Trinity. External
External assessment is conducted by trained Trinity assessors assessment is conducted by trained Trinity assessors who are
who are standardised annually. standardised annually.
These qualifications provide a progression route to the performing These qualifications provide a progression route to the performing
arts sector. arts sector.
Trinity College London National Vocationally Related Qualifications

Diplomas in Professional Acting, QUALIFICATION ABBREVIATION:
VRQs
Dance, Music and Theatre
Production Skills Levels 1, 2 and 3
DaDA Diplomas (Dance and Drama Awards) VRQs are available in a wide variety of vocational areas.
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Qualification suites include Health, Public Services and
Level 6 Care/Science and Mathematics; Agriculture, Horticulture and
Animal Care/Engineering and Manufacturing
BACKGROUND: Technologies/Construction, Planning and the Built
The overall aim of the full suite of qualifications is to give formal Environment/ICT/Retail and Commercial Enterprise/Leisure, Travel
recognition to the skills, knowledge and understanding acquired and Tourism/Arts, Media and Publishing/History, Philosophy and
by students in their training for employment as professional Theology/Social Sciences/Languages, Literature and
dancers, actors, performing artists in musical theatre and those Culture/Education and Training/Preparing for Life and
engaged in production roles supporting performance. The Work/Business, Administration and Law. There are 118 awarding
objectives of each qualification are that, in each of the given bodies offering VRQs including AQA, City and Guilds, Edexcel,
specialisations, successful students will demonstrate that they GOAL, NCFE, NOCN, OCNW and OCR. Full details of all accredited
have acquired: qualifications and awarding bodies can be found at the National
g imaginative, expressive and technical skills as creative artists Database of Accredited Qualifications,
g professional employment skills and a relevant knowledge of www.accreditedqualifications.org.uk
the industry
The subject matter of the units and the qualification must support
g the ability to reflect critically on their subject and appraise
the qualification’s purpose. It must:
their own practice
g personal skills and qualities that will enhance their g specify the knowledge, skills and/or understanding required,
professional and personal lives giving a clear indication of coverage and depth
g adequate preparation for a varied career in the professional g be expressed in terms of what a successful candidate will
arts and entertainment industry. have learned or will be able to do (outcomes)
g refer to any relevant National Occupational Standards or to Welsh Baccalaureate Advanced

professional standards if it is employment related or attests
to competence in an occupation or profession Diploma
g comply with subject/sector criteria where these exist and be QUALIFICATION ABBREVIATION:
accurate and up-to-date. WBAD
PREREQUISITES: NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Generally, there are no entry requirements laid down (eg formal Level 3. There is also a Welsh Baccalaureate Intermediate
qualifications from school or further education) but in certain Diploma available at level 2 and also for post-16 students.
cases, a minimum level of basic education or language may be
BACKGROUND:
required – in some cases the awarding body may expect a
The WBAD is an overarching qualification that gives parity of
candidate to have achieved the (equivalent of the) level below
esteem to vocational and academic routes. It is part of the
that which is being applied for prior to entry.
National Qualifications Framework at level 3 and level 2 for post-
NUMBER OF UNITS/STRUCTURE: 16 students. It is a pilot qualification from 2007 to 2009 at
Qualifications vary in size – usually defined by a recommended Foundation level and for Key Stage 4 students at Intermediate
number of guided learning hours (GLH). There is no limit to the level and may be taken through the medium of either English or
number of units in a qualification, but practicalities and common Welsh.
sense determine a sensible amount.
Most VRQs are defined as Awards/Certificates/Diplomas at each 2003
level and the structure can be all mandatory or made up of a set DATE OF FIRST AWARD:
of mandatory units and a set of optional units from which to 2005
choose the rest.
DATE OF LAST AWARD:
ASSESSMENT METHOD:
Approved by QCDA/ACCAC (now DCELLS)/CCEA for the duration
All VRQs must include a form of independent assessment or an of the 16-19 pilot project, which ended in August 2007. Roll-out
alternative approved by the regulatory authorities and all methods approved by Welsh Assembly Government from September 2007.
used must be appropriate to the qualification type. They must: Specifications re-submitted and approved by
g be fit for purpose in that they provide a valid measure of the DCELLS/QCDA/CCEA from September 2007.
required skills, knowledge and understanding and/or
PREREQUISITES:
competence
Candidates embarking on the WBAD should have achieved a
g provide opportunities for candidates to demonstrate their
general education level commensurate with their intended
abilities to meet a full range of requirements
programmes of study in the Options.
g also be manageable and cost-effective as well as being free
from covert or overt discrimination in wording or content. Credit is given to those experiences already undertaken and
qualifications already gained which form part of the requirements
EXAMINATION TIMING:
of the WBAD.
Most qualifications are available on demand, with some fixed-date
assessment sessions. This depends on individual centres, many NUMBER OF UNITS/STRUCTURE:
of which are colleges and may have specific times of the year for The minimum requirement for award of the WBAD is achievement
assessment. Online assessment is becoming more and more of the Core and Options equivalent to two A levels.
common and this can be done at any time in any place. As with
all assessment it must be appropriate to the qualification itself. The Core comprises a common curriculum for candidates, which,
together with signposted opportunities in the Options, result in
DATE OF RESULT PUBLICATION: candidates developing key skills and attaining the Key Skills unit
Ongoing certification at level 2 or level 3. These are achieved through
GRADING SYSTEM: candidates’experiences in four components: Key Skills; Wales,
Qualifications and their composite units are graded. Europe and the World; Work-Related Education, Personal and
Social Education.
QUALITY ASSURANCE:
All VRQs are accredited by QCDA. QCDA also monitors all The Options are qualifications at level 3 of the NQF, such as AS/A
awarding bodies to ensure that they continue to have the levels, NVQs or BTEC Nationals.
appropriate arrangements in place to meet their responsibilities of
ASSESSMENT METHOD:
assessment, awarding certificates and recording results.
For the Core, candidates are assessed through:
PROGRESSION/ARTICULATION: g a Key Skills portfolio of evidence – three Key Skills at level 3,
All suites of qualifications offer clear progression routes, where
one of which must be from the first three Key Skills together
appropriate, to further education or training and/or employment
with the other Key Skills at level 2
opportunities. They are also supported by the appropriate g an Individual Investigation at level 3, based on issues arising
Standards Setting Body/Council where one exists.
from the Core and/or Options (or a pass in level 3 Extended
Project)
g component diary/records showing how the curriculum
requirements have been met
g verification and evaluation statements relating to the
candidate’s attainments arising from Working with Employers
and Community Participation.
For the Options, candidates are assessed in the normal way for
the qualification concerned. In order to be awarded the WBAD,
candidates must achieve two grades A – E at A level or
equivalent in BTEC National or NVQ or A – E graded Principal
Learning qualification.
EXAMINATION TIMING:
Dependent on the national timetable for Option subjects/
programmes and Key Skills.
March and August.
GRADING SYSTEM:
Core: Pass/Fail.
The Welsh Baccalaureate Advanced Core Certificate, awarded as
part of the Welsh Baccalaureate Advanced Diploma, has been
incorporated in the UCAS Tariff with an allocation of 120 points.
For further details please refer to Appendix B.
QUALITY ASSURANCE:
The WBAD will be evaluated internally by the WJEC during
roll-out and will be monitored by the regulatory authority DCELLS.
WBAD can be recognised by UK HEIs as fulfilling the minimum
matriculation requirements for entry.
Skills/Enrichment
Adult Literacy and Adult ASDAN Certificate of Personal

Numeracy Effectiveness (Universities Award)
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: QUALIFICATION ABBREVIATION:
Levels 1-2 and Entry levels 1, 2 and 3 ASDAN CoPE
The National Certificates in Adult Literacy and Adult Numeracy at Level 3 (CoPE is also available as an approved qualification at
levels 1 and 2 provide an accreditation route for adults wishing to levels 1 and 2)
have their achievements against the National Standards and Core BACKGROUND:
Curricula for Adult Literacy and Adult Numeracy recognised. In April 2005, QCDA accredited the ASDAN Certificate of Personal
National Certificates in Adult Literacy and Adult Numeracy are Effectiveness into the National Qualifications Framework as a
also available at Entry levels 1, 2 and 3. fully approved qualification from 1 September 2005, following
DATE OF FIRST TEACHING: a successful pilot. This certificate incorporates the Universities
2001 Award at level 3. CoPE at levels 1, 2 and 3 provides a means
of accrediting a wide range of personal, social and health
education (PSHE), citizenship and work-related activity along
2001 with the development of skills, such as Wider Key Skills. The
NUMBER OF UNITS/STRUCTURE: qualification provides a model for the emerging Government
Each Adult Literacy and Adult Numeracy qualification at levels 1 14-19 agenda especially in relation to the personal challenge,
and 2 is a one-unit qualification consisting of a test comprising and the accreditation of the personal, learning and thinking skills
40 multiple-choice questions each worth one mark. The National (PLTS) both within and beyond the new Diplomas. ASDAN CoPE is
Certificate in Literacy lasts one hour and the National Certificate in the Diploma additional and specialist learning catalogue, and is
in Adult Numeracy lasts one hour and 15 minutes. At Entry levels a core feature to a HEFCE-funded Aimhigher project seeking to
1, 2 and 3 assessment is dependent on the regime adopted by develop autonomous learning.
the Awarding Body, but it is generally through an assignment DATE OF FIRST TEACHING:
or task. 2003
ASSESSMENT METHOD: DATE OF FIRST AWARD:
Externally set and marked test. 2004
EXAMINATION TIMING: DATE OF LAST AWARD:
On demand and available in e-assessment format in the case of 2012
levels 1 and 2.
DATE OF RESULT PUBLICATION: Six units:
On demand: Results within seven to 10 working days (where
e-assessment is used this may be immediate), certification
g Planning and carrying out a piece of research
available within 30 working days.
g Communication through discussion
g Planning and giving an oral presentation
Monthly: as with on demand, but may vary according to g Introduction to working with others
awarding body. g Introduction to improving own learning and performance
g Introduction to problem solving.
The Certificates in Adult Literacy and Adult Numeracy at levels 1 ASSESSMENT METHOD:
and 2 use the same tests as those for Key Skills in Communication Portfolio evidence, internally assessed and externally moderated.
and Application of Number at those levels. Success in the
EXAMINATION TIMING:
Certificates in Adult Literacy and Adult Numeracy will act as a proxy
Opportunities for portfolio moderation are made available at least
for the associated Key Skills tests in Communication and Application
three times a year.
of Number at the same levels. The Certificate in Adult Literacy test
at levels 1 and 2 also provides assessment of reading as part of DATE OF RESULT PUBLICATION:
ESOL (English for Speakers of Other Languages) qualifications at Ongoing assessment
levels 1 and 2 accredited from September 2005. Certificates in Adult
GRADING SYSTEM:
Literacy and Adult Numeracy are necessary for success in education
Pass/Fail.
and training in general, and enhance employment opportunities.
GRADING SYSTEM: UCAS Tariff points:
Pass/Fail
Pass 70
The CoPE units cover approximately three-quarters of the content

of each of the Wider Key Skills and the Communication Key Skill,
which, if offered in combination, will result in double counting of
points. To recognise achievement in both CoPE and the Key Skills,
higher education institutions may wish to consider using the
following equation: 70 points for CoPE, plus five points for each
of the full four Key Skills units that have been achieved.
Skills/Enrichment
QUALITY ASSURANCE:
Assessment against CoPE standards, which reflect QCDA Key
ASDAN Certificate in Community
Skills Standards, demonstrated through the completion of a range Volunteering
of activities within different contexts.
PROGRESSION/ARTICULATION: CCV (ASDAN)
Entry to HE.
VARIANTS: levels 1 and 2
The CoPE qualification can now offer certificates that indicate the
BACKGROUND:
context through which the skills are developed, eg CoPE through
The qualification consists of five units (six at level 1), covering
science, technology, engineering and maths, CoPE through
general skills that are used by volunteers. The qualification can
citizenship etc. The Universities Award has been available for a
provide a useful bridge to specific occupational qualifications and
number of years and remains available as a separate enrichment
paid employment.
programme or as a significant part of the CoPE qualification.
In Northern Ireland, CoPE at level 3 is offered by the Awarding
2001
Body CCEA, by agreement with ASDAN, which continues to offer
levels 1 and 2. DATE OF FIRST AWARD:
2002
ASDAN Certificate in Career DATE OF LAST AWARD:

2011
Planning
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Five at level 2 – four to be achieved for qualification:
Levels 1, 2 and 3 g Preparing to volunteer
BACKGROUND: g Skills for self management
The Certificate in Career Planning has been developed in line g Dealing with meetings
with national guidance on Careers Education. It: g Working to good practice standards
g provides a framework for the development and assessment
g Understanding needs, issues and responses.
of student learning in careers education and preparation for ASSESSMENT METHOD:
working life Portfolio evidence internally assessed and externally moderated.
g prepares students for the challenge of flexible career paths
EXAMINATION TIMING:
g provides clear evidence of delivery of Careers Education and
Portfolio moderation is carried out by visit or by post, on demand.
Guidance
g is deliverable either through personal, social and health DATE OF RESULT PUBLICATION:
education/tutorial programmes or alongside other academic Ongoing
and vocational qualifications in a wide range of educational
GRADING SYSTEM:
contexts
Pass/Fail
g contributes to the development of individual Key Skills units.
QUALITY ASSURANCE:
Assessment against QCDA-approved national standards.
2002
HE entry.
2003
DATE OF LAST AWARD:
2012 ASDAN Universities Award
NUMBER OF UNITS/STRUCTURE: The Universities Award provides a portfolio-based framework for
Three units: certificating student achievement across a broad range of
g Self development curriculum enrichment and extra-curricular activities including:
g Career exploration sports and arts activities, careers work, community placements,
g Career management. adventure activities, work experience, enterprise projects, PSHE
and citizenship, international links, mentoring and leadership, and
ASSESSMENT METHOD: many valuable activities.
Although certification of individual units is available, to gain the
full Career Planning qualification, candidates need to complete all Students gain credits for their achievements, demonstrate their
three units. competence in a range of essential skills, and use the Universities
Award to enhance career paths and UCAS applications.
QUALITY ASSURANCE:
Assessed through a portfolio of evidence: each candidate Over 100 universities around the UK acknowledge the value of
demonstrates their competence in each unit by presenting a the Universities Award in relation to the development and
portfolio of evidence which clearly shows their ability to meet the assessment of personal skills, and a number of these universities
standards. There are externally set questions to check take it into consideration when making offers to applicants.
underpinning knowledge and understanding. The portfolio is
internally assessed and externally moderated. The Universities Award can be used to wrap around the sixth
form experience and provide a straightforward way of certificating
student experience. It can also provide a route to achieving the
CoPE (Certificate of Personal Effectiveness) qualification at
level 3.
Skills/Enrichment
Cambridge Thinking Skills g task management – self reliance – motivation

g habits of problem solving – action planning – time
BACKGROUND: management
The Cambridge Thinking Skills Certificate administered by the g research skills – ability to analyse situations – reflection
University of Cambridge Local Examinations Syndicate (UCLES), on progress
was a test which provided an assessment of transferable thinking g flexibility – negotiation skills – initiative
skills, problem-solving and assessing argument. The assessment g collaboration – co-operation – public speaking.
was withdrawn in March 2000.
The approach has been adapted to provide naturally occurring
Key Skills portfolio evidence for additional optional assessment (at
CSV Learning Together and the same time as moderation by agreement with another Key
Skills awarding body). Simple standardised evidence capture and
Student Community Partnerships tracking documentation is provided for compilation of a logbook,
CSV Learning Together and Student Community Partnerships taking part in a presentation and contributing to a final written
enable university and college students to play an active part in representation of the project. OCNW and the University of
their local community through volunteering or as part of their Liverpool award a joint Certificate of Achievement.
assessed coursework. DATE OF FIRST TEACHING:
CSV Learning Together is a student tutoring programme aimed 1989
at raising the aspirations and achievements of young people. DATE OF FIRST AWARD:
Student tutoring projects currently run in most universities and 1990
colleges throughout the UK and involve thousands of HE students
DATE OF LAST AWARD:
annually. Students volunteer for up to 20 weeks and work with
school pupils on a one-to-one or group basis, providing a positive 2005
role model, helping to improve their educational achievements NUMBER OF UNITS/STRUCTURE:
and encouraging them to continue in further and higher education. Four units
Students meanwhile acquire the habit of good citizenship and
ASSESSMENT METHOD:
develop their communication, organisation and problem-solving
skills. Some students tutor for credit, and various certification Project-related materials.
and assessment mechanisms are used at different universities. Preset format journal (externally assessed).
Assessed presentation.
Many HEIs now provide opportunities for their students to be Contribution to group report.
involved in positive community action as part of their assessed EXAMINATION TIMING:
coursework through Student Community Partnerships. Such No examination.
partnerships enhance students’ skills development while
potentially meeting a wide range of community needs. Students DATE OF RESULT PUBLICATION:
are given the responsibility, under academic supervision, of Six weeks after final moderation/external assessment.
negotiating a project, carrying out research and producing a clear GRADING SYSTEM:
and readable report for a local charity or community organisation. Ungraded
In the process they not only draw on their theoretical learning, but
also put into practice a range of skills, including problem solving, QUALITY ASSURANCE:
communication, use of information technology and, where Moderation visit and external assessment of journal.
appropriate, teamwork. VARIANTS:
Award can be unitised.
Both schemes provide the opportunity for students to acquire
Key Skills and certification or accreditation through learning in Group Projects may be submitted by the centre or selected from
the community. CD-ROM of 200+ approved projects.
Curriculum Enrichment The Duke of Edinburgh’s Award

Programme BACKGROUND:
QUALIFICATION ABBREVIATION: The Duke of Edinburgh’s Award is a programme of personal
CEP development for all young people between the ages of 14 and 25.
Undertaken on a voluntary basis, the Award offers personalised
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: levels of challenge and achievement through a balanced
Level 3 programme of activity encompassing service to others, personal
BACKGROUND: skills development, physical fitness/wellbeing and an outdoor
The CEP has been designed specifically to develop the skills group venture.
needed for progression into HE and work. It provides group work The Award Programme complements and enriches post-16 studies
projects in a framework for certification which encourages offering a nationally recognised accreditation of achievement. As
reflective learning and collaboration between schools/colleges, an additional means of developing and demonstrating Key Skills,
industry, business, the local community and HE. The CEP it contributes to achievement of the Key Skills qualifications. At a
complements formal studies in GCE A levels and AS. wider level, it assists young people in developing and showing
The approach has been shown to aid the development of study evidence of the personal qualities and skills which will contribute
and self-management skills needed in HE, work and for lifelong to their success in HE through:
learning, for example:
Skills/Enrichment
g taking responsibility for their own learning and development everyone masters the skills needed in education, work and life in
g developing transferable skills such as teamwork, leadership, general.
communication, decision making, working to targets and
deadlines The introduction of Essential Skills Wales (ESW) in September
g adding breadth and depth to their formal studies, including 2010 brings clarity and consistency to this policy aim. The new
involvement with community and with people outside their standards and the associated qualifications provide, for the first
peer group time in Wales, a single ladder of progression from Entry Level to
g accepting the challenge of trying new activities and/or Level 4 in the skills of Communication, Application of Number and
persevering with current activities. ICT.
The new standards have been developed by converging and
drawing on best practice from the standards for Adult Literacy,
Engineering Education Scheme Adult Numeracy and Adult ICT, and the standards for Key Skills
Communication, Application of Number and ICT.
in England (EESE)
ESW are applicable to all programmes, ages, abilities and
The Engineering Education Scheme in England is administered by contexts. They are required for success in all aspects of
the Engineering Development Trust and forms part of the Royal education, training, work and life in general. They are therefore
Academy of Engineering BEST (Better Engineering, Science and appropriate for a variety of candidates at all levels from students
Technology) programme. and junior staff through to middle and senior managers. They
The mission of the Scheme is to promote careers in engineering, support the effectiveness of learning and performance both in
science and technology to talented young students. education and at work, by encouraging the individual to:
g think about their intentions and purposes
During this work-related learning experience a professional g plan a course of action
engineer from a link company/organisation liaises with and g implement the plan
mentors a team of four/five students and their contact teacher g reflect on their progress towards completing the plan
over a period of about six months. They work as a team on a real g review the plan to suit changing circumstances or to
and live engineering problem for which the company/organisation
overcome problems
needs a solution. g devise a new plan when the original one has been fulfilled.
The scheme is aimed at students with a proven track record at
The process underpinning all ESW qualifications is therefore:
GCSE, who are studying sixth form (Year 12) subjects relevant to
the pursuit of university courses in engineering, sciences and Plan Do Reflect Review
technology. Such subjects include mathematics, sciences, design
and technology and ICT at AS/A2 level and/or appropriate DATE OF FIRST TEACHING:
vocational courses. All students need to show a genuine interest September 2010
in engineering as a possible career. Students may submit their DATE OF FIRST AWARD:
individual contribution for accreditation as part of their project 2010
work for certain awarding bodies. Each student is expected to
complete a logbook which records their individual input into the PREREQUISITES:
project. In addition, the team is required to produce a full project No entry requirements
report. An EESE project can assist in portfolio building for all six NUMBER OF UNITS/STRUCTURE:
Key Skills (usually at level 3). The majority of students achieve the One unit qualification
BA/CREST (British Association/Creativity in Science and
Technology) Gold Award. The EESE is also an access organisation ASSESSMENT METHOD:
to the Duke of Edinburgh’s Award Scheme. Portfolio assessment at Levels 1 to 4
EXAMINATION TIMING:
The Scheme provides a scheme launch, a university residential
No examinations. Ongoing assessment as per Awarding Body
workshop and a celebration and assessment day (CAD). Seminars
arrangements.
are delivered on project management, teamwork, problem
solving, report writing and presentation skills. DATE OF RESULT PUBLICATION:
Ongoing
Full and rigorous assessment of the team project is carried out at
the CAD where teams display their projects, present to a panel of GRADING SYSTEM:
assessors and face in-depth questioning at their display stands. Not applicable – Competence based
All members of the team receive certificates of participation and QUALITY ASSURANCE:
detailed information regarding their achievements compared to Awarding body arrangements for external verification and/or
regional and national averages. Moderation
PROGRESSION/ARTICULATION: No specific qualification route.
Transferrable skills applicable across all areas of education,
employment and life in general.
Essential Skills Wales
Entry Level to Level 4 Functional Skills
Key Skills and Basic Skills qualifications have been central to the Entry level, Level 1, Level 2
skills’ agenda in Wales in meeting the policy aim of ensuring that
Skills/Enrichment
BACKGROUND: of the assessment regime. A small number of schools and colleges

Functional Skills have been developed as part of the 14-19 are participating in the pilot, which began in September 2004.
Curriculum reforms. They are a key element to these reforms,
bringing a sharper element on the basics so that young people
and adults can apply what they have learned, in the context of 2000
their daily life. They will help develop important skills such as DATE OF FIRST AWARD:
communication, team working, presentation and problem solving, 2000
and are a platform on which to build employability skills. PREREQUISITES:
Functional Skills are about using English, mathematics and No entry requirements.
information & communication technology in everyday situations.
They are incorporated into the new GCSEs, Diplomas, Foundation NUMBER OF UNITS/STRUCTURE:
Learning Tier and Apprenticeships, and are also available as Each Key Skill is a one-unit qualification.
standalone qualifications for young people and adults. The three ASSESSMENT METHOD:
Functional Skills of English, mathematics and information & The Key Skills in application of number, communication and ICT
communication technology are currently being piloted in over are assessed by a test (multiple-choice tests at levels 1 and 2
2,000 centres, and will be available nationally from September and short answer/extended response tests at levels 3 and 4) and
2010. a portfolio of evidence (but see information above on candidates
ASSESSMENT METHOD: in the Welsh education system). The Key Skills in working with
Task-based controlled assessment others, problem solving and improving own learning and
performance are often referred to as the wider Key Skills and are
GRADING SYSTEM: only assessed on a portfolio basis.
Pass/Fail
EXAMINATION TIMING:
PROGRESSION/ARTICULATION: Varies according to level and awarding body.
Functional Skills qualifications are designed from E1 – L2 to
ensure clear progression pathways and personal development DATE OF RESULT PUBLICATION:
opportunities. The levels are mapped across the relevant National Varies according to level and awarding body.
Curriculum levels, the key skills ‘application of number' and ‘adult GRADING SYSTEM:
numeracy’ standards, as well as complying with the level The three main Key Skills of application of number, communication
descriptors for positioning units within the Qualification and Credit and IT carry the following UCAS Tariff points.
Framework (QCF). This will ensure that learner achievement is
clearly understood by both the learner and audiences outside of Grade UCAS Tariff Points
the education environment. level 4 30
level 3 20
level 2 10
Key Skills
In addition, points for the three wider Key Skills of improving own
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: learning and performance, problem solving, and working with
Levels 1–4 others came into effect for entry to higher education in 2007.
BACKGROUND: QUALITY ASSURANCE:
Key Skills are generic skills that are important and relevant in Externally set and marked test and internally assessed and
everyday life for activities undertaken in education, the workplace externally moderated portfolio.
or training. They can be achieved through a wide range of
activities such as full- or part-time working, enrichment PROGRESSION/ARTICULATION:
programmes, training programmes or full- or part-time education. There is no specific qualification route. Key Skills are transferable
All six Key Skills (in communication, application of number, ICT, skills most commonly needed for success in education and
problem solving, working with others and improving own learning training in general, and a range of activities at work. Institutions
and performance) can be achieved at levels 1–4 and are of higher education are making explicit the use of Key Skills
recognised in the National Qualifications Framework (NQF). within their undergraduate and postgraduate programmes, and in
initiatives such as the Graduate Apprenticeship.
Following a review undertaken by the regulators during 2002/3,
revised Key Skills standards were introduced in England from
September 2004. Minor changes have been made to the Industrial Careers Foundation
specifications, renamed as standards, to help candidates and QUALIFICATION ABBREVIATION:
centres produce more focused evidence in portfolios. ICF
With effect from September 2004, all tests in Key Skills BACKGROUND:
qualifications at all levels were discontinued for candidates in the Over many years, the ICF has organised bespoke conferences,
Welsh education system. All candidates in Wales are expected to courses and events for schools and colleges to individual
achieve Key Skills qualifications on the successful demonstration requirements. The purpose of all events is to provide
of competence through a portfolio only. The discontinuation of the opportunities for student delegates to practise and hone their
Key Skills tests does not affect the UCAS Tariff points for managing (key) skills in the close company of motivated adult
certificated Key Skills qualifications in Wales. advisers from business. In the process, the ICF finds that
students are excited by the experience and are therefore
In Northern Ireland, following a review of Key Skills qualifications, encouraged to improve their own abilities.
CCEA is piloting a new approach to assessment of Key Skills
qualifications. Unlike the existing multiple-choice tests, candidates The ICF currently sees its role as providing opportunities for either
will undertake tasks within appropriate contexts as one element partial or full evidence within the content of either a concentrated
conference event of one to three days, carried out in the presence
Skills/Enrichment
of experienced managers, or within a carefully programmed series Young Enterprise Examination

of exercises within the school over a period of days. Managers
and staff would then verify that the members of their working Young Enterprise aims to inspire and educate young people to
group demonstrated the Key Skill concerned to a partial or full understand and value the role of business, through practical
extent. Evidence over the last 20 years suggests that the ICF can business projects which develop attitudes and skills for personal
help schools and colleges in a cost- and time-effective way. success, lifelong learning and employability. The ‘learning by
doing’ approach of the Young Enterprise programme is achieved
At present, the ICF is prepared to produce a Summary of Skills
through the leadership of business volunteers working with the
Achievement indicating the skills that have been demonstrated
support of teachers/lecturers to deliver the programme.
by each student delegate on every course it helps to arrange. It
has also had experience of producing evidence that will lead, The Young Enterprise Company Programme aims to inspire
under suitable moderation, to an assessment of the standard of success through real business experience. Students gain
level achieved. practical experience of business and enterprise through setting
up and running their own real company. This programme provides
The ICF has now franchised out its work in day events to a
a context for the following learning/development objectives.
separate organisation – Challenge Training Partners
(www.ct-partners.co.uk). g Business understanding
g Communication
g Enterprise skills
MENO Thinking Skills g Finance
BACKGROUND:
g Marketing and sales
The MENO Thinking Skills Examination, administered by UCLES, g Operations skills
had a test which provided an assessment of transferable thinking g Personnel and training
skills (critical thinking, problem solving, communication, g Problem solving
understanding argument, numerical and spatial operations and g Time management
literacy). The assessment was withdrawn in 1999. g Working as a team.
The Young Enterprise Examination is awarded by OCR. The
examination aims to find out what a candidate has gained from
Trident Trust ‘Skills for Life’ the Young Enterprise experience. It is in a pre-released case
Programme study and question paper format in order to enable candidates to
demonstrate the business understanding they have acquired.
The Trident Trust ‘Skills for Life’ Programme provides three Students are asked to relate their own experiences to those of
experiential, integrated elements for young people aged 14-19 – the case study company and thus to effect comparisons and offer
Personal Challenge, Community Involvement, and Work advice in response to the examination questions. It is this
Experience. The programme can be used in its entirety or as expression of their understanding that is rewarded in the
individual modules. Individual certificates can be awarded for marking. Candidates can obtain Pass, Credit or Distinction.
each element and the Trident Gold certificate is presented to
students who successfully complete all three parts.
In order to receive certification, the student will have developed a
portfolio of evidence which details the skills, competences and
personal qualities that have been learned or improved as a
consequence of their involvement in the activities. In addition, the
student will have developed a personal action plan, recorded their
activities, reviewed their progress and assessed the outcomes for
them personally.
Phased Out Qualifications
Admissions tutors may need to check the results of past universities and local education committees. The marking
examinations, including, in the case of some mature applicants, systems used were as shown in the following chart.
some qualifications which have been obsolete for a number of
years. The following is a brief overview of the chronology of 1975–1987
academic qualifications in England, Wales and Northern Ireland, The grading system for GCE O level was as follows.
which are likely to be relevant to entry to HE. A Performance better than or equivalent to the previous pass
B level: only these grades were normally acceptable to
From 1918 to 1950 the main academic qualifications were the
C universities for the purposes of satisfying entry requirements.
School Certificate and Higher Schools Certificate examinations. D A lower level of attainment.
E The lowest level of attainment judged to be of sufficient standard
From 1951/2 to 1987 GCE examinations were available as
to be recorded.
follows.
Grades D and E covered approximately the same range of

Ordinary level performance as the old School Certificate pass grade.
This was normally taken after five years in a secondary school. In

