UCAS Qualifications

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.

For entry to university or college in 2010

UKQualifications

2010

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UCAS QUALITY AWARDS

UK QUALIFICATIONS 1

The purpose of this guide is to provide accurate and up-to-dateinformation about pre-HE qualifications and other entry routes toHE. It is intended primarily to be a working manual for admissionstutors in HEIs. It should also be of use and interest to staff inschools, colleges and the FE sector.

It is organised in two main parts: the first deals with qualificationsavailable in England, Wales and Northern Ireland; the secondconcentrates on the education system in Scotland. It thereforecontains details of a wide range of qualifications, butconcentrates on those at National Qualifications Framework (NQF)levels 2 and 3 or equivalent. Qualifications are listedalphabetically in the main body of the guide. This structure hasbeen adopted to promote ease of use of the document, to providean effective tool for use in the admissions process.

The inclusion of any qualification does not imply recognition orendorsement of that qualification on the part of UCAS or HEIs, for the purposes of entry to HE in the UK. Similarly, absence ofany qualification in the guide does not imply intended lack ofrecognition.

UCAS would be pleased to receive comments and suggestionsabout the format and content of this publication for the benefit of future editions. Please address comments to:

Policy and Public Affairs DepartmentUCASRosehillNew Barn LaneCheltenhamGloucestershireGL52 3LZ

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Preface

PAGEList of abbreviations 8

Qualifications in England, Wales and Northern IrelandIntroduction 11The National Qualifications Framework, regulators, awarding bodies 13Developing the Qualifications and Credit Framework 17

QUALIFICATIONS CURRENTLY OFFERED 18Applied QualificationsDiploma 36Extended Project 55

Baccalaureates/International QualificationsAQA Baccalaureate 23University of Cambridge International Examinations (CIE) 31

Cambridge Pre-U Diploma 31Cambridge Advanced International Certificate of Education Diploma (AICE) 32Cambridge GCE International Advanced and Advanced Subsidiary level/Higher School Certificate (CIE GCE International A and AS level/HSC) 32Cambridge International GCE Advanced Subsidiary level/Higher School Certificate (HSC) 32Cambridge International Diploma (CID) 33

European Baccalaureate (EB) 54International Baccalaureate (IB) 66International Baccalaureate Diploma (IB) 67International General Certificate of Secondary Education (IGCSE) 68Welsh Baccalaureate Advanced Diploma (WBAD) 107

General QualificationSAccess to HE Diploma 21Advanced Extension Award (AEA) 22Cambridge Pre-U Certificate 31Diploma in Foundation Studies (Art and Design) (FAD) 39Free-Standing Mathematics Qualifications (FSMQ) 56General Certificate of Education Advanced level (GCE A level, A level) 57General Certificate of Education Advanced Subsidiary level (AS level) 59GCE Advanced Subsidiary/Advanced level in applied Subjects (GCE AS/AS Double Award/A level/A level Double

Award in applied Subjects) 61General Certificate of Secondary Education (GCSE) 62GCSE in Vocational Subjects (also known as Applied GCSE) 63ICCE International Certificate of Christian Education (ICCE) 64

Music/Performing Arts QualificationsAssociated Board of the Royal Schools of Music (ABRSM) Qualifications 18

ABRSM Diploma in Instrumental/Vocal Teaching (DipABRSM) 18LRSM in Instrumental/Vocal Teaching (LRSM) 18FRSM in Music Education (FRSM) 18ABRSM Diploma in Music Direction (DipABRSM) 19LRSM in Music Direction 19FRSM in Music Direction 19ABRSM Diploma in Music Performance (DipABRSM) 19LRSM in Music Performance 19FRSM in Music Performance 19ABRSM Graded Examinations in Foundation, Intermediate and Advanced level in Music Performance 19ABRSM Graded Examinations in Foundation, Intermediate and Advanced level in Music Literacy 19

Thames Valley University/London College of Music (TVU/LCM) Examinations 98TVU Associate of the London College of Music in Performance (ALCM) 98TVU Associate of the London College of Music in Teaching (ALCM (TD)) 99TVU Diploma of the London College of Music in Performance (DipLCM) 99TVU Diploma of the London College of Music in Teaching (DipLCM (TD)) 98

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Contents

TVU Fellowship of the London College of Music in Performance (FLCM) 99TVU Graded Examination in Drama 100TVU Graded Examination in Music Literacy 100TVU Graded Examination in Music Performance 100TVU Graded Examination in Speech 100TVU Graded Examination in Speech and Drama 100TVU Licentiate of the London College of Music in Performance (LLCM) 101TVU Licentiate of the London College of Music in Teaching (LLCM (TD)) 101

Trinity College London (TCL) Qualifications 101Trinity Guildhall Associate and Licentiate Diplomas in Drama and Speech (ATCL, LTCL) 101Trinity Guildhall Associate and Licentiate Diplomas in Music (ATCL/AMusTCL, LTCL/LMusTCL) 102Trinity Guildhall Fellowship Diplomas in Drama and Speech (FTCL) 102Trinity Guildhall Fellowship Diplomas in Music (FTCL/FMusTCL) 103Trinity College London Graded Examinations in Communication Skills 103Trinity Guildhall Graded Examinations in Drama 103Trinity Guildhall Graded Examinations in Music Literacy/Theory 104Trinity Guildhall Graded Examinations in Music Performance 104Trinity Guildhall Graded Examinations in Speech (Performing Text) 105Trinity Guildhall Graded Examinations in Speech and Drama 105Trinity College London National Certificates in Professional Acting and Classical Ballet (DaDA Certificates) 105Trinity College London National Diplomas in Professional Acting, Dance, Music Theatre and Production Skills (DaDA Diplomas) 106

Vocational/Occupational QualificationsABC Awards Level 3 Diploma in Fashion Retail 18Advanced Apprenticeship 22British Horse Society Awards 24

Stage 3 Horse Knowledge and Care Certificate (BHS Groom’s Certificate) 24Stage 3 Horse Knowledge and Riding Certificate 24Preliminary Teacher’s Certificate 24

Council for Awards in Children’s Care and Education (CACHE) Qualifications 24CACHE Certificate for Teaching Assistants (CTA-L3) 24CACHE Certificate in Children’s Care, Learning and Development (CCCLD-L3) 25CACHE Certificate of Professional Development in Work with Children and Young People (CPD-L3) 25CACHE Diploma in Childcare and Education (DCE-L3) 26CACHE Diploma in Early Years Care and Education (Welsh Medium) (W-DEYCE-L3) 27CACHE Diploma in Home-Based Childcare (DHC-L3) 28CACHE Diploma in Playgroup Practice in Wales (DPPW-L3) 28CACHE Level 3 Diploma in Playwork (DP-L3) 29CACHE Diploma in Pre-School Practice (DPP-L3) 29CACHE Level 3 NVQ in Health and Social Care (HSC-L3) 30CACHE Level 4 NVQ in Children’s Care, Learning and Development (CCLD-L4) 30

City & Guilds Qualifications 33City & Guilds level 5 Advanced Professional Certificate (APC) 35City & Guilds level 5 IVQ Advanced Technician Diploma (IVQ ATD) 34City & Guilds level 5 IVQ Advanced Diploma (IVQ AD) 33City & Guilds level 5 IVQ Technician Diploma (IVQ TD) 34City & Guilds level 5 IVQ Diploma (IVQ D) 34City & Guilds level 5 IVQ Technician Certificate (IVQ TC) 34City & Guilds level 5 IVQ Certificate (IVQ C) 35City & Guilds level 5 Full Technological Certificate (FTC) 35City & Guilds level 5 Full Technological Diploma (FTD) 35City & Guilds level 5 Higher Professional Diploma (HPD) 36Senior Awards 36

Diploma/Certificate/Award in Digital Applications (DIDA/CIDA/AIDA) 39Edexcel BTEC Qualifications

Edexcel Level 2 BTEC First Certificate 40Edexcel Level 2 BTEC First Diploma 41Edexcel BTEC Short Courses 42Edexcel Level 3 BTEC National Award 42Edexcel Level 3 BTEC National Certificate 43Edexcel Level 3 BTEC National Diploma 44Edexcel Level 5 BTEC Higher National Certificate (BTEC HNC) 44Edexcel Level 5 BTEC Higher National Diploma (BTEC HND) 45