June 1988, the GCSE replaced GCE O level and the CSE. Alternative Ordinary level
However, some awarding bodies continue to offer an examination
entitled GCE O level for applicants in some overseas countries. Ordinary level, but with syllabuses designed for sixth formers
and other more mature candidates. AO/O* examinations were
GRADING SYSTEMS between GCE O level and A level in standard. They ceased in
Before 1963 1987, with the exception of Additional Mathematics and OCR-run
The grades or marks awarded before 1963 corresponded subjects under the title Additional Subjects. The certificates
approximately to the GCE A level system (see above). The pass awarded do not bear the signature of a DfES representative, but
mark was 45%, with the exception of the following. have been included in the DfES list of statutory qualifications.
Examining Board Pass Mark
The subjects in which the AO/O* examination has been offered
Cambridge Variable from subject to subject
are:
London June 1953 to January 1959 – 47%
June 1960 to January 1973 – Grade 6 g Additional French
Oxford and Cambridge Variable from subject to subject g Additional mathematics
Welsh Joint Education Committee 50% g Additional mathematics (MEI)
g Certificate in additional mathematics.
June 1963–June 1974
For all examining boards, GCE O level grades did not appear on AO/O* examinations should not be confused with a pass allowed
certificates until June 1975, when an official grading system at GCE O level for a subject taken at GCE A level up to and
replaced the pass/fail system of reporting results. Previously only including the 1986 examinations. Assessment was related to GCE
unofficial grades were made available to schools, candidates, O level standards, and the successful candidate’s certificate
recorded as GCE O level grade (shown with an asterisk).
BOARD MARKING SYSTEM

Associated Examining Board 1: 70%+; 2: 65–69%; 3: 60–64%; 4: 55–59%; 5: 50–54%; 6: 45–49%; 7,8,9: fail. The AEB printed the following caveat
after their published O level grading table: “All grade boundaries are determined by careful judgement on performance
criteria, and the levels of performance required for the award of each grade in each subject are similar. Not all subjects
are bound to follow a normal pattern and the mark equivalents of the appropriate performance levels in some subjects
may vary substantially from those indicated above.”
Cambridge Nine grades awarded, but boundaries could differ from year to year within a subject.
Durham Pass grades 1 75–95
2, 3 60–70
4, 5, 6 45–55
7 40
8 35
9 30 and under
Joint Matriculation Board A nine-point scale (as Durham above)
London 1963–68 Instead of 1–6 as above, A, B, C, D, E , O; and for 7, 8, 9 above, F, G, H.
1968–75 Instead of 1–6 as above, A, C, E; and for 7, 8, 9 above, F, H.
Northern Ireland Prior to the introduction of the official grading system at O level in 1975, the pattern of the other boards was followed in
awarding unofficial grades on a nine-point scale, on which grades 1–6 represented the pass standard.
Oxford A nine-point scale (as Durham above).
Oxford and Cambridge Raw marks issued, of very little value to other universities.
Southern Universities Joint Board Scaled marks, 45% pass.
Welsh Joint Education Committee Scaled marks, 50% pass up to 1970, thereafter scaling to 50% pass not applied and nine grades awarded. Grade
boundary points differed from year to year within subjects.
Advanced level MODULAR GCE A LEVELS

The development of modular GCE A level and Advanced
The GCE A level was first introduced in 1951 to replace the Supplementary specifications offered choice and flexibility for
Higher School Certificate. It was normally taken in schools and both students and teachers, and enabled candidates to select a
colleges two years after the GCSE or Ordinary (O) level specified number of modules from those available for an A level
examinations (before 1988). In the past, GCE A levels have been certificate, and half that number for the award of an Advanced
regarded as stand-alone examinations which need not Supplementary certificate. There were allowable combinations of
necessarily form part of an integrated programme as such. There modules, the selection of which might influence the title of the
was no requirement that the candidate must have taken the certificate awarded, for example, in modular mathematics.
subject at GCSE or O level before attempting the same subject at Modular GCE A levels were replaced by the revised unitised
GCE A level, although individual schools and colleges may have GCE A levels from September 2000.
imposed their own requirements concerning progression.
Modular syllabuses were required to incorporate the relevant
Candidates were able to choose how many GCE A level subject cores where appropriate and adhere to the Code of
examinations to take, and there was no requirement that they Practice. All modules were assessed at full A level standard,
should all be taken simultaneously. The normal pattern for entry including those taken at an early stage in the course, ie there
to HE was to offer three GCE A levels in Year 13 in schools or FE was no allowance for maturation.
colleges in England and Wales (Year 14 in Northern Ireland).
Modular GCE A level and AS examinations were available two
Some candidates took fewer subjects, or took their GCE A levels
or three times a year for many syllabuses, and candidates
over a longer period. Some schools/colleges encouraged their
could enter for any number of modular examinations at each
stronger candidates to take four subjects. Candidates may have
of these times.
used the GCE Advanced Supplementary (AS) examination (half an
A level in terms of content but assessed at full A level) to broaden At the end of each GCE A level or AS module, results were issued
or complement their A level programme. by the appropriate examining bodies, either by grading and
certification or a statement of result to the candidate. At this
From September 2000, revised GCE A levels were introduced and
stage, if candidates believed they could obtain a higher grade,
the new GCE Advanced Subsidiary (AS) replaced the GCE
they could decide to resit one or more modules. Their modular
Advanced Supplementary (AS), although both AS qualifications
results were held in a module bank.
were offered for examination in summer 2001.
QUALITY ASSURANCE
For qualifications started before September 2000, candidates
All GCE A level examinations were subject to quality assurance could retake modules on any number of occasions before
procedures. The regulators (QCDA, ACCAC, CCEA and their presenting them for a final subject award. The highest result for
predecessor bodies) were responsible for keeping under review any module would be accepted, provided it was within its four-
all aspects of school examinations and assessment. In 1994, the year validity, and subject to the satisfaction of the terminal
GCE A and AS Code of Practice was published in conjunction with assessment requirement.
the awarding bodies. The Code of Practice has since been The regulations required that at least 30% of the total
revised, firstly as the joint GCSE and GCE A level/AS Code of assessment for a final subject award should consist of externally
Practice, and more recently as the joint GCSE, GCSE in vocational assessed terminal examinations. Terminal examinations were
subjects, GCE, VCE and GNVQ Code of Practice 2002/3. regarded as externally marked modules taken either in the
The purpose of all the codes has been to: January series (November for OCR) following October entry
or the March/May/June series following February entry.
g lay down detailed procedures to promote accuracy, fairness,
quality and consistency across all awarding bodies Modules taken as part of the 30% terminal examinations had to
g ensure that staged examinations are of the same standard be included in the subject award, even if their results were not
as end-of-course examinations the candidate’s best for the module(s) concerned.
g represent an enhanced measure of national uniformity of
It is UCAS’s policy that applicants who have taken modular GCE
procedures and quality assurance.
A level or Advanced Supplementary qualifications need not declare
Subject cores were developed to specify the requirements for GCE on the UCAS form the detailed modules which they are taking or
A level syllabuses. All syllabuses were subject to the approval of the results of any modules which may have been completed. They
the regulators and were required to comply with the requirements should, however, state the title of the overall qualification.
of the subject cores and the Code of Practice. PREVIOUS GRADING SYSTEMS FOR GCE A LEVEL
TIMING OF EXAMINATIONS Before 1963
All awarding bodies offered GCE A level examinations in the Different examining boards used various systems, and specific
summer (May/June). AQA, Edexcel Foundation and WJEC also enquiries should be addressed to the relevant awarding body (see
offered examinations in the autumn/winter, but not in all subjects. contact information in Appendix A); some information is given in
OCR offered modular examinations in March, June and November the table below. Before 1963, A level grades were not included
for the former UCLES and UODLE suites of specifications. on the GCE certificate although they were communicated to local
Modules for the former OCSEB A level were held in January and education authorities and universities. Performance in Scholarship
June. These examinations were certificated by OCR, which had papers was not recorded on the certificates. Candidates who
taken over all previous modular A levels run by UCLES, UODLE, reached an outstanding level of performance were awarded
OCSEB and OCEAC. Module tests for the former NEAB A levels ‘Advanced with Distinction’. This was the only award, other than
were held in February/March and June. the simple award of an A level pass, which was available in the
period 1953–62.
BOARD DATE MARKING SYSTEM

Associated Examining Board January 1960 and earlier Pass 40%, allowed Ordinary 30–39%
To 1962 1+2: 70%; 3: 60–69%; 4: 55–59%; 5: 50–54%; 6: 40–49%;
7+8: 25–39% allowed Ordinary; 9: fail
Cambridge; Oxford and Cambridge To 1962 Raw marks given by the Joint Oxford and Cambridge Board (but not by Cambridge) with
different grades, maxima and pass marks for each subject and sometimes for each year.
Reduction of these to percentages was not encouraged by these boards.
Durham 1960 and earlier Results given as grades on a scale running from 90 to 0 by increments of 5.
Joint Matriculation Board To 1962 Results given as grades on a scale running from 95 to 0 by increments of 5.
London January 1960 and earlier Marks given
1960–63 1: 75% or better; 2: 70–74%; 3: 60–69%; 4: 50–59%; 6: 40–49%;
7+8: 30–39% allowed Ordinary; 9: fail
Oxford To 1962 Results given as grades on a scale running from 90 to 0 by increments of 5.
Southern Universities Joint Board Before 1963 Percentage marks given.
Welsh Joint Education Committee To 1962 Results given as grades: A: 75% or better; B: 60–74%; C: 50–59%; D: 40–49%
Autumn 1963–winter 1986/7 (Durham from 1961) GCE A LEVEL POINTS SCORE SYSTEM
The GCE boards worked within a grading scheme originally In the early 1960s, UCCA devised a points score system to help
laid down by the Secondary Schools Examinations Council and with the presentation of statistics; this was initially based on a
subsequently confirmed by the Schools Council. This scheme score of 1–5 (grade A = 5). In 1989, the system was amended by
set out the distribution of grades which might be expected in doubling the A level scores to take into account the new Advanced
subjects with large and average entries, the approximate Supplementary qualifications. This system was subsequently
proportions of the total entry allocated to each grade in such administered by UCAS and became recognised as follows.
circumstances being as follows.
Grade A B C D E
Approximate % of entry Advanced Grade Points 10 8 6 4 2
10 A
15 B It should be stressed that the above system was
10 C discontinued from 2002 entry, being superseded by the
15 D UCAS Tariff, full details of which are given later in this
20 E
document. While it is not intended to publish point scores in
20 O Allowed Ordinary
the UCAS Tariff for former qualifications, admissions staff
10 F Fail
should note that it is acceptable to use the UCAS Tariff for
GCE A levels started before September 2000 in view of the
The suggested percentages were for the guidance of boards, and commonality of grading systems.
actual percentages differed from subject to subject, depending on
the calibre of the entry.
The boards attempted to maintain continuity of standards from one Advanced Supplementary
year to the next in each subject and also general comparability of The GCE AS examinations were introduced in England and Wales
demands between subjects. In a grading system of this kind, the in 1987, and in Northern Ireland in 1988, to encourage breadth
central grades covered relatively narrow mark ranges because in the post-16 curriculum. In particular, they were intended to
they fell in the area where candidates were most closely encourage students specialising in one discipline (for example,
bunched. This applied in particular to grade C, which covered art/humanities) to broaden their knowledge of other areas of
only a very narrow spread of marks. the curriculum (for example, science/mathematics). The first
Candidates who failed by a narrow margin might be given an certificates were issued in 1989 for England and Wales and
‘allowed Ordinary’ grade (O) which indicated a performance 1990 for Northern Ireland.
equivalent to at least grade C at GCE O level. The GCE AS was of the same academic standard as GCE A level.
From summer 1987 It was intended to represent no more than half the study time of
In 1985, the Secondary Examinations Council recommended a A level with an upper limit of 20% for coursework in most cases.
reform of the A level grading system, designed partly to resolve the GCE AS subjects were often studied in tandem with GCE A level
problem of the narrow mark range defining grade C. In April 1986, subjects in schools or colleges of FE. In theory, candidates could
the Department of Education and Science announced that, with take GCE A level and AS in any combination, and the former
effect from the summer 1987 examinations, a new A level grading CVCP endorsed the concept of a programme consisting of two
system would be adopted as follows. A levels and two AS qualifications. In practice, the majority of
A Highest grade awarded applicants who took GCE AS offered a single AS qualification in
B association with three GCE A levels.
C
D
From September 2000, the GCE Advanced Supplementary was
E Lowest pass grade awarded replaced by the new GCE Advanced Subsidiary (also with the
N Certificate to indicate the candidate’s performance fell short abbreviation AS); in summer 2001 both qualifications were
of the standard required for grade E by a narrow margin. available for award. The Advanced Supplementary is no
U Uncertificated longer available.
The GCSE and GCE A level/AS Code of Practice applied equally Certificate of Secondary
to both GCE A level and AS examinations. The establishment of
subject cores common to both GCE A level and AS improved the Education
relationship between those examinations. A number of GCE AS
syllabuses were modular, and the principles and practical The CSE examination was offered from 1965t to1987. In June
arrangements were effectively as for modular GCE A levels. 1988, the GCSE replaced CSE and GCE O levels. The modes of
As with GCE A levels, the same standards and subject cores examining for the CSE varied according to the degree of
applied for modular GCE AS syllabuses as for syllabuses with involvement on the part of the candidate’s school. The principal
end-of-course assessment. forms were:
AWARDING BODIES
g Mode 1 – examinations designed by the examining board on
GCE AS examinations were offered by all the GCE awarding syllabuses set and published by the board
bodies in England, Wales and Northern Ireland. g Mode 2 – examinations designed by the examining board on
syllabuses devised by individual schools or groups of schools
TIMING OF EXAMINATIONS g Mode 3 – both syllabuses and examinations created by
GCE AS examinations were held in the summer (May/June). schools under boards’ guidance and approval.
Modular AS examinations were usually held in the same sessions
as modular A level. As Modes 2 and 3 syllabuses were drawn up by individual
schools or groups of schools, examinations on these syllabuses
GRADING
were normally available only to pupils in the particular schools or
The grading system for GCE AS was the same as for A level. The
groups of schools.
same standards applied to GCE AS as to GCE A level examinations.
ACCEPTABILITY FOR ENTRY TO HIGHER EDUCATION The three modes were not mutually exclusive; many school-based
HEIs have accepted two GCE AS subjects in place of an examinations incorporated board-based components and vice
unspecified third GCE A level subject for entry to most courses. versa. All combinations were subject to moderation by the boards.
For the purposes of entry to HE, one GCE AS qualification was
Many universities accepted CSE grade 1 as equivalent to grade C
equivalent to half an A level and was treated as such when
or above at O level or GCSE.
calculating points scores. AS grades were therefore scored as
follows in the former UCAS points score system.
Grade A B C D E Joint 16+ examinations
Points 5 4 3 2 1
Some applicants may indicate on their application forms that they
took joint 16+ examinations. This indicates that the applicants
While there is no formal points score in the new UCAS Tariff for
took part in examinations conducted by consortia of GCE boards
GCE Advanced Supplementary, HEIs may wish to attribute the
same Tariff points scores as for the equivalent grade in the new and CSE boards. These examinations had their origins in the
GCE Advanced Subsidiary. It should be noted that both types of feasibility studies which led the Schools Council in 1976 to a
AS qualification represent half the value of the relevant full GCE form of examination similar to GCSE. In 1980, the Government
A level qualification. proposed the GCSE as a single system of examining at 16+.
Applicants who took the joint 16+ examinations of various GCE/

Special Papers CSE consortia will have received two certificates unless ungraded,
one showing their results in terms of O level grades (A – E), the
SPs were additional examinations which could be taken in other in terms of CSE grades (1–5). Grades achieved in such
conjunction with, and at the same time as, the GCE A level 16+ examinations were directly equivalent to the corresponding
examination in the same subject. Some awarding bodies offered GCE and CSE grades. There is no formal correspondence
SPs as stand-alone examinations that did not require a link to between CSE grades 2–5 and GCE O level grades D and E.
related GCE A level subjects. For some GCE A level subjects,
there was no corresponding SP. The questions were designed to
test the level of knowledge and understanding of candidates Certificate of Extended
deemed to be more able.
Education
SPs were offered by AQA, OCR, and WJEC.
The CEE was an official pilot examination recommended by the
SP results were graded as follows. Schools Council in 1976. It was primarily for students who had
1 Distinction – an outstanding performance
obtained CSE grades 2–4 and who were staying on for one year
2 Merit – a good performance in the sixth form but who had no immediate intention of seeking
U Unclassified – if the candidate did not reach the standard admission to HE. It was discontinued in 1991.
required for grade 2, or failed to qualify by not passing
GCE A level in the same subject
Although the Department of Education and Science’s approval
for the CEE was extended to 1985, and to 1986 only for two-
year course candidates, the consortium for the CEE continued
It was possible for the candidate to pass an A level subject but to
to offer CEE examinations until 1990. Since the experimental
be unclassified in the SP.
examinations began in 1972, the CEE had in some areas been
Admissions tutors have sometimes taken into account the results taken by students from the whole of the ability range and not
of SPs, but it has not been normal practice to include them within just from the original target group.
conditional offers. SP results were reported to HE in association
with the relevant GCE A level results. There were five grades, of which grade I was the highest
and grade V the lowest. CEE grades I, II and III, obtained by
Following the introduction of AEAs in association with revised candidates who took the CEE examinations conducted by a
GCE A levels from summer 2002, SPs have been phased out. consortium of GCE and CSE boards, were certified by those
boards as being equivalent to at least grade C in the former Between 1965 and 1969, the Northern Ireland General Certificate
GCE O level examination. of Education (GCE) examinations were conducted by the Ministry
of Education.
Certificate of Extended Studies From 1970 until 1984, the GCE Board, a statutory body under
the Education and Libraries (Northern Ireland) Order, conducted
The CES was a post-GCSE examination offered by AQA (NEAB) in the examinations. As a result of a further legislative change in
1994-8. The subjects involved were biology, chemistry, English, 1984, NISEC conducted the examinations until 1989.
french, history, mathematics, physics and religious studies.
Between 1990 and 1993, the examinations were conducted by
Syllabuses are suitable for students who have attained GCSE
NISEAC. Since 1994, this task has been undertaken by NICCEA
grades C or D. In 1999 and 2000 only, French was offered. CES
(often expressed as CCEA).
was withdrawn after 2000.
Each syllabus was free-standing, and required approximately 90
hours’ teaching time. It could be completed in one year or spread Use of English
over two years. It could be taken in combination with other
courses, for example, GCSE, A level/AS, GNVQ. Successful OCSEB offered the Use of English paper until 1989. From 1990
candidates were awarded Distinction, Merit or Pass Certificates. until 1995, it was offered by UCLES. Use of English was an
The Distinction was awarded to candidates who provided work examination outside the structure of GCSE and GCE.
above that normally expected at GCSE. The course bridged the
gap between GCSE and GCE A level.
BTEC Qualifications Prior to
September 2002
Certificate of Further Studies
(INCLUDING FORMER BTEC, BEC AND TEC
AQA (formerly AEB) introduced a series of examinations for the CFS QUALIFICATIONS)
in 1991. Syllabuses are offered for one year in 10 different subjects.
The CFS is designed primarily for students who attained grade D or BTEC First, National and Higher
E at GCSE, but is also suitable for Access students in England,
Wales and Northern Ireland and others for whom GCE A level or
National Certificates and
AS examinations are inappropriate. Students could enter for any Diplomas
number of CFS subjects. The CFS in English, French and German
for Business was offered for the last time in summer 2002. BTEC First, National and Higher National qualifications included
two types of vocational unit:
The assessment pattern for each subject consists of coursework g core units, which specified the knowledge, skills and
and one written paper. Results were announced officially as two
understanding required for qualifications in the subject area
percentage marks rounded to the nearest 5%. The Board g option units, which provided the knowledge, skills and
underwrites a mark of 60% or better for coursework, and 50% or
understanding in more specialised areas, offering
better for written papers as representing a standard of attainment
progression opportunities.
equivalent to grade C in GCSE.
For learners on programmes of study before September 2000,
qualifications included skills achievement, which was recorded on
Intermediate Certificates students’ certification as BTEC Common Skills.
OCR offered a range of former UODLE Certificates in Travel and Learners on BTEC First and National programmes from
Tourism, Leisure Studies, Nutrition and Food, and Education and September 2000 no longer followed the BTEC Common Skills
Care of Under-Fives. The Certificates were designed to be taught within their programmes. They were encouraged to take the Key
in one year as an additional, vocationally related course between Skills qualifications which were separately certificated.
GCSE and GCE A level. The Certificates were offered for last
examination by OCR in 2000.
Higher National Qualifications –
OCR has provided the three Additional Mathematics syllabuses
inherited from UCLES and OCSEB, based on the former AO Engineering
Additional Mathematics. These certificates were offered for the
last time in June 2002. Before September 1999, Engineering National Certificate
programmes had a unit value of 10.0, of which the equivalent
of at least 3.0 units were at NIII level. National Diploma
programmes had a minimum unit value of 16.0, of which the
Senior Certificate Examination equivalent of at least 6.0 were at NIII. Where an Edexcel unit
The Ministry of Education Senior Certificate Examination was is classified simply as N, it will for this purpose be considered
conducted by the Ministry between 1925 and 1965, when the to be equally weighted between NII and NIII. Engineering HNC
group certificate was superseded by the GCE examination in programmes had a unit value of 10.0, of which 8.0 had to be at
separate subjects at O and A levels. The grading system of the H level. HND programmes had a minimum unit value of 16.0, of
Senior Certificate Examination was by marks (total 400) as follows. which 12.0 were at H level. NIII units used in Higher National
programmes were designated at H/N level.
Ordinary level 160+ marks – Pass
240+ marks – Pass with Credit
Advanced level 160+ marks – Pass
280+ marks – Pass with Distinction
BTEC qualifications prior to 1986 exceptions to this, for example, some Higher National and
National Certificates and Diplomas in Engineering and
(INCLUDING FORMER BEC, TEC AND JOINT COMMITTEE Construction.
QUALIFICATIONS)
For programmes revised and updated since 1985, the previous The relationship between the principal BEC, TEC and BTEC
Technical Education Council Levels 1–5 have been subsumed qualifications and the associated level information is detailed in
into the current BTEC Qualifications Framework. There are a few the chart below.
PREVIOUS QUALIFICATIONS CURRENT QUALIFICATIONS

Title Designation Level Title Designation Level
BEC Higher National Certificate and Diploma HNC/D – BTEC Higher National Certificate/Diploma H IV
in designated study area
TEC Higher Certificate and Diploma – IV/V BTEC Higher National Certificate/Diploma H IV
in designated study area
BEC National Certificate/Diploma NC/ND – BTEC National Certificate/Diploma in N III
designated study area
TEC Certificate/Diploma – II/III BTEC National Certificate/Diploma in N III
BEC General Certificate/Diploma – at Credit Level GC/D – BTEC First Certificate/Diploma in F II
Technician Studies Certificate – I BTEC First Certificate/Diploma in F II
The awards issued by BEC and TEC had themselves in most cases replaced ONC/D and HNC/D issued by the former Joint Committees.
Access to HE Certificate g 1992-1997: certificate logo: red triangle with the

words ‘recognised by the Higher Education Quality
The Access to HE Certificate was an undifferentiated award which Council’
was phased out between 2007 and 2009. It has been replaced g pre-1992: Access to HE certificates awarded through
by the Access to HE Diploma, which has both a common system local arrangements.
of grading and a standard credit requirement. During the
The awarding bodies for the Access to HE qualification are known
phasing-in period, Access to HE Diplomas were awarded
as ‘Access Validating Agencies’ (AVAs) and were known as
according to the standard credit requirement but the award
‘Authorised Validating Agencies’ until 2008. There have been a
remained ungraded. The Access to HE Certificate had neither a
large number of name changes and mergers among AVAs since
standard system for grading nor common credit requirements:
the Access Recognition Scheme was first established in 1989.
the use of credit; specific credit requirements, and any system of
Details of current and former AVAs are available on the Access to
grading used for the Access to HE certificate were determined by
HE website at www.accesstohe.ac.uk/avas/default.asp
local agreement.
The outline below shows the qualification awarded to students
who registered on an Access to HE course for the first time and Advanced General National
completed that course in the year(s) given. Students who Vocational Qualifications
completed recognised Access to HE courses in earlier years; or
who started courses prior to the academic year in which the QUALIFICATION ABBREVIATION:
award was made (ie they were studying part-time or took a break Advanced GNVQ
in their studies which ran across two or more years) may have
been awarded an earlier variant of the qualification. The changed
Level 3
approach to the description of student achievement for Access to
HE in recent years does not invalidate the achievement of BACKGROUND:
students who completed courses before the current common At Advanced level, the GNVQ has been replaced by the Advanced
specification for the qualification was developed. Vocational Certificate of Education (AVCE).
g 2009 The following table provides an equivalence with general
Access to HE Diplomas (ungraded; standard credit qualifications:
requirement for all awards - 60 credits; 45 at level 3)
g 2007 and 2008 Advanced 12 units 2 GCE A levels
Some Access to HE Diplomas (ungraded; standard credit 6 units 1 GCE A level
requirement - 60 credits; 45 at level 3); some Access to HE
certificates (ungraded; credit requirements agreed at local Advanced GNVQ students could opt to do additional studies
level) alongside their GNVQ, either to broaden their general education
g Pre-2007: to or deepen their understanding of the particular vocational area
Access to HE certificates (ungraded; credit requirements they were studying. Key Skills were a requirement of the
agreed at local level) pre-2000 GNVQs.
g 1998-2007: certificate logo: green arrow head with
Students could choose to take as additional studies:
the words ‘Access to Higher Education recognised by
the Quality Assurance Agency for Higher Education’ g more vocational units (from either the same or another GNVQ
subject area). Students received a separate results slip and
certificate for individual GNVQ units
g additional Key Skills units (Improving Learning and Distinction), a student had to have strong evidence of learning
Performance, Working with Others and Problem Solving) skills (planning, information seeking, handling and evaluation and
g separate foreign language units use of language) and high quality outcomes, as well as satisfying
g one or more GCE A level all the requirements of the 12 vocational units and the three
g one or more GCE Advanced Supplementary or Subsidiary mandatory Key Skills at the appropriate level.
g other additional studies, eg BTEC qualifications, NOCN units,
QUALITY ASSURANCE:
NVQ units, various certificates.
The Advanced GNVQ (Full Award) was also available as a pilot
The Advanced GNVQ (Single Award) was also available as a pilot using an interim structure and assessments.
from September 1998, and was primarily aimed at post-16
The pilot GNVQ included an interim unit structure, external short-
students. It was designed to be equivalent to one A level.
answer tests, a new system for determining the overall grade to
Students had the option of taking this qualification over one or
be awarded and new moderation of students’ coursework.
two years. It gave a basis in a vocational area with the possibility
of a certain amount of specialisation via optional units. The aim of external moderation was to confirm that the
assessment decisions made by centres conformed to national
The Single Award was a six-unit GNVQ at advanced level only,
standards. The standards moderation process replaced the
covering the following vocational areas:
previous system of external verification.
g Art & design
g Business
Although the achievement of the Single Award led to a
g Health & social care
qualification in its own right, it could also be used as progression
g Information technology.
towards a Full Award.
The Single Award was based on the same revised model as the VARIANTS:
Advanced GNVQ (Full Award)(pilot). See also GNVQ and Part One GNVQ.
1992
Sixth Term Examination Papers
DATE OF LAST AWARD:
2000 QUALIFICATION ABBREVIATION:
STEP
The Advanced GNVQ (Full Award) was made up of 12 units, plus BACKGROUND:
Key Skills, as follows: STEP was formerly administered by the Oxford and Cambridge
Schools Examination Board on behalf of Cambridge Colleges.
g eight mandatory vocational units
When it was first examined in the mid-1980s, there were 22
g four optional vocational units
STEP papers available. Over the years, the number of papers
g three mandatory Key Skills in application of number,
has been gradually reduced. Most of them, with the exception
communication and information technology (IT).
of mathematics, were examined for the last time in 2002 when
ASSESSMENT METHOD: Advanced Extension Awards were introduced. There are now
In the pre-September 2000 model of the Advanced GNVQ, three mathematics papers. They are all based on the
students had to pass an externally set and marked unit test in a mathematics Advanced GCE Common Core. STEP is currently
variable number of mandatory units (most commonly seven). used by some Cambridge Colleges and by other HEIs.
These tests were designed to ensure that students had the
DATE OF LAST AWARD:
underpinning knowledge important for the unit; they did not
2002 (except for Mathematics)
contribute to the overall grade of the qualifications.
Differentiation rested on the other, more significant assessment Mathematics I
process. Advanced GNVQ students completed activities, projects Mathematics II
and assignments as well as taking part in traditional lessons. As a Mathematics III.
result of this work, they put together a portfolio of evidence,
demonstrating that they had met all the requirements of the Candidates take one or two of these papers.
GNVQ programme at the necessary standard. Key Skills were
ASSESSMENT METHOD:
often achieved through these activities, although separate
External assessment
teaching of Key Skills occurred where necessary.
EXAMINATION TIMING:
The external assessment of the Single Award took two forms: June
tests, and external moderation of the student’s portfolio. The tests
consisted of short-answer papers of one to two hours’ duration, DATE OF RESULT PUBLICATION:
marked by the awarding bodies’ examiners. August (same date as A/AS results)
EXAMINATION TIMING: GRADING SYSTEM:
January/June Grade S: Outstanding
Grade 1: Very good
DATE OF RESULT PUBLICATION: Grade 2: Good
March/August Grade 3: Satisfactory
GRADING SYSTEM: Grade U: Unclassified
Distinction/Merit/Pass
The minimum standard for Grade 2 is equivalent to the minimum
When the portfolio of evidence had been completed and the standard for Merit in an Advanced Extension Award.
unit tests passed, the student gained an overall Pass in the PROGRESSION/ARTICULATION:
qualification. To achieve a higher overall grade (Merit or Higher education
Part One General National g provide an introduction to organisational systems and

processes both generally and within the financial
Vocational Qualifications services sector
g encourage an understanding of an individual’s role as part of
an organisation within the financial services sector
Part One GNVQ
g provide an opportunity for the individual to experience a
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: variety of differing aspects of the financial services industry,
Level 1 = Foundation, Level 2 = Intermediate and thus be in a position to make informed decisions
BACKGROUND:
g develop an awareness and understanding of the ways in
Part One GNVQs became new GCSE qualifications in vocational which regulation and legislation impact on, and are relevant
subjects (Double Award) from 2002. to, the individual’s organisation and the financial services
industry in general
Part One GNVQs have been available nationally since September g engender an awareness of the need for, and the value of,
1999 in seven vocational areas and are broadly equivalent to two effective customer service in the financial services sector.
GCSEs. They are also available post-16.
DATE OF LAST AWARD:
The last normal certification date was summer 2003, the last 2004
resit opportunity being January 2004. These qualifications have ASSESSMENT METHOD:
been replaced by GCSEs in vocational subjects. To complete the qualification, candidates must pass five subjects
DATE OF FIRST TEACHING: – three core subjects and two option subjects. The core subjects
September 1999 are designed to give students a broad understanding of the
financial services environment, while the option subjects allow
DATE OF LAST AWARD: students to develop specialist knowledge.
January 2004
The CFSP can be studied as a self-study course or students may
receive tuition at an appointed centre. Each subject is supported
Three units
by a self-study text. Each subject requires approximately 40
ASSESSMENT METHOD: hours of study time, which, for the whole qualification, equates to
An assessment regime consisting of a graded test per unit, plus approximately 200 hours of study. The subjects are assessed by
portfolio evidence. two-hour multiple-choice examinations.
EXAMINATION TIMING: GRADING SYSTEM:
January/June Grade UCAS Tariff Points
Pass 60
March/August VARIANTS:
GRADING SYSTEM: ifs provides a wide range of qualifications to suit the needs of the
Distinction/Merit/Pass financial services industry.
VARIANTS:
g Diploma in Financial Services Management (DFSM)
See also GNVQs and GCSEs in vocational subjects.
g Diploma in Mortgage Lending (DML)
g Diploma in Trust and Estate Practice (DTEP)
g Certificate in Mortgage Advice and Practice (CeMAP)
ifs Certificate in Financial g Certificate for Financial Advisers (CeFA)
g Certified Documentary Credit Specialist (CDCS)
Services Practice g Contact Centre Professional (CCP)
g The Certificate and Diploma in English for Banking and
CFSP Finance (CEBF/DEBF).
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Further information about ifs qualifications is available from the
Level 3 Institute of Financial Services.
BACKGROUND:
The Certificate in Financial Services Practice (CFSP) was Advanced Subsidiary Vocational
designed to:
g improve students’ knowledge of the financial
Certificate of Education
services industry QUALIFICATION ABBREVIATION:
g develop financial literacy and business awareness ASVCE (also known as the three-unit VCE)
g help those working in a customer services environment NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
provide a better service to their customers. Level 3
The CFSP has also been designed to cover many of the BACKGROUND:
knowledge and understanding requirements of the Providing New qualifications with the same AS and A2 structure as existing
Financial Services (Banks and Building Societies) NVQs, GCE qualifications were introduced to replace VCEs for first
particularly at levels 2 and 3. teaching in September 2005. The new qualifications are known
as Advanced Subsidiary and Advanced GCEs in applied subjects,
The aims of the CFSP are to:
and four awards are available: AS (three AS units), AS double
g provide an up-to-date body of knowledge of the UK financial award (six AS units), Advanced (three AS and three A2 units) and
services sector, which can serve as a basis for further study Advanced double award (six AS and six A2 units).
and development
The ASVCE was available from September 2000 in the following BACKGROUND:
vocational areas only: New qualifications with the same AS and A2 structure as existing
GCE qualifications were introduced to replace VCEs for first
g Business teaching in September 2005. The new qualifications are known
g Engineering as Advanced Subsidiary and Advanced GCEs in applied subjects,
g Health & social care and four awards are available: AS (three AS units), AS Double
g Information & communication technology (ICT). Award (six AS units), Advanced (three AS and three A2 units) and
Advanced Double Award (six AS and six A2 units).
The ASVCE was designed to promote breadth and add
enrichment to students’ learning programmes, encouraging them AVCEs were qualifications which enabled students to develop
to mix and match AVCE qualifications with other qualifications, skills, knowledge and understanding in the vocational area they
or to pursue vocational study part-time, possibly in conjunction were studying and prepared them for both the world of work and
with part-time employment. Students would normally complete for progression to higher education. They were informally known
this award in one year, but it may have been taken over as ‘Vocational A levels’.
a longer period.
AVCEs were designed to be related to National Occupational
The ASVCE was referred to as ‘Advanced Subsidiary (AS)’. Standards in relevant sectors and to equip students with up-to-
However, while it was the same size as the GCE AS, it was not date knowledge, skills and understanding of the underpinning
‘subsidiary’ in nature. Its units were assessed at full AVCE principles and processes of those sectors. Learning was expected
standard and there was no requirement to teach them in a to be active and student-led, although directed by teachers and
particular order. supported by professional and employer input. The six-unit AVCE
was the same size as GCE A level, and the overall grade was on
2000 the same A – E scale.
In autumn 2000, the Advanced GNVQ was replaced by the new
2001 AVCE as a part of the introduction of Qualifying for Success
reforms. The AVCE was available as a series of different sizes of
DATE OF LAST AWARD: award to promote flexibility in the post-16 curriculum:
2006
g VCE Advanced Subsidiary (ASVCE) – three units
NUMBER OF UNITS/STRUCTURE: g AVCE – six units
Three units g AVCE Double Award – 12 units.
ASSESSMENT METHOD:
The achievement of an AVCE was not dependent on achievement
The AVCE, ASVCE and AVCE Double Award all drew from
of Key Skills. However, the development of Key Skills formed an
the same pool of units and used the same assessment
integral part of the AVCE and they were signposted in the
arrangements: a combination of externally assessed written
vocational units.
papers (usually 30%) and internally assessed coursework/
portfolio (usually 70%). DATE OF FIRST TEACHING:
2000
EXAMINATION TIMING:
January/June DATE OF FIRST AWARD:
2002
March/August DATE OF LAST AWARD:
2006
GRADING SYSTEM:
For the ASVCE, an A – E grading system was used, giving NUMBER OF UNITS/STRUCTURE:
comparability with GCE AS level. AVCE was available from September 2000 as a six-unit award.
The award consisted of a mixture of compulsory and optional
units. Within individual vocational areas, there may have been
A 60
alternative models of how the AVCE was constructed, providing
B 50
C 40
a measure of controlled flexibility. It could be taken over one or
D 30 two years.
E 20 ASSESSMENT METHOD:
The ASVCE, AVCE and AVCE Double Award all drew from the
GRADING ADDITIONAL INFORMATION:
same pool of units and used the same assessment
U indicated an unclassified performance which was not certificated.
arrangements: a combination of externally assessed written
QUALITY ASSURANCE: papers (usually 30%) and internally assessed
The ASVCE was quality assured by the same mechanisms as the coursework/portfolio (usually 70%).
AVCE six-unit award.
The broad aim of the redesign of vocational qualifications at
advanced level was to reduce the overall burden of assessment
Advanced Vocational Certificate whilst strengthening the external element and making clearer
what students need to learn as opposed to what is assessed.
of Education
QUALIFICATION ABBREVIATION: AVCE qualifications were unit-based. Each unit clearly set out the
AVCE (also known as the six-unit AVCE) learning which students must cover in order to provide the
assessment evidence. Assessment criteria were used to assess
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: the students’ ability to apply their skills, knowledge and
Level 3 understanding in a vocational context. The assessment criteria
were written for each unit, and the units were written for, and
addressed directly to, the students themselves. The exact nature language units. Where students wished to take additional studies
of external assessment depended on the subject area, level and in a different vocational area, they may have taken a six-unit
unit content. AVCE or three-unit AVCE award in that subject area.
Complete portfolio units were assessed by means of unit-specific
2000
contextualised grading criteria. Evidence for assessors on the use
of the criteria was given in a section of the units entitled Essential DATE OF FIRST AWARD:
Information for Teachers, which suggested teaching strategies, 2002
assessment strategies and resources, and includes Key Skills
DATE OF LAST AWARD:
signposting.
2006
EXAMINATION TIMING:
January/June
Twelve units
March/August According to the vocational subject area, the AVCE Double Award
was structured within the following rules:
GRADING SYSTEM:
Grade UCAS Tariff Points g a minimum of six and a maximum of eight compulsory units
A 120 g a maximum of six optional units.
B 100
ASSESSMENT METHOD:
C 80
The ASVCE, AVCE and AVCE Double Award all drew from the same
D 60
E 40
pool of units and used the same assessment arrangements, that
is, through a combination of externally assessed written papers
GRADING ADDITIONAL INFORMATION: (usually 30%) and internally assessed coursework/portfolio
The final grade was calculated using a points-based system. (usually 70%).
Separate points were available for each unit, and these were EXAMINATION TIMING:
aggregated to determine an overall grade for the qualification. January/June
These points should not be confused with those used on the
UCAS Tariff (see above). DATE OF RESULT PUBLICATION:
March/August
U indicates an unclassified performance, which was not certificated.
GRADING SYSTEM:
QUALITY ASSURANCE: The award resulted in the student receiving two related grades on
For internal assessment, a moderation system designed to ensure an A – E scale, ie AA, AB, BB, BC, CC, CD, DD, DE, EE. It should
that entry grades are in line with national standards replaced the be understood that these are paired overall grades for the whole
external verification system. Normally at least a third of the award, and are not two individual grades relating to clusters of
overall assessment was externally set and marked by the six units.
awarding bodies.
PROGRESSION/ARTICULATION: AA 240
The AVCE was designed to promote flexibility in the post-16 AB 220
curriculum allowing students to combine AVCE with other BB 200
qualifications, including GCE A level, GCE AS and the ASVCE. BC 180
CC 160
CD 140
Advanced Vocational Certificate DD 120
DE 100
of Education: Double Award EE 80
AVCE Double Award GRADING ADDITIONAL INFORMATION:
U indicated an unclassified performance which was not certificated.
Level 3 QUALITY ASSURANCE:
The AVCE Double award was quality assured by the same
BACKGROUND: mechanisms as the AVCE six-unit award.
New qualifications with the same AS and A2 structure as existing
GCE qualifications were introduced to replace VCEs for first
teaching in September 2005. The new qualifications are known Diploma of Achievement
as Advanced Subsidiary and Advanced GCEs in applied subjects, BACKGROUND:
and four awards are available: AS (three AS units), AS double OCR offered a skills-based Diploma of Achievement designed to
award (six AS units), Advanced (three AS and three A2 units) and complement students’ studies on post-16 courses. (This Diploma
Advanced double award (six AS and six A2 units). was previously offered by OCEAC.) The Diploma course was
concerned with the development of a wide range of life skills,
The former Advanced GNVQ (which consisted of a minimum of
including key skills, and provided evidence in the form of a
12 units) was replaced by the AVCE Double Award.
certificate reporting skills attainment, together with a portfolio.
The AVCE Double Award was equivalent in size to two GCE The assessment was withdrawn in 2004.
A levels and would normally be taken over two years.
Students had the opportunity to supplement the AVCE Double
Award with additional units which were graded separately. These
were often in the same vocational subject area, or included
General National Vocational Complete portfolio units are assessed by means of the unit-
specific contextualised grading criteria. Assessors are guided in
Qualifications the use of the criteria by a new section in the units entitled
‘Essential Information for Teachers’, which suggests teaching
strategies, assessment strategies and resources, and includes
GNVQ
Key Skills signposting.
EXAMINATION TIMING:
level 1 = Foundation GNVQ, level 2 = Intermediate GNVQ.
January/June
BACKGROUND:
GNVQs were introduced as part of the National Qualifications
March/August
Framework for England, Wales and Northern Ireland in response
to the Government’s White Paper Education and Training for the GRADING SYSTEM:
21st Century (May 1991). The final grade is calculated using a points-based system.
Separate points are available for each unit, and these are
GNVQs are available at two levels and the following table provides aggregated to determine an overall grade for the qualification.
an equivalence with qualifications in the general category. Grades for Foundation and Intermediate GNVQ remain as Pass,
Merit and Distinction.
Intermediate 6 units 4 GCSEs (grades A*-C)
3 units 2 GCSEs (grades A*-C) QUALITY ASSURANCE:
For internal assessment, a standards moderation system
Foundation 6 units 4 GCSEs (grades D-G) designed to ensure that entry grades are in line with national
3 units 2 GCSEs (grades D-G) standards has replaced the external verification system.
Following the GNVQ Assessment Review (November 1995) Normally at least a third of the overall assessment is externally
and piloting during 1996/8, GNVQs were redesigned in all areas. set and marked by the awarding bodies.
The redesigned GNVQ has been available since September 2000.
VARIANTS:
The names of Foundation and Intermediate GNVQs remain
See also Advanced GNVQs and Part One GNVQs.
unchanged.
The broad aim of the redesign was to reduce the overall burden
of assessment while strengthening the external element and NCSC National Christian
making clearer what students need to learn as opposed to what Schools’ Certificate
is assessed. QUALIFICATION ABBREVIATION:
The achievement of a GNVQ is not dependent on achievement NCSC
of Key Skills. However, the development of Key Skills forms an BACKGROUND:
integral part of the redesigned qualifications. The revised Key The NCSC provides qualifications for pupils who use the
Skills are signposted in the vocational units to support Key Skills Accelerated Christian Education (ACE) programme. A relatively
achievement. Key Skills are separately certificated through the small number of pupils gain these qualifications annually, mainly
Key Skills qualifications. from small independent faith-based schools. A growing number
The Government has decided that Foundation and Intermediate of pupils educated at home have opted for the NCSC Certificate
six-unit GNVQs should be phased out, as successor qualifications programme. NCSC level 3 is recognised by many universities for
are identified. Candidates should no longer be able to register for undergraduate entry.
these qualifications although further details of when each GNVQ Since September 2004, the NCSC has been replaced by the
will be withdrawn can be found on the QCDA website, International Certificate of Christian Education (ICCE). The
www.qcda.org.uk/ curriculum content and standard have been enhanced by the
DATE OF FIRST TEACHING: addition of coursework The designation of certificates has
2000 changed (see separate ICCE entry). NCSC qualifications remain
valid in the UK.
1994
Six units PREREQUISITES:
A recommended minimum of two years on the full ACE
Each unit clearly sets out the learning the students must cover in programme.
order to produce the assessment evidence.
Assessment criteria are used to assess the students’ ability to NCSC level 1 = 16 units
apply their skills, knowledge and understanding in a vocational NCSC level 2 = 23 units
context. The assessment criteria are written for each unit, NCSC level 3 = 30 units
replacing the separate generic grading criteria. Units, including NCSC Honours Certificate = 35 units.
the assessment criteria, are written for, and addressed directly to,
the students. ASSESSMENT METHOD:
By unit tests, essays and externally moderated assessments
ASSESSMENT METHOD: (80% internal, 20% external).
Assessment is through a combination of internal and external
requirements: namely continuously assessed portfolios and short EXAMINATION TIMING:
test papers. The exact nature of external assessment varies Throughout the year
depending on the subject area, level and unit content.
DATE OF RESULT PUBLICATION: choice. Several projects have shown that where such a structure
Throughout the year is in place, applicants can enhance the quality of their applications.
GRADING SYSTEM: The Centre for Recording Achievement, a national cross-sector
A 100%–96% network organisation, works to encourage the use of records of
B 95%–92% achievement within the HE applications process, and to support
C 91%–88% tutors and applicants in making effective use of the recording and
D 87%–84% planning experience and documentation in all applications. The
E 83%–80% following ways in which engagement in Progress File practice can
Fail below 80% support an application to HE have been identified.
QUALITY ASSURANCE: g Providing a basis for the construction of the personal
All unit tests are moderated by external moderators. Schools are
statement.
vetted by an annual assessment visit. Home educated pupils g A source of additional material to support applications sent
receive home visits and are required to submit all tests annually.
to particular institutions.
PROGRESSION/ARTICULATION: g A direct source of evidence that may be valuable in
Pupils complete all levels of the certification programme over a considering applicants in Clearing.
period of approximately five years. Pupils must complete the g A document for collection and display of evidence
lower certificates before proceeding to the next. accumulated in compact arrangements, local progression
records or within the new Partnership for Progression initiative.
Progress File At Clearing, Progress File may enable individuals to offer
ENGLAND additional, clear and up-to-date information to institutions to
Progress File – a set of interactive materials designed to support assist decision-making at a critical time. Admission tutors may
learners’ goal-setting, learning and study skills, progress request a summary copy (not the original) of information from the
monitoring and recording of achievements – has been used by Progress File directly from the applicant.
many schools and colleges since becoming nationally available in
Interest in recording achievement has not been confined to
April 2002. These materials, supplied free of charge by the
schools and FE. Over the last 10 years, a large number of HEIs
Department for Education & Skills, addressed a range of 14-19
have developed a range of practices under names like Personal
and Skills White Paper policy objectives – for the development of
and Academic Records, Personal Profiles or Learning Logs.
independent learners, able to manage their own development and
to make successful transitions between age phases, institutions During 1999/2000, the QAA, CVCP (now Universities UK) and
and into work. SCOP (now GuildHE) worked together to consult on the most
appropriate means of taking forward the recommendations of the
The DfES ceased to make Progress File materials available in
Dearing Enquiry into HE that all institutions should develop a
April 2006 as the principles and processes that underpin
Progress File (incorporating a Personal Development Record based
Progress File are now well-established and have been adopted in
on a process of Personal Development Planning). A policy
an increasing range of other products and services. Users are
statement was produced in May 2000. This set a target for the
encouraged to continue applying those principles and processes
implementation of Personal Development Planning across the HE
to their own circumstances, making use of other tools and
sector as a whole by 2005/6. This was confirmed in the HE
solutions as appropriate. To help in this transition, the DfES
Strategy Paper, The Future of Higher Education. From September
waived all copyright in its Progress File materials – so that they
2005, the Centre for Recording Achievement is supporting the
can be copied and adapted for local use.
Higher Education Academy in the implementation of Personal
The Centre for Recording Achievement, has provided the Development Planning in the HE sector.
following additional information. WALES
“Progress File can help individuals record both academic and In Wales, the Assembly has provided funding for Careers Wales
non-academic achievements and select those most relevant to Online (CWO), which is targeted at both young people and adults
their needs. The activities of reviewing and target setting are in Wales, whether in or out of formal education. Its primary aims
central to Progress File, which also provides detailed guidance for are to help people to initiate their lifelong learning and career
users to help develop these skills. It also provides a context within development process, and then to provide support for that process.
which Individual Learning Plans can focus on future educational The main portal is a gateway to dedicated pages for different
and/or vocational targets being devised and implemented. Links target groups: up to 16, 16-19, 19+, professionals and employers.
can also be made with approaches to teaching and learning CWO contains an ‘e-progress file’ that highlights both process
being developed with vocationally related qualifications.” and product benefits: (as) ‘a process that helps you take more
Use in the admissions process control of your learning, your personal development and your
Many institutions recognise the value in helping individuals plans for the future. It's about making improvements, seizing
develop the skills of reflection, recording and action planning. opportunities and achieving more (which) enables you to:
These not only help to build crucial personal organisational and g save all your information in one place and update it
self-management skills, but enable them to take ownership of whenever you want
their own development and apply their skills and achievements to g identify and value your skills and qualities, recognise your
a wide range of situations. Progress File can be used in a wide achievements and use that information to make better
range of contexts and can provide useful information for the HE choices for the future
admissions process. Progress File is also designed to help g keep an up-to-date online record of all your plans, documents
individuals link their achievements to key skills. and information that you can share with other people.’
A good recording achievement structure supports the development For more information see www.careerswales.com/
of students’ forward plans and can help motivation and improve
SCOTLAND Executive confirmed support for ‘the development of personal

Within Scotland, parallel developments are in train. For example, learning planning to reflect best practice, taking full account of
‘Assessment is for Learning’ funding has been directed to every evaluations and concerns about manageability and workload, as a
local authority in Scotland to focus on three main strands, way of encouraging pupils to take a fuller part in managing and
including formative assessment and personal learning planning. evaluating their own learning’ (at www.scotland.gov.uk/).
Progress Files are available in an editable web-enabled version at
NORTHERN IRELAND
www.ltscotland.org.uk/ and the Scottish Qualifications Authority
For further information on Progress File and the NRA in Northern
(SQA) has developed a module on personal development planning
Ireland, contact Department of Education, Northern Ireland (DENI),
at HNC/HND level which was launched in June 2004. Most
or CCEA – see Appendix A for details.
recently (January 2006), in response to the Consultation on
‘Assessment, Testing and Reporting 3–14’ (2003), the Scottish
Other Entry Routes To Higher Education
Other entry routes to higher education
Accreditation of Prior Learning (APL) Some HEIs offer taught or online modules to facilitate the APL
process described above.
APL is the overall term widely used for the recognition of, and
Learners wishing to take advantage of APL may do so on the
award of, academic credit on the basis of demonstrated learning
basis of many forms of learning:
that has occurred at some time in the past. This learning may
have come about as the result of a course, or self-directed study, g experiential learning acquired in paid work
or as the result of experience either at work or in leisure pursuits. g experiential learning acquired in unpaid or voluntary work
It is used in FE, adult education and HE for the purpose of: g experiential learning acquired from leisure activities
g uncertificated learning from self-directed study
g entry into a course or programme
g certificated learning from abroad
g advanced standing on a course or programme
g certificated learning from other UK educational institutions
g credit against some of the outcomes of a course or
g certificated work-based learning.
programme that will count towards an award.
Within the sphere of further and adult education, learners may
Prior learning capable of assessment and accreditation may take
use their prior learning for:
the form of:
g entry into vocational programmes
g uncertificated or experiential learning (APEL or Accreditation
g entry with advanced standing onto some longer courses (for
of Prior Experiential Learning)
example, direct entry into the second year of HE programmes
g certificated learning (which is the form of prior learning most
delivered in an FE college, such as a foundation degree,
usually identified as APL, and also called APCL, or
HND, etc)
Accreditation of Prior Certificated Learning. It can also be
g credit towards academic, vocational, occupational and
termed RPL, or Recognition of Prior, or Previous, Learning).
competence-based qualifications
The main underpinning principle of APL is that credit is given for g entry into Access to Higher Education provision.
evidence of learning, not for experience alone. The resulting
credit is notionally of the same value within an award as that Within HE, prior learning may be used, upon assessment by the
gained through a taught programme. Arrangements for APL will receiving institution, for:
vary from institution to institution. Full details of the process will g entry into the institution
be found within institutions’ own guidelines, regulations and g direct entry into a second or subsequent year of a
quality assurance frameworks. programme
g advanced standing with credit towards a target award (for
Learners wishing to use APL to access HE will need to: example, the award of credit against specified modules
g identify a potential programme/award within a programme, which do not necessarily amount to the
g match previous learning against the requirements stipulated equivalent of a whole year).
by the institution
g provide evidence of that learning – either in writing or some
other tangible form, and/or through an interview. Credit for Higher and Further
The institution, meanwhile, will need to:
Education Qualifications
WHAT IS CREDIT?
g ensure that the background information about the course is Credit is a tool for assessing and expressing learning
accurate and clearly expressed so that it is possible for achievement and equivalence. It plays an important role in
applicants to see how they might match prior learning to rewarding the incremental progress of learners, facilitating
its outcome1 student transfer and recognising prior learning, and it contributes
g have people available who can advise candidates in the to the definition of academic standards. The QAA document
process of identifying prior learning and submitting evidence ‘Academic Credit in Higher Education in England’, written to
g provide assessors who can quantify the demonstrated accompany the Burgess proposals for a national credit framework
learning within the context of the programme/award that the in England, should be used as a reference for further
candidate is seeking to access understanding of the definitions and issues discussed here.The
g satisfy itself that the evidence offered by the applicant is fundamental principle is that credit is awarded only for evidence
sufficient, authentic, current and valid in relation to the of learning achievement. Two parameters are used to reflect the
relevant learning outcomes, taking into account the level and learning achievement: credit value and credit level.
volume of credit sought.
CREDIT VALUE
If both sets of actions are successfully implemented, it is then The first parameter, credit value, is the number of credits which
possible for individual learners to negotiate the ‘terms and represents the amount of learning needed to achieve a set of
conditions’ that will enable them to study for the rest of the learning outcomes. The number of credits is derived from an
award against which their prior learning has already been estimate of the notional learning time involved. This is defined as
recognised. the total amount of time which, on average, it is expected that a
learner will undertake to achieve a set of designated learning
1
The Final Report of the Burgess Group on credit in England (2006) proposed that,
“by the start of the academic year 2009/10, English HEIs should have credit-rated
their main provision and thereafter include the credit value in a published
description of each of the programmes they offer”.
outcomes. Generally, in UK-based HEIs, the credit to learning time THE AWARD OF CREDIT
ratio is normally 1 credit: 10 notional hours of study. In the FE Credit is awarded for the assessed achievement of learning
and adult learning sectors, Access to HE courses, validated by outcomes. These are statements of what the student will know,
QAA-licensed regional Authorised Validating Agencies (AVAs), understand or be able to do, on successful completion of the
operate on the same basis of 1 credit: 10 hours. Credit using this learning experience. Each module (HE) or unit of assessment (FE)
tariff is also awarded by the National Open College Network has a coherent set of formally identified learning outcomes.
(NOCN) and its regional Open College Networks (OCNs), generally Normally, in order to earn credit for the module, the student
licensed by QAA. Before August 2005 a tariff of 1 credit: 30 should satisfy the assessment criteria for all (or, in HE, the
notional hours was used in this sector. majority) of the designated learning outcomes for the module or
unit. The module/unit is the smallest entity for which credit may
CREDIT LEVEL
be awarded. The number of credits awarded for successful
The second parameter is the credit level, which is an indicator of completion of the module is the credit value of the module. The
the relative academic demand on the learner in undertaking the credit value therefore defines the nominal size of the module and
study. Successively higher levels reflect increasing demand on reflects the estimated notional learning hours. Thus all units,
the learner in terms of complexity, intellectual rigour and modules, programmes and qualifications can be specified in
autonomy of learning. terms of a credit value and credit level(s).
Credit levels are related to but are different from qualification CREDITS AND QUALIFICATIONS
levels, which indicate the principal outcomes that a student The Qualifications and Credit Framework (QCF) is a new
should be able to demonstrate following completion of awards at framework for recognising and accrediting qualifications in
the designated level. The credit levels are placed within a series England, Wales and Northern Ireland. The framework is at the
of levels based upon upward progression. The following outline heart of a major reform of the vocational qualifications system
level descriptors are becoming increasingly widely used. designed to make the whole system simpler to understand and
g Entry: Employ recall and demonstrate elementary use and more inclusive. The intention is to make both the system
comprehension in a narrow range of areas. and the qualifications offered far more relevant to the needs of
g Level 1: Employ a narrow range of applied knowledge, skills employers and more flexible and accessible for learners.
and basic comprehension within a limited range of
QCDA is working with employers to strengthen their role in
predictable and structured contexts.
education and training through the development of the Employer
g Level 2: Apply knowledge with underpinning comprehension
Recognition Programme (ERP). Employers can get their high
in a number of areas and employ a range of skills within a
quality in-house training nationally accredited on the
number of contexts, some of which may be routine.
Qualifications and Credit Framework (QCF) through the ERP. The
g Level 3: Apply knowledge and skills in a range of complex QCF awards credit for qualifications and units (small steps of
activities demonstrating comprehension of relevant theories. learning) and enables people to gain qualifications at their own
Access and analyse information independently and make pace along flexible routes. Following two years of tests and trials
reasoned judgements, selecting from a wide choice of the QCF has now been approved for implementation.
procedures in familiar and unfamiliar contexts.
g Level 4: Develop a rigorous approach to the acquisition of a Learners may achieve credit-based or other programmes that
broad knowledge base. Employ a range of specialised skills constitute acceptable evidence of their readiness to commence
and evaluate information using it to plan and develop an HE programme, or evidence of supplementary achievement in
investigative strategies. Determine solutions to unpredictable addition to their main qualification. Access to HE, and OCN,
problems. credits are recorded on transcripts/certificates provided by the
g Level 5: Generate ideas through the analysis of concepts at AVA, and by NOCN.
an abstract level with a command of specialised skills and the
formulation of responses to well-defined and abstract problems. The following table offers some guidance as to the equivalences
g Level 6: Critically review, consolidate and extend a between levels and qualifications at FE levels.
systematic and coherent body of knowledge. Critically QCDA Level 3 NVQ 3 AVCE GCE A level
evaluate new concepts and evidence from a range of QCDA Level 2 NVQ 2 Intermediate GNVQ GCSE A*-C
sources. Transfer and apply diagnostic and creative skills and QCDA Level 1 NVQ 1 Foundation GNVQ GCSE D-G
exercise significant judgement in a range of situations. QCDA Entry level
g Level 7: Display mastery of a complex and specialised area
of knowledge and skills, employing advanced skills to conduct It is important to remember that not all UK HEIs use credit
research or advanced technical or professional activity. systems. The table below, however, sets out the recommended
g Level 8: Make a significant and original contribution to a minimum credit values of undergraduate and associated
specialised field of enquiry demonstrating a command of qualifications offered by institutions in England, Wales and
methodological issues and engaging in critical dialogue Northern Ireland. The second column indicates the qualification
with peers. level for each qualification.
This series of nine levels spans the FE/HE sectors in England, FURTHER INFORMATION
Wales and Northern Ireland (see table in National Qualifications More information on the Qualifications and Credit Framework is
Framework section). Courses leading to the award of the bachelor awailable at www.qcda.gov.uk/8150.aspx
degree with honours normally start at level 4 and culminate at
level 6. NOCN uses an equivalent set of descriptors for Entry level
and levels 1 to 3, with some regional OCNs using levels 4 and 5.
QUALIFICATION HEQF MINIMUM OVERALL RANGE OF LEVELS/ MAXIMUM CREDITS AT