UK QUALIFICATIONS 3

Contents

EDI (Education Development International) Qualifications 46EDI Certificate in Children’s Care, Learning and Development 46EDI Certificate in Health and Social Care 46EDI Certificate in Audio Transcription 46EDI Certificate in Business Administration 46EDI Certificate in Business and Administration (Organisations and People) 47EDI Certificate in Business Practice 48EDI Certificate in Customer Service 48EDI Certificate in Delivering Learning Using a Virtual Learning Environment 48EDI Certificate in Education Practice: ICT Advanced 49EDI Certificate in Education Practice: ICT Skills 49EDI Certificate in Education Principles and Practice 49EDI Certificate in Educational Use of ICT 50EDI Level 3 Award in Preparing to Teach in the Lifelong Learning Sector 50EDI Level 4 Award in Preparing to Teach in the Lifelong Learning Sector 50EDI Level 3 Certificate in Teaching in the Lifelong Learning Sector 51EDI Level 4 Certificate in Teaching in the Lifelong Learning Sector 51EDI Certificate in ICT Applications 51EDI Certificate in Management 52EDI Certificate in Retail Operations 52EDI Certificate in Text Production 52EDI Certificate in Transport Engineering and Maintenance (Mechanical, Electrical and Coach) 52EDI Diploma in Education Practice: ICT Advanced 52LCCI IQ Level 3 Certificate in Accounting 53LCCI IQ Level 3 Certificate in Accounting (IAS) 53

Higher Sports Leader Award 63Institute of Commercial Management (ICM) 64

ICM Certificate/Diploma/Advanced Diploma Programmes 64IFS School of Finance Qualifications 65

IFS Certificate in Financial Studies (CeFS) 65IFS Level 3 Diploma in Financial Studies (DipFS) 66

National Vocational Qualification (NVQ) 69NCC Education Qualifications 69

NCC Education Degree and Masters/Postgraduate Degrees 70NCC Education International Advanced Diploma in Computer Studies (IADCS) 70NCC Education International Advanced Diploma in Business (IADB) 70NCC Education International Certificate in Computer Studies (ICCS) 71NCC Education International Certificate in Business (ICB) 72NCC Education International Diploma in Business (IDB) 71NCC Education International Diploma in Computer Studies (IDCS) 71NCC Education International Foundation Year (IFY) 72

NCFE Qualifications 72NCFE Award in Practical Supervision of Food Safety in Catering 73NCFE Certificate for Entry to the Uniformed Services 73NCFE Certificate for the Outdoor Industry 73NCFE Certificate in Art and Design 73NCFE Certificate in Creative Craft 73NCFE Certificate in Interactive Media 74NCFE Certificate in Personal Effectiveness at Work 74NCFE Introductory Award in Business for the Creative Industries 75NCFE Award in Business for the Creative Industries 75NCFE Certificate in Business for the Creative Industries 75NCFE Extended Certificate in Business for the Creative Industries 75NCFE Diploma in Business for the Creative Industries 76NCFE Extended Diploma in Business for the Creative Industries 76NCFE Certificate in Palliative Care 76

NCFE Certificate in Event Management 77NCFE Award in Sustainable Tourism 77NCFE Certificate in Tour Management 77NCFE Certificate in Managing Diversity 77NCFE 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 78NCFE NVQ in Customer Service 79NCFE Award in Preparing to Teach in the Lifelong Learning Sector 79NCFE Certificate in Early Years Foundation Stage Practice 79NCFE NVQ in Health and Social Care 79NCFE NVQ in Instructing Physical Activity and Exercise 80National Open College Network (NOCN) Qualifications 80

NOCN Level 2 and Level 3 Award in Creative Skills 82NOCN Level 3 Award and Certificate in Language Skills 85NOCN Level 3 Certificate in Managing Voluntary and Community Organisations 85NOCN Level 3 Award in Managing Volunteers 87NOCN Level 3 Award in Principles and Application of Coaching Skills 88NOCN Level 3 Award, Certificate and Diploma in Art and Design 80NOCN Level 3 Certificate in Community Development 81NOCN Level 3 Certificate in Information, Advice and Guidance 84NOCN Level 2 and Level 3 Certificate in Managing Voluntary and Community Organisations 85NOCN Level 3 Certificate in Youth Work 90NOCN Level 3 Certificate and Diploma in Garden and Planting Design 83NOCN Level 3 Award in General Religious Education 83NOCN Level 3 Award and Certificate for Progression 88NOCN Level 3 Award in Supporting People with Learning Disabilities (Induction) 89NOCN Level 3 Award in Tackling Substance Misuse 89OCNW Qualifications 91OCNW Level 3 Certificate in Biology 91OCNW Level 3 Certificate in English Language and Literature 91OCNW Level 3 Certificate in Psychological Perspectives 91

Oxford, Cambridge and RSA (OCR) Examinations 92OCR Asset Languages 92OCR Certificate/Diploma for iMedia Users 93OCR Certificate/Diploma for IT Professionals 94OCR Level 3 Certificate in Mathematics for Engineering 95OCR Level 5 Certificate in Teaching Learners with Specific Learning Difficulties (Dyslexia) 95OCR National Certificates, Diplomas and Extended Diplomas 96OCR Preparing to Teach in the Lifelong Learning Sector (PTLLS) Award 97OCR Certificate in Teaching in the Lifelong Learning Sector 97

Technical Certificate 97Vocationally Related Qualifications (VRQs) 105

SKILLS/ENRICHMENT

Adult Literacy and Adult Numeracy 108Award Scheme Development and Accreditation Network (ASDAN) Qualifications 108

ASDAN Certificate of Personal Effectiveness (ASDAN CoPE) 108ASDAN Certificate in Career Planning 109ASDAN Certificate in Community Volunteering (CCV (ASDAN)) 109ASDAN Universities Award 109

CSV Learning Together and Student Community Partnerships 110Curriculum Enrichment Programme (CEP) 110The Duke of Edinburgh’s Award 110Engineering Education Scheme in England (EESE) 111Essential Skills Wales 112Functional Skills 112Key Skills 113Industrial Careers Foundation 113MENO Thinking Skills 114Trident Trust ‘Skills for Life’ Programme 114Young Enterprise Examination 114

PHASED OUT QUALIFICATIONS

Ordinary level (GCE O level, O level) 115Alternative Ordinary level (AO level) 115Advanced level (GCE A level) 116Advanced Supplementary (GCE AS) 117Special Papers (SPs) 117

UK QUALIFICATIONS 5

Contents

Certificate of Secondary Education (CSE) 116Joint 16+ Examinations 116Certificate of Extended Education (CEE) 116Certificate of Extended Studies (CES) 117Certificate of Further Studies (CFS) 117Intermediate Certificates 117Senior Certificate Examination (SCE) 117Use of English 117Access to HE Certificate 120BTEC Qualifications prior to September 2002 (including former BTEC, BEC and TEC qualifications) – First, National and Higher

National Qualifications 119Higher National Qualifications – Engineering 117BTEC Qualifications prior to 1986 (including BEC, TEC and Joint Committee Qualifications) 118General National Vocational Qualifications (GNVQ) 118Advanced General National Vocational Qualifications (Advanced GNVQ) 118National Christian Schools’ Certificate (NCSC) 125Sixth Term Examination Papers (STEP) 119Part One General National Vocational Qualifications (Part One GNVQ) 119ifs Certificate in Financial Services Practice (CFSP) 119Advanced Subsidiary Vocational Certificate of Education (ASVCE, three-unit VCE) 120Advanced Vocational Certificate of Education (AVCE, six-unit AVCE) 121Advanced Vocational Certificate of Education: Double Award (AVCEDA, Vocational A level Double Award) 121Progress File 123

OTHER ENTRY ROUTES TO HIGHER EDUCATION

Accreditation of Prior Learning (APL) 125Credit for Higher and Further Education Qualifications 125The Open University (OU) 127

WALES 129

NORTHERN IRELAND 130

Qualifications in Scotland 131Introduction 131The Scottish Credit and Qualifications Framework 131Awarding and Accrediting Body – Scottish Qualifications Authority 134

CURRENT SCOTTISH QUALIFICATIONS

National Courses (SCQF levels 4 to 7) 134National Units (available at SCQF levels 1 to 7) 135Core Skills 135Access 2 and Access 3 136Advanced Highers (AH) 136Core Skills 139Scottish Baccalaureate 139Highers (Higher) 141Higher National Certificates (HNC) 141Higher National Diplomas (HND) 142Intermediate 1 and Intermediate 2 (Int 1, Int 2) 142National Certificate Group Awards 143National Qualification Group Awards 143Professional Development Awards (PDA) 144Scottish Group Awards (SGA) 144Scottish Progression Awards (SPA) 145Scottish Vocational Qualifications (SVQ) 145Standard Grades (S Grades) 146

PHASED OUT QUALIFICATIONS

Certificate of Sixth Year Studies (CSYS) 147General Scottish Vocational Qualifications (GSVQ) 147National Certificate Modules 147Scottish Certificate of Education Highers (SCE Highers) 147

6 UK QUALIFICATIONS

Contents

CERTIFICATES AND OTHER SUPPORTING EVIDENCE LIKELY TO BE OFFERED BY APPLICANTS 148Scottish Qualifications Certificate (SQC) 148Commemorative Certificates 148Scottish Certificate of Education (SCE) 148Certificate of Sixth Year Studies (CSYS) 148Record of Education and Training (RET) 148Certificates awarded by Scottish Vocational Education Council’s predecessor bodies: Scottish Business Education Council and

Scottish Technical Education Council (SCOTBEC, SCOTEC) 148Progress File 148National Record of Achievement (NRA) 148Young Enterprise Scotland 148Modern Apprenticeships in Scotland (MA) 148