QUALIFICATION CREDITS NUMBER OF CREDITS LOWEST LEVEL
LEVEL AT HIGHEST LEVEL
Honours degree H (3) 360 credits Levels (3), 4, 5, 6 30 credits at Level 3
min 90 credits at Level 6
Ordinary degree I (2) 300 credits Levels (3), 4, 5, 6 30 credits at Level 3
Foundation degree I (2) 240 credits Levels (3), 4, 5 30 credits at Level 3
Diploma HE I (2) 240 credits Levels (3), 4, 5 30 credits at Level 3
HND I (2) 240 credits Levels (3), 4, 5 30 credits at Level 3
HNC C (1) 150 credits Levels (3), 4, 5 30 credits at Level 3
Certificate HE C (1) 120 credits Levels (3), 4 30 credits at Level 3
The Open University Tutorials give opportunities to meet a tutor and other students.
Once students are familiar with OU teaching methods and
The Open University (OU) is the world’s leading open and distance develop their learning skills, they should be very well prepared for
teaching university. Established by Royal Charter in 1969, it has further degree-level study, whatever their educational
become Britain’s largest HE institution and has an excellent background.
research programme. In 2005, 2006 and 2007 the university
was ranked top for student satisfaction in the National Student The OU has paid special attention to its level 4 (HE level 1)
Survey. courses to make sure that they are accessible to a wide variety of
entrants, whether they already have knowledge of the subject
The Open University began teaching undergraduates in 1971. In area or not. The credit points acquired contribute towards the
its first year, the OU had 20,000 students: by 2005 there were degree. Level 4 (HE level 1) courses are not preparatory to
more than 200,000. It offers a wide range of undergraduate and degree-level study, they are part of it. Some courses at level 4
postgraduate certificates, diplomas and degrees. Most (HE level 1) offer a certificate if completed successfully.
qualifications are made up by combining free-standing courses.
Most undergraduate courses start in February and run
OU students study part-time from home, work or wherever they continuously for about nine months, with an examination (if the
choose. They have a personal tutor to answer questions and course has one) in October. Other undergraduate courses have
provide study support, including feedback and assessment of different start dates, mainly in May and November.
regular pieces of written work. Many courses also include
optional group tutorials, usually on weekday evenings or What is included in an individual course depends largely on the
Saturdays. All students are e-connected in one of the largest subject and on how it is taught. Most courses provide several of
online academic communities in the world. the following:
g specially written textbooks or workbooks
There are two main routes to an undergraduate degree. Students g other printed materials such as illustrations, scores, maps,
can choose from the full range of undergraduate courses to
statistical tables, software guides
obtain a BA or BSc tailored to meet their own requirements.
g equipment lent out for practical work – particularly for
Alternatively, they can choose from more than 50 honours
degrees in different named subjects, including computing, science and technology courses
humanities, the natural sciences, psychology and social sciences.
g audio and video recordings
Students need a minimum of 300 credit points for a degree
g CD-ROMs and computer software
without honours and 360 points for a degree with honours. Most
g computer conferencing and course websites.
students do no more than 60 points’ worth of courses a year and In most OU courses, academic performance is measured by
take at least six years to complete their degrees. Some, however, continuous assessment and written examinations or examined
study at 120 points a year, which is the equivalent of full-time. project work. Continuous assessment measures performance in
There are no selection procedures and no entry requirements for assignments throughout the course; these may be pieces of
most undergraduate-level courses and qualifications. Most written work marked by the tutor, or multiple-choice questions
students find it sensible to start with either a short Openings marked by computer. Marks are combined with those awarded
course or a level 4 (HE level 1) course. The Openings programme for any examined or project work at the end of the course to
of introductory courses has been specially designed to give calculate a student’s final result. Assessment in the OU is closely
students a chance to ‘test the water’ with a short 10-credit-point linked to teaching. As well as marking assignments, tutors will
course, before committing themselves to full undergraduate study comment on them, pointing students in new directions,
at HE level 1. They have four start dates a year – March, May, elaborating on points of difficulty or contention and giving a
July and September – and each course lasts up to 20 weeks. general sense of progress.
In 2006 the Open University became the first UK university to
As well as introducing particular subject areas, the 30- or 60-
offer learning materials free of charge under a creative common
point level 4 (HE level 1) courses develop the skills necessary to
licence. These can be accessed at www.open.ac.uk/openlearn.
progress to higher levels. They provide extra support, such as
These learning materials cannot be counted for an award,
more frequent optional tutorials, to help students to get used to
however.
the OU way of studying as quickly and efficiently as possible.
The OU has a Young Applicants in Schools Scheme which gives on the course taken. The OU is introducing an increasing number
specially selected students in Year 12/13 the chance to take of short courses that are also being offered to young students
certain level 1 courses, either to extend beyond their AS level and which count for 10 credit points.
studies or to add breadth. The scheme relates to a number of
Some students want to use OU course credit to enter first degree
Government agendas, including provision for gifted and talented
programmes at other institutions, and perhaps to gain exemption
students through the National Academy for Gifted and Talented
from part of the programme. Decisions about admission and
Youth. The young students are treated in the same way as any
exemption are always made by the other institution. The decision
other OU student. As well as undertaking the academic
will depend on the availability of places, the appropriateness of
challenges, they have acquired learning skills, studying alongside
the OU courses taken, and perhaps the level of pass obtained.
adults and studying independently, while maintaining their
Many universities have signed agreements with the OU,
motivation over a period of up to nine months. The scheme is
confirming that they will take account of OU credit. In practice,
being extended throughout the UK, and it is likely that more
almost all HEIs will consider applicants with OU credit, even if
schools will be registering small numbers of their students with
there is no formal agreement.
the OU. The majority of students have chosen a level 4 (HE
level 1) course that gives them 30 or 60 credit points, depending
Wales
The Learning Country: Learning Pathways 14-19 Action Plan The six key elements for transforming 14-19 education in Wales
was completed in spring 2003 and set out the Welsh Assembly are:
Government’s proposals for ensuring a coherent and flexible g individual learning pathways to meet the needs of each
curriculum for all young people from 14 to 19 in Wales. In learner
September 2004, Learning Pathways 14-19 Guidance was g wider choice and flexibility of programmes and ways of
published and provides detailed guidance about delivery of the
learning
various elements of provision. This will continue as Learning g a learning core, which runs from 14 through to 19 wherever
Pathways 14-19 is rolled out.
young people are learning
Learning Pathways 14-19 is a commitment to the transformation g learning coach support
of learning provision for all young people in Wales. Learning g access to personal support
Pathways 14-19 addresses the need for a more flexible and g impartial careers advice and guidance.
balanced approach to the education of 14-19-year-olds,
There will be a progressive roll-out of entitlement to learning
providing a wider range of experiences that will suit the diverse
pathways. Developments will also reflect lessons learnt from the
needs of Wales’ young people. The aim is to raise expectations
Welsh Baccalaureate Qualification (WBQ) pilots and the
and to work towards the aspirational target of ‘95 per cent of
development of the Credit and Qualifications Framework for
young people by the age of 25 to be ready for high skilled
Wales (CQFW).
employment or higher education by 2015’.
The Department for Children, Education, Lifelong Learning and
Skills (DCELLS) in Wales is working with Ofqual in England and
CCEA in Northern Ireland on common qualifications development.
Northern Ireland
The Northern Ireland Council for the Curriculum, Examinations aspirations. An important aspect of provision will be, therefore,
and Assessment (CCEA) has completed a review of the statutory the availability of informed career guidance for all young people
curriculum for pupils aged 4-16 years and is currently in the throughout the 14-19 phase.
process of implementing the revised curriculum. The revised
curriculum focuses on the development of young people as One of the most significant outcomes of the curriculum review is
individuals, members of society and contributors to the economy the removal of the statutory requirement for all pupils to study
and the environment. The result is a curriculum that encourages English, mathematics and science at Key Stage 4 (age 14-16)
pupils to engage more fully in their own learning and that equips and to replace them with a range of statutory minimum learning
them with the skills and capabilities vital for success in a rapidly opportunities related to communication, using mathematics,
changing world. The profile of skills has been raised through the learning for life and work, physical and religious education.
development of a thinking skills and personal capabilities GCE qualifications entitled English or mathematics taken by
framework, which includes: managing information; thinking, pupils in Northern Ireland will be required to include learning
problem solving, decision making; being creative; working with opportunities in line with the statutory requirements for such
others and self-management. At Key Stage 3 an additional area courses. This will be consistent with the inclusion of Functional
of learning entitled learning for life and work (LLW) has been skills in GCSE English, mathematics and ICT. CCEA has also
developed to include personal development, home economics, developed a GCSE in learning for life and work, which builds
citizenship and employability. At Key Stage 4 LLW comprises upon statutory requirements related to personal development,
personal development, citizenship and employability. This area is citizenship and employability.
a statutory entitlement for all young people during the years of
compulsory schooling. In addition, schools must provide opportunities for breadth and
balance by enabling their pupils to access courses and
Since Key Stage 4 is the final period of compulsory education for qualifications related to the following learning areas:
all young people, CCEA considers it imperative that statutory
requirements and provision should maximise motivation, g The arts
participation and inclusion by offering a sufficient degree of g Environment and society
choice and challenge for all students, whatever their ability. To g Modern languages
this end, new applied GCSE qualifications have been developed. g Science and technology.
These include subjects such as hospitality, journalism, Continuity and progression within the 14-19 phase will continue
construction, financial services and engineering. to be available through a range of GCE courses, including a GCE
in learning for life and work, which builds on the GCSE of the
CCEA would wish to ensure that, during Key Stage 4, students same name. At the same time, the original objectives of
keep their post-16 options open by pursuing a broad and Curriculum 2000, outlined in this document, will continue to be
balanced curriculum suitable for their individual needs and an important issue for schools and colleges in Northern Ireland.
Qualifications in
Scotland
Introduction
GUIDE FOR ADMISSIONS STAFF qualifications easier to understand by making it clearer how
This section is intended to give admissions tutors and other staff qualifications relate to one another and helping to clarify the
with responsibility for admissions to Higher Education Institutions various progression and credit transfer routes, including entry to
(HEIs) an overview of Scottish qualifications, particularly those HE.
that may be presented to them by applicants. This overview
includes the National Qualifications (introduced in Scotland from The general topics covered are as follows.
1999) and phased out predecessor qualifications. The Scottish Credit and Qualifications below and page 135
Framework
This section also provides a background to entry to higher
Awarding and accrediting body – Scottish page 136
education (HE) in Scotland, including relevant information on the
Qualifications Authority
Scottish education system and recent developments. Of particular
Current Scottish qualifications pages 136
importance is the Scottish Credit and Qualifications Framework Phased out qualifications page 147
(SCQF), which brings all mainstream Scottish qualifications, from Certificates and other supporting evidence pages 148
Scottish Qualifications Authority (SQA) Access 1 to HE Doctorate, likely to be offered by applicants
into a single framework of 12 levels, and describes them in terms Routes into Higher Education in Scotland pages 149
of their level and general credit value. The SCQF complements Contact details Appendix A
the Scottish Government’s strategy for promoting lifelong
learning. It is intended to make the overall system of Scottish
The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework (SCQF) has related to years of study. In fact, in many programmes, students
been created by bringing together all mainstream Scottish are likely to undertake courses at different levels in the
qualifications into a single unified framework – HE qualifications, framework and, in the course of a lifetime of learning, individuals
including HNCs and HNDs, National Qualifications, such as will often move from a higher to a lower level qualification as they
Highers and Advanced Highers, and SVQs. The framework has 12 take on new learning and acquire new skills. In some
levels covering a range of qualifications from Access 1 (National circumstances, all or most of the study undertaken in a year will
Qualification) to HE Doctorate. be at one level and progression will be from level to level.
The aims and benefits of the SCQF include: All qualifications awarded by Scottish degree-awarding
g increasing understanding of the qualifications system institutions and those awarded or accredited by SQA are being
g showing the relationship of qualifications to one another placed on the levels of the SCQF. Smaller components of
g assisting learners to plan their progress from one qualifications (such as SQA units or university modules) are also
qualification to the next allocated to levels. Larger qualifications that are made up of a
g facilitating transfers of relevant credit gained from one number of components (for example, group awards and degrees)
qualification towards another qualification are allocated a final or exit level, but will often be composed of
g helping employers plan training for employees components at a number of different levels.
g establishing links with other framework developments
SCQF credit points are used to quantify learning, to show clearly
across the UK and also in Europe to facilitate cross-border
how large a qualification is. All required learning to achieve the
credit transfer.
learning outcomes is taken into consideration. The SCQF works
The SCQF builds on and replaces the Scottish Credit on the basis that each point is awarded for every notional 10
Accumulation and Transfer system (SCOTCAT). The underlying hours of learning, which includes both programmed and
principle to the SCQF is that learning, defined by learning independent study. Each qualification in the framework has been
outcomes that have been or could be assessed and externally allocated a number of general SCQF points, based on the total
quality-assured, should be able to be credit-rated. Building on credit value of the component parts of the qualification. (SCQF
this principle, the SCQF provides the context in Scotland through points should not be confused with UCAS Tariff points, which may
which the transfer of appropriate specific credit can take place be used by some HEIs when making offers – see Note at the end
within and between HEIs and between FE colleges and HEIs. of this section.)
The table shows examples of qualifications across the 12 levels SCQF credit points and levels are used in programme design,
ranging from Access 1 (National Qualification) to HE Doctorate. setting entrance requirements and as a basis for credit transfer.
Increased demand at each level is set by factors such as This approach facilitates broad comparability of achievement and
complexity and depth of knowledge, links to associated should make it easier for HEIs to award specific credit for direct
academic, vocational or professional practice, and degree of entry to the programme or for entry into the later stages of first
autonomy exercised by the learner. SCQF levels are not directly or subsequent years.
The Scottish Credit and Qualifications Framework
The SCQF was developed and is being established jointly by JAC membership:
the organisations in Scotland that have prime responsibility for g Association of Directors of Education (ADES)
qualifications: QAA, Universities Scotland, SQA and the Scottish g Association of Scotland’s Colleges (ASC)
government. These Development Partners were joined by the g Careers Scotland
Association of Scotland’s Colleges in 2006. In 2000, a Joint g Chartered Institute of Bankers in Scotland (CIOBS)
Advisory Committee (JAC) made up of representatives of the g Communities Scotland
main providers, funders and users of Scottish qualifications, was g Confederation of British Industry Scotland (CBI Scotland)
established to help take forward the Framework. A National g Convention of Scottish Local Authorities (COSLA)
Implementation Plan was developed in 2003, and an g Headteachers’ Association of Scotland (HAS)
Implementation Group was established to carry out the g Highlands and Islands Enterprise (HIE)
associated activities. The implementation period ended in March g Her Majesty’s Inspectorate of Education (HMIE)
2006 and the National Implementation Plan can be found
g Learndirect Scotland
archived on the SCQF website.
g National Union of Students Scotland (NUS Scotland)
Contact information for the SCQF is given in Appendix A. g Scottish Advisory Committee on Credit and Access (SACCA)
Admissions tutors will find Introduction to the SCQF and National g Scottish Enterprise (SE)
Plan for Implementation of the Framework useful resources g Scottish Further and Higher Education Funding Council (SFC)
(www.scqf.org.uk). The website also gives up-to-date information g Sector Skills Alliance Scotland (SSAScot)
on the SCQF. g Scottish Trades Unions Congress (STUC).
THE SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK
Qualifications of Scottish
SCQF SQA Higher Education Vocational
Levels Qualifications Institutions Qualifications
Professional
12 Doctorates
Development Awards
Awards Masters
Professional
11 Development Awards Post Graduate Diploma SVQ5
Post Graduate Certificate
wards
Professional Honours Degree
10 Development Awards Graduate Diploma
Professional Ordinary Degree

9 Development Awards Graduate Certificate SVQ 4
Professional Diploma of
8 Higher National Diploma Development Awards Higher Education SVQ 4
Professional Certificate of
7 Advanced Higher Higher National Certificate Development Awards Higher Education SVQ 3
Professional
6 Higher National Certificates Development Awards SVQ 3
National Progression Awards
5 Intermediate 2 National Certificates National Progression Awards SVQ 2

General Standard Grade
Intermediate 1
4 National Certificates National Progression Awards SVQ 1
General Standard Grade
Access 3
3 Foundation Standard Grade National Certificates National Progression Awards
2 Access 2 National Certificates National Progression Awards
1 Access 1
Note
g The UCAS Tariff for awarding points to qualifications for the g The SCQF is intended to show the relative size and level of
purposes of entry to HE includes a tariff for Scottish qualifications in the Scottish education and training system in
qualifications, which is linked to the SCQF. a way that allows a wide range of users to understand the
g The UCAS Tariff is intended to report learner achievements in system better, and to track progression routes through the
a way that allows admissions tutors to make balanced system. It is also intended to provide a nationally agreed
judgements in selecting for courses. The UCAS Scottish Tariff basis upon which credit and exemption (including advanced
covers core skills at Levels 5 and 6 and National Courses at standing) can be negotiated. It covers all levels and all types
Levels 5, 6 and 7 – ie Intermediate 2, Higher and Advanced of qualification and is not designed to take account of grades
Higher. It also covers Credit Level Standard Grade. The Tariff or allow points to be aggregated across levels.
gives points to grades of achievement at these levels and is
intended to allow points scored at different levels to be
aggregated into a single score. It was introduced in 2002.
For detailed information on the UCAS Tariff, see Appendix B.
Awarding and Accrediting Body – Scottish Qualifications Authority
SQA was formed on 1 April 1997 and replaced both SEB and (including HE) on aspects of its qualifications system, and will
SCOTVEC. It is now the single body responsible for Scottish continue to liaise closely with QCDA, and other bodies, on general
qualifications, apart from degrees and professional qualifications. education and training issues relating to mutual recognition and
It is also responsible for the accreditation of SVQs, other parity of esteem for qualifications across the UK.
qualifications based on National Occupational Standards and
qualifications which may be specified by Industry Regulatory SQA has a customer contact centre to deal with enquiries from
Bodies such as the Security Industry; and for providing advice as tutors and potential applicants about new and old qualifications
required to the Scottish Government on Scottish qualifications, and how they relate to one another. Contact details are
and on the education, training and assessment that contribute to given below.
qualifications. Scottish Qualifications Authority
SQA qualifications are designed to increase participation rates at The Optima Building
all levels of post-S2 (corresponding to Year 9 in England ) 58 Robertson Street
education, including HE, and to encourage lifelong learning. The Glasgow G2 8DQ
National Qualifications introduced in 1999 were benchmarked on Tel: 0845 279 1000
predecessor qualifications (for example, Higher against SCE Fax: 0845 213 5000
Higher, Advanced Higher against CSYS) to maintain standards Email: customer@sqa.org.uk
vigorously. SQA regularly consults its centres and stakeholders www.sqa.org.uk
Current Scottish Qualifications

This section covers the National Qualifications introduced in 1999 Some schools have started to use National Courses for
and all other SQA qualifications. candidates in S3 and S4 in place of Standard Grades. This allows
candidates to simply progress to the next level of National Course
The information in this section is complemented by information in S5 and S6 as appropriate.
published on the SQA website. You can also contact the
Customer Contact Centre (see above). The level of demand involved in the new National Qualifications
was benchmarked against that of a range of predecessor
NATIONAL QUALIFICATIONS INTRODUCED IN 1999
qualifications and Standard Grade. SQA maintains an archive of
See alphabetical qualifications listing.
marked candidate assessment material, which is used to monitor
The system of National Qualifications introduced in 1999 brought the stability of standards over time. SQA also applies a system of
together into a single curriculum, assessment and certification national ratings, which monitors performance between subjects
system, subjects traditionally regarded as academic or general and ensures that all subjects at the same level are broadly
education and those perceived to be more vocational and work- comparable in demand.
related. These National Qualifications are based on National Units
For National Courses with grades at Advanced Higher, Higher,
and National Courses. National Courses, for example, Highers and
Intermediate 1 and Intermediate 2, there are four grades of
Advanced Highers, are normally made up of three National Units
award: A, B, C and D. Full information about the award scales for
plus an external assessment. National Certificates, introduced in
National Courses at all levels, including Highers and Advanced
2007, may be made up of National Courses, National Units and
Highers, is outlined below.
Core Skills, which fit together to make a balanced and coherent
programme of study. As part of a phased programme, these new
qualifications replaced SCE Highers, CSYS, GSVQs and some
other group awards. National Courses (SCQF levels 4
Levels and Standards to 7)
National Qualifications are designed to let candidates study at the
level that offers the appropriate challenge. There are seven levels National Courses are made up of National Units, usually in a
– Access 1, Access 2, Access 3, Intermediate 1, Intermediate 2, group of three 40-hour Units per Course, plus an external
Higher and Advanced Higher – although not all subjects are assessment. Note: There is no external assessment in the new
available at the full range of levels. Skills for Work National Courses or the new Personal
Development Courses. The number of Units will vary if 20- or 80-
The seven levels offer all candidates increased opportunities for hour Units are used in a Course. An additional time allocation of
progression. Standard Grades are normally completed by 40 hours is recommended to allow students to integrate learning
candidates during S3 and S4 and National Courses were across the Course and to prepare for the external assessment.
originally intended for candidates in S5 and S6 to provide Thus the timetabling recommended for each Course is 160
appropriate progression routes from the different levels of hours. Courses are tariffed and credit-rated accordingly. All
Standard Grade. Thus, for example, a candidate attaining Courses are the same length whatever the level. The Units of a
Standard Grade at Credit could still progress directly to a Higher Course are related to the learning requirements of a coherent
Course in the same subject in the S5. However, a candidate who programme of study in a given subject area.
had attained a Standard Grade at General could move to an
Intermediate 2 Course in S5 (see also SCQF diagram) and, finally, The external assessment is usually a written examination or
the Higher Course in the same subject in S6. (Years 10–13 in sometimes a project, product or performance, or a combination
England correspond to S3–S6 in Scotland). of these. The purpose of this external assessment is to test that
knowledge and skills learned have been retained and can be assessments. Unit internal assessments are also subject to SQA’s
integrated and contextualised by the candidate. The external external verification system. Candidates are awarded a pass in a
assessment also helps to assure end users of the qualifications Unit when they have achieved all of the Unit outcomes. National
that standards are being rigorously maintained. Units are not graded.
Grade Band Range of Standardised Marks
A 1 85–100
A
B
2
3
70–84
65–69
Core Skills
B 4 60–64 The National Qualifications system supports the development of
C 5 55–59 the broad, generic, transferable skills (Core Skills) valued in FE
C 6 50–54
and HE, employment and personal and social life.
D 7 45–49
– 8 40–44 fail The five Core Skills are Communication, Numeracy, Information
– 9 Fewer than 40 fail and Communication Technology, Problem Solving and Working
with Others. These are available at SCQF 2–6 (Access 2/3,
Reporting: Intermediate 1/2 and Higher levels).
g Grades A, B, C, D reported to candidates Core skills are both embedded in programmes and covered by
g Band reported to centre. separate Units. They are recorded on the Scottish Qualification
Certificate (SQC) as a profile.
Note
Grade D was implemented from August 2004. Prior to this date, QUALIFICATIONS WHICH CONTINUE ALONG WITH THE
candidates who obtained Band 7 in a National Course external NATIONAL QUALIFICATIONS INTRODUCED IN 1999
assessment were awarded a grade A in the corresponding See alphabetical qualifications listing starting on the next page
National Course at the lower level, provided they had successfully
completed the Units of the Course. SQA continues to offer Standard Grades, HNCs, HNDs, SVQs,
SPAs and PDAs. In March 2005, SQA carried out an evaluation
Scottish HEIs normally frame their conditional offers in terms of on the future design of non-advanced Group Awards and PDAs.
numbers and grades of passes in Higher Courses. The new design rules for each qualification can be found in the
relevant sections below.
Highers have normally been taken at the end of a student’s fifth
year of secondary education. However, they can also be taken at TIMES OF EXAMINATIONS AND NOTIFICATION OF
RESULTS FOR NATIONAL COURSES WITH GRADES AND
the end of the sixth year:
STANDARD GRADES
g as a resit Standard Grade external assessments and those for National
g for candidates completing a Higher over two years Courses with grades take place in May-June and lead to
g for candidates progressing from Intermediate 2 in fifth year certification in early August. There are also a number of externally
g for candidates building on the range of Higher subjects they assessed, project-based National Courses that are available for
completed in fifth year. completion at times other than the summer and lead to
certification on a quarterly basis. Most candidates for project-
(Years 12 and 13 in England correspond to the fifth and sixth based Courses are likely to be from FE colleges.
years in Scotland.)
NOTIFICATION OF RESULTS FOR NATIONAL COURSES
Advanced Highers are normally taken at the end of the sixth year WITHOUT GRADES
of secondary education. The number of Advanced Highers that There is now a small but growing group of National Courses
students can achieve may be affected by a school’s timetabling without grades that are made up of internally assessed Units and
policy, and by the extent to which students decide to broaden have no external assessment. These are the Skills for Work and
their knowledge and skills by taking new Intermediate 2 or Higher Personal Development Courses. Although most candidate results
Courses. for these Courses will continue to be reported in August along
with results for National Courses with grades, they can be
For entry to HE, Intermediate 1 and 2 Courses should be treated reported in any month of the year, depending on when the
as equivalent to Standard Grade and therefore normally candidate completes the Course.
acceptable as backup to Highers in the main subjects and as
contributory to providing evidence of curriculum breadth. DATE OF NOTIFICATION TO UCAS
SQA issues the results of summer examinations for Standard
Grade and National Courses at Intermediate 1 and 2, Higher and
Advanced Higher in early August. The exact timing of the issue of
National Units (available at SCQF results is notified in an annual circular to UCAS correspondents.
levels 1 to 7) TARIFF POINT SCORES
Since 2002 entry, Graded National Courses at Advanced Higher,
National Units (these subsumed National Certificate modules and Higher and Intermediate 2 levels along with Standard Grade
Short Courses) are notionally 40 hours in design length, though Credit level and Core Skills have been part of the UCAS Tariff. The
some are fractions (for example, 20 hours) or multiples (for scores to be used are as follows.
example, 80 hours).
Grade Advanced Higher Higher Intermediate 2
National Units are internally assessed by teachers and lecturers, A 120 72 42
who can draw on materials from SQA’s National Assessment B 100 60 35
Bank of Unit assessment packages to assist them with this work C 80 48 28
and ensure that national standards are applied to all Unit D 72 42 not tariffed
Band Standard Grade Advanced Highers

1 38
2 28 QUALIFICATION ABBREVIATION:
AH
Core Skills Level Points Score
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK
Higher 20
LEVEL:
Int 2 10
Level 7
BACKGROUND:
If a student is taking a qualification and then proceeding to take a
See ‘The System in Scotland’ introductory paragraphs.
higher level qualification in the same subject, the points score will
be subsumed by the higher level points score. DATE OF FIRST TEACHING:
2000
The core skills scores relate to each of the five core skills. If a
student achieves a core skill at Intermediate 2 (SCQF Level 5), DATE OF FIRST AWARD:
and subsequently achieves it at Higher (SCQF Level 6), the score 2001
for Intermediate 2 will be subsumed into the score for Higher. PREREQUISITES:
More detailed information about the UCAS Tariff is given in AH are National Courses normally taken at the end of a student’s
Appendix B. sixth year of secondary education. Many students will have
Double counting of more than one qualification in the same studied the subject at Higher but a few applicants may have
subject area will not be permitted. The points score will be bypassed Higher and moved directly to AH. AH can also be taken
by adults.
derived from the highest grades achieved.
Full details of qualifications in the following pages can be found
Normally, three 40-hour National Units, plus an external
at www.sqa.org.uk
assessment. The number of Units will vary if 20- or 80-hour Units
are used in the Course. An additional 40 hours is recommended
to allow students to integrate learning across the Course and to
Access 2 and Access 3 prepare for the external assessment.
ASSESSMENT METHOD:
Access 2 and Access 3
The Units that comprise the Course are internally assessed and
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK externally verified. The external assessment is usually an
LEVEL: examination or sometimes a project, product or performance, or a
Access 2 – Level 2 combination of these.
Access 3 – Level 3
EXAMINATION TIMING:
BACKGROUND: May/June
DATE OF FIRST TEACHING: August
1999
GRADING SYSTEM:
DATE OF FIRST AWARD: From August 2004 candidates have received a grade A – D. For
2000 information on the grading system prior to August 2004 see
section on National Courses.
PREREQUISITES:
There is no age restriction on the use of Access 2 and 3 Courses TARIFF POINTS
Grade UCAS Tariff Points UCAS Tariff Points
but they are normally taken by candidates in S3 and above. (until 2009) (2010 onwards)
NUMBER OF UNITS/STRUCTURE: A 120 130
Normally three 40-hour National Units. The number of Units will B 100 110
C 80 90
vary if 20-hour Units are used in the Course.
D 72 72
ASSESSMENT METHOD:
The Units that comprise the Course are internally assessed and QUALITY ASSURANCE:
externally verified. Subject to SQA’s system of quality assurance. See Guide to
Assessment, which is available on SQA’s website at
Mainly August, but can be issued in any month of the year. www.sqa.org.uk
QUALITY ASSURANCE:
AH is used for a variety of purposes, including entry to higher
Subject to SQA’s system of quality assurance. See Guide to
education. The number of AHs that students can achieve may be
affected by a school’s timetabling policy and by the extent to
www.sqa.org.uk
which students decide to broaden their knowledge and skills by
PROGRESSION/ARTICULATION: taking new Courses at Intermediate 2 or Higher levels. Scottish
Access 2 and 3 Courses will be used for a variety of purposes, HEIs normally frame their offers in terms of numbers and grades
including progression to National Courses at the same levels and of pass in Higher Courses. Some HEIs offer direct entry to second
at higher levels. year on particular Courses for candidates with Advanced Highers.
Core Skills INTERDISCIPLINARY PROJECT:

Key features of the Interdisciplinary Project:
LEVEL:
g application or extension of subject knowledge in a relevant
Up to and including level 6 context
g focus on generic and cognitive skills development, eg
BACKGROUND: g collaborative working
The five Core Skills are Communication, Numeracy, Information g information management
technology (IT), Problem solving and Working with others. They g communication and presentation
are recorded on the Scottish Qualifications Certificate (SQC) as a g opportunity to access different learning environments
profile. Candidates for Scottish Group Awards (SGAs) are required g learner negotiation of context within one of following broad
to achieve at least three of the five Core Skills at the levels themes: employability, enterprise, citizenship, sustainable
determined for the particular award. SGAs finish in July 2010, as development or economic development.
more National Certificates are made available - see section below
on National Qualification Group Awards. DATE OF FIRST TEACHING:
2009
2010
2000 PREREQUISITES:
Entry to the Scottish Baccalaureate in Languages is at the
NUMBER OF UNITS/STRUCTURE: discretion of the centre. However, the Baccalaureate is intended
Core Skills are both embedded in some National Courses and for candidates who, in fifth and sixth years of secondary
covered by discrete National Units. education, are working at Higher and Advanced Higher level in
ASSESSMENT METHOD: two different, eligible languages, together with English or Gàidhlig
See above or ESOL. Two of the subjects must be at Advanced Higher level.
EXAMINATION TIMING: NUMBER OF UNITS/STRUCTURE:
May/June for National Courses. Flexible for National Units. The Scottish Baccalaureate in Languages requires two, different
eligible modern or classical Language Courses, at least one of
DATE OF RESULT PUBLICATION: which must be at Advanced Higher level.
Profile appears on SQC, which is normally issued in August for
candidates taking National Courses. For other candidates, group The mandatory components of the Scottish Baccalaureate in
award results are issued weekly. Languages are:
GRADING SYSTEM: Interdisciplinary
Core Skills are not graded, but the level at which they have been Advanced Higher SCQF level 7 (16 SCQF points)
Project Unit
achieved is shown as a profile on the SQC. 2 Courses Advanced Higher SCQF level 7 (64 SCQF points)
Level UCAS Tariff Points 1 Course Higher SCQF level 6 (24 SCQF points)
Higher (SCQF level 6) 20
Int 2 (SCQF level 5) 10
One of the above courses must be English (or ESOL or Gàidhlig*)
and this may be at Higher or Advanced Higher level.
QUALITY ASSURANCE: The Interdisciplinary Project Unit will be graded A, B or C and
Subject to SQA’s system of quality assurance. See Guide to carries UCAS Tariff points as follows:
www.sqa.org.uk Grade Tariff Points
A 65
PROGRESSION/ARTICULATION: B 55
The National Qualifications system supports the development of C 45
the Core Skills valued in FE and HE, employment and personal
and social life. ASSESSMENT METHOD
These course components are either externally assessed (often
through a question paper) or internally assessed and externally
Scottish Baccalaureate verified, depending on the nature of the assessment involved and
the skills/knowledge being assessed.
Scottish Baccalaureate in CERTIFICATION
Languages A Scottish Baccalaureate is not intended to be a full programme
of study. It is expected that learners who take a Baccalaureate
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK will also take other courses in S5 and
LEVEL:
Level 7 S6. Their choice of subjects is likely to be based around interest,
career choice and the entrance requirements specified by the
BACKGROUND:
universities where they wish to study.
The Scottish Baccalaureate in Languages has been designed to
provide a challenging and rewarding experience for learners in In addition to their Scottish Qualification Certificate showing
fifth and sixth year of secondary education who are able to cope Standard Grade, Intermediate, Higher and Advanced Higher
with the demands of study at Higher and Advanced Higher level. Course achievement, learners who take a Baccalaureate and are
successful will receive a commemorative Certificate for their
The Scottish Baccalaureate is made up of Highers, Advanced Baccalaureate showing either a Pass or Distinction.
Highers and the Interdisciplinary Project (IP). The Interdisciplinary
Project is the defining feature of the Scottish Baccalaureate
* Learners who have Gàidhlig as their first language may count both
bringing added value to the Scottish Baccalaureate as a whole English and Gàidhlig
GRADING SYSTEM: g learner negotiation of context within one of following broad

Candidates who achieve a Pass in all mandatory components and themes: employability, enterprise, citizenship, sustainable
who do not meet the criteria for Distinction will be awarded a development or economic development.
Pass in the Scottish Baccalaureate in Languages.
The Scottish Baccalaureate in Languages with Distinction will be 2009
awarded to candidates who achieve: DATE OF FIRST AWARD:
g Grade A in one Advanced Higher eligible course 2010
g Grade A in one other component
PREREQUISITES:
g Grade B or above in all other components.
Entry to the Scottish Baccalaureate in Science is at the discretion
QUALITY ASSURANCE: of the centre. However, the Baccalaureate is intended for
All national courses are subject to external marking and/or candidates who, in fifth and sixth years of secondary education,
verification. External markers, visiting examiners and verifiers are are working at Higher and Advanced Higher level in two different,
trained by SQA to apply national standards. eligible science subjects, together with mathematics. Two of the
subjects must be at Advanced Higher level.
The units of all courses are subject to internal verification and
may also be chosen for external verification. This is to ensure that NUMBER OF UNITS/STRUCTURE:
national standards are being applied across all subjects. The Scottish Baccalaureate in Science requires two, different
eligible science courses, at least one of which must be at
Courses may be assessed by a variety of methods. Where Advanced Higher level.
marking is undertaken by a trained marker in their own time,
markers meetings are held to ensure that a consistent standard The mandatory components of the Scottish Baccalaureate in
is applied. The work of all markers is subject to scrutiny by the Science are:
principal assessor. Interdisciplinary
Advanced Higher SCQF level 7 (16 SCQF points)
Project Unit
The Interdisciplinary Project will be internally assessed and
subject to external quality assurance by SQA. 2 Courses Advanced Higher SCQF level 7 (64 SCQF points)
1 Course Higher SCQF level 6 (48 SCQF points)
External quality assurance of the interdisciplinary project
continues through external verification of centres’ internal One of the above courses must be mathematics (Higher or
assessment decisions via subject specific quality forums. Advanced Higher level) or applied mathematics (Advanced Higher
level).
Quality forums will bring together staff with an overview of the
assessment and internal verification processes from a group of The Interdisciplinary Project Unit will be graded A, B or C and
centres delivering the Interdisciplinary Project Unit. carries UCAS Tariff points as follows
PROGRESSION/ARTICULATION Grade Tariff Points
Candidates who achieve a Scottish Baccalaureate in Languages A 65
may progress to: B 55
C 45
g further or higher education
g employment/training. CERTIFICATION
A Scottish Baccalaureate is not intended to be a full programme
of study. It is expected that learners who take a Baccalaureate
Scottish Baccalaureate in will also take other courses in S5 and S6. Their choice of
Science subjects is likely to be based around interest, career choice and
the entrance requirements specified by the universities where
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK they wish to study.
LEVEL :
Level 7 In addition to their Scottish Qualification Certificate showing
Standard Grade, Intermediate, Higher and Advanced Higher
BACKGROUND: Course achievement, learners who take a Baccalaureate and are
The Scottish Baccalaureate in Science has been designed to successful will receive a commemorative Certificate for their
provide a challenging and rewarding experience for learners in Baccalaureate showing either a Pass or Distinction.
fifth and sixth year of secondary education who are able to cope
with the demands of study at Higher and Advanced Higher level. GRADING SYSTEM:
Candidates who achieve a Pass in all mandatory components and
The Scottish Baccalaureate is made up of Highers, Advanced who do not meet the criteria for Distinction will be awarded a
Highers and the Interdisciplinary Project(IP). The Interdisciplinary Pass in the Scottish Baccalaureate in Science.
Project is the defining feature of the Scottish Baccalaureate
bringing added value to the Scottish Baccalaureate as a whole. The Scottish Baccalaureate in Science with Distinction will be
awarded to candidates who achieve:
INTERDISCIPLINARY PROJECT
Key features of the Interdisciplinary Project:
g Grade A in one Advanced Higher eligible course
g Grade A in one other component
g application or extension of subject knowledge in a relevant g Grade B or above in all other components.
context
g focus on generic and cognitive skills development eg UCAS TARIFF POINTS:
g collaborative working To be confirmed
g information management
g communication and presentation
g opportunity to access different learning environments

All national courses are subject to external marking and/or The Units that comprise the course are internally assessed and
verification. External markers, visiting examiners and verifiers are externally verified. Where courses contain an external
trained by SQA to apply national standards. assessment, it is usually an examination or, less commonly, a
project, product or performance, or a combination of these.
The units of all courses are subject to internal verification and
may also be chosen for external verification. This is to ensure that EXAMINATION TIMING:
national standards are being applied across all subjects. May/June (for National Courses with grades)
Courses may be assessed by a variety of methods. Where DATE OF RESULT PUBLICATION:

marking is undertaken by a trained marker in their own time, August
markers meetings are held to ensure that a consistent standard GRADING SYSTEM:
is applied. The work of all markers is subject to scrutiny by the From August 2004, candidates have received a grade A – D. For
principal assessor. information on the grading system prior to August 2004, see
National Courses section.
The Interdisciplinary Project will be internally assessed and
subject to external quality assurance by SQA. TARIFF POINTS
External quality assurance of the interdisciplinary project Grade UCAS Tariff Points UCAS Tariff Points
continues through external verification of centres’ internal (until 2009) (2010 onwards)
assessment decisions via subject specific quality forums. A 72 80
B 60 65
Quality forums will bring together staff with an overview of the C 48 50
assessment and internal verification processes from a group of D 42 36
centres delivering the Interdisciplinary Project Unit.
Note: National Courses without grades are awaiting the allocation
PROGRESSION/ARTICULATION: of Tariff points.
Candidates who achieve a Scottish Baccalaureate in Science may
progress to: QUALITY ASSURANCE:
g further or higher education Assessment, which is available on SQA’s website at
g employment/training. www.sqa.org.uk
Highers Highers are used for a variety of purposes, including entry to
higher education. Scottish HEIs normally frame their conditional
Higher offers in terms of numbers and grades of Higher passes. Some
students will have passed four, five or, in exceptional cases, six
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK Highers by the end of fifth year and may well have obtained the
LEVEL: required grades for entry to a Scottish HEI or college. However,
Level 6 they may stay at school for a further year to undertake some
BACKGROUND: combination of AH and additional Highers and/or free-standing
See ‘The System in Scotland’ introductory paragraphs. National Units. The number of Highers that students can achieve
may be affected by a school’s timetabling policy.
1999
DATE OF FIRST AWARD: Higher National Certificates
2000 QUALIFICATION ABBREVIATION:
PREREQUISITES: HNC
Highers are National Courses normally taken at the end of a SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK
student’s fifth year of secondary education. They are also LEVEL:
commonly taken at the end of the sixth year. (Years 12 and 13 in Level 7
England correspond to the fifth and sixth years in Scotland.)
Highers can also be taken by adults. BACKGROUND:
HNCs are advanced HE group awards covering broad
NUMBER OF UNITS/STRUCTURE: occupational areas and are offered by colleges and some HEIs.
National Courses with grades normally have three 40-hour
National Units, plus an external assessment. The number of Units DATE OF FIRST TEACHING:
will vary if 20- or 80-hour Units are used in the course. An 1923
additional 40 hours is recommended to allow students to DATE OF FIRST AWARD:
integrate learning across the course and to prepare for the 1925
external assessment.
PREREQUISITES:
National Courses without grades – Skills for Work and Personal Entry is at the discretion of the centre. However, applicants from
Development Courses – normally have four 40-hour National school are normally expected to have a range of National
Units and do not have an external assessment. The number of Qualifications, including some at SCQF Level 6, eg Highers. Non-
Units will vary if 20-, 60- or 80-hour Units are used in the school leavers will enter with a variety of qualifications and/or
course. experience.

HNCs developed under 1988 design rules comprise 12 SQA HNDs developed under 1988 design rules comprise 30 credits.
credits. Prior to modernising all HNCs, five subject areas were Prior to modernising all HNDs, a few were developed under pilot
reviewed using pilot design rules. These HNCs were validated rules. These comprise 30 SQA credits, four of which are
with 15 SQA credits, two of which are Integrated Assessments. Integrated Assessments. All HNDs are now in the process of
All HNCs are now in the process of being revised using the 2003 being revised using the 2003 design principles and these will
design principles and these will comprise 12 SQA credits (96 comprise 30 SQA credits (240 SCQF credit points). Three of
SCQF credit points), one of which will be a Graded Unit (8 SCQF these SQA credits will be for Graded Units – one worth eight
credit points at SCQF level 7). In the revised HNCs, Core Skills SCQF credit points at SCQF level 7 plus 16 SCQF credits at
may be signposted and/or embedded. SCQF level 8 (the 16 credits can comprise one double credit
Graded Unit or two single credit Graded Units). In the revised
ASSESSMENT METHOD:
HNDs, Core Skills may be signposted and/or embedded.
HNCs are internally assessed and externally verified.
ASSESSMENT METHOD:
EXAMINATION TIMING:
HNDs are internally assessed and externally verified.
Flexible, but full-time college students normally complete HNCs
in June. EXAMINATION TIMING:
Flexible, but full-time college students normally complete HNDs
in June.
Flexible, but full-time college students normally receive results in
July. Group award results are also issued weekly. DATE OF RESULT PUBLICATION:
Flexible, but full-time college students normally receive results
GRADING SYSTEM:
in July. Group award results are also issued weekly.
HNC Group Awards developed under the 1988 design rules
comprise Units which are awarded at Pass or Merit. HNCs GRADING SYSTEM:
developed under the pilot design rules contain two credits of HND Group Awards developed under the 1988 design rules
Integrated Assessments, which are Graded A, B or C. HNCs comprise Units which are awarded at Pass or Merit. HNCs
developed under the 2003 design principles contain one graded developed under the pilot design rules contain four credits of
unit worth eight SCQF credits at SCQF level 7, which will be integrated assessments, which are graded A, B or C. HNDs
graded A, B or C. It should be noted that initially some applicants developed under the 2003 design principles contain Graded
who present these new HNCs may offer a mix of old Units Units – one worth eight SCQF credit points at SCQF level 7 plus
(graded Pass or Merit) and revised (ungraded) HN Units. 16 SCQF credits at SCQF level 8 (the 16 credits can comprise
one double credit Graded Unit or two single credit Graded Units)
QUALITY ASSURANCE:
each of which will be graded A, B, or C. It should be noted that
initially some applicants who present these new HNDs are likely
to offer a mix of old Units (graded Pass or Merit) and new
www.sqa.org.uk
(ungraded) HN Units.
QUALITY ASSURANCE:
HNCs are designed and validated at SCQF level 7. As such,
students may progress to HNDs, degree courses or employment.
HEIs make their own decisions on the specific credit to be
www.sqa.org.uk
granted and many articulation agreements exist between FE
colleges and HEIs. PROGRESSION/ARTICULATION:
HNDs are designed and validated at SCQF level 8. As such,
students may progress to degree courses or employment. HEIs
make their own decisions on the specific credit to be granted
Higher National Diplomas and many articulation agreements exist between FE colleges
QUALIFICATION ABBREVIATION: and HEIs.
HND
LEVEL:
Intermediate 1 and Intermediate 2
Level 8 QUALIFICATION ABBREVIATION:
BACKGROUND:
Int 1 and Int 2
HNDs are advanced HE group awards covering broad SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK
occupational areas and are offered by colleges and some HEIs. LEVEL:
Int 1 – level 4, Int 2 – level 5.
1958 BACKGROUND:
1999
PREREQUISITES:
Entry is at the discretion of the centre. However, applicants from DATE OF FIRST AWARD:
school are normally expected to have a range of National 2000
Qualifications, including some at SCQF Level 6, eg Highers. Non-
PREREQUISITES:
school leavers will enter with a variety of qualifications and/or
Int 1 and Int 2 are National Courses available to students normally
experience.
in the fifth and sixth years of secondary education and to post-
school students. However, some schools offer younger students
the opportunity to take Intermediate Courses instead of Standard DATE OF FIRST AWARD:
Grades. 1992
National Courses with grades normally have three 40-hour Entry is at the discretion of the centre.
National Units, plus an external assessment. The number of Units NUMBER OF UNITS/STRUCTURE:
will vary if 20-, 60- or 80-hour Units are used in the course. An The number of Units in a National Certificate Group Award is
additional 40 hours is recommended to allow students to subject to the specific qualification.
integrate learning across the course and to prepare for the
external assessment. ASSESSMENT METHOD:
Subject to the requirements of the component parts of the award,
National Courses without grades – Skills for Work and Personal but normally internally assessed and externally verified.
Development Courses – normally have four 40-hour National
Units and do not have an external assessment. The number of EXAMINATION TIMING:
Units will vary if 20-, 60- or 80-hour Units are used in the Assessment is ongoing throughout the year.
Course. DATE OF RESULT PUBLICATION:
ASSESSMENT METHOD: Ongoing throughout the year on a weekly basis.
The Units that comprise the course are internally assessed and QUALITY ASSURANCE:
externally verified. Where courses contain an external Subject to SQA’s system of quality assurance. See Guide to
assessment, it is usually an examination, or sometimes a project, Assessment, which is available on SQA’s website at
product or performance, or a combination of these. www.sqa.org.uk
EXAMINATION TIMING: PROGRESSION/ARTICULATION:
May/June (for National Courses with grades) National Certificate Group Awards offer progression to SVQs,
DATE OF RESULT PUBLICATION: SGAs and HNCs/HNDs.
August for National Courses with grades. Results for National
Courses without grades are also normally issued in August, but
can be issued in any month of the year. National Qualification Group
GRADING SYSTEM: Awards
From August 2004, candidates have received a grade A – D. For
Two types of non-advanced Group Awards – small, flexible
information on the grading system prior to August 2004, see
National Progression Awards and larger, fixed-credit National
section on National Courses.
Certificates.
TARIFF POINTS
Grade UCAS Tariff Points National Certificates at levels 4, 5 and 6 have a credit value of 72
Int 2 A 42 SCQF credit points (12 units) and those at levels 2 and 3 have a
B 35 credit value of 54 SCQF credit points. They are principally aimed
C 28 at 16-18-year-olds and adults in full-time education, usually in a
D not tariffed further education college, and are linked to National Occupational
Standards, as appropriate to the Group Award area. They
QUALITY ASSURANCE: normally provide opportunities for candidates to develop all five
Subject to SQA’s system of quality assurance. See Guide to Core Skills.
www.sqa.org.uk National Progression Awards have a minimum credit value of 12
SCQF credit points (at least two units). They are designed to
PROGRESSION/ARTICULATION: assess a defined set of skills and knowledge in specialist
Intermediate Courses will be used for a variety of purposes, vocational areas, and are mainly used by colleges for short
including progression to Higher in subsequent years. For entry to programmes of study. They are aligned to National Occupational
HE, they should be treated as equivalent to Standard Grade. Standards or other professional or trade body standards, as
appropriate to the Group Award.
National Certificate Group Awards Scottish Credit and Qualifications

LEVEL:
Framework
Level is dependent on the component parts of the award. LEVEL:
BACKGROUND: SCQF levels 2–7
National Certificate Group Awards validated by SQA are still DATE OF FIRST TEACHING:
available in a limited number of subjects. Of particular interest to First introduced in session 2007/8
admissions tutors are National Certificate Group Awards in
Engineering and Engineering Practice and Pharmaceutical PREREQUISITES:
Sciences. These qualifications are designed to provide national Entry is at the discretion of the centre.
recognition for specified groupings of Units which form coherent NUMBER OF UNITS/STRUCTURE:
programmes of study. National Certificates at levels 4, 5 and 6 have a credit value of 72
DATE OF FIRST TEACHING: SCQF credit points (12 units) and those at levels 2 and 3 have a
First introduced in session 1991/2 credit value of 54 SCQF credit points. NPAs have a minimum
credit value of 12 SCQF credit points (two units).
ASSESSMENT METHOD: DATE OF FIRST TEACHING:

Subject to the requirements of the component parts of the award, First introduced in session 1997/8
but normally internally assessed and externally verified.
PREREQUISITES:
EXAMINATION TIMING: Entry is at the discretion of the centre.
Assessment is ongoing throughout the year.
DATE OF RESULT PUBLICATION: PDAs comprise a coherent group of National Units, Higher
Ongoing throughout the year on a weekly basis. National Units, SVQ Units or a combination of these.
Subject to SQA’s system of quality assurance. See Guide to Normally continuous assessment, but increasingly work-based.
EXAMINATION TIMING:
www.sqa.org.uk
Subject to requirements of component parts of the PDA.
National Certificates and National Progression Awards offer
Ongoing throughout the year on a weekly basis.
progression to employment, SVQs, and HNCs/HNDs.
GRADING SYSTEM:
Mostly ungraded, but where grading is involved, subject to
requirements of component parts of the PDA.
Professional Development
QUALITY ASSURANCE:
Awards Subject to SQA’s system of quality assurance. See Guide to
Consultation on new design rules for PDAs is now complete and Assessment, which is available on SQA’s website at
the following has been agreed. www.sqa.org.uk
PDAs will be:
PDAs are designed to help career entry, career development or
g available at SCQF levels 6–12 career enhancement, or they may help facilitate career change.
g made up of a minimum of two units with a minimum credit However, HE generally considers them for entry – particularly
value of 12 SCQF credit points at level 6, and 16 SCQF those designed for post-HND progression, along with the
credit points at levels 7–12. There is no mandatory experience and other qualifications held by the applicant.
requirement for graded assessment or Core Skills
g based on National Occupational Standards, or other
professional body standards, as appropriate to the Group Scottish Group Awards
Award area.
Scottish Group Awards (SGAs) are gradually being replaced with
The PDA Modernisation Project began in January 2007 and will new National Progression Awards (NPAs) and National Certificates
run to December 2010, where all existing PDAs will be revised – see above. SGAs will not be available after July 2010.
according to the new design principles. All new PDAs will be
developed to the same principles. The first new PDAs were SGAs PRE–2007:
validated in March 2007. QUALIFICATION ABBREVIATION:
QUALIFICATION ABBREVIATION: SGA
PDA SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK
LEVEL:
LEVEL: Levels 2–7
SCQF levels 6–12 for all new and revised PDAs. Existing PDAs BACKGROUND:
under the old design rules will be revised under the new design SGAs are made up of National Courses, National Units and Core
principles or phased out by December 2010. The old awards Skills, which fit together to make a balanced and coherent
operate under the titles Certificate, Advanced Certificate, Diploma, programme of study, normally lasting a year for full-time students
and Advanced Diploma and in many cases have not been SCQF and longer for part-time students. Untitled or general SGAs are
credit rated. available at all levels. At Int 2 and Higher, named SGAs (eg Arts,
Sciences, Business,Technology) are also available.
The SCQF level is subject to the level of the Units that comprise
the PDA. DATE OF FIRST TEACHING:
1999
BACKGROUND:
Professional Development Awards (PDAs) are developed in DATE OF FIRST AWARD:
partnership with key stakeholders and designed to ensure that 2000
they are more flexible in terms of size, delivery and assessment.
PREREQUISITES:
They maintain a fitness for purpose that attends to the needs of
SGA specifications give information on recommended entry
rapidly evolving industrial practice and employer and employee
profiles appropriate to each individual award (see
skills needs. They are delivered in Scotland’s Colleges, by private
www.sqa.org.uk).
education and training providers (ETPs), in some higher education
institutions (HEIs) and can also be delivered by employers with NUMBER OF UNITS/STRUCTURE:
SQA approval status. PDAs are also being developed at SCQF A minimum credit and Core Skills requirement is laid down for all
level 9 and above, to offer industry high-level CPD for current and named and general SGAs. SGAs at AH require 20 credits, plus
prospective staff; specialised enskilling for graduates; and Core Skills Profile at specified levels; SGAs at Higher require 20
alternative – work-related/based – higher education progression credits, plus Core Skills Profile at specified levels; SGAs at Int 1
for successful HND and Modern Apprenticeship (SVQ level 4) and Int 2 require 16 credits, plus Core Skills Profile at specified
candidates. levels (see www.sqa.org.uk).
ASSESSMENT METHOD:
Subject to the requirements of the component parts of the SGA.
Scottish Vocational Qualifications
EXAMINATION TIMING:
SVQ
Subject to the requirements of the component parts of the SGA.
LEVEL*:
Subject to the requirements of the component parts of the SGA. SVQ 1 – level 4, SVQ 2 – level 5, SVQ 3 – level 6, SVQ 4 – level
GRADING SYSTEM: 8, SVQ 5 – level 11.
There is no overall grade for an SGA in addition to the grades
* The notional positioning of SVQs on the SCQF gives a broad
awarded for the individual courses within it.
indication of their place within it. As in most group awards, SVQs
QUALITY ASSURANCE: are likely to be made up of Units at a number of levels. As their
Subject to SQA’s system of quality assurance. See Guide to position on the SCQF is refined, it is likely that some SVQs will be
Assessment, which is available on SQA’s website at aligned to more than one SCQF level. A pilot project to allocate
www.sqa.org.uk SCQF levels to 22 SVQs was completed in June 2006 and is now
being extended to other SVQs.
SGAs have been designed to provide progression to FE and HE BACKGROUND:
and employment. Higher and AH SGAs will be of particular SVQs are at five levels based on skills and competences required
interest to admissions tutors as they show that candidates have to do a job or range of jobs in a specific industry, from basic
achieved success over a coherent programme of subjects and in operative to senior management. They are analogues of NVQs in
the five Core Skills. the rest of the UK.
Scottish Progression Awards First introduced in 1990
PREREQUISITES:
SPAs and SGAs are gradually being replaced with new National Appropriate workplace experience
Progression Awards (NPAs) and National Certificates (NCs).
QUALIFICATION ABBREVIATION: SVQs are Unit-based and are assessed in the workplace or in
SPA simulated workplace conditions.
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK ASSESSMENT METHOD:
LEVEL:
SVQs incorporate national occupational standards identified by
Normally, levels 3–8. SCQF level is subject to the level of the
Sector Skills Councils (previously National Training Organisations
Units which comprise the SPA.
(NTOs)). Although the focus is on performance, the importance of
BACKGROUND: underpinning knowledge and understanding, particularly at the
Designed to provide the underpinning knowledge and enable higher levels, is now well recognised and, following major reviews,
progression to Scottish Vocational Qualification (SVQ). steps have been taken to make these requirements more explicit.
DATE OF FIRST TEACHING: EXAMINATION TIMING:
First introduced in session 1998/9 Assessment flexible to meet candidate needs.
PREREQUISITES: DATE OF RESULT PUBLICATION:
Entry is at the discretion of the centre. Ongoing throughout the year on a weekly basis.
NUMBER OF UNITS/STRUCTURE: GRADING SYSTEM:
The number of Units in a SPA is subject to the specific Not graded
qualification. SPAs can comprise a group of SVQ Units, a group
QUALITY ASSURANCE:
of National or Higher National Units, or a combination of these.
Accredited by SQA and offered by a range of bodies, including
Assessment is subject to Units that comprise the qualification.
SQA. See Guide to Assessment, which is available on SQA’s
ASSESSMENT METHOD: website at www.sqa.org.uk
Subject to the requirements of the component parts of the SPA.
EXAMINATION TIMING: Levels 3 and 4 are used for entry to HE with or without advanced
Assessment flexible to meet candidate needs. standing, sometimes in association with Accreditation of Prior
Experiential Learning (APEL). SVQs at levels 4 and 5 might be used
for entry to higher degrees and are sometimes offered in HE as
Ongoing throughout the year.
part of postgraduate programmes. Some HEIs in Scotland combine
QUALITY ASSURANCE: HNC/HND, degree and postgraduate programmes with SVQs at
Subject to SQA’s system of quality assurance. See Guide to various levels to ensure students have a broader experience of
Assessment, which is available on SQA’s website at both academic and work-based activities. SVQ 3 is one of the
www.sqa.org.uk three components of a Modern Apprenticeship in Scotland.
Candidates normally progress to a full SVQ or other training
programme.
Standard Grades DATE OF RESULT PUBLICATION:

August
GRADING SYSTEM:
S Grade
1–6 pass grades, with 1 being the highest grade. S Grade
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK achievement is described on 3 levels: Foundation Level covers
LEVEL: grades 5 and 6 (SCQF Level 3), General Level grades 3 and 4
Levels 3–5 (SCQF Level 4), and Credit Level grades 1 and 2 (SCQF Level 5).
BACKGROUND: TARIFF POINTS
S Grades were first certificated in 1986 with the former Ordinary Band UCAS Tariff Points
Grade finally being discontinued in 1994. (Since 2002, some 1 38
schools have offered students the opportunity to take 2 28
Intermediate Courses in place of S Grade.)
QUALITY ASSURANCE:
1984
DATE OF FIRST AWARD: www.sqa.org.uk
1986
PREREQUISITES: S Grades are used for a variety of purposes including entry to
S Grades are normally studied over the third and fourth years of employment or progression to Intermediate, Higher and Advanced
secondary education. Higher National Courses. For entry to HE, grades 1–3 at S Grade
are normally acceptable in combination with Highers in the
ASSESSMENT METHOD:
main subjects.
In most subjects, a combination of internal and external
assessment.
EXAMINATION TIMING:
May/June
As part of a phased programme, National Qualifications have National Certificate Modules

replaced SCE Highers, CSYS, GSVQs and other Units and
groupings of Units and modules. A number of applicants will only National Certificate Modules were replaced by, or converted into,
offer the new National Qualifications, while others will offer some National Units.
combination of old and new qualifications.
National Certificate Modules were introduced in 1984/5 when
non-advanced vocational qualifications in Scotland were
Certificate of Sixth Year Studies modularised. Modules were offered in schools, colleges,
community education and training centres. Candidates were
The final sitting of examinations for the CSYS was summer 2001, assessed against outcomes and performance criteria to ensure
except for CSYS English, which was summer 2002. national standards, and all centres were subject to external
moderation and other quality assurance requirements.
CSYS was intended to encourage pupils who had obtained a
Higher pass in a subject in fifth year to pursue independent study Some modular programmes count towards the general entrance
in selected areas of that subject in sixth year. However, the requirements of some HEIs. In particular, certain groups of modules
uptake of CSYS was limited. In most subjects, there was a fairly are recognised as alternatives to Standard Grades and Highers and
wide range of options, and candidates were required to work on these recognised groupings are detailed in Recognised Groupings
individual projects and lines of enquiry. of National Certificate Modules, published by SQA.
There were five grades: A, B, C, D and E, which were broadly National Certificate Modules were used by the three Scottish
comparable to the same grades at GCE A level. Some pupils with Wider Access Programme (SWAP) consortia to build access
four or five good Highers studied up to three CSYS subjects in programmes tailored to meet the admissions requirements of HE.
sixth year, with many combining CSYS and additional Highers. Some institutions also have agreements with local schools and
colleges recognising particular groupings of modules for entry to
Grade (previously known as Ranking) Band
specified HNC, HND and degree programmes.
A 1
B 2
C 3
D
E
4
5
Scottish Certificate of Education
No award 6 Highers
Reporting: The final sitting of examinations for SCE Highers was summer
2001, with the exception of SCE Higher English, where the final
g Grades A, B, C (pass grades) reported to both centres and diet of examinations for resit/two-year candidates was 2002.
candidates.
Bands and grades for SCE Highers are as follows.
General Scottish Vocational Grade (previously Band (previously Scaled Mark

known as Band) known as Range)
Qualifications A 1 90–100
A 2 85–89
GSVQs were replaced by SGAs. SGAs began to replace GSVQs A 3 80–84
from the start of session 1999/2000 with no further certification A 4 75–79
of GSVQs after 30 September 2004. A 5 70–74
B 6 65–69
GSVQs were broadly based group awards leading to employment B 7 60–64
and to FE and HE. Level 3 awards were designed to give C 8 55–59
progression to HE and were of particular interest to C 9 50–54
admissions tutors. D 10 45–49
D 11 40–44
These group awards were made up of specified numbers of - 12 35–39
mandatory and optional National Units (previously National - 13 30–34
Certificate Modules), with the balance between mandatory and - 14 0–29
optional varying according to the award area. The mandatory
element included core skills (the analogue of key skills in the rest
Reporting:
of the UK). GSVQ candidates were also required to pass an
integrated assessment, which was used to distinguish two levels g Grades A, B, C (pass grades) and D reported to candidates
of achievement: Pass and Merit. g Band reported to centre.
Certificates and other supporting evidence likely to be offered
by applicants
Relevant contact information is given in Appendix A. Certificates awarded by Scottish
Vocational Education Council’s
Scottish Qualifications Certificate
predecessor bodies: Scottish
The SQC is a candidate’s record of achievement in Group
Awards, National Courses, National Units, Core Skills, Higher
Business Education Council and
National Units, Workplace-assessed Units and SCQF credits. From Scottish Technical Education
January 2000, the SQC has replaced the SCE, CSYS and RET
issued by SQA's predecessor bodies SEB and SCOTVEC.
Council
The SQC package includes: Information on certificates issued by SCOTBEC and SCOTEC is
available from SQA.
g Summary of Attainment – a cumulative record of all Group
Awards, Courses and stand-alone Units a candidate has SUPPORTING EVIDENCE FOR ENTRY TO HIGHER
EDUCATION
achieved since 1994
At interview and in correspondence, applicants may refer to some
g Detailed Record of Attainment – lists all the qualifications a
of the following.
candidate has achieved since last issued with a certificate
g Profiles – this section shows a candidate’s current
achievements in Core Skills and SCQF credits. Progress File
Qualifications of particular interest to admissions tutors, such as The Progress File replaced the National Record of Achievement
Standard Grade, Intermediate 1 and 2, Higher, Advanced Higher (NRA), which was introduced in February 1991 to provide one
and CSYS, are recorded on the SQC. In the case of National common, nationally recognised format to summarise individuals’
Qualifications, the Detailed Record of Attainment, which lists experiences and achievements and help them plan future
current achievements linked to each examination diet, may prove developments. The Progress File is designed to support lifelong
particularly helpful. learning and help people to plan their personal development and
future education and career. For updated information about the
Commemorative Certificates Progress File in Scotland, please refer to the entry for ‘Progress
File’ in the ‘Phased Out Qualifications’ section for England, Wales
Commemorative certificates are issued marking the completion of and Northern Ireland.
group awards. Thus, for example, a candidate completing a group
award such as National Certificate, NPA, HNC, HND or SVQ
receives a commemorative certificate recognising that National Record of Achievement
achievement. In each case, details of all component Units of the
The NRA was replaced by the Progress File.
Courses or group awards are listed on the SQC.
Scottish Certificate of Education Young Enterprise Scotland