ROUTES INTO HIGHER EDUCATION IN SCOTLAND 149Scottish Access to Higher Education Programmes, Courses and Pathways 150Scottish Wider Access Programme (SWAP) 150Access Courses run by Higher Education Institutions 150Direct Entry Pathways 150Community Education, Voluntary Organisation Routes 150Summer Schools 150Credit Accumulation and Transfer 150International Foundation Programme (IFPS) 150

AppendicesAppendix A – Contact details 151Appendix B – The UCAS Tariff 156Appendix C – GCSE subject availability 163Appendix D – Discontinued GCSE Subjects (last examinations 2002) 168Appendix E – GCE A level and AS subject availability 171Appendix F – Advanced Extension Award subject availability 176Appendix G – AVCE/ASVCE/AVCE Double Award subject availability 177Appendix H – Additional Admissions Tests 178Appendix I – English Language Proficiency 179Appendix J – National Courses Available in Scotland (Intermediate to Advanced Higher level) 181Appendix K – National Qualification Group Awards (Scotland) 183

UK QUALIFICATIONS 7

Contents

A AdvancedAA Advanced ApprenticeshipABC ABC AwardsABL Awarding Body LinkageABRSM Associated Board of the Royal Schools of MusicACAC Curriculum and Assessment Authority for Wales (no longer current)ACCAC Awdurdod Cymwysterau Cwricwlwm Ac Asesu Cymru/Qualifications,

Curriculum and Assessment Authority for Wales (now DCELLS)

ACER Australian Council for Education ResearchACGI Associate of City and Guilds InstituteADA Advanced Double AwardADES Association of Directors of Education in ScotlandAEA Advanced Extension AwardAEB Associated Examining Board (no longer current)AGNVQ Advanced General National Vocational Qualification (no longer

current)

AH Advanced HigherAICE Advanced International Certificate of EducationAIDA Award in Digital ApplicationsALCC Associate of London Chamber of Commerce and IndustryAO Alternative Ordinary levelAPEL Accreditation of Prior Experiential LearningAPL Accreditation of Prior LearningAQA Assessment and Qualifications AllianceAS Advanced Subsidiary (from September 2000)AS Advanced Supplementary (last examination 2001)ASC Association of Scottish CollegesASDA Advanced Subsidiary Double AwardASDAN Award Scheme Development and Accreditation NetworkASVCE Advanced Subsidiary Vocational Certificate of Education

(last award 2006)

ATD Advanced Technician DiplomaAVA Authorised Validating AgencyAVCE Advanced Vocational Certificate of Education (last award 2006)AVCEDA Advanced Vocational Certificate of Education Double Award

(last award 2006)

BEC Business Education Council (no longer current)BHS The British Horse Society BIS Department for Business Innovation and SkillsBMAT BioMedical Admissions TestBTEC Business and Technology Education Council CABs Component Awarding BodiesCACHE Council for Awards in Children’s Care and EducationCAE Certificate of Advanced EnglishCAS Creativity, Action, ServiceCATS Credit Accumulation and Transfer SystemCBI Confederation of British IndustryCBS Cambridge Business SkillsCCEA Northern Ireland Council for the Curriculum, Examinations

and Assessment

CCLC Council for Citizenship and Learning in the CommunityCCP Certificate in Childminding PracticeCCP Contact Centre ProfessionalCEE Certificate of Extended Education (no longer current)CeFS Certificate in Financial StudiesCELS Certificate in English Language SkillsCEP Curriculum Enrichment ProgrammeCES Certificate of Extended StudiesCFS Certificate of Further StudiesCFSP Certificate in Financial Services PracticeCIB Chartered Institute of BankersCIDA Certificate in Digital ApplicationsCIE University of Cambridge International ExaminationsCIOBS Chartered Institute of Bankers in ScotlandCIT Cambridge Information TechnologyCLS Community Learning ScotlandCNAA Council for National Academic Awards (no longer current)COSLA Convention of Scottish Local AuthoritiesCPD Certificate of Professional DevelopmentCPD Continuing Professional DevelopmentCPE Certificate of Proficiency in EnglishCQFW Credit and Qualifications Framework for Wales

8 UK QUALIFICATIONS

List of abbreviations

CRA Centre for Recording AchievementCSCA Cambridge Skills and Career AwardCSE Certificate of Secondary Education (no longer current)CSV Community Service VolunteersCSYS Certificate of Sixth Year Studies (no longer current)CTA Certificate for Teaching AssistantsDABs Diploma Awarding BodiesDCE Diploma in Child Care and EducationDCELLS Department for Education, Lifelong Learning and SkillsDCSF Department for Children, Schools and FamiliesDDP Diploma Development PartnershipDEBF Diploma in English for Banking and FinanceDENI Department of Education in Northern IrelandDfES Department for Education and Skills (replaced by DCSF and DIUS)DFSM Diploma in Financial Services ManagementDIDA Diploma in Digital ApplicationsDipFS Diploma in Financial StudiesDPPW Diploma in Playgroup Practice in WalesDPW Diploma in PlayworkDTEP Diploma in Trust and Estate PracticeEB European BaccalaureateECTS European Credit Transfer SystemEDI Education Development InternationalEFL English as a Foreign LanguageEQL Equestrian Qualifications LimitedESOL English for Speakers of Other LanguagesEU European UnionFAD Foundation Art and DesignFC First CertificateFCE First Certificate in EnglishFD First DiplomaFE Further EducationFEFC Further Education Funding CouncilFEHQ Framework for Higher Education QualificationsFEI Further Education InstitutionFEnto Further Education National Training OrganisationFLAW Foreign Languages at WorkFLIC Foreign Languages for Industry and CommerceFMP Final Major ProjectFSMQ Free-standing Mathematics QualificationFTC Full Technological CertificateFTD Full Technological DiplomaGAMSAT Graduate Medical School Admissions TestGC General CertificateGCE General Certificate of EducationGCGI Graduate of City and Guilds InstituteGCSE General Certificate of Secondary EducationGD General DiplomaGLH Guided Learning HoursGNVQ General National Vocational QualificationGOAL Global Online Assessment for LearningGSVQ General Scottish Vocational Qualification (no longer current)H HigherHAS Headteachers’ Association of ScotlandHAT History Aptitude TestHE Higher EducationHEFC Higher Education Funding CouncilHEI Higher Education InstitutionHIE Highlands and Islands EnterpriseHL Higher LevelHMIE Her Majesty’s Inspectorate of EducationHNC Higher National CertificateHND Higher National DiplomaHPAT Health Professions Admission TestIAD Advanced Diploma in Computer StudiesIAS International Accounting StandardsIB International BaccalaureateIBO International Baccalaureate OrganizationICCE International Certificate of Christian Education

UK QUALIFICATIONS 9

List of abbreviations

ICCS International Certificate in Computer Studies

ICF Industrial Careers Foundation

ICM Institute of Commercial Management

ICT Information and Communication Technology

IDCS International Diploma in Computer Studies

IELTS International English Language Testing Certificate

IFPS International Foundation Programme – Scotland

IFS ifs School of Finance

IGCSE International General Certificate of Secondary Education

IT Information Technology

ITO Industry Training Organisation

IVA Integrated Vocational Assessment

IWA Institute of Welsh Affairs

JAC Joint Advisory Committee

JACQA Joint Advisory Committee for Qualifications Approval

JCG Joint Curriculum Group

JMB Joint Matriculation Board (no longer current)

KS Key Stage

LCCI London Chamber of Commerce and Industry International

LCGI Licentiate of City and Guilds Institute

LCM London College of Music (no longer current)

LCMM London College of Music and Media

LEAG London East Anglian Group (no longer current)

LMC Learning Materials for Change

LNAT National Admissions Test for Law

LSC Learning and Skills Council

LSN Learning and Skills Network

LTSN Learning and Teaching Support Network

MCGI Member of City and Guilds Institute

MEG Midlands Examining Group (no longer current)

MML Modern and Medieval Languages Test

MSAT Medical School Admissions Test

NC National Certificate

NCSC National Christian Schools’ Certificate

NCSCB National Christian Schools’ Certificate Board

NCVQ National Council for Vocational Qualifications (no longer current)

ND National Diploma

NDAQ National Database of Accredited Qualifications

NDTEF National Design and Technology Education Foundation

NEA Northern Examining Association (no longer current)

NEAB Northern Examinations and Assessment Board (no longer current)

NICATS Northern Ireland Credit Accumulation and Transfer System

NICC Northern Ireland Council for the Curriculum (no longer current)

NICCEA Northern Ireland Council for the Curriculum, Examinations andAssessment (often abbreviated to CCEA)

NISEAC Northern Ireland Schools Examinations and Assessment Council (nolonger current)

NISEC Northern Ireland Schools Examinations Council (no longer current)

NNEB National Nursery Examination Board (no longer current)

NOCN National Open College Network

NQF National Qualifications Framework

NRA National Record of Achievement

NTO National Training Organisation (now replaced by Sector Skills Council)

NUCCAT Northern Universities Consortium for Credit Accumulation andTransfer

NUS National Union of Students

NVQ National Vocational Qualification

O Ordinary level (no longer current)

OCEAC Oxford and Cambridge Examinations and Assessment Council (nolonger current)

OCN Open College Network

OCR Oxford, Cambridge and RSA examinations

OCSEB Oxford and Cambridge Schools Examination Board (no longer current)

Ofqual Office of the Qualifications and Examinations Regulator

OIB Option Internationale du Baccalauréat

ONC Ordinary National Certificate

OND Ordinary National Diploma

OU Open University

PD Professional Development

PDA Professional Development Award

PDP Professional Development Planning

PFIG Progress File Implementation Group

QA Quality Assurance

QAA Quality Assurance Agency for Higher Education

QAN Qualification Accreditation Number

QCDA Qualifications and Curriculum Development Authority

QCDA Qualifications and Curriculum Development Agency

QCF Qualifications and Credit Framework

QIA Quality Improvement Agency

RET Record of Education and Training (no longer current)

SACCA Scottish Advisory Committee on Credit and Access

SBA Scenario-Based Assignment

SBS School Based Syllabus

SCAA School Curriculum and Assessment Authority (no longer current)

SCAVA Standing Conference of Authorised Validating Agencies

SCE Scottish Certificate of Education (no longer current)

SCOP Standing Conference of Principals (now GuildHE)

SCOTBEC Scottish Business Education Council (no longer current)

SCOTCAT Scottish Credit Accumulation and Transfer

SCOTEC Scottish Technical Educational Council (no longer current)

SCOTVEC Scottish Vocational Education Council (no longer current)

SCQF Scottish Credit and Qualifications Framework

SE Scottish Enterprise

SEB Scottish Examination Board (no longer current)

SEC Secondary Examinations Council (no longer current)

SEEC Southern England Consortium for Credit Accumulation and Transfer

SEED Scottish Executive Education Department

SEETLD Scottish Executive Enterprise, Transport and Lifelong LearningDepartment

SEFIC Spoken English for Industry and Commerce

SEG Southern Examining Group (no longer current)

SFEFC Scottish Further Education Funding Council

SGA Scottish Group Award

SHEFC Scottish Higher Education Funding Council

SIFP Scottish International Foundation Programme (no longer current)

SL Standard Level

SP Special Paper (no longer current)

SPA Scottish Progression Award

SPA Supporting Professionalism in Admissions

SQA Scottish Qualifications Authority

SQC Scottish Qualifications Certificate

SSAScot Sector Skills Alliance Scotland

SSC Sector Skills Council

STEP Sixth Term Examination Paper

STUC Scottish Trade Unions Congress

SUfI Scottish University for Industry

SUJB Southern Universities Joint Board

SVQ Scottish Vocational Qualification

SWAP Scottish Wider Access Programme

TD Technician Diploma

TEC Technician Education Council (no longer current)

TEC Training and Enterprise Council (no longer current)

TOEFL Test of English as a Foreign Language

TSA Thinking Skills Assessment

UACE(S) Universities Association for Continuing Education (Scotland)

UCAS Universities and Colleges Admissions Service

UCCA Universities Central Council on Admissions (no longer current)

UCLES University of Cambridge Local Examinations Syndicate

UfI University for Industry

UKCAT UK Clinical Aptitude Test

ULEAC University of London Examinations and Assessment Council (no longercurrent)

ULSEB University of London Schools Examination Board (no longer current)

ULSED University of London Schools Examination Department (no longercurrent)

UMS Uniform Mark Scale

UODLE University of Oxford Delegacy of Local Examinations (no longercurrent)

UUK Universities UK

VCE Vocational Certificate of Education

WBAD Welsh Baccalaureate Advanced Diploma

WJEC Welsh Joint Education Committee

YE Young Enterprise

Qualifications inEngland, Wales andNorthern Ireland

UK QUALIFICATIONS 11

PURPOSE OF THE PUBLICATIONThis publication is designed to help those handling admissions inmember institutions of the applications systems administered byUCAS (UCAS, GTTR, CUKAS and UKPASS) to understand fully thevarious qualifications which applicants are likely to offer for entryto HE in Autumn 2010.

It provides an alphabetical listing of current qualifications and aseparate listing of phased out “legacy” qualifications. It flags upforthcoming developments, eg Phases Two, Three and Four of thenew suite of Advanced Diplomas which will be offered for entry toHE from 2011, 2012 and 2013/4 respectively. This will help toinform HEIs’ preparatory work of establishing and publishing theiradmissions policies and entry requirements.

HE admissions offices find themselves embracing frequentchanges to the pre-HE qualifications landscape. Applicants to HE increasingly come from diverse backgrounds and offer a wide range of qualifications and entry routes. HE admissionsofficers and staff need to be familiar with, and responsive to,general (academic), vocational, occupational and appliedqualifications, and alternative entry routes to HE such as the new Access to HE Diplomas, lifelong learning, work-relatedlearning, experiential learning (which can be accredited through APEL), Apprenticeships etc.

They also need to be briefed on forthcoming changes toqualifications, in order to be proactive in their response to themand to publish their policies transparently at the earliestopportunity.

Good practice in the HE admissions process calls for a high levelof transparency and accountability. If HE is to be able torecognise potential and treat all applicants with equity and ontheir merits, admissions officers and staff need to have a fullworking knowledge and understanding of all major qualificationsand entry routes into HE. This is essential if they are to operatefair and inclusive admissions policies and widen participationsuccessfully without compromising standards.

This publication is intended to be an objective and authoritativesource of information to support HEIs in operating the admissions process professionally and equitably on the basis of informed judgements about qualifications offered for entry to HE. It includes information about the UCAS Tariff scores for each qualification where these were available at the time of writing. Further announcements will be made during 2009-10 and readers are invited to check the UCAS website for updated information – www.ucas.ac.uk/advisers/ucas_tariff/.

It is for individual HEIs to establish their own admissions policiesand to determine the relevance or acceptability of qualificationsfor entry to their programmes. HEIs are encouraged to declaresuch policies clearly and openly and to consider using the UCASTariff to express clearly both entry requirements and offers.

This publication will also be a valuable resource for advisers,teachers and guidance staff in schools, colleges, Connexions andother agencies to inform the guidance they give to potentialapplicants to HE on their choice of pre-HE programme and thecurrency of qualifications for entry to HE. For that purpose thispublication should be used in conjunction with the UCAS CourseSearch facility on the UCAS website – www.ucas.ac.uk/students/coursesearch/ – which gives detailed information on theacceptability of qualifications for each course and the relevant

entry requirements. For most courses the Entry Profiles onCourse Search give more detailed information.

CHANGES FOR 2010 ENTRY2010 entry to HE sees an unprecedented level of change to thequalifications likely to be offered by applicants, and the majorityof UK applicants will be offering qualifications which are eithernew or re-structured. Not only are there many new qualifications,but this is the year when important changes to GCE A level affectentry to HE for the first time.

The main changes for 2010 entry are:

g new four-unit GCE A levels in many subjectsg A* introduced in all GCE A levels, Advanced Diplomas and

Extended Projectg phase one of Advanced Diplomas and Progression Diplomasg the Extended Project as a compulsory part of Advanced

Diplomas and greater take-up as an adjunct to GCE A levelprogrammes

g new Pre-U Certificates and Diplomasg new AQA Baccg greater take-up of Access to HE Diplomasg greater take-up of new National Certificates in Scotlandg introduction of new Scottish Baccalaureates in Languages

and Scienceg greater take-up of Welsh Baccalaureate Qualificationg growing use of the Qualifications and Credit Framework

(QCF), the new framework for creating and accreditingqualifications in England, Wales and Northern Ireland. Itprovides a repository for credit-based units which will formqualifications using rules of combination.

GROUP AWARDS INCLUDING DIPLOMASHEIs need to be aware of the challenges which increasingly arisefrom the growth of group awards or baccalaureates. Existingexamples include the International Baccalaureate (IB), EuropeanBaccalaureate (EB) and the Welsh Baccalaureate Qualification(WBQ). To these will be added the Advanced Diploma (equivalentto 3.5 A levels) (2010 entry), the Extended Diploma (equivalent to4.5 A levels) (2013 entry), the Pre-U Diploma (2010 entry), theAQA Bacc (2010 entry) and the Scottish Baccalaureate (2010entry). For 2011 entry to HE the Welsh Baccalaureate will haveprovision to incorporate the Principal Learning of Diplomas. Thelatter will be accredited as a separate qualification – PrincipalLearning (Wales).

The main feature of such awards is the creation of a largecoherent programme of study which will typically occupy most orall of the learner’s time, and often include skills development anda project. They can roughly be divided into those which consist ofpurpose-built components such as the IB and the Pre-U Diploma(where the options are made up of Pre-U Principal Subjects or acombination of these and A levels), and those which packageexisting qualifications such as the WBQ and AQA Bacc, both ofwhich include A levels or other existing qualifications. The WBQhas a substantial compulsory core consisting of key skills, Wales,Europe and the World, work-related education and personal andsocial education, and options of two A levels or equivalent, whilethe AQA Bacc requires completion of three A levels, an AS inGeneral Studies, Critical Thinking or Citizenship, the ExtendedProject and curriculum enrichment.