Young Enterprise Scotland develops the enterprise skills of students
This has been replaced by the SQC. The SCE recorded
aged 15 to 19, providing them with the opportunity of forming
candidates’ achievements in Standard Grades, Highers and Short
and running their own companies. The Young Enterprise Scotland
Courses prior to January 2000.
examination is an assessment of competence in work experience,
with questions related to the business excellence model.
Certificate of Sixth Year Studies
This has been replaced by the SQC. It recorded successes in Modern Apprenticeships in
CSYS Courses prior to January 2002. Scotland
In Scotland, MAs were first developed in 1994. They continue to
Record of Education and Training be developed and reviewed by employer-led partnerships. MAs are
This has been replaced by the SQC. The RET recorded all designed to meet skill requirements of all sectors and prepare
National Certificate Modules, Higher National Units and Workplace workers for a highly skilled environment. They are aimed at those
Assessed Units, and group awards based on these modules and who are capable of achieving an SVQ at level 3 or above.
Units, prior to January 2000. There are three components to a Scottish MA: vocational
qualifications to SVQ level 3 or above; core skills; and industry-specific
components, which might include Units to develop knowledge and
understanding of the core vocational area. The development of
flexibility within the workplace is an additional feature.
The final apprenticeship certificate is presented by the
appropriate SSC.
Currently, the body responsible for approving MA frameworks in
Scotland is MAIG. MAIG comprises members of SE, HIE, Scottish
Enterprise network, SSAScot, Careers Scotland, Scottish
Government and SQA.
Routes into Higher Education in Scotland
INTRODUCTION NOTE ON AGE AND STAGE REGULATIONS

This section describes the main routes into HE in Scotland and In March 2004, as part of the National Debate on Education,
related topics, including credit accumulation and transfer using the Scottish Executive consulted on the future of Age and Stage
the developing SCQF. regulations. As a result of that consultation, the Scottish Executive
decided to replace the Age and Stage regulations with guidance.
APPLICANTS FROM SCHOOLS
The document, Guidance on the appropriate age and stage
Most applicants from schools will offer some combination of
when young people can be presented for externally assessed
Highers, Advanced Highers and Scottish Group Awards. Some
qualifications (Circular 3/2005, Scottish Executive, 2005), outlines
candidates may offer Intermediate 1 and 2 instead of General
key principles that should guide decisions about when a young
and Credit Standard Grades.
person is ready to be presented for a formal qualification.
The entrance requirements of Scottish HEIs are generally MATURE APPLICANTS AND APPLICANTS FROM FURTHER
formulated in terms of passes in Highers. Institutions have EDUCATION COLLEGES
adapted their admissions policies to recognise the Advanced HEIs in Scotland recognise the importance and value of making
Higher, but the recognition given to individual qualifications is their provision more accessible in a wide variety of ways, and
decided by individual institutions and will vary depending on the have welcomed mature applicants and applicants from FE
course or faculty to which entry is sought. colleges with a wide range of qualifications. FE colleges
contribute significantly to the provision of HE in Scotland, with a
Scottish applicants applying direct from school to HEIs and
range of HNC and HND programmes from which many progress
colleges may have taken seven or eight Standard Grades (or a
to degrees in the HE sector.
number of Intermediate Courses) in the fourth year and four or
five Highers in fifth year. A few applicants may have bypassed Mature candidates and applicants from colleges are likely to offer
Standard Grade and moved directly to Highers. (Variations will a mixture of old and new Highers, SGAs, National Units, National
depend in part on the ability of the pupil and in part on the school Certificate Modules, HNCs, HNDs and SVQs. Traditionally, certain
curriculum policy.) Generally, these pupils enter HE at 18 after six groupings of National Certificate Modules have been recognised
years of secondary education, but a significant minority enter at as an alternative to Standard Grades and Highers for the
17 after only five years in secondary school. Pupils who remain at purposes of entry to certain courses at Scottish HEIs. Detailed
school for a sixth year may undertake some combination of information is available from SQA. Contact information is given
Advanced Highers and additional Highers, Intermediate Courses in Appendix A.
and/or free-standing National Units.
EXAMPLES OF POSSIBLE PROGRESSION ROUTES FOR SCHOOL CANDIDATES
3rd year Standard Grade at Credit Standard Grade at General National Course at Intermediate 2 National Course at Intermediate 1
4th year Standard Grade at Credit Standard Grade at General National Course at Intermediate 2 National Course at Intermediate 1
5th year National Course at Higher National Course at Intermediate 2
6th year National Course at Advanced Higher National Course at Higher
Routes into Higher Education in Scotland
Scottish Access to Higher Summer Schools

Education Programmes, Courses A number of Scottish HEIs operate special entry Summer Schools
and Pathways in order to support greater participation in HE and to assist
access for disadvantaged students generally. Special partnership
Over the years, access programmes have played an important arrangements between institutions and education authorities seek
role in increasing participation in HE in Scotland. In the past, the to encourage applications from young people who have the
majority of Scottish Access Programmes were run under the potential to succeed in HE. Some Scottish HEIs have also
auspices of SWAP and continuing education departments in established Science Enhancement Summer Schools to widen
Scottish HEIs. In recent years, a wider range of institutions, access to Science and Engineering to able students with non-
including community education and voluntary organisations, have standard entrance qualifications. Information about Summer
become involved in provision to create additional pathways to HE. Schools may be obtained direct from the institutions.
Lifelong learning, social inclusion and increased participation in
HE are Scottish Goverment priorities. Additional pathways to HE
have been and are continuing to be developed. Credit Accumulation and Transfer
The SCQF is the national credit and qualifications framework in
Scottish Wider Access Scotland. The SCQF builds on and replaces SCOTCAT.
Programme
SWAP Access programmes are specifically for adults returning to
International Foundation
higher education. They are one-year programmes developed Programme – Scotland
using National Qualification units which allow entry to a number
of degree courses. Students can undertake programmes in (Prior to September 2003 the Scottish International
Humanities including Primary Education, Science and Technology, Programme (SIP))
Nursing, Health and Medical Studies. The programme is an established and recognised course for
SWAP students who successfully complete their programmes are overseas students hoping to enter Scotland’s unique system of
guaranteed progression to an HNC, HND or degree course. SWAP higher education.
Access Programmes are delivered mainly in Colleges and are The purpose of the Foundation Programme is to enable overseas
recognised by the receiving Higher Education Institutions through students to obtain the grades needed to enter their chosen
the local consortium arrangements. courses, by way of the Scottish Qualifications Authority
A directory of all SWAP programmes and progression routes is qualifications and Foundation examinations.
available from partner HEIs. Further information can be obtained Prospective university students sit SQA Highers and the
from members of the SWAP consortia – SWAP: West and Central Foundation English examination during the Academic
Access Consortium, SWAP: East and SWAP: North. Contact Summer Programme.
information is given in Appendix A.
Students who do not achieve all the required Higher grades have
the opportunity to take the Foundation examinations. These
Access Courses Run by Higher examinations are accepted by the Scottish institutions of higher
Education Institutions education as the equivalent of Highers, and give Foundation
students a second opportunity to achieve the necessary grades.
A wide variety of access courses are run by individual HEIs and Foundation students can enter higher education with a
there is rapid development in this area. For example, there are combination of Higher and Foundation results.
programmes which offer a bridge to degree-level study for adults
The opportunity to upgrade Higher grade results through the
whose earlier education has been disrupted or adversely affected.
Foundation examinations is a special feature of the Foundation
In addition, some credit-bearing part-time/short courses offered
Programme, and is available only to Programme students. In
by HEIs can be used as a route into HE. Summer Schools (see
effect, it allows Programme students to resit their examinations in
below) provide access for both school-leavers and mature
the same year as they attempt Highers.
students whose formal qualifications are not a true reflection of
their potential. Successful completion in some cases may Contact information for IFPS is given in Appendix A.
guarantee a place at the HEI. For details of courses, contact the
admissions office at the institution concerned.
Community Education, Voluntary

Organisation Routes
Some HEIs and FE colleges have links with informal community-
based learning organisations. Many of the informal learning
opportunities can be used as access courses for Community
Learning and Development-endorsed qualifications. For further
details, contact Communities Scotland. Community Learning
work-based routes into HE are also available. For further details,
contact Youth Link Scotland. Contact information for Communities
Scotland and Youth Link Scotland is given in Appendix A.
Appendix A – Contact Details
ABC Awards British Horse Society Communities Scotland

Robinswood House Stoneleigh Deer Park Thistle House
Robinswood Road Kenilworth 91 Haymarket Terrace
Aspley Warwickshire Edinburgh EH12 5HE
Nottinghamshire CV8 2XZ
NG8 3NH t: 0131 313 0044
t: 0844 848 1666 f: 0131 313 2680
t: 0115 854 1616 f: 01926 707 800 e: enquiries@communitiesscotland.gsi.gov.uk
w: www.abcawards.co.uk e: enquiry@bhs.org.uk w: www.communitiesscotland.gsi.gov.uk
w: www.bhs.org.uk
Assessment and Qualifications Council for Awards in Children’s Care
Alliance Cambridge Assessment (formerly and Education
Stag Hill House University of Cambridge Local CACHE Head Office
Alliance Examinations Syndicate) Apex House
Guildford 1 Hills Road 81 Camp Road
Surrey GU2 7XJ Cambridge CB1 2EU St. Albans
Hertfordshire
t: 01483 506 506 t: 01223 553 311 AL1 5GB
e: mailbox@aqa.org.uk f: 01223 460 278
w: www.aqa.org.uk e: info@cambridgeassessment.org.uk t: 0845 347 2123
w: www.cambridgeassessment.org.uk e: info@cache.org.uk
31-33 Springfield Avenue w: www.cache.org.uk
Harrogate Centre for Recording Achievement
North Yorkshire 104-108 Wallgate Council for the Curriculum
HG1 2HW Wigan Examinations and Assessment (CCEA)
Lancashire 29 Clarendon Road
t: 01423 840 015 WN3 4AB Clarendon Dock
e: mailbox@aqa.org.uk Belfast
w: www.aqa.org.uk t: 01942 826 761 BT1 3BG
f: 01942 323 337
Devas Street e: enquiries@recordingachievement.org t: 028 9026 1200
Manchester M15 6EX w: www.recordingachievement.org f: 028 9026 1234
e: info@ccea.org.uk
t: 0161 953 1180 City and Guilds w: www.ccea.org.uk
e: mailbox@aqa.org.uk 1 Giltspur Street
w: www.aqa.org.uk London EC1A 9DD Community Service Volunteers (CSV)
237 Pentonville Road
Associated Board of the Royal t: 020 7294 2800 London N1 9NJ
Schools of Music f: 020 7294 2400
24 Portland Place w: www.cityandguilds.co.uk t: 020 7278 6601
London W1B 1LU e: information@csv.org.uk
4th Floor w: www.csv.org.uk
t: 020 7636 5400 144 West George Street
f: 020 7637 0234 Glasgow G2 2HG Community Service Volunteers (CSV)
w: www.abrsm.org Scotland
t: 0141 341 5700 Wellgate House
Award Scheme Development and f: 0141 341 5725 200 Cowgate
Accreditation Network e: scotland@cityandguilds.com Edinburgh EH1 1NQ
Wainbrook House w: www.cityandguilds.co.uk/scotland
Hudds Vale Road t: 0131 622 7766
St George Chartered Institute of Bankers in f: 0131 622 7755
Bristol BS5 7HY Scotland e: scotinfo@csv.org.uk
Drumsheugh House w: www.csv.org.uk/Scotland
t: 0117 941 1126 38b Drumsheugh Gardens
f: 0117 935 1112 Edinburgh EH3 7SW Community Service Volunteers (CSV)
e: info@asdan.co.uk Wales
w: www.asdan.co.uk t: 0131 473 7777 CSV House
f: 0131 473 7788 Williams Way
e: info@charteredbanker.com Cardiff CF10 5DY
w: www.charteredbanker.com
t: 029 2041 5717
e: csvcymru@csv.org.uk
w: www.csv.org.uk/Wales
Department for Children, Schools and Department for Innovation, Engineering Education Scheme in
Families (DCSF) Universities and Skills England
Sanctuary Buildings Address for all written correspondence: Weltech Centre
Great Smith Street Castle View House Ridgeway
London East Lane Welwyn Garden City
SW1P 3BT Runcorn WA7 2GJ Herts AL7 2AA
Head Office Location:
t: 08700 000 2288 Kingsgate House t: 01707 393 323
f: 01928 794 248 66-74 Victoria Street e: enquiries@thescheme.org.uk
e: info@dcsf.gsi.gov.uk London SW1E 6SW w: www.thescheme.org.uk
w: www.dcsf.gov.uk
t: 020 7215 5555 Engineering Education Scheme in
DCSF European Schools Team e: info@dius.gsi.gov.uk Scotland
Level 2c w: www.dius.gov.uk Scottish Engineering
Caxton House 105 West George Street
Tothill Street Glasgow G2 1QL
London Department of Education
SW1H 9NA Northern Ireland t: 0141 221 3181
Rathgael House f: 0141 204 1202
t: 020 7340 4385/6 Balloo Road e: consult@scottishengineering.org.uk
f: 020 7340 4121 Bangor w: www.scottishengineering.org.uk
w: www.dcsf.gov.uk BT19 7PR
t: 028 9127 9279 Industrial Careers Foundation
Apprenticeships e: mail@deni.gov.uk 8 Nightingale Place
Moorfoot w: www.deni.gov.uk Buckingham MK18 1UF
Sheffield S1 4PQ
t: 01280 812 547
t: 0114 259 3829 Duke of Edinburgh’s Award e: geoff@icf.org.uk
f: 0114 259 1206 The Higher and Further Education Unit w: www.icf.org.uk
w: www.apprenticeships.org.uk Gulliver House
Madeira Walk Institute of Commercial Management
Publications Windsor SL4 1EU The Fusee
PO Box 5050 t: 01753 727 400 20a Bargates
Annesley f: 01753 810 666 Christchurch
Nottingham NG15 0DJ e: info@DofE.org Dorset BH23 1QL
t: 0845 602 2260 w: www.DofE.org t: 01202 490555
e: dfes@prolog.uk.com f: 01202 490666
w: www.dcsf.gov.uk/publications Thain House e: info@icm.ac.uk
226 Queensferry Road, w: www.icm.ac.uk
School & College Qualifications Division Edinburgh
Sanctuary Buildings EH4 2BP ifs School of Finance
Great Smith Street t: 0131 343 0920 8th Floor
Westminster f: 0131 332 9920 Peninsular House
London SW1P 3BT e: scotland@DofE.org 36 Monument Street
w: www.DofE.org/scotland London
t: 0870 000 2288 EC3R 8LJ
e: qualifications.enquiries@dfes.gsi.gov.uk
w: www.dcsf.gov.uk/qualifications Edexcel
Head Office t: 0207 444 7111
190 High Holborn f: 0207 444 7115
Department for Children, Education, e: customerservices@ifslearning.com
Lifelong Learning and Skills (DCELLS) London WC1V 7BH
w: www.ifslearning.com
Qualifications and Curriculum Group t: 0870 240 9800
Castle Buildings w: www.edexcel.org.uk
Womanby Street International Baccalaureate
Cardiff CF10 1SX Peterson House
Education Development International Malthouse Avenue
t: 029 2037 5400 International House Cardiff Gate
w: http://wales.gov.uk/about/ Siskin Parkway East Cardiff CF23 8GL
departments/dcells Middlemarch Business Park
Coventry CV3 4PE t: 029 2054 7777
w: www.ibo.org
t: 024 7651 6500
f: 024 7651 6505
e: enquiries@ediplc.com
w: www.ediplc.com
International Baccalaureate (cont.) National Assembly for Wales OCNW

Cardiff Bay West Lodge
Route des Morillons 15 Cardiff CF99 1NA Quernmore Road
Grand-Saconnex Lancaster LA1 3JT
Geneva CH-1218 t: 0845 010 5500
Switzerland w: www.wales.gov.uk t: 01524 845046
f: 01524 388467
t: +41 22 791 7740 e: development@ocnw.com
f: +41 22 791 0277 National Christian Schools’ Certificate
Board w: www.ocnw.com
e: ibhq@ibo.org
w: www.ibo.org Maranatha House
Unit 5 Office of the Qualifications and
Northford Close Examinations Regulator (Ofqual)
International Foundation Programme Shrivenham Spring Place
– Scotland Swindon SN6 8HL Coventry Business Park
77 Southpark Avenue Herald Avenue
Glasgow G12 8LE t: 01793 783 783 Coventry CV5 6UB
f: 01793 783 775
t: 0141 357 0123 e: info@christian-education.org
f: 0141 357 0199 w: www.christian-education.org t: 0300 303 3344
e: enquiries@ifps.ac f: 0300 303 3348
w: www.ifps.ac e: info@ofqual.gov.uk
National Open College Network w: www.ofqual.gov.uk
(NOCN)
LCM Examinations The Quadrant
Thames Valley University Parkway Business Park Open University
Walpole House 99 Parkway Avenue Walton Hall
18-22 Bond Street Sheffield S9 4WG Milton Keynes MK7 6AA
London W5 5AA
t: 0114 227 0500 t: 01908 274 066
t: 020 8231 2364 f: 0114 227 0501 w: www.open.ac.uk
f: 020 8231 2433 e: nocn@nocn.org.uk
e: lcm.exams@tvu.ac.uk w: www.nocn.org.uk Open University in Scotland
w: www.tvu.ac.uk 10 Drumsheugh Gardens
NCC Education Ltd Edinburgh EH3 7QJ
Learning and Skills Council The Towers
Cheylesmore House t: 0131 226 3851
Tower Business Park f: 0131 220 6730
Quinton Road Wilmslow Road
Coventry CV1 2WT e: scotland@open.ac.uk
Didsbury w: www.open.ac.uk/near-you/Scotland
t: 0845 019 4170 Manchester M20 2EZ
f: 02476 823675 t: 01614 386 200 Oxford, Cambridge and RSA
e: info@lsc.gov.uk f: 01614 386 240 Examinations
w: www.lsc.gov.uk e: customer.service@nccedu.com 1 Hills Road
w: www.nccedu.com Cambridge CB1 2EU
Learning and Skills Network
Fifth Floor OCR Customer Contact Centre
NCFE Vocational Qualifications:
Holborn Centre Citygate
120 Holborn St James’ Boulevard t: 02476 851 509
London Newcastle upon Tyne NE1 4JE f: 02476 421 944
EC1N 2AD e: vocational.qualifications@ocr.org.uk
t: 0191 239 8000 w: www.ocr.org.uk
t: 020 7297 9000 f: 0191 239 8001
f: 020 7297 9001 e: info@ncfe.org.uk
e: enquiries@LSNeducation.org.uk w: www.ncfe.org.uk General Qualifications:
w: www.lsneducation.org.uk
t: 01223 553998
Northern Ireland Council for the f: 01223 552627
Learning Materials for Change (LMC) Curriculum, Examinations and e: general.qualifications@ocr.org.uk
Project Assessment w: www.ocr.org.uk
GLADE – Centre for Global and 29 Clarendon Road
Development Education Clarendon Dock
The GLADE Centre Prince’s Trust Volunteers
Belfast BT1 3BG Head Office
Frog Lane
Ilminster t: 028 9026 1200 The Prince’s Trust
Somerset TA19 0AP f: 028 9026 1234 18 Park Square East
e: info@ccea.org.uk London NW1 4LH
t: 01460 55755 w: www.ccea.org.uk
f: 01460 55753 t: 020 7543 1234
e: glade@glade.org f: 020 7543 1200
w: www.glade.org e: webinfops@princes-trust.org.uk
w: www.princes-trust.org.uk
The Prince’s Trust – Scotland Quality Improvement Agency Scottish Wider Access Programme
Head Office Friars House SWAP: West
First Floor Manor House Drive 300 Cathedral Street
The Guildhall Coventry CV1 2TE Glasgow
57 Queen Street G1 2TA
Glasgow G1 3EN t: 0870 2113 434
f: 0870 1620 633
t: 0141 204 4409 w: www.qia.org.uk t: 0800 731 0949
f: 0141 221 8221 e: swapwest@btconnect.com
e: webinfosc@princes-trust.org.uk w: www.scottishwideraccess.org
Scottish Credit and Qualifications
w: www.princes-trust.org.uk Framework
39 St Vincent Place SWAP: East
The Prince’s Trust – Cymru Glasgow 25 Buccleuch Place
Head Office G1 2ER Edinburgh
Baltic House EH8 9LN
Mount Stuart Square t: 0845 270 7371
f: 0845 270 7372 t: 0800 731 0949
Cardiff CF10 5FH e: swapeast@ed.ac.uk
e: info@scqf.org.uk
t: 029 2043 7000 w: www.scqf.org.uk w: www.swap2highereducation.com
f: 029 2043 7001
e: webinfowa@princes-trust.org.uk Scottish Government SWAP: North
Education Department North Forum
The Prince’s Trust – Northern Ireland Victoria Quay Room G07
Head Office Edinburgh EH6 6QQ Regent Building
Block 5 King’s College
Jennymount Court t: 0845 774 1741 University of Aberdeen
North Derby Street f: 01397 795 001 Aberdeen AB24 3FX
Belfast BT15 3HN e: ceu@scotland.gsi.gov.uk
w: www.scotland.gov.uk t: 01224 273 008
t: 028 9074 5454 e: swapnorth@abdn.ac.uk
f: 028 9074 8416 w: www.scottishwideraccess.org
Enterprise, Transport and Lifelong
e: webinfoni@princes-trust.org.uk Learning
Meridian Court SEEC
Qualifications and Curriculum Cadogan Street c/o PO Box 26
Development Agency Glasgow G2 6AT South Bank Technopark
83 Piccadilly 90 London Road
London W1J 8QA t: 0845 774 1741 London SE1 6LN
f: 01397 795 001
t: 020 7509 5555 e: ceu@scotland.gsi.gov.uk For current contact details, refer to:
f: 020 7509 6666 w: www.scotland.gov.uk t: 0845 217 7749
e: info@qcda.org.uk e: office@seec.org.uk
w: www.qcda.org.uk w: www.seec.org.uk
Scottish Qualifications Authority
Customer Contact Centre
Quality Assurance Agency for Higher The Optima Building TOEFL
Education 58 Robertson Street ETS Europe UK
Southgate House Glasgow G2 8DQ 707 High Road
Southgate Street London N12 0BT
Gloucester GL1 1UB t: 0845 279 1000
f: 0845 213 5000 t: 020 8446 9944
t: 01452 557000 e: customer@sqa.org.uk f: 08700 940 654
f: 01452 557070 w: www.sqa.org.uk w: www.uk.etseurope.org/
e: comms@qaa.ac.uk
w: www.qaa.ac.uk Ironmills Road Trident Trust
Dalkeith 190 High Holburn
183 St Vincent Street Midlothian EH22 1LE London WC1V 7BH
Glasgow G2 5QD t: 0845 034 5200
t: 0845 279 1000
t: 0141 572 3420 f: 0845 213 5000 w: www.trident-edexcel.co.uk
f: 0141 572 3421 e: customer@sqa.org.uk
e: comms@qaa.ac.uk w: www.sqa.org.uk Trinity College London
w: www.qaa.ac.uk 89 Albert Embankment
London SE1 7TP
t: 020 7820 6100
f: 020 7820 6161
e: info@trinitycollege.co.uk
w: www.trinitycollege.co.uk
UK Commission for Employment and Welsh Joint Education Committee Youth Link Scotland
Skills 245 Western Avenue Rosebery House
3 Callflex Business Park Cardiff CF5 2YX 9 Haymarket Terrace
Golden Smithies Lane Edinburgh EH12 5EZ
Wath-upon-Dearne t: 029 2026 5000
South Yorkshire S63 7ER e: info@wjec.co.uk t: 0131 313 2488
w: www.wjec.co.uk f: 0131 313 6800
e: info@youthlink.co.uk
t: 01709 774 800 w: www.youthlink.co.uk
f: 01709 774 801 Young Enterprise Scotland
e: info@ukces.org.uk Suite 222
w: www.ukces.org.uk Baltic Chambers
50 Wellington Street
Glasgow
Universities Scotland G2 6HJ
53 Hanover Street
Edinburgh EH2 2PJ t: 0141 5484 930
f: 0141 5484 940
t: 0131 226 1111 w: www.yes.org.uk
f: 0131 226 1100
e: info@universities-scotland.ac.uk
w: www.universities-scotland.ac.uk
Appendix B – The UCAS Tariff
Admission to higher education courses is generally dependent Extended Project points represented in the Tariff only count
upon an individual’s achievement in level 3 qualifications, such as when the qualification is taken outside of these Diplomas.
GCE A levels. Did you know that there are currently over 3,000 g Where the Tariff tables refer to specific awarding bodies, only
level 3 qualifications available in the UK alone? qualifications from these awarding bodies attract Tariff
points. Qualifications with a similar title, but from a different
As if the number of qualifications available was not confusing qualification awarding body do not attract Tariff points.
enough, different qualifications can have different grading
structures (alphabetical, numerical or a mixture of both). Finding
out what qualifications are needed for different higher education How do Universities and colleges
courses can be very confusing.
use the tariff?
The UCAS Tariff is the system for allocating points to
qualifications used for entry to HE. It allows students to use a The Tariff provides a facility to help universities and colleges
range of different qualifications to help secure a place on an when expressing entrance requirements and when making
undergraduate course. conditional offers. Entry requirements and conditional offers
expressed as Tariff points will often require a minimum level of
Universities and colleges use the UCAS Tariff to make achievement in a specified subject (for example ‘300 points to
comparisons between applicants with different qualifications. include grade A at A level chemistry’, or ‘260 points including
Tariff points are often used in entry requirements, although other SQA Higher grade B in mathematics’).
factors are often taken into account. Entry Profiles provide a fuller
picture of what admissions tutors are seeking. Use of the Tariff may also vary from department to department at
any one institution, and may in some cases be dependent on the
The tables on the following pages show the qualifications covered programme being offered.
by the UCAS Tariff. There may have been changes to these tables
since this book was printed. You should visit www.ucas.com to
view the most up-to-date tables.
Further Information?
Although Tariff points can be accumulated in a variety of ways,
not all of these will necessarily be acceptable for entry to a
particular HE course. The achievement of a points score therefore
does not give an automatic entitlement to entry, and many other
factors are taken into account in the admissions process.
The Course Search facility at www.ucas.com is the best source of
reference to find out what qualifications are acceptable for entry
to specific courses. Updates to
the Tariff, including details on how new qualifications are added,
can be found at www.ucas.com/students/ucas_tariff/.
How does the tariff work?

g Students can collect Tariff points from a range of different
qualifications, eg GCE A level with BTEC Nationals.
g There is no ceiling to the number of points that can be
accumulated.
g There is no double counting. Certain qualifications within the
Tariff build on qualifications in the same subject. In these
cases only the qualification with the higher Tariff score will be
counted. This principle applies to:
g GCE Advanced Subsidiary level and GCE Advanced level
g Scottish Highers and Advanced Highers
g Key Skills at level 2, 3 and 4
g Speech, drama and music awards at grades 6, 7 and 8.
g Tariff points for the Advanced Diploma come from the
Progression Diploma score plus the relevant Additional and
Specialist Learning (ASL) Tariff points. Please see the
appropriate qualification in the Tariff tables to calculate the
ASL score.
g The Extended Project Tariff points are included within the
Tariff points for Progression and Advanced Diplomas.
WHAT QUALIFICATIONS ARE INCLUDED IN THE TARIFF?
The following qualifications are included in the UCAS Tariff. See the number on the qualification title to find the relevant
section of the Tariff table.
1 AAT NVQ level 3 in Accounting

2 Advanced Diploma
3 Advanced Extension Awards
4 Advanced Placement Programme
5 Asset Languages Advanced Stage (from 2010 entry onwards)
6 British Horse Society Stage 3 Horse Knowledge & Care, Stage 3 Riding and Preliminary Teacher's Certificate
7 BTEC Early Years
8 BTEC National Award, National Certificate and National Diploma
9 CACHE Diploma in Child Care and Education
10 Cambridge Pre-U
11 Certificate of Personal Effectiveness (COPE)
12 Diploma in Fashion Retail
13 Diploma in Foundation Studies (Art & Design; Art, Design & Media)
14 EDI Level 3 Certificate in Accounting, Certificate in Accounting (IAS)
15 Extended Project
16 Free-standing Mathematics qualifications
17 GCE AS, AS Double Award, A level, A level Double Award and A level with additional AS
18 Higher Sports Leader Award
19 Institute of Financial Services, Certificate and Diploma in Financial Studies
20 International Baccalaureate Diploma
21 International Baccalaureate Certificate
22 iMedia Users (iMedia) Certificate and Diploma
23 IT for Professionals (iPRO) Certificate and Diploma
24 Irish Leaving Certificate - Higher and Ordinary levels
25 Key Skills at levels 2, 3 and 4
26 Music examinations at grades 6, 7 and 8
27 OCR National Certificate, National Diploma and National Extended Diploma
28 Progression Diploma (from 2010 entry onwards)
29 Scottish Higher and Advanced Higher, Skills for Work Higher, National Progression Awards, and Interdisciplinary Project
30 Speech and Drama examinations at grades 6, 7 and 8 Performance Studies
31 Welsh Baccalaureate Advanced Diploma
Updates on the Tariff, including details on the incorporation of any new qualifications, are posted on www.ucas.com.
UCAS TARIFF TABLES
1 2 3 4
AAT NVQ LEVEL 3 ADVANCED ADVANCED PLACEMENT
IN ACCOUNTING ADVANCED DIPLOMA EXTENSION AWARDS PROGRAMME (US & CANADA)
GRADE TARIFF POINTS Advanced Diploma = Progression GRADE TARIFF POINTS GRADE TARIFF POINTS
Diploma plus Additional &
PASS 160 DISTINCTION 40 Group A
Specialist Learning (ASL). Please
see the appropriate qualification to MERIT 20 5 120
calculate the ASL score. ASL has 4 90
Points for Advanced Extension
a maximum Tariff score of 140.
Awards are over and above those 3 60
Please see the Progression
gained form the A level grade
Diploma (Table 28) for Tariff scores Group B
5 50
4 35
3 20
5 6
BRITISH HORSE
ASSET LANGUAGES ADVANCED STAGE SOCIETY
GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS
Speaking Listening Stage 3 Horse Knowledge & Care
GRADE 12 28 GRADE 12 25 PASS 35
GRADE 11 20 GRADE 11 18 Stage 3 Riding
Reading Writing Preliminary Teacher’s Certificate
GRADE 11 18 GRADE 11 18 Awarded by Equestrian
GRADE 10 11 GRADE 10 11 Qualifications (GB) Ltd (EQL) on
behalf of British Horse Society
Points for Asset Languages come into effect for entry into higher
education from 2010 onwards
BTEC EARLY YEARS