The new Diplomas are applied qualifications which have at theirheart newly-devised Principal Learning in each Diploma subject

Introduction

line and which include functional skills, personal learning andthinking skills, work experience and a project. The Advanced and Extended Diplomas also include Additional and SpecialistLearning (ASL) which can be chosen from a substantial cataloguecurrently mainly consisting of existing qualifications. It is expectedthat purpose-built ASL units will be added over time. An exampleis the recently accredited qualification Mathematics for Engineers.

In general group awards provide added value and arguably the achievement may be greater than the sum of the parts.However, this is where challenges arise for HE admissions. A group award such as the IB or the forthcoming ExtendedDiploma is significantly larger than the typical A level entryrequirement of three A levels, and issues arise of equitabletreatment of applicants offering large programmes of study.

In the case of the IB the offer is typically based on the overallnumerical score for the qualification as a whole, but where a group award packages existing qualifications there is thepossibility that HEIs may unpack the qualification into itscomponents and base entry requirements and conditional offers on achievement in components, potentially underminingthe integrity of the award as a whole.

HEIs are urged to frame entry requirements and offers whichrespect the achievement of the award as a whole, while settinghurdles in individual components where this is consideredappropriate. Advanced and Extended Diplomas raise particularissues over this as the grading is based on the Principal Learningand project alone, this effectively being the same as aProgression Diploma. While the learner is required to completethe ASL in order to be awarded the Advanced or ExtendedDiploma, it will not form part of the overall grading and will begraded according to whatever grading system applies to the ASLqualification offered. HEIs will therefore need to address ASLseparately in entry requirements and offers.

Breadth is a feature of group awards but can take a number offorms. The IB requires achievement in a number of domains andtherefore guarantees substantial breadth. Typically group awardswhich package existing qualifications eg AQA Bacc and WBQ donot impose any rules of combination on the optional qualificationsand therefore the choice of A levels can provide either breadth orspecialism. The breadth in such group awards is provided by thegeneric elements eg key skills, General Studies etc. The projectcan contribute to breadth but may often be related to the mainsubject(s) of study, and in Diplomas it is a requirement that theproject should be related to the subject line of the PrincipalLearning. Diplomas have a substantial amount of applied learningwithin a single subject line, but it should be noted that these linesare themselves very broad. The ASL of Diplomas can be usedeither for breadth and contrast or for additional specialism in thesubject line. Thus Diplomas can be either broad or specialised,but in all cases they involve generic functional skills and personallearning and thinking skills.

PROJECTSIncreasingly group awards include a project which can potentiallybe a valuable preparation for study within HE. This is a mandatoryfeature of Diplomas, the IB (Extended Essay), the WBQ (IndividualInvestigation), the Pre-U Diploma (Independent Research Report)and the Scottish Baccalaureates (Interdisciplinary Project). Inmost cases the candidate, in consultation with the centre, hasfreedom of choice of topic, but for Diplomas the topic must relateto the Principal Learning subject line, and the ScottishBaccalaureate will require the project to be interdisciplinary.

The Extended Project will be widely available for learners taking Alevels and other qualifications and should be a valuable adjunctto such programmes, offering potential for either breadth orgreater depth. The project can take a number of forms egDissertation, Investigation/Field Study, Performance or Artefact.However, in every case a Production Log is completed by thelearner and verified by the supervisor, and the candidate isrequired to produce a written report, the evidence and apresentation, giving structure and rigour to the process.

In the context of an A level programme the Extended Project is not mandatory. If HEIs consider it to be of value to supportprogression to HE, they are urged to encourage its uptake and to include it in entry requirements and conditional offers if that is felt appropriate. Entry Profiles could be used to give guidanceon good uses of the Extended Project to support progression toparticular HE courses.

FUTURE DEVELOPMENTSBy 2013 all 17 Diploma lines will be in place and learnersthroughout England will have the right to access any of them. Inthat context the Government anticipates rationalising provisioninto the following qualification groupings:

g GCSEs and A levelsg Diplomasg Apprenticeshipsg Foundation Learning Tier

Other qualifications would be accommodated in Diploma ASLwhere appropriate and would only be available on a standalonebasis if there was evidence of need as judged by the JointAdvisory Committee for Qualifications Approval (JACQA).

In 2013 there will be a major review of qualifications to includeGCE A levels. By that time two of the three subject-based PhaseFour Advanced Diplomas, in Languages and Humanities, will havebeen established and there will be evidence from the delivery ofthe 14 Diplomas in Phases One to Three and the re-structured Alevels. The Advanced Diploma in Science will be offered for entryto HE in 2014.

Detailed information on future developments of qualifications andentry routes in Scotland, Wales and Northern Ireland is to befound on pages 132 and 134.

12 UK QUALIFICATIONS

Introduction


The National Qualifications Framework, Regulators, Awarding Bodies

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 levelscertificates and diplomas [NVQ 5]

H (Honours) Bachelors degrees, graduate 6 Vocational certificatescertificates and diplomas and diplomas

I (Intermediate) Diplomas of Higher Education and 5 Key skillsFurther Education, Foundation Degrees, Higher Vocational certificates and diplomas 4 Higher levelsNational Diplomas [NVQ 4]

C (Certificate) Certificates of Higher Education 4 Vocational certificatesand diplomas

3 Key skillsVocational certificates and diplomas 3 AdvancedA levels[NVQ 3]

2 Key skillsVocational certificates and diplomas 2 IntermediateGCSE (Grades A*–C)[NVQ 2]

1 Key skillsVocational certificates and diplomasBasic skills 1 FoundationGCSE (Grades D–G)[NVQ 1]

Entry Basic skillsCertificates of achievement Entry

THE NATIONAL QUALIFICATIONS FRAMEWORK The three regulators for England, Wales and Northern Ireland,Ofqual, DCELLS and CCEA, work to safeguard the public interestin the standards of external qualifications and are responsible formaintaining the integrity of the National Qualifications Framework(NQF). The NQF enables learners to make informed judgementson the qualifications they need and to identify clear progressionroutes to their chosen career. These regulators develop andpublish criteria for the accreditation of external qualifications,accredit external qualifications against those criteria for inclusionin the NQF, and keep all aspects of external qualifications underreview.

Only qualifications accredited by the regulators in England, Walesand Northern Ireland are allowed into the NQF.

The NQF aims to:

g enable learners, providers, employers and users ofqualifications to understand the range of qualificationsavailable

g show how different types of qualifications relate to eachother and to promote and support informed choices andprogression opportunities

g help learners of all ages and circumstances to makeinformed decisions on selecting the qualification(s) that bestmeet their needs.

The NQF provides learners with a clear structure. It is designed tobe coherent, transparent and inclusive, and to help users,including admissions staff in HE. It is intended to provide clarity,particularly when read in conjunction with the UCAS Tariff (see Appendix B), which gives agreed numerical equivalencesbetween key qualifications in the NQF for England, Wales and

Northern Ireland, and also with qualifications in the framework for Scotland.

The NQF and the criteria for the accreditation of externalqualifications were revised following public consultation andcompleted in November 2003. The revised NQF and criteria werepublished in the Statutory regulation of external qualifications inEngland, Wales and Northern Ireland 2004, and were fullyoperational from 1 September 2004.

The number of levels in the revised NQF was increased to nine(Entry level to level 8) to improve alignment with the Scottish andIrish frameworks. Entry level and levels 1, 2 and 3 remainedunchanged. Revised levels 4 to 8 were introduced to align with acomparable level of demand to the five levels of QAA’sFramework for Higher Education, in order to ease progressionbetween externally awarded National Qualifications Frameworkqualifications and university-awarded qualifications, promotingaccess, motivation and achievement in education and training.Level 3 is the normal level of programmes offered for entry to HE.Some qualifications, such as GCSE, cover more than one level.

The categories ‘general’, ‘vocationally related’ and ‘occupational’were removed from the National Qualifications Framework, asfeedback on the consultation showed that these categories weredivisive and did not contribute to parity of esteem betweenacademic and vocational qualifications.

The table below shows how the nine levels in the revised NQFlink to the previous NQF, and provides a broad indication of howthey compare with the Framework for Higher EducationQualifications (FEHQ) levels.



A GUIDE TO NATIONAL QUALIFICATIONS FRAMEWORKLEVELS The NQF enables learners to make well-informed judgements onthe qualifications they need and to identify clear progressionroutes to their chosen career, promoting access, motivation andachievement in education and training. The NQF does not includehigher education awards.1

NATIONAL QUALIFICATIONS FRAMEWORK LEVELINDICATORSLevel indicators provide a guide to the range of qualifications andlevels in the NQF and give an overview of the learning andachievement that is recognised by qualifications at each of thenine levels.

The indicators provide:

g guidance on the levels of knowledge and skills which arerecognised at each level

g guidance on how the knowledge and skills gained can relate to job roles

g examples of the qualifications which are available at each level.

The indicators are not intended to be precise or comprehensivestatements. They have been developed as a working guide andwill be kept under review.

KEY USERSThe level indicators have been designed for the following:

g individual learners g parents g teachers/tutors/trainers g careers advisers g employers.

LIFELONG LEARNING The NQF is relevant at all stages of learning. Lifelong learningtakes place in many kinds of formal and informal settings.Qualifications can be used to recognise this learning, and the main places where qualification-based learning can beaccessed include schools, colleges, adult learning centres,training providers, universities, in the workplace and throughdistance learning.

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 awardsprofessional 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 Managementuse of an individual’s own ideas and research in response to complex problems and situations. Learning atthis 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 Artssituations. 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 Practiceare 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*-Cof 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 The regulators continue to accredit a broad range ofqualifications across all sector/subject areas. In September 2008,there was a total of 8,379 accredited qualifications. Work isprogressing on the extent to which provision meets the needs ofusers and to review whether there is any duplication/overlap ofqualifications or significant gaps.

DATABASE OF QUALIFICATIONS The National Database of Accredited Qualifications (NDAQ),available at www.accreditedqualifications.org.uk lists eachqualification and its unique qualification accreditation number(QAN), units, level, start and end dates for the period ofaccreditation, and the last date on which certification can beawarded. The database also provides a direct link to each awardingbody, examples of progression routes and job roles, downloadableinformation on qualifications and an enhanced search facility.

UNITISATION IN THE NATIONAL QUALIFICATIONSFRAMEWORK The revised post-16 curriculum includes unitised qualifications,for example, GCE AS (currently two or three units) and GCE Alevel (currently four or six units). Revised GCE A level criteria wereincorporated into new specifications for first teaching in 2008.The majority of A levels became four-unit awards. Newqualifications with the same AS and A2 structure as existing GCE qualifications were introduced to replace the VCEs for firstteaching in September 2005. The new qualifications are knownas Advanced Subsidiary and Advanced GCEs in applied subjects,and five awards are available: AS (three AS units), AS doubleaward (six AS units), Advanced (three AS and three A2 units),Advanced with additional AS (three AS and six A2 units) andAdvanced double award (six AS and six A2 units). Usually, thesmallest size of qualification taken by 16-19 learners is the AS,with the exception of the single-unit FSMQs and key skillsqualifications (see below).

ENTRY TO HIGHER EDUCATION WITH QUALIFICATIONSOUTSIDE THE NATIONAL QUALIFICATIONS FRAMEWORK When the process of accreditation of qualifications within theframework is complete, there should be few, if any, externalqualifications up to level 3 offered for entry to HE by applicantsfrom the UK which have not been accredited within the framework.

It is open, however, to any university or college to admit studentsfrom any background they believe to be suitable, and thepossession of a qualification accredited within the framework isnot a prerequisite for entry. HEIs will, for example, continue toadmit adults through the APL, with European or internationalqualifications, or Access to HE Diplomas.

REGULATORS Responsibilities for statutory regulation of external qualificationslie with three regulators.

g In England, the regulator is the Office of the Qualificationsand Examinations Regulator (Ofqual), which regulates allexternal qualifications.1 Ofqual and DCELLS (in Wales) workwith the Scottish Qualifications Authority (SQA) to ensure thatNational Vocational Qualifications (NVQs) and ScottishVocational Qualifications (SVQs) remain aligned. (Note: In2009 the Qualifications and Curriculum Authority (QCA) wassplit into the Office of the Qualifications and ExaminationsRegulator (Ofqual), and the Qualifications and CurriculumDevelopment Agency (QCDA). Ofqual is the new regulator ofqualifications, exams and tests in England. QCDA isresponsible for developing the curriculum, improving anddelivering assessments, and reviewing and reformingqualifications).

g In Wales, the Department for Children, Education, LifelongLearning and Skills (DCELLS) regulates all externalqualifications except for the formal accreditation of individualNVQs, which is the sole responsibility of Ofqual.2

g In Northern Ireland, the regulator is the Council for theCurriculum, Examinations and Assessment (CCEA), whichregulates external qualifications other than NVQs, which arethe responsibility of Ofqual.3

For the purposes of statutory regulation (Section 24(6) and (7) ofthe Education Act 1997) an ‘external qualification’ is aqualification that is:

g academic or vocational in nature (including a NationalVocational Qualification), but not an academic qualification atfirst degree level or any comparable or higher level, and

g authenticated or awarded by an outside body (that is, a bodyor person other than the institution or employer that providesthe course of education or training leading to the qualifications).

The Government’s aim is to encourage adults to achieve their fullpotential through learning and to encourage more learners totake broader but coherent programmes of study, including keyskills. Students should feel confident that consistently highstandards of quality prevail no matter which qualifications theychoose. To support these aims, the regulators, in exercising theirstrategic functions, are commissioned to:

g improve access, participation, motivation and attainment ineducation and training, thereby supporting the developmentof individuals

g encourage lifelong learning by reviewing regularly the rangeand nature of provision and clarifying the relationshipsbetween qualifications

g accredit a range of qualifications, including broadequivalences and progression routes

g make it easier for learners to study in breadth, to combineand choose between different types of qualifications, and tospecialise where necessary for progression

g promote public confidence in the quality, rigour, cost-effectiveness and consistency of standards within and acrossqualifications through processes of accreditation, monitoringand follow-up that are efficient, effective and fair.

The regulators are also responsible for matters such asestablishing subject criteria for GCE A level and AS, GCSE etc, theaccreditation of specifications drawn up by awarding bodies, andthe quality assurance arrangements for these and otherqualifications.

The QAA acts as the regulator for Access to HE in England, Walesand Northern Ireland, having responsibility for the regulation,quality assurance and recognition of Access Diplomas.

AWARDING BODIES There are now 128 awarding bodies recognised by the regulatorsfor England, Wales and Northern Ireland, the majority of whichoffer a range of types of qualification. Around half are specialistawarding bodies with fewer than 10 accredited qualifications.

The 140 awarding bodies include the three unitary awardingbodies in England, AQA, Edexcel and OCR, formed in order tomaintain standards in GCSE, GCSEs in vocational subjects, GCE A level and AS qualifications, and to rationalise the provision ofspecifications within subject areas.

1 Section 24 of the Education Act 1997 as amended by the Learning and Skills Act2000 and the Education Act 2002

2 Section 30 of the Education Act 1997, as extended by the Education(Qualifications, Curriculum and Assessment Authority for Wales) (Conferment ofFunctions) Orders 1997 and 2001, and amended by the Learning and Skills Act2000 and the Education Act 2002.

3 The Education (Northern Ireland) Order 1998



AEB The Associated Examining BoardSEG Southern Examination Group

JMB Joint Matriculation Board & NorthernExamining Association

UCLES University of Cambridge Local Examinations Syndicate

UODLE University of Oxford Delegacy ofLocal Examinations

OCSEB Oxford & Cambridge SchoolsExamination Board

RSAEB RSA Examinations Board

MEG Midland Examining Group

ULEAC University of London Examinations& Assessment Council

BTEC Business & Technology Education Council

NEAB NorthernExaminations &Assessment Board

OCEAC Oxford &Cambridge Examinationsand Assessment Council

AQA Assessment andQualifications Alliance

OCR Oxford, Cambridgeand RSA Examinations

Edexcel

ASSESSMENT AND QUALIFICATIONS ALLIANCE

AQA is the unitary awarding body formed in 1997 as an allianceof AEB/SEG, City & Guilds and NEAB, to deliver GCSE, GCE andGNVQ awards. A formal merger of AEB and NEAB into AQA tookplace in April 2000.

City & Guilds continues as an independent awarding body,offering mainly vocational qualifications. Its former GNVQprovision was taken over by AQA.

AEB/SEG and NEAB brought to AQA their established suites ofGCSE and GCE examinations, entry level qualifications, Accessawards, Basic Tests and a range of Examinations and Tests forSpecial Purposes and other schemes of assessment. Thesequalifications and GNVQ awards have been certificated by AQAsince summer 1998. All new GCSE, GCE, Key Skills, entry leveland other qualifications are developed and offered by AQA.

AQA has a co-operative working relationship with the WJEC insome GCSE and GCE subjects where AQA provides Welshlanguage versions of examinations in GCSE economics, GCEaccounting, government & politics and home economics, GCE inapplied leisure studies and AEA in biology, chemistry, economicsand psychology.

AQA is the largest GCSE and GCE examination board, providingapproximately 50% of these examinations in the UK. AQA is againworking closely with City & Guilds in the development of Diplomas,which will become generally available from September 2008 onwards.

EDEXCEL Formed by a merger of ULEAC and BTEC in 1996, Edexcel is apart of the Pearson Group. The awarding body offers a full rangeof both general and vocational qualifications. Prior to the merger,GCSE and A level/AS examinations were offered by ULEAC, itselfa merger of LEAG for GCSE examinations and ULSEB for A level/AS examinations. The predecessor body to ULSEB, ULSED,was a department of the University of London, but ULSEB andULEAC were independent bodies unrelated to the University.