Theory Practical
Diploma Certificate D 120
DDD 320 DD 200 M 80
DDM 280 DM 160 P 40
DMM 240 MM 120
MMM 220 MP 80
MMP 160 PP 40
MPP 120
PPP 80
BTEC NATIONALS
National Diploma National Certificate National Award
DDD 360 DD 240 D 120
DDM 320 DM 200 M 80
DMM 280 MM 160 P 40
MMM 240 MP 120
MMP 200 PP 80
MPP 160
PPP 120
UCAS TARIFF TABLES
CACHE DIPLOMA IN CHILD CARE & EDUCATION

AWARD CERTIFICATE DIPLOMA
A 30 A 110 A 360
B 25 B 90 B 300
C 20 C 70 C 240
D 15 D 55 D 180
E 10 E 35 E 120
10
CAMBRIDGE PRE-U
Principal Subject Global Perspectives and Research Short Course
D1 TBC D1 TBC D1 TBC
D2 145 D2 140 D2 TBC
D3 130 D3 126 D3 60
M1 115 M1 112 M1 53
M2 101 M2 98 M2 46
M3 87 M3 84 M3 39
P1 73 P1 70 P1 32
P2 59 P2 56 P2 26
P3 46 P3 42 P3 20
Points for PRE-U come into effect for entry into higher education from 2010 onwards
11 12 13
CERTIFICATE OF PERSONAL DIPLOMA IN FOUNDATION
EFFECTIVENESS (COPE) DIPLOMA IN FASHION RETAIL STUDIES (ART & DESIGN, AND
ART, DESIGN & MEDIA)
GRADE TARIFF POINTS GRADE TARIFF POINTS
GRADE TARIFF POINTS
PASS 70 DISTINCTION 160
DISTINCTION 285
Points are awarded for MERIT 120
the Certificate of Personal MERIT 225
PASS 80
Effectiveness (COPE) awarded PASS 165
by ASDAN and CCEA Awarded by ABC Awards
Points are awarded for Edexcel
Level 3 BTEC Diploma in
Foundation Studies (Art & Design)
and Level 3 Diploma in Foundation
Studies (Art, Design & Media)
awarded by ABC Awards and
WJEC
14 15 16
EDI LEVEL 3 CERTIFICATE IN EXTENDED PROJECT FREE-STANDING
ACCOUNTING AND CERTIFICATE (STAND ALONE) MATHEMATICS
IN ACCOUNTING (IAS)
GRADE TARIFF POINTS GRADE TARIFF POINTS
GRADE TARIFF POINTS
A* 70 A 20
DISTINCTION 120
A 60 B 17
MERIT 90
B 50 C 13
PASS 70
C 40 D 10
D 30 E 7
E 20 Covers free-standing Mathematics
- Additional Maths, Using and
Points for the Extended Project
Applying Statistics, Working with
cannot be counted if taken as part
Algebraic and Graphical
of Progression/Advanced Diploma
Techniques, Modelling with
Calculus
UCAS TARIFF TABLES
17
GCE
TARIFF TARIFF TARIFF TARIFF TARIFF

GRADE GRADE GRADE GRADE GRADE
POINTS POINTS POINTS POINTS POINTS
A level with additional AS

GCE Double Award (9 units) GCE A level GCE AS GCE AS Double Award
A*A* 280 A*A 200 A* 140 A 60 AA 120
A*A 260 AA 180 A 120 B 50 AB 110
AA 240 AB 170 B 100 C 40 BB 100
AB 220 BB 150 C 80 D 30 BC 90
BB 200 BC 140 D 60 E 20 CC 80
BC 180 CC 120 E 40 CD 70
CC 160 CD 110 DD 60
CD 140 DD 90 DE 50
DD 120 DE 80 EE 40
DE 100 EE 60
EE 80
18 19
HIGHER SPORTS LEADER
AWARD INSTITUTE OF FINANCIAL SERVICES
PASS 30 Certificate in Financial Studies Diploma in Financial Studies
(CeFS) (DipFS)
A 60 A 60
B 50 B 50
C 40 C 40
D 30 D 30
E 20 E 20
Completion of both qualifications will result in a maximum of 120 UCAS
Tariff points
20
INTERNATIONAL BACCALAUREATE (IB) DIPLOMA
INTERNATIONAL BACCALAUREATE (IB) DIPLOMA (REVISED FOR 2010 ENTRY ONWARDS)
GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS
45 768 34 512 45 720 34 479
44 744 33 489 44 698 33 457
43 722 32 466 43 676 32 435
42 698 31 422 42 654 31 413
41 675 30 419 41 632 30 392
40 652 29 396 40 611 29 370
39 628 28 373 39 589 28 348
38 605 27 350 38 567 27 326
37 582 26 326 37 545 26 304
36 559 25 303 36 523 25 282
35 535 24 280 35 501 24 260
UCAS TARIFF TABLES
21 22
iMEDIA USERS
INTERNATIONAL BACCALAUREATE (IB) CERTIFICATE (iMEDIA)
Higher Level Standard Level Core DIPLOMA 66
7 130 7 70 3 120 CERTIFICATE 40
6 110 6 59 2 80 Awarded by OCR
5 80 5 43 1 40
4 50 4 27 0 10
3 20 3 11
Points for the IB Certificate come into effect for entry into higher education from 2010 onwards
23 24 25
IT PROFESSIONALS
(iPRO) IRISH LEAVING CERTIFICATE KEY SKILLS
DIPLOMA 100 Higher Ordinary LEVEL 4 30
CERTIFICATE 80 A1 90 A1 39 LEVEL 3 20
Awarded by OCR A2 77 A2 26 LEVEL 2 10
B1 71 B1 20
B2 64 B2 14
B3 58 B3 7
C1 52
C2 45
C3 39
D1 33
D2 26
D3 20
26
MUSIC EXAMINATIONS
Practical
Grade 8 Grade 7 Grade 6
DISTINCTION 75 DISTINCTION 60 DISTINCTION 45
MERIT 70 MERIT 55 MERIT 40
PASS 55 PASS 40 PASS 25
Theory
Grade 8 Grade 7 Grade 6
DISTINCTION 30 DISTINCTION 20 DISTINCTION 15
MERIT 25 MERIT 15 MERIT 10
PASS 20 PASS 10 PASS 5
Points shown are for the ABRSM, Guildhall, LCMM, Rockschool and Trinity College London Advanced level
music examinations
UCAS TARIFF TABLES
27 28
OCR NATIONALS PROGRESSION DIPLOMA

National Extended Diploma National Diploma National Certificate A* 350
D1 360 D 240 D 120 A 300
D2/M1 320 M1 200 M 80 B 250
M2 280 M2/P1 160 P 40 C 200
M3 240 P2 120 D 150
P1 200 P3 80 E 100
P2 160
Points for the Progression Diploma
P3 120 come into effect for entry to higher
education from 2010 onwards.
Advanced Diploma = Progression
Diploma plus Additional &
Specialist Learning (ASL). Please
see the appropriate qualification to
calculate the ASL score.
29
SCOTTISH QUALIFICATIONS
SCOTTISH QUALIFICATIONS (REVISED FOR 2010 ENTRY ONWARDS)
Advanced Higher Higher Advanced Higher Higher
A 120 A 72 A 130 A 80
B 100 B 60 B 110 B 65
C 80 C 48 C 90 C 50
D 72 D 42 D 72 D 36
Ungraded Higher NPA PC Passport
PASS 45 PASS 45
SCOTTISH INTERDISCIPLINARY PROJECT
GRADE TARIFF POINTS
A 65
B 55
C 45
30
SPEECH & DRAMA EXAMINATIONS

PCertLAM** Grade 8 Grade 7 Grade 6
DISTINCTION 90 DISTINCTION 65 DISTINCTION 55 DISTINCTION 40
MERIT 80 MERIT 60 MERIT 50 MERIT 35
PASS 60 PASS 45 PASS 35 PASS 20
Points shown are for ESB, LAMDA, LCMM and Trinity Guildhall Advanced level speech and drama examinations accredited in the National
Qualifications Framework. A full list of the subjects covered is available on the UCAS website.
31
WELSH BACCALAUREATE
CORE
GRADE TARIFF POINTS
PASS 120
These points are for the Core and
are awarded only when a
candidate achieves the Welsh
Baccalaureate Advanced Diploma
Appendix C – GCSE Subject Availability
Details about individual specifications are available from the relevant awarding bodies.
Title Awarding Body
Additional Applied Science AQA OCR WJEC
Additional Mathematics (Pilot) AQA OCR WJEC
Additional Science AQA Edexcel WJEC
Additional Science A OCR
Additional Science B OCR
Ancient History OCR
Ancient History (Short Course) OCR
Applied Art and Design (Double) AQA CCEA Edexcel OCR WJEC
Applied Business CCEA Edexcel WJEC
Applied Business (Double) AQA Edexcel OCR WJEC
Applied Business A (Double) CCEA
Applied Business B (Double) CCEA
Applied French – Oral Communication (Short Course) Edexcel
Applied French – Written Communication (Short Course) Edexcel
Applied French (Single) Edexcel
Applied ICT (Double) AQA Edexcel OCR WJEC
Applied ICT A (Double) CCEA
Applied ICT B (Double) CCEA
Applied Media (Single) (Pilot) AQA
Applied Media (Double) (Pilot) AQA
Applied Performing Arts (Double) (Pilot) AQA
Applied Performing Arts (Single) (Pilot) AQA
Applied Physical Education (Double) (Pilot) AQA
Applied Physical Education (Single) (Pilot) AQA
Applied Science (Double) AQA CCEA OCR WJEC
Arabic Edexcel
Arabic: Spoken Language (Short Course) Edexcel
Arabic: Written Language (Short Course) Edexcel
Art and Design AQA CCEA Edexcel OCR WJEC
Art and Design (Short Course) AQA Edexcel OCR
Art and Design: Critical and Contextual Studies WJEC
Art and Design: Fine Art AQA Edexcel OCR WJEC
Art and Design: Fine Art (Short Course) Edexcel OCR
Art and Design: Graphic Design AQA Edexcel OCR WJEC
Art and Design: Graphic Design (Short Course) Edexcel OCR
Art and Design: Photography AQA Edexcel OCR WJEC
Art and Design: Photography (Short Course) Edexcel OCR
Art and Design: Textiles AQA Edexcel OCR WJEC
Art and Design: Textiles (Short Course) Edexcel OCR
Art and Design: 3-Dimensional Design AQA Edexcel OCR WJEC
Art and Design: 3-Dimensional Design (Short Course) Edexcel OCR
Astronomy Edexcel
Bengali AQA
Bengali; Spoken Language (Short Course) AQA
Bengali: Written Language (Short Course) AQA
Biblical Hebrew OCR
Biology AQA CCEA Edexcel WJEC
Biology A OCR
Biology B OCR
Biology (Modular) Edexcel
Business (Pilot) Edexcel
Business & Communication Systems AQA CCEA Edexcel OCR
Business Communications Edexcel
Business Studies AQA CCEA Edexcel OCR WJEC
Business Studies (Short Course) AQA Edexcel OCR
Business Studies (Pilot) (Short Course) Edexcel
Business Studies A AQA CCEA OCR
Business Studies B AQA CCEA OCR
Business Studies B (Short Course) AQA
Business Studies & Economics Edexcel
Catering WJEC
Chemistry AQA CCEA Edexcel WJEC
Chemistry A OCR
Chemistry B OCR
Chemistry (Modular) Edexcel
Chinese Edexcel
Title Awarding Body

Chinese (Mandarin) AQA
Chinese (Mandarin); Spoken Language (Short Course) AQA Edexcel
Chinese (Mandarin); Written Language (Short Course) AQA Edexcel
Citizenship Studies AQA Edexcel OCR
Citizenship Studies (Short Course) AQA Edexcel OCR
Classical Civilisation AQA OCR
Classical Civilisation (Short Course) AQA OCR
Classical Greek OCR
Classical Greek (Short Course) OCR
Construction (Pilot) CCEA
Construction and the Built Environment CCEA
Construction and the Built Environment (Pilot) Edexcel
Construction and the Built Environment (Single) Edexcel
Construction and the Built Environment (Double) (Pilot) Edexcel
Cymraeg Ail laith (Cwrs Byr) (Peilot) CBAC
Dance AQA
Design & Technology AQA CCEA Edexcel OCR WJEC
Design & Technology (Short Course) (Pilot) OCR
Design & Technology (Short Course) AQA CCEA Edexcel OCR WJEC
Design & Technology: Electronic Products AQA
Design & Technology: Electronic Products (Short Course) AQA OCR
Design & Technology: Food Technology AQA Edexcel
Design & Technology: Food Technology (Short Course) AQA Edexcel OCR WJEC
Design & Technology: Graphic Products AQA Edexcel
Design & Technology: Graphic Products (Short Course) AQA Edexcel OCR WJEC
Design & Technology: Industrial Technology OCR
Design & Technology: Product Design AQA OCR
Design & Technology: Product Design (Short Course) OCR
Design & Technology: Resistant Materials Technology AQA Edexcel
Design & Technology: Resistant Materials Technology (Short Course) AQA Edexcel
Design & Technology: Systems & Control Technology AQA
Design & Technology: Systems & Control Technology (Short Course) Edexcel WJEC
Design & Technology: Textiles Technology AQA Edexcel
Design & Technology: Textiles Technology (Short Course) AQA Edexcel
Drama AQA CCEA Edexcel OCR WJEC
Dutch OCR
Dutch: Spoken Language (Short Course) OCR
Dutch: Written Language (Short Course) OCR
Economics AQA CCEA OCR
Economics (Short Course) AQA
Electronics AQA WJEC
Engineering AQA CCEA OCR
Engineering (Double) AQA CCEA Edexcel OCR
English CCEA OCR WJEC
English (Pilot) WJEC
English – Communication (Short Course) Pilot) Edexcel
English – Drama and Prose (Short Course) (Pilot) Edexcel
English – Spoken English Studies (Short Course) (Pilot) Edexcel
English – The Language of Digital Communication (Short Course)(Pilot) Edexcel
English – The Moving Image (Short Course) (Pilot) Edexcel
English (Double) (Pilot) Edexcel
English (Single) (Pilot) Edexcel
English A AQA Edexcel
English B AQA Edexcel
English Literature CCEA Edexcel OCR
English Literature A AQA WJEC
English Literature B AQA WJEC
English Literature (Single) (Pilot) Edexcel
English Studies Edexcel
English Studies (Single) (Pilot) Edexcel
English Studies (Double) (Pilot) Edexcel
English Studies (Short Course) Edexcel
Environmental and Land-Based Science OCR
Environmental Science AQA
Expressive Arts AQA OCR
Film Studies (Pilot) WJEC
Financial Services (Pilot) CCEA
French AQA CCEA Edexcel OCR WJEC
French A AQA
French B AQA
French (Short Course) Edexcel
French A (Short Course) AQA
Title Awarding Body

French: Spoken Language (Short Course) AQA CCEA Edexcel OCR
French: Written Language (Short Course) AQA CCEA Edexcel OCR
Gaeilge CCEA
General Studies AQA
Geography CCEA
Geography (Short Course) (Pilot) OCR
Geography A AQA Edexcel OCR WJEC
Geography (Pilot) OCR
Geography A (Short Course) AQA Edexcel OCR
Geography B AQA Edexcel OCR WJEC
Geography B (Short Course) AQA
Geography C AQA OCR
Geography C (Short Course) AQA
Geology WJEC
German AQA CCEA Edexcel OCR WJEC
German A AQA
German B AQA
German A (Short Course) AQA
German:Spoken Language (Short Course) AQA Edexcel OCR
German:Written Language (Short Course) AQA Edexcel OCR
Greek Edexcel
Greek: Spoken Language (Short Course) Edexcel
Greek: Written Language (Short Course) Edexcel
Gujarati OCR
Gujarati: Spoken Language (Short Course) OCR
Gujarati: Written Language (Short Course) OCR
Health & Social Care AQA Edexcel OCR WJEC
Health & Social Care (Double) AQA CCEA Edexcel OCR WJEC
History CCEA WJEC
History (Pilot) OCR
History (Short Course) (Pilot) OCR
History A AQA Edexcel OCR WJEC
History A (Short Course) AQA Edexcel OCR
History B AQA Edexcel OCR WJEC
History B (Short Course) AQA Edexcel OCR
History C AQA Edexcel OCR
History C (Short Course) Edexcel
Home Economics AQA CCEA OCR WJEC
Home Economics: Child Development AQA CCEA OCR WJEC
Home Economics: Food & Nutrition AQA OCR WJEC
Home Economics: Textiles WJEC
Hospitality (Pilot) CCEA
Hospitality WJEC
Hospitality and Catering (Single) WJEC
Hospitality and Catering (Double) WJEC
Human Physiology & Health AQA
Humanities AQA OCR WJEC
Information & Communication Technology Edexcel WJEC
Information & Communication Technology (Pilot) WJEC
Information & Communication Technology (Short Course) Edexcel WJEC
Information & Communication Technology A AQA CCEA OCR
Information & Communication Technology A (Short Course) AQA CCEA OCR
Information & Communication Technology B AQA CCEA OCR
Information & Communication Technology B (Short Course) AQA OCR
Irish CCEA
Irish (Short Course) CCEA
Irish Spoken Language (Short Course) CCEA
Irish Written Language (Short Course) CCEA
Italian AQA Edexcel
Italian: Spoken Language (Short Course) AQA Edexcel
Italian: Written Language (Short Course) AQA Edexcel
Japanese Edexcel
Japanese: Spoken Language (Short Course) Edexcel
Japanese: Written Language (Short Course) Edexcel
Journalism (Pilot) CCEA
Journalism in the Media and Communications Industry (JMC) CCEA
Latin OCR
Latin (Short Course) OCR
Law AQA OCR
Learning for Life and Work CCEA
Leisure & Tourism AQA CCEA Edexcel OCR WJEC
Leisure & Tourism (Double) AQA CCEA Edexcel OCR WJEC
Title Awarding Body

Manufacturing CCEA OCR
Manufacturing (Double) CCEA Edexcel OCR
Mathematics WJEC
Mathematics (Pilot) AQA CCEA OCR WJEC
Mathematics A AQA Edexcel OCR
Mathematics A (Linear) AQA Edexcel OCR
Mathematics B AQA Edexcel OCR
Mathematics B (Modular) AQA Edexcel OCR
Mathematics C OCR
Mathematics D (Pilot) OCR
Media Studies AQA OCR WJEC
Media Studies (Double Award) AQA
Mewn Cymraeg Ail laith (Peilot) CBAC
Modern Greek Edexcel
Modern Hebrew AQA
Modern Hebrew: Spoken Language (Short Course) AQA
Modern Hebrew: Written Language (Short Course) AQA
Moving Image Arts CCEA
Motor Vehicle and Road User Studies CCEA
Music AQA CCEA Edexcel OCR WJEC
Panjabi AQA
Panjabi: Spoken Language (Short Course) AQA
Panjabi: Written Language (Short Course) AQA
Performing Arts AQA WJEC
Performing Arts (Double Award) AQA WJEC
Performing Arts: Dance AQA
Personal and Social Education (Short Course) (Pilot) WJEC
Persian OCR
Persian: Spoken Language (Short Course) OCR
Persian: Written Language (Short Course) OCR
Physical Education AQA CCEA Edexcel OCR WJEC
Physical Education (Double Award) AQA
Physical Education (Short Course) AQA Edexcel OCR WJEC
Physical Education A AQA
Physical Education B AQA
Physical Education A (Short Course) AQA
Physical Education B (Short Course) AQA
Physical Education: Games AQA OCR
Physical Education: Games (Short Course) AQA OCR
Physics AQA CCEA Edexcel WJEC
Physics A OCR
Physics B OCR
Preparation for Working Life (Short Course) (Pilot) WJEC
Polish AQA
Polish: Spoken Language (Short Course) AQA
Polish: Written Language (Short Course) AQA
Portuguese OCR
Portuguese: Spoken Language (Short Course) OCR
Portuguese: Written Language (Short Course) OCR
Psychology AQA Edexcel OCR WJEC
Psychology (Short Course) AQA
Religious Studies CCEA Edexcel
Religious Studies (Short Course) CCEA Edexcel
Religious Studies A AQA Edexcel OCR WJEC
Religious Studies A (Short Course) AQA Edexcel OCR WJEC
Religious Studies B AQA Edexcel OCR WJEC
Religious Studies B (Short Course) AQA OCR WJEC
Religious Studies C AQA OCR
Religious Studies C (Pilot) OCR
Religious Studies C (Short Course) AQA
Religious Studies C (Short Course) (Pilot) OCR
Religious Studies: Judaism OCR
Russian Edexcel
Russian: Spoken Language (Short Course) Edexcel
Russian: Written Language (Short Course) Edexcel
Science CCEA Edexcel WJEC
Science A AQA ORC
Science B AQA ORC
Science: Additional Edexcel WJEC
Science: Single Award CCEA
Science: Double Award (Co-ordinated) CCEA Edexcel OCR
Science: Environmental and Land-Based Science OCR
Title Awarding Body

Sociology AQA OCR WJEC
Sociology (Short Course) AQA WJEC
Spanish AQA CCEA Edexcel OCR WJEC
Spanish A AQA
Spanish B AQA
Spanish (Short Course) AQA CCEA
Spanish A (Short Course) AQA
Spanish: Spoken Language (Short Course) AQA CCEA Edexcel OCR
Spanish: Written Language (Short Course) AQA CCEA Edexcel OCR
Statistics AQA Edexcel
Technology & Design CCEA
Turkish OCR
Turkish: Spoken Language (Short Course) OCR
Turkish: Written Language (Short Course) OCR
Urdu AQA Edexcel
Urdu: Spoken Language (Short Course) AQA Edexcel
Urdu: Written Language (Short Course) AQA Edexcel
Use of Mathematics (Pilot) AQA
Welsh WJEC
Welsh Literature WJEC
Welsh Second Language WJEC
Welsh First Language WJEC
Welsh Second Language (Short Course) WJEC
Appendix D – Discontinued GCSE Subjects (Last Examinations 2002)
The following are the subjects for which the General Certificate of Secondary Education (GCSE) examinations were available for
examination until 2002.
A GCSE Combined Subject Syllabus consists of two related constituent subjects, which provide the basis for a single award GCSE. Some
awarding bodies offered more than one syllabus in certain subjects.
Qualification Title Notes Awarding Body
Accounting WJEC
Additional Mathematics CCEA
Agriculture & Horticulture AQA
Arabic Edexcel
Art AQA Edexcel OCR WJEC
Art: Unendorsed AQA
Art: Ceramics Edexcel
Art: Craft Studies Edexcel
Art: Critical & Historical Studies Edexcel
Art: Drawing & Painting AQA Edexcel OCR WJEC
Art: Graphics AQA Edexcel OCR WJEC
Art: Photography AQA Edexcel OCR WJEC
Art: Printmaking Edexcel
Art: Sculpture Edexcel
Art: Textiles AQA Edexcel OCR WJEC
Art: Three Dimensional Design AQA Edexcel OCR WJEC
Astronomy Edexcel
Bengali AQA
Biblical Hebrew Edexcel
Business Studies In association with NDTEF Edexcel OCR
Business Studies & Economics Nuffield – BP Edexcel
Communication Studies AQA
Critical Studies in Art & Design Edexcel
Design & Technology AQA OCR
Design & Technology: Automotive Studies OCR
Design & Technology: Electronic Products Edexcel
Design & Technology: Food Technology WJEC
Design & Technology: Graphic Products WJEC
Design & Technology: Resistant Materials Technology WJEC
Design & Technology: Systems & Control Technology WJEC
Design & Technology: Textiles Technology WJEC
Drama & Theatre Arts AQA
Economics Edexcel WJEC
English (+ grade for Speaking and Listening) AQA CCEA Edexcel OCR WJEC
English English Post-16 AQA Edexcel
Environmental Studies AQA
Geography Syllabuses A & B AQA Edexcel
Geography Syllabus B Joint Syllabus (Avery Hill) OCR WJEC
Geography Syllabus C (Bristol Project) OCR
German Modular CCEA Edexcel OCR WJEC
Greek (Classical) AQA OCR WJEC
Health Studies OCR
History Syllabus A AQA Edexcel WJEC
History Syllabus B AQA WJEC
History Syllabus C AQA Edexcel WJEC
History Syllabus E (Themes of British & World History) Edexcel
Home Economics CCEA
Home Economics: Consumer Studies AQA
Home Economics: Textiles OCR
Information Studies Edexcel OCR
Information Systems CCEA
Information Technology AQA Edexcel OCR WJEC
Keyboarding Applications WJEC
Latin Syllabus B (School Classics Project) OCR
Mathematics Syllabuses A & B AQA CCEA Edexcel OCR WJEC
Mathematics MEI OCR
Mathematics Modular AQA
Mathematics SMP 11-16 OCR
Mathematics SMP Graduated Assessment OCR
Music Edexcel
Nautical Studies AQA

Office Applications AQA
Physical Education: Games Edexcel
Politics AQA
Religious Studies AQA OCR WJEC
Religious Studies Syllabus A OCR
Religious Studies Syllabus B (Judaism) OCR
Science: Double Award AQA
Science: Double Award Combined CCEA Edexcel WJEC
Science: Double Award Syllabus A Co-ordinated OCR
Science: Double Award Syllabus B Suffolk OCR
Science: Single Award AQA
Science: Single Award Combined CCEA Edexcel WJEC
Science: Single Award Syllabus A Co-ordinated OCR
Science: Single Award Syllabus B Suffolk OCR
Science: Single Award Syllabus C Salters OCR
Science: Biology AQA CCEA OCR WJEC
Science: Biology Syllabus A OCR
Science: Biology Syllabus C Salters OCR
Science: Biology Syllabus D Nuffield OCR
Science: Biology – Human AQA
Science: Chemistry AQA CCEA OCR WJEC
Science: Chemistry Syllabus A OCR
Science: Chemistry Syllabus C Salters OCR
Science: Chemistry Syllabus D Nuffield OCR
Science: Electronics WJEC
Science: Geology WJEC
Science: Human, Physiology & Health AQA
Science: Physics AQA CCEA Edexcel OCR WJEC
Science: Physics Syllabus A OCR
Science: Physics Syllabus C Salters OCR
Science: Physics Syllabus D Nuffield OCR
Science: Rural OCR
Social Science OCR WJEC
Urdu AQA Edexcel
World Development WJEC
GCSE COMBINED COURSE

Design & Technology & Art WJEC
Design & Technology & Business Studies WJEC
Design & Technology & Catering WJEC
Design & Technology & Electronics WJEC
Design & Technology & Information Technology WJEC
Design & Technology (Electronic Products) & Business Studies AQA OCR
Design & Technology (Food Technology) & Business Studies AQA OCR
Design & Technology (Graphic Products) & Business Studies AQA Edexcel OCR
Design & Technology (Resistant Materials Technology) & Business Studies AQA Edexcel OCR
Design & Technology (Textiles Technology) & Business Studies AQA Edexcel OCR
Design & Technology (Systems Control) & Business Studies Edexcel
French & Business Studies AQA Edexcel OCR
German & Business Studies AQA Edexcel OCR
Geography & Business Studies AQA OCR
Geography & History Syllabus A Schools History Project OCR
Geography & History Syllabus B Modern World OCR
Geography & History Syllabus C (British Social & Economic) OCR
Information Technology & Business Studies AQA Edexcel OCR
Spanish & Business Studies AQA Edexcel OCR
GCSE SHORT COURSE

Art AQA OCR
Art Modular Edexcel
Art: Drawing & Painting OCR
Art: Graphics OCR
Art: Photography OCR
Art: Textiles OCR
Art: Three Dimensional Studies OCR
Design & Technology AQA OCR WJEC
Design & Technology: Electronic Products Edexcel
French OCR
Geography AQA OCR
Geography Syllabus B Edexcel
German Edexcel OCR
History Syllabus A AQA Edexcel
History Syllabus B AQA
History Syllabus C AQA
History Syllabus C (British Social & Economic History) OCR
History Syllabus D (Schools History Project) Edexcel
History Syllabus E (Themes of British & World History) Edexcel
Information Technology AQA Edexcel OCR WJEC
Music Edexcel
Physical Education: Games Edexcel
Religious Education Syllabuses A & B Edexcel OCR WJEC
Religious Education Syllabuses A & D AQA
Spanish CCEA
Appendix E – GCE Advanced Subsidiary/Advanced subject availability
(firtst teaching September 2008, except for applied subjects, which were first taught in September 2005)
No of Units
Subject Awarding Body DbleAwd 9-Unit DbleAwd
AS A Level
AS Award A Level
Accounting AQA 2 4
OCR 2 4
Applied Art and Design AQA 3 6 6 9 12
Edexcel 3 6 6 9 12
OCR 3 6 6 12
Applied Business AQA 3 6 6 9 12
Edexcel 3 6 6 9 12
OCR 3 6 6 12
WJEC 2 4 4 8
Applied Information and Communication Technology AQA 3 6 6 9 12
Edexcel 3 6 6 9 12
OCR 3 6 6 12
WJEC 2 4 4 8
Applied Science AQA 3 6 6 9 12
OCR 3 6 6 12
WJEC 3 6
Applied Welsh Second Language WJEC 3 6
Arabic Edexcel 1 2
Archaeology AQA 2 4
Art and Design AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Art and Design (Art, Craft and Design) AQA 2 4
Edexcel 2 4
WJEC 2 4
Art and Design (Critical and Contextual Studies) Edexcel 2 4
OCR 2 4
WJEC 2 4
Art and Design (Fine Art) AQA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Art and Design (Graphic Communication) AQA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Art and Design (Photography: Lens-based and Light- AQA 2 4
based Media)
Edexcel 2 4
OCR 2 4
WJEC 2 4
Art and Design (Textile Design) AQA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Art and Design (Three-Dimensional Design) AQA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Bengali AQA 1 2
Biblical Hebrew OCR 1 2
Biology AQA 3 6
CCEA 3 6
Edexcel 3 6
No of Units
AS A Level
AS Award A Level
Biology (continued) OCR 3 6
WJEC 3 6
Biology B AQA 3 6
Biology (Human) AQA 3 6
OCR 3 6
WJEC 3 6
Biology (Salters Nuffield) Edexcel 3 6
Biology and Biology (Human) Edexcel 3 6
Biology and Human Biology A AQA 3 6
Business Studies AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Chemistry AQA 3 6
CCEA 3 6
Edexcel 3 6
WJEC 3 6
Chemistry A OCR 3 6
Chemistry B (Salters) OCR 3 6
Chinese Edexcel 1 3
Citizenship Studies AQA 2 4
Classics OCR 2 4
Classics (Ancient History) OCR 2 4
Classical Civilisation AQA 2 4
OCR 2 4
Classics (Classical Greek) OCR 2 4
Classics (Latin) OCR 2 4
Communication and Culture AQA 2 4
Computing AQA 3 4
OCR 2 4
WJEC 2 4
Critical Thinking AQA 2 4
OCR 2 4
Dance AQA 2 4
Design and Technology: Food Technology AQA 2 4
Edexcel 2 4
WJEC 2 4
Design and Technology: Product Design (3D Design) AQA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Design and Technology: Product Design (Textiles) AQA 2 4
Edexcel 2 4
Design and Technology: Systems and Control AQA 2 4
Technology WJEC 2 4
Drama and Theatre Studies AQA 2 4
Edexcel 2 4
WJEC 2 4
Dutch OCR 1 2
Economics AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Economics & Business Edexcel 2 4
Electronics AQA 3 6
OCR 3 6
No of Units
AS A Level
AS Award A Level
Engineering Edexcel 3 6
English Language Edexcel 2 4
OCR 2 4
WJEC 2 4
English Language A AQA 2 4
English Language B AQA 2 4
English Language and Literature Edexcel 2 4
OCR 2 4
WJEC 2 4
English Language and Literature A AQA 2 4
English Language and Literature B AQA 2 4
English Literature CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
English Literature A AQA 2 4
English Literature B AQA 2 4
Environmental Studies AQA 2 4
Film Studies WJEC 2 4
French AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
General Studies Edexcel 2 4
OCR 2 4
General Studies A AQA 2 4
General Studies B AQA 2 4
Geography AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Geology OCR 3 6
WJEC 3 6
German AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Government and Politics AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
Health and Social Care AQA 3 6 6 9 12
Edexcel 3 6 6 9 12
OCR 3 6 6 12
WJEC 3 6 6 12
History AQA 2 4
CCEA 2 4
Edexcel 2 4
WJEC 2 4
History A OCR 2 4
History B OCR 2 4
History of Art AQA 2 4
CCEA 2 4
Home Economics CCEA 2 4
OCR 2 4
No of Units
AS A Level
AS Award A Level
Information and Communication Technology AQA 2 4
CCEA 2 4
OCR 2 4
WJEC 2 4
Irish CCEA 2 4
Italian Edexcel 2 4
Japanese Edexcel 1 2
Law AQA 2 4
OCR 2 4
WJEC 2 4
Leisure Studies AQA 3 6 6 9 12
Edexcel 3 6
OCR 3 6
Mathematics AQA 3 6
CCEA 3 6
Edexcel 3 6
OCR 3 6
WJEC 3 6
Mathematics (MEI) OCR 3 6
Further Mathematics AQA 3 6
CCEA 3 6
Edexcel 3 6
OCR 3 6
WJEC 3 6
Further Mathematics (MEI) OCR 3 6
Pure Mathematics AQA 3 6
CCEA 3 6
Edexcel 3 6
OCR 3 6
WJEC 3 6
Pure Mathematics (MEI) OCR 3 6
Use of Mathematics AQA 3 6
Media: Communication and Production Edexcel 3 6
Media Studies AQA 2 4
OCR 2 4
WJEC 2 4
Modern Greek Edexcel 1 2
Modern Hebrew AQA 1 2
Moving Image Arts CCEA 2 4
Music AQA 3 6
CCEA 2 4
Edexcel 3 6
OCR 3 6
WJEC 3 6
Music Technology Edexcel 2 4
Panjabi AQA 1 2
Performance Studies OCR 2 4
Performing Arts Edexcel 3 6
OCR 3 6
Persian OCR 1 2
Philosophy AQA 2 4
Physical Education AQA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Physics CCEA 3 6
Edexcel 3 6
WJEC 3 6
No of Units
AS A Level
AS Award A Level
Physics A AQA 3 6
OCR 3 6
Physics B AQA 3 6
OCR 3 6
Portuguese OCR 1 2
Polish AQA 1 2
Psychology Edexcel 2 4
OCR 2 4
WJEC 2 4
Psychology A AQA 2 4
Psychology B AQA 2 4
Religious Studies AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Russian Edexcel 2 4
Science OCR 3 6
Science in Society AQA 2 4
Sociology AQA 2 4
OCR 2 4
WJEC 2 4
Spanish AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Technology and Design CCEA 2 4
Travel and Tourism AQA 3 6 6 9 12
Edexcel 3 6 6 9 12
OCR 3 6 6 12
WJEC 2 4 4 8
Turkish OCR 1 2
Urdu Edexcel 2 4
Welsh First Language WJEC 3 6
Welsh Second Language WJEC 3 6
World Development WJEC 2 4
Appendix F – Advanced Extension Award Subject Availability
The following is a list of the Advanced Extension Awards available for 2009 entry to HE. A single awarding body will offer the relevant
examination on behalf of all the awarding bodies. Candidates do not have to enter for the corresponding A level with that awarding body.
Subject Awarding Body
Biology and Biology (Human) AQA
Business OCR
Chemistry AQA
Critical Thinking OCR
Economics AQA
English OCR
French OCR
Geography WJEC
German CCEA
History Edexcel
Irish CCEA
Latin OCR
Mathematics Edexcel
Physics CCEA
Psychology AQA
Religious Studies Edexcel
Spanish Edexcel
Welsh WJEC
Welsh Second Language WJEC
Appendix G – AVCE/ASVCE/AVCE Double Award Subject Availability
The following is a list of the Advanced Vocational Certificate of Education (AVCE) qualifications which were available for first teaching from
September 2000 (six- and 12-unit awards). First awarded in 2001 for the six-unit AVCE and in 2002 for the 12-unit AVCE, AVCEs have
been replaced by A levels and AS in applied subjects for first teaching from September 2005. Final teaching of two-year AVCE
qualifications began September 2004, and one-year AVCE qualifications began September 2005. Last resits for AVCE qualifications were
held in January 2007.
Title ASVCE AVCE AVCE Double Award
Art & Design 8 4 4
Business 4 4 4
Construction & the Built Environment 8 4 4
Engineering 4 4 4
Health & Social Care 4 4 4
Hospitality & Catering 8 4 4
Information & Communication Technology 4 4 4
Leisure & Recreation 8 4 4
Manufacturing 8 4 4
Media: Communication & Production 8 4 4
Performing Arts 8 4 4
Retail & Distributive Services 8 4 8
Science 8 4 4
Travel & Tourism 8 4 4
Appendix H – Additional Admissions Tests
Additional Admissions Tests THE NATIONAL ADMISSIONS TEST FOR LAW (LNAT)
Used for entry to Law for the following Universities:
currently in use for progression University of Birmingham, University of Bristol, University of
Cambridge, Durham University, University of Exeter, University of
to HE in the United Kingdom Glasgow, King’s College, London, University of Nottingham,
BIOMEDICAL ADMISSIONS TEST (BMAT) University of Oxford, University College, London
Used for entry to Medicine and Veterinary School Entry method: registration and test booking via LNAT website
Entry method: via Cambridge Assessment www.lnat.ac.uk
Entry deadline: 30 September 2009 Registration for test starts: August 2009
Test date: 4 November 2009 Test starts: September 2009
Duration of test: 2 hours Entry deadlines: Oxford University and the University of
Further information: www.bmat.org.uk Cambridge – October 2009; on-time applications to other LNAT
universities – January 2010; late applications to other LNAT
GRADUATE MEDICAL SCHOOL ADMISSIONS TEST universities – June 2010
(GAMSAT)
Test date: Oxford and Cambridge applicants – November 2009;
Used for graduate entry to Medicine other on-time applicants – January 2010; other late applicants –
Entry method: online via www.gamsatuk.org June 2010
Entry deadline: 14 August 2009 Duration of test: 2 hours
Test date: 18 September 2009 Further information: www.lnat.ac.uk
Duration of test: 51/2 hours
Results available: approximately 6-7 weeks after test date SIXTH TERM EXAMINATION PAPERS (STEP)
Further information: www.gamsatuk.org Used for entry to Mathematics at the University of Cambridge
Entry method: via applicant’s school or college, in the same way
HEALTH PROFESSIONS ADMISSION TEST (HPAT) as GCE A Levels
Used for entry into Health Professions courses at the University Entry deadline: N/A
of Ulster Test date: the dates of STEP papers are immediately after those
Entry method: online via HPAT website www.hpat.org.uk/ for GCE A Level examinations
Entry deadline: January 2010 Duration of test: 3 hours
Test date: February 2010 Further information:
Duration of test: 3 hours www.maths.cam.ac.uk/undergrad/admissions/step/
Further information: www.hpat.org.uk/
THINKING SKILLS ASSESSMENT (TSA)
HISTORY APTITUDE TEST (HAT) Used for entry mainly to Computer Science, Natural Sciences,
Used for entry into all courses that include History at Oxford Engineering and Economics at the University of Cambridge
University Entry method: the University of Cambridge will inform applicants
Entry method: automatic when UCAS application arrives at Oxford of all admission requirements
Entry deadline: N/A Entry deadline: N/A
Test date: 4 November 2009 Test date: at interview
Duration of test: Approximately 2 hours Duration of test: 90 minutes
Further information: http://www.history.ox.ac.uk/prosundergrad/ Further information: http://tsa.ucles.org.uk/index.html
applying/hat_introduction.html UK CLINICAL APTITUDE TEST (UKCAT)
MODERN AND MEDIEVAL LANGUAGES TEST (MML) Used for entry to Medical and Dental Schools
Used for entry to Modern and Medieval Languages at the Entry method: via UKCAT website
University of Cambridge Entry deadline: 25 September 2009
Entry method: colleges will inform applicants of admission Test dates: 7 July 2009 – 9 October 2009
requirements Duration of test: 2 hours
Entry deadline: N/A Further information: www.ukcat.ac.uk
Test date: at interview
Duration of test: 45 minutes
Further information: www.mml.cam.ac.uk and
www.cam.ac.uk/admissions/undergraduate/courses/mml/tests.html
Appendix I – English Language Proficiency
In the case of a candidate whose mother tongue is other than g EDI Entry Level Certificate in ESOL International (Entry 3)
English, the following may be acceptable as evidence of g EDI Level 1 Certificate in ESOL International
proficiency in English. g EDI Level 2 Certificate in ESOL International
ANGLIA EXAMINATION SYNDICATE ENGLISH SPEAKING BOARD
g English as an Acquired Language (EAL/ESOL) Spoken
g Proficiency – Pass or better
Communication and Presentation – Level 3 (NQF level 3) –
BRITISH INSTITUTES CERTIFICATES Level 2 (Step 1) and Level 2 (Step 2) (NQF level 2)
Contact the university or college direct. g Schools EAL– Advanced 1 and Advanced 2 (NQF level 2).
CAMBRIDGE ENGLISH FOR SPEAKERS OF OTHER HONG KONG EXAMINATIONS AND ASSESSMENT
LANGUAGES (ESOL) AUTHORITY
g First Certificate in English – National Qualifications g Hong Kong Advanced Level Examination: Use of English –
Framework (NQF) level 1 Grade E or better
g Certificate in Advanced English – NQF level 2 g Hong Kong Advanced Supplementary Level Examination: Use
g Certificate in Proficiency in English – NQF level 3 of English – Grade E or better
g Business English Certificate Vantage – NQF level 1 g Hong Kong Certificate of Education (HKCEE) prior to 2007:
g Business English Certificate Higher – NQF level 2 English Language (Syllabus B) – Grade C or better. 2007
g Skills for Life (NQF Levels 1 and 2) – A three-mode onwards: English Language Level 3 or better.
qualification covering Writing, Reading, and Speaking and
INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM
Listening, based on the ESOL Core Curriculum and the Adult (IELTS)
Literacy Standards. There is one passing grade: Pass. Regulated by Cambridge ESOL, the British Council and the
UNIVERSITY OF CAMBRIDGE INTERNATIONAL International Development Program Education Australia. Most UK
EXAMINATIONS (CIE) HEIs require an overall score of 5.0-7.5 depending on the content
g GCE O Level English Language (Syllabus numbers 1119, of the course. The test report form is recommended as valid for
1120, 1123, 1124, 1125, 1126) – Grade C or better two years, and candidates receive a band score for each of the
g IGCSE English as a Second Language (Syllabus number following skill areas: reading, writing, listening and speaking.
0510) – Grade C or better Applicants should offer academic rather than general training
g IGCSE First Language English (Syllabus number 0500) – reading and writing modules.
Grade C or better.
INSTITUTE OF LINGUISTS
UNIVERSITY OF CENTRAL LANCASHIRE ENGLISH g Diploma in English for International Communication tests
LANGUAGE EXAMINATIONS English language skills at degree-equivalent level. Last
Examinations have reading, writing, listening, speaking and use of awarded 2004.
English components graded separately from the overall grade on
the transcript. Each examination is graded pass, merit or LONDON CHAMBER OF COMMERCE AND INDUSTRY
INTERNATIONAL QUALIFICATIONS
distinction.
g English for Business (EFB) – Pass at level 3
g Certificate in English (Council of Europe Level B2) Level 2 - g English for Commerce (EFC) – Pass at level 3
Independent User- pass or above sufficient for some g Spoken English for Industry and Commerce (SEFIC) –
undergraduate programmes Pass at level 3
g Certificate in English (Council of Europe Level B1) Level 2 - g English Language Skills Assessment (ELSA) Reading &
Independent User Listening Test – Score of 383/500.
CERTIFICATE IN ESOL SKILLS FOR LIFE MALAYSIAN UNIVERSITY ENGLISH TEST (MUET)
Offered by Cambridge ESOL, City and Guilds, Edexcel, Education For further information, please contact:
Development International plc, English Speaking Board, National Malaysian Examinations Council
Open College Network, Open College of the North West and Bangunan MPM, Persiaran 1
Trinity College London. The Levels are set to equivalent NQF Bandar Baru Selayang, 68100 Batu Caves,
Levels. Selangor Darul Ehsan, Malaysia
t: +60 (0)3 6136 9663 f: +60 (0)3 6136 1488
CITY AND GUILDS
e: ppa@mpm.edu.my w: www.mpm.edu.my
g English for Business Communication– level 2 First Class
Pass, or level 3 Pass for more linguistically exacting courses MICHIGAN ENGLISH LANGUAGE ASSESSMENT BATTERY
g International ESOL and International Spoken ESOL – Expert (MELAB)
Level (NQF level 2). A score of 80 or above for admission to higher education in the
UK, and 90 or above should be required for programmes with
EDEXCEL high literary content.
g International GCE O level English Language – Grade C
or better OCNW
g IGCSE English as a Second Language – Grade C or better OCNW ESOL International Level 3 (QCF Level 3, CEFR Level C2)
g IGCSE English Language – Grade C or better OCNW ESOL International Level 2 (QCF Level 2, CEFR Level C1)
g GCSE English Language – Grade C or better. THE PASSWORD TEST
EDUCATION DEVELOPMENT INTERNATIONAL (EDI) Password is the new online English language test designed for
CERTIFICATES IN ENGLISH LANGUAGE SKILLS (ESOL) students joining English for Academic Purposes, international
g EDI Entry Level Certificate in ESOL International (Entry 1) foundation, long pre-sessional, pre-Masters and other pathway
g EDI Entry Level Certificate in ESOL International (Entry 2) programmes before enrolling onto a university course. The test
Appendix I – English Language Proficiency
discriminates effectively between CEFR levels A2 to B2 and is TEST OF ENGLISH AS A FOREIGN LANGUAGE (TOEFL)
BALEAP accredited. Password takes one hour to complete, is In the paper-based test, a score of 550 or above (600 or above
securely delivered online, and gives instantaneous test results. is recommended for degrees with a literary content). Comparable
scores for the computer-based test are 213 or above, and 250
Further information, including the location of Password Test and above. Comparable scores for the internet-based test are
Centres is available at: www.englishlanguagetesting.co.uk 79 or above, and 100 and above.
PEARSON LANGUAGE TESTS UNIVERSITY OF READING
London Tests of English: consisting of two parts: a written g Test in English for Educational Purposes (TEEP) – Reading,
paper and an oral exam. The written paper tests listening, Listening and Writing reported on the performance
reading, comprehension and writing skills. Both parts are certificate, both as independent scores and as an overall
externally assessed. Universities and colleges may accept Level 3 composite score. An additional Language Knowledge paper
(Council of Europe Level B2), Level 4 (Council of Europe Level C1) is taken into account when estimating the overall composite
or Level 5 (Council of Europe Level C2) for entry at an score for Band Scores 5.0-6.5. Scores above and below this
undergraduate or postgraduate level. range are not affected.
Pearson Test of English (PTE) Academic (available October WARWICK ENGLISH LANGUAGE TEST
2009): A computer-based test assessing international academic A test of language proficiency consisting of three papers, which
English language proficiency. Candidates receive an overall score together predict candidate's language ability at either a pre-
and sub scores for reading, writing, speaking, and listening. university (foundation) or university (undergraduate and graduate)
Additional scores are provided for enabling skills: grammar, oral level. The skills tested are English grammar and usage, writing
fluency, pronounciation, spelling, vocabulary, and written and reading. There is no speaking or listening test. Grades are
discourse. Most institutions will require a PTE Academic score in reported on a formal certificate with information on the reverse
the range of 50-64. Some institutions may list a higher or lower about level of achievement.
score depending on the course.
Further information is available from: The WELT Administrator,
TRINITY COLLEGE LONDON CELTE, University of Warwick, Coventry, CV47AL
Graded examinations in ESOL:
g Grades 7, 8 and 9 as evidence of spoken English ability
(NQF level 1);
g Grades 10 and 11 as evidence of spoken English ability
(NQF level 2);
g Grade 12 as evidence of spoken English ability (NQF level 3).
Integrated Skills in English (ISE):
g ISE II as evidence of all skills in English (NQF level 1);
g ISE III as evidence of all skills in English (NQF level 2).
Appendix J – National Courses available in Scotland
(Intermediate to Advanced Higher Level)
This is a list of current National Courses available. It does not include courses which have been, or are in the process of being, removed.
For more information on National Courses, see www.sqa.org.uk
Title Intermediate 1 Intermediate 2 Higher Advanced Higher
Accounting 4 4 4 4
Administration 4 4 4 4
Amenity Horticulture 8 4 8 8
Applied Mathematics: Mechanics 8 8 8 4
Applied Mathematics: Statistics 8 8 8 4
Applied Practical Electronics 4 8 8 8
Architectural Technology 8 8 4 8
Art and Design 4 4 4 8
Art and Design: Design 8 8 8 4
Art and Design: Expressive 8 8 8 4
Automotive Engineering 8 4 8 8
Beauty 8 8 4 8
Biology 4 4 4 4
Biotechnology 8 4 4 8
Building Construction 8 8 4 8
Business Management 4 4 4 4
Cantonese 4 4 4 4
Care 4 4 4 8
Care Issues for Society: Child Care 8 4 8 8
Care Issues for Society: Older People 8 4 8 8
Care Practice 8 8 4 8
Chemistry 4 4 4 4
Classical Greek 4 4 4 4
Classical Studies 4 4 4 4
Computing 8 4 4 4
Computing Studies 4 8 8 8
Construction Crafts 4 4 8 8
Creative Cake Production 8 4 8 8
Dance Practice 8 8 4 8
Design 8 4 8 8
Drama 4 4 4 4
Early Education and Childcare 4 4 4 8
Economics 4 4 4 4
Electrical Installations Fundamentals 8 4 8 8
Electronic and Electrical Fundamentals 8 4 8 8
Engineering Craft Skills 4 4 8 8
Engineering Skills 4 4 8 8
English 4 4 4 4
English for Speakers of Other Languages (ESOL) 8 4 4 8
Fabrication and Welding Engineering 8 8 4 8
Financial Services 8 4 8 8
Fitness and Exercise 8 4 4 8
French 4 4 4 4
Gaelic (Learners) 4 4 4 4
Gàidhlig 4 4 4 4
Geography 4 4 4 4
Geology 4 4 4 8
German 4 4 4 4
Graphic Communication 4 4 4 4
Hairdressing 4 4 8 8
Health and Safety in Care Settings 8 4 8 8
Health and Social Care 8 8 4 8
Health Sector 4 8 8 8
History 4 4 4 4
Home Economics – Fashion and Textile Technology 4 4 4 8
Home Economics – Health and Food Technology 4 4 4 4
Home Economics – Lifestyle and Consumer Technology 4 4 4 8
Hospitality 4 4 8 8
Hospitality – General Operations 8 4 8 8
Hospitality – Practical Cookery 4 4 8 8
Hospitality – Professional Cookery 8 4 4 8
Human Biology 8 8 4 8
Information Systems 8 4 4 4
Italian 4 4 4 4
Latin 4 4 4 4
Appendix L – National Courses available in Scotland (Intermediate to Advanced Higher Level)
Title Intermediate 1 Intermediate 2 Higher Advanced Higher

Leading Sports Activities 8 4 8 8
Managing Environmental Resources 4 4 4 8
Mandarin (simplified) 4 4 4 4
Mandarin (traditional) 4 4 4 4
Mathematics: Maths 1, 2 and 3 4 4 4 4
Mathematics: Maths 1, 2 and Applications 4 4 8 8
Mechatronics 8 8 4 8
Media Studies 4 4 4 4
Mental Health Care 8 8 4 8
Modern Studies 4 4 4 4
Music Performing 4 4 4 4
Music Performing with Technology 4 4 4 4
Personal Development 4 4 4 8
Philosophy 8 4 4 8
Photography for the Media 8 8 4 8
Physical Education 4 4 4 4
Physics 4 4 4 4
Plant Propagation 8 4 8 8
Play in Early Eduation and Childcare 8 8 4 8
Politics 8 8 4 8
Product Design 8 4 4 4
Professional Patisserie 8 8 4 8
Psychology 4 4 4 8
Religious, Moral and Philosophical Studies 4 4 4 4
Retail Travel 8 8 4 8
Rural Skills 4 8 8 8
Russian 4 4 4 8
Selling Overseas Tourist Destinations 8 4 8 8
Selling Scheduled Air Travel 8 8 4 8
Spanish 4 4 4 4
Sport and Recreation 4 4 8 8
Sports Coaching Studies 8 8 4 8
Sports Organisation 8 8 4 8
Structural Engineering 8 8 4 8
Technological Studies 8 4 4 4
Travel and Tourism 4 4 4 8
Uniformed and Emergency Services 4 8 8 8
Urdu 8 8 4 8
Woodworking Skills 4 4 8 8
Accounting and Finance English Modern Studies

Administration English – Spoken Music
Art and Design French Physical Education
Biology Gaelic (Learners) Physics
Business Management Gàidhlig Religious Studies
Chemistry Geography Russian
Classical Greek German Science
Classical Studies Graphic Communication Social and Vocational Skills
Computing Studies History Spanish
Contemporary Social Studies Home Economics Technological Studies
Craft and Design Italian Urdu
Drama Latin
Economics Mathematics
Appendix K – National Qualification Group Awards (Scotland)
NATIONAL QUALIFICATIONS GROUP AWARDS (SCOTLAND) AVAILABLE TO CENTRES NOW:
Title Type of NQGA Level

Applied Sciences National Certificate 5
Applied Sciences National Certificate 6
Beauty Care and Make-Up National Certificate 5
Business National Certificate 5
Building Services Engineering National Certificate 6
Built Environment National Certificate 6
Civil Engineering National Certificate 6
Construction National Progression Award 5
Conservation of Masonry National Progression Award 6
Dealing with Solvent Emissions in Dry Cleaning National Progression Award 6
Digital Multimedia Computing National Certificate 4
Digital Multimedia Computing National Certificate 5
Digital Media Computing National Certificate 6
Digital Literacy National Progression Award 3
Enterprise and Employability National Progression Award 4
Enterprise and Employability National Progression Award 5
Hairdressing National Certificate 5
Internet Technology National Progression Award 4
Internet Technology National Progression Award 5
PC Passport: Beginner National Progression Award 4
PC Passport: Intermediate National Progression Award 5
PC Passport: Advanced National Progression Award 6
Web Design Fundamentals National Progression Award 5
Early Education and Childcare National Certificate 6
Health and Social Care National Certificate 6
Financial Services National Progression Award 6
Cosmetology National Progression Award 4
Playwork and Childcare National Progression Award 5
Sport and Fitness National Certificate 5
Sports Coaching: Athletics National Progression Award 4
Sports Coaching: Tennis: National Progression Award 4
Sports Coaching: Badminton National Progression Award 4
Sports Coaching: Basketball National Progression Award 4
Sports Coaching: Canoeing National Progression Award 4
Sports Coaching: Cricket National Progression Award 4
Sports Coaching: Football National Progression Award 4
Sports Coaching: Gymnastics National Progression Award 4
Sports Coaching: Golf National Progression Award 4
Sports Coaching: Hockey National Progression Award 4
Sports Coaching: Netball National Progression Award 4
Sports Coaching: Rugby Union National Progression Award 4
Sports Coaching: Squash National Progression Award 4
Sports Coaching: Swimming National Progression Award 4
Sports Coaching: Table Tennis National Progression Award 4
Sports Coaching: Equestrian National Progression Award 4
Sports Coaching: Cycling National Progression Award 4
Sports Coaching: Diving National Progression Award 4
Sports Coaching: Judo National Progression Award 4
Sports Coaching: Orienteering National Progression Award 4
Sports Coaching: Rugby League National Progression Award 4
Sports Coaching: Synchronised Swimming National Progression Award 4
Sports Coaching: Triathlon National Progression Award 4
Sports Coaching: Water Polo National Progression Award 4
Appendix M – National Qualification Group Awards (NQGSs) available to centres now

Sports Coaching: Volleyball National Progression Award 4
Sports Coaching: Tennis National Progression Award 5
Sports Coaching: Angling National Progression Award 5
Sports Coaching: Curling National Progression Award 5
Sports Coaching: Canoeing National Progression Award 5
Sports Coaching: Golf National Progression Award 5
Sports Coaching: Judo National Progression Award 5
Sports Coaching: Rowing National Progression Award 5
Sports Coaching: Cycling National Progression Award 5
Sports Coaching: Diving National Progression Award 5
Sports Coaching: Rugby League National Progression Award 5
Sports Coaching: Synchronised Swimming National Progression Award 5
Sports Coaching: Triathlon National Progression Award 5
Sports Coaching: Canoeing Canoeing National Progression Award 6
Sports Coaching: Curling National Progression Award 6
Sports Coaching: Rowing National Progression Award 6
Sports Coaching: Tennis National Progression Award 6
Safe Operations of Continuous Batch Washers National Progression Award 6
Security Operations: Door Supervision National Progression Award 5
Security Operations: Security Guarding National Progression Award 5
Security Operations: CCTV (Public Space Surveillance) National Progression Award 5
Supply Chain Operations National Progression Award 5
Working with Asylum Seekers and Refugees National Progression Award 4
NATIONAL QUALIFICATIONS GROUP AWARDS (SCOTLAND) PLANNED FOR IMPLEMENTATION BY AUGUST 2009:

Administration: IT and Audio National Progression Award 5
Administration: Office Supplies National Progression Award 5
Animation National Progression Award 5
Bakery National Progression Award 4 or 5
Computer Hardware and Software National Progression Award 5
Digital Gaming National Progression Award 6
Digital Media Basics National Progression Award 4
Digital Media Editing National Progression Award 5
Digital Media Production National Progression Award 6
Fitness National Progression Award 6
Software Development National Progression Award 5
Sports Administration National Progression Award 6
Sports Development National Progression Award 6
Sporting Excellence National Progression Award 6
Website Enterprise National Progression Award 6
Beauty National Certificate 6
Hairdressing National Certificate 6
Marine Operations National Certificate 5 or 6

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What is the purpose of this guide?

What is the purpose of this guide?

What are some of the qualifications covered in this guide?

What are some of the qualifications covered in this guide?

2010

This guide provides accurate and

ALL RIGHTS RESERVED.

UCAS REGISTERED IN ENGLAND AND WALES NUMBER: 2839815

PUBLICATION REFERENCE: 09_122

FURTHER INFORMATION ON QUALIFICATIONS AND TARIFF POINTS

FURTHER INFORMATION ABOUT THE UCAS APPLICATION PROCESS

UCAS QUALITY AWARDS

The purpose of this guide is to provide accurate and up-to-date

Qualifications in England, Wales and Northern Ireland

TVU Fellowship of the London College of Music in Performance (FLCM) 99

EDI (Education Development International) Qualifications 46

NCFE NVQ in Spectator Safety 78

Certificate of Secondary Education (CSE) 116

NORTHERN IRELAND 130

Qualifications in Scotland 131

CERTIFICATES AND OTHER SUPPORTING EVIDENCE LIKELY TO BE OFFERED BY APPLICANTS 148

A Advanced CRA Centre for Recording Achievement

FRAMEWORK FOR NATIONAL QUALIFICATIONS NATIONAL QUALIFICATIONS

D (Doctoral) Doctorates 8 Vocational diplomas

H (Honours) Bachelors degrees, graduate 6 Vocational certificates

I (Intermediate) Diplomas of Higher Education and 5 Key skills

C (Certificate) Certificates of Higher Education 4 Vocational certificates

Entry Basic skills

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL INDICATORS

FRAMEWORK LEVEL INDICATORS EXAMPLES OF

AEB The Associated Examining Board

AQA Assessment and

UCLES University of Cambridge Local

Note: OCR sits alongside its

ULEAC University of London Examinations

Developing the Qualifications and Credit Framework

The Diploma has achieved full status within the National

bassoon, saxophone, horn, trumpet, cornet, flugelhorn, E flat GRADING SYSTEM:

For each separately validated Access to HE Diploma, the required PROGRESSION/ARTICULATION:

Advanced Apprenticeship BACKGROUND:

GRADING SYSTEM: Grade UCAS Tariff Points

AQA Baccalaureate In both years, candidates have to achieve a Pass in their

NUMBER OF UNITS/STRUCTURE: ASSESSMENT METHOD:

CACHE Certificate in Children’s

NUMBER OF UNITS/STRUCTURE: DATE OF FIRST TEACHING:

Throughout the Diploma level of the qualification, learners are

QUALITY ASSURANCE: A sample of the internally marked assignments is internally

QUALIFICATION ABBREVIATION: BACKGROUND:

DATE OF FIRST TEACHING: DATE OF FIRST TEACHING:

DATE OF FIRST AWARD: DATE OF FIRST AWARD:

DATE OF LAST AWARD: DATE OF LAST AWARD:

CACHE level 4 NVQ in Children’s

DATE OF FIRST TEACHING:

Grade Principal Subject Global Short Course

Cambridge International General City & Guilds

GRADING SYSTEM: QUALITY ASSURANCE:

City & Guilds Level 3 IVQ GRADING SYSTEM:

City & Guilds Advanced EXAMINATION TIMING:

FUNCTIONAL SKILLS DATE OF FIRST AWARD:

Diploma in Digital Applications/ Diploma in Foundation Studies