Prior to and including the January 1992 examinations, certificateswere issued by the University of London; these would haveincluded O level and A level qualifications. However, the last O level certificates for candidates sitting the examinations in theUK were issued after the January 1988 examinations.

The first Advanced Supplementary certificates were issued for theMay/June 1989 examinations.

GCSE certificates for those examinations held between summer1988 and November 1991 inclusive were issued by the LEAG.

ULEAC issued GCSE and A level/AS certificates from theMay/June 1992 examination series, until either November 1996(GCSE) or January 1997 (A level/AS). Edexcel has issued allGCSE and A level/AS certificates from May/June 1997.

In addition to NVQs, AVCEs, GCSEs and GCEs, Edexcel offers theBTEC Framework of Qualifications, which extends from entry throughto level 1 to level 7, and includes vocational and vocationally relatedqualifications across a wide range of occupational sectors as follows.

g Edexcel level 1 BTEC Introductory Certificate g Edexcel level 1 BTEC Introductory Diploma g Edexcel level 2 BTEC First Certificateg Edexcel level 2 BTEC First Diploma g Edexcel level 3 BTEC National Award g Edexcel level 3 BTEC National Certificate g Edexcel level 3 BTEC National Diploma g Edexcel level 5 BTEC Higher National Certificate g Edexcel level 5 BTEC Higher National Diploma g Edexcel levels 1-3 BTEC Awards, Certificates and Diplomas g Edexcel levels 4-6 BTEC Professional Awards, Certificates

and Diplomas g Edexcel level 7 BTEC Advanced Professional Awards,

Certificates and Diplomas g Digital Applications for IT Users qualifications (DiDA), the

successor to the GNVQ ICT (Foundation and Intermediate);Diploma in Digital Applications (DiDA), Certificate in DigitalApplications (CiDA) and Award in Digital Applications (AiDA).

The chart below shows the relationship between former examining/awarding bodies and the current unitary awarding bodies.

Note: OCR sits alongside itssister exam boards CIE andCambridge ESOL – these are allpart of Cambridge Assessment,formerly the University ofCambridge Local ExaminationsSyndicate. CambridgeAssessment is a department ofthe University of Cambridge (seedescription under OCR).


Developing a Qualifications and Credit Framework throught tests and trials

Edexcel also offers qualifications internationally through LondonExaminations, some of which are available to candidates in UK centres.

OXFORD, CAMBRIDGE AND RSA EXAMINATIONS OCR is the unitary awarding body established by the University ofCambridge Local Examinations Syndicate (UCLES, nowCambridge Assessment) and RSA Examinations Board (RSAEB).From 1 October 1998, OCR took responsibility in the UK for allqualifications offered by MEG, OCEAC and RSA. This includesMEG Certificates of Achievement and GCSE syllabuses, OCEAC Alevels/AS and RSAEB’s NVQs and vocational qualifications. OCRalso offers a range of ‘stand-alone’ qualifications in InformationTechnology, Business Skills and other vocationally orientedsubjects. In 2003, OCR introduced the OCR Nationals, a suite ofvocationally related qualifications at levels 1, 2 and 3. Since2004, OCR has offered the Asset Languages assessment schemefor language learners of all ages and abilities.

OCR offers the complete range of qualifications, examinationsand assessment services required by schools, colleges, trainingproviders and employers throughout the UK. These services areprovided in a comprehensive and coherent manner at all levelsfrom Entry to level 5 in all areas of the NQF.

OCR is one of the three exam boards incorporated within CambridgeAssessment (the brand name of University of Cambridge LocalExaminations Syndicate). The Cambridge Assessment Group isEurope’s largest assessment agency and includes University ofCambridge International Examinations (CIE) – which is responsiblefor International A levels, IGCSEs and the new Pre-U – andUniversity of Cambridge ESOL (English for Speakers of OtherLanguages), which is the leading provider of English Language

Certificates. Cambridge Assessment is a department of theUniversity of Cambridge, and is a not-for-profit organisation.

For further information and advice on OCR GCE A level and AS,AVCE and GCSE qualifications, and Entry level Certificates,contact the Cambridge office. For information on OCR Nationals,Key Skills, NVQs and vocationally related schemes, contact theCoventry office. (See Appendix A for contact information.) For information on Cambridge Assessment visitwww.cambridgeassessment.org.uk

THE WELSH JOINT EDUCATION COMMITTEE WJEC was established in 1948 as a consortium of localeducation authorities. Since 1997, it has been a company limitedby guarantee, owned and controlled by the 22 unitary authoritiesin Wales.

WJEC offers GCE A level and AS, GCSE and Entry levelexaminations to centres in England, Northern Ireland and Wales.

THE NORTHERN IRELAND COUNCIL FOR THECURRICULUM, EXAMINATIONS AND ASSESSMENT CCEA was established in 1994 through the merger of the formerNISEAC and the NICC. NISEAC was formerly NISEC. CCEA advisesthe Department of Education on all aspects of the curriculum andassessment. The CCEA is also an independent awarding bodywhich maintains comparability with other awarding bodies bysubmitting its GCSE and GCE specifications to Ofqual foraccreditation. Comparability of standards is further maintainedthrough the monitoring and scrutiny programmes which CCEA’sregulatory unit commissions Ofqual to undertake on its behalf.The Council is also responsible for conducting statutoryassessment throughout Key Stages 1, 2 and 3.

WHAT IS THE QUALIFICATIONS AND CREDIT FRAMEWORK(QCF1)? The regulators for England, Wales and Northern Ireland (Ofqual,DCELLS and CCEA) are working together to develop a jointlyregulated Qualifications and Credit Framework (QCF).

The Qualifications and Credit Framework (QCF) is a newframework for recognising and accrediting qualifications inEngland, Wales and Northern Ireland. The framework is at theheart of a major reform of the vocational qualifications systemdesigned to make the whole system both simpler to understandand use, and more inclusive. The intention is to make both thesystem and the qualifications offered far more relevant to theneeds of employers and more flexible and accessible for learners.

QCDA is working with employers to strengthen their role ineducation and training through the development of the EmployerRecognition Programme (ERP). Employers can get their highquality in-house training nationally accredited on theQualifications and Credit Framework (QCF) through the ERP. TheQCF awards credit for qualifications and units (small steps oflearning) and enables people to gain qualifications at their ownpace along flexible routes. Following two years of tests and trialsthe QCF has now been approved for implementation.

The achievements of learners are expressed through credit,indicating the size of the unit or qualification, and by level,indicating the challenge. Learners are able to bank, accumulateor transfer their credit as they progress up or across the QCF.They are able to plan and control their own learning, opening updifferent pathways and options as they move forward. All

individuals’ achievements within QCF are recorded in a personal‘learner record’, which is an accessible and useable record of allof a learner’s credits and achievements.

The QCF also aims to aid progression from further education tohigher education.

Testing new level descriptors for the QCFThe level descriptors for the QCF provide a general, sharedunderstanding of learning and achievement at each of its ninelevels. As the QCF is inclusive, the level descriptors are designedto be used across a wide range of learning contexts.

The level descriptors build on those developed through theNorthern Ireland Credit Accumulation and Transfer System(NICATS), the existing level descriptors of the NationalQualifications Framework (NQF) and a range of level descriptorsfrom frameworks in the UK and internationally.

They are designed to be consistent (at higher levels) with thelevels of the Framework for Higher Education Qualifications inEngland, Wales and Northern Ireland.

Learners will apply to HEIs with QCF units, qualifications andcredit. These achievements are nationally recognised and shouldbe considered by admissions tutors according to their currentprocedures.

For more information about the QCF, please visit the QCDAwebsite www.qcda.gov.uk/8150.aspx

Developing the Qualifications and Credit Framework

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. Furtherdetails 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.


ABC Awards level 3 Diploma inFashion RetailNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification has been developed in association with theFashion Retail Academy London. It has a uniqueness over existingprovision within this sector inasmuch as there is integratedlearning through practical application – in-store and academicactivities. This delivery and assessment approach ensures thelearners have a fulfilling experience in developing their personalattributes along with skills and knowledge to excel in the fashionretail industry and harbour an entrepreneurial talent.

The Diploma has achieved full status within the NationalQualifications Framework.

PREREQUISITES:The level 2 Diploma in Fashion RetailorGCSE English and Mathematics Grades A – C or level 2 equivalent.

Aptitude and enthusiasm for the fashion retail industry.6 months’ relevant work experience. Minimum age 17 years.

NUMBER OF UNITS/STRUCTURE:The programme consists of five mandatory units with fouradditional units selected from eight available optional units.

The qualification equates to 600 GLH.

ASSESSMENT METHOD:An internally assessed portfolio externally moderated by ABCAwards. The Final Major Project is independently assessed andexternally moderated by ABC Awards.

GRADING SYSTEM:Grade UCAS Tariff PointsDistinction 160

Merit 120

Pass 80

Associated Board of the RoyalSchools of MusicThe Associated Board of the Royal Schools of Music (ABRSM)conducts around 650,000 exams in more than 92 countriesaround the world each year. ABRSM’s core activity is theoperation of an authoritative and internationally recognisedsystem of exams and assessments to encourage and motivateplayers and singers at all levels through the provision of goalsand measurement of progress.

Examinations are offered in performance in 35 instruments,singing, jazz (six instruments), music theory and practicalmusicianship. The practical examination programme begins witha preparatory test, which is designed to provide a positiveassessment of pupils after approximately nine months’ tuition.Graded examinations start from Grade 1 and are numberedprogressively in order of difficulty to Grade 8. The practicalexaminations require candidates to demonstrate proficiency in setpieces, scales and arpeggios, sight-reading and aural skills.Theory of music examinations aim to give students opportunitiesto acquire a knowledge of the notation of western music, skills in

constructing balanced rhythm patterns or completing givenmelodic or harmonic structures, and an understanding of thefundamental elements of western music, including the nature ofintervals, keys, scales and chords. Assessment is given at threelevels for each examination: pass, merit and distinction.

Beyond Grade 8, the student can progress to a series of Diplomaexaminations at three levels: DipABRSM, LRSM and FRSM. Ateach level there are three subject-lines: Directing, Performing andTeaching. Each Diploma acts as a prerequisite for the next levelof Diploma and consists of two sections, the main ‘performance’part and a second section which always contains tworequirements. At each level there is a viva voce and some writtenwork, a quick study for performing and teaching candidates andan arrangement for directing candidates.

ABRSM Diploma inInstrumental/Vocal Teaching

LRSM in Instrumental/Vocal Teaching

FRSM in Music EducationQUALIFICATION ABBREVIATION:DipABRSM, LRSM and FRSM

NATIONAL QUALIFICATIONS FRAMEWORK LEVELS:DipABRSM – level 4LRSM – level 6FRSM – level 7

BACKGROUND:The instrumental/vocal teaching diplomas are designed forcandidates who are intending to take up, or have alreadyembarked upon, the teaching of an instrument or instruments. At each level, skills as an instrumental teacher of individualsand/or groups are explored and assessed in increasing depth.

PREREQUISITES:DipABRSM – ABRSM Grade 8 practical in the instrumentpresented or a permitted substitution, and ABRSM Grade 6 theory (1992 syllabus).

LRSM – DipABRSM (Instrumental/vocal teaching) in theinstrument presented or a permitted substitution, and ABRSMGrade 8 Theory (1992 syllabus).

FRSM – LRSM (Instrumental/vocal teaching) in the instrumentpresented or a permitted substitution.

ASSESSMENT METHOD:Video of teaching practice and case studies (LRSM), Writtensubmission, viva voce and quick study.

EXAMINATION TIMING:Examinations are held throughout the year.

GRADING SYSTEM:Distinction, pass or fail. Detailed criteria outlining the variouslevels of achievement and attainment descriptions are included in the syllabus.

QUALITY ASSURANCE:A Diploma Board oversees all matters relating to Diplomas. Aswell as ratifying procedures and monitoring decisions taken by its committees, the Diploma Board advises on standards andconsiders all matters of quality assurance.

Qualifications currently offered



ABRSM Diploma in MusicDirection

LRSM in Music Direction

FRSM in Music DirectionQUALIFICATION ABBREVIATION:DipABRSM, LRSM and FRSM


BACKGROUND:The Music Direction Diplomas are available to directors ofinstrumental groups or choirs. Live and written componentsdemonstrate for assessment command of directing technique inrehearsal and performance, understanding of the repertoire andknowledge of the instruments and voices within the ensemble.

PREREQUISITES:DipABRSM – ABRSM Grade 8 practical or a permitted substitution.

LRSM – DipABRSM (Music Direction) or a permitted substitution.

FRSM – LRSM (Music Direction) or a permitted substitution.

ASSESSMENT METHOD:

DipABRSM and LRSM – Rehearsal and performance withprogramme notes, viva voce and arrangement.

FRSM – Written submission, rehearsal and performance, vivavoce and arrangement.


GRADING SYSTEM:

Distinction, pass or fail. Detailed criteria outlining the variouslevels of achievement and attainment descriptions are included inthe syllabus.

QUALITY ASSURANCE:A Diploma Board oversees all matters relating to Diplomas. Aswell as ratifying procedures and monitoring decisions taken by itscommittees, the Diploma Board advises on standards andconsiders all matters of quality assurance.

ABRSM Diploma in MusicPerformance

LRSM in Music Performance

FRSM in Music PerformanceQUALIFICATION ABBREVIATION:DipABRSM, LRSM and FRSM


BACKGROUND:The Music Performance Diplomas are designed to reflectcandidates’ day-to-day experience as performers, whetheramateur or professional. As well as demonstrating skills as asoloist, from LRSM there is the opportunity to specialise in one ofthree roles: orchestral performer, chamber ensemble member orkeyboard accompanist.

Subjects: piano, harpsichord, organ, violin, viola, cello, doublebass, guitar, harp, recorder, flute, oboe, clarinet, bassoon,saxophone, horn, trumpet, cornet in B flat, flugelhorn, E flat horn,trombone, baritone, euphonium, tuba, percussion, singing.

PREREQUISITES:DipABRSM – ABRSM Grade 8 practical in the instrumentpresented or a permitted substitution.

LRSM – DipABRSM (Music Performance) in the instrumentpresented or a permitted substitution.

FRSM – LRSM (Music Performance) in the instrument presentedor a permitted substitution.

ASSESSMENT METHOD:DipABRSM and LRSM – Instrumental/vocal recital withprogramme notes, viva voce and quick study.

FRSM – Instrumental/vocal recital, written submission, viva voceand quick study.


GRADING SYSTEM:Distinction, pass or fail. Detailed criteria outlining the variouslevels of achievement and attainment descriptions are included inthe syllabus.

QUALITY ASSURANCE:A Diploma Board oversees all matters relating to Diplomas. Aswell as ratifying procedures and monitoring decisions taken by its committees, the Diploma Board advises on standards andconsiders all matters of quality assurance.

ABRSM Foundation, Intermediateand Advanced level in MusicPerformance; Foundation,Intermediate and Advanced levelin Music LiteracyNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Foundation = Grades 1–3 – level 1 Intermediate = Grades 4–5 – level 2 Advanced = Grades 6–8 – level 3

BACKGROUND:ABRSM’s graded examinations aim to provide a clear frameworkagainst which to measure musical development. They provide teachers and candidates with an authoritative andinternationally recognised examination and assessment system toencourage and motivate players and singers at all levels, from theearliest stages to conservatoire entry level, through the provisionof goals and the measurement of progress.

In their own time and at their own pace, candidates from widelydiverse backgrounds and with differing aspirations can derivebenefit from the Board’s rigorous and educationally sound structure.

To acknowledge levels of musicianship and attainment withingrades through the award of additional marks leading to Merit orDistinction in recognition of higher levels of:

g technical fluencyg musical understandingg interpretative insightg sensitivity of responseg communication skills.

Grades 1–8 are available in Music Performance (piano, violin,viola, cello, double bass, treble recorder, flute, oboe, clarinet,



bassoon, saxophone, horn, trumpet, cornet, flugelhorn, E flathorn, trombone, baritone, euphonium, tuba, guitar, harp,percussion and singing); musical literacy.

Grades 1–5 are available in music performance (descantrecorder, jazz piano, jazz flute, jazz clarinet, jazz saxophone (altoand tenor), jazz trumpet, jazz trombone).

Grades 2–8 are available in music performance (organ).

Grades 4–8 are available in music performance (harpsichord).

Grades 6–8 are available in music performance (bass trombone).

DATE OF FIRST AWARD:1889

PREREQUISITES:Grade 5 in Music Literacy (Theory), Practical Musicianship or in asolo jazz subject is required when taking Grade 6 or above inMusic Performance.

ASSESSMENT METHOD:ABRSM’s graded examinations are assessed according tocriterion-referenced methods. Assessment is based oncandidates fulfilling the syllabus requirements against publishedcriteria for each element of the examination. The criteria arepublished in ABRSM’s publication These Music Exams, which isavailable free of charge on request or as a downloadable PDFfrom www.abrsm.org/resources/these-MusicExams0607.pdf/.Assessment is, therefore, manageable, safe and appropriate tothe needs of learners. It is based on candidates fulfilling criteriaagainst appropriate and carefully chosen repertoire andsupporting tests which provide a logical progression through thegrades.

Assessment is by individual examiner appointed by ABRSM.ABRSM uses generalist rather than specialist examiners, ieexaminers are engaged for their overall musicianship rather thanfor particular instrumental/vocal expertise.

Techniques for applying the criteria are demonstrated in depthduring initial examiner training and in the subsequent in-serviceprocess.

The entire assessment is carried out by the examiner appointedby ABRSM at the date and time specified. As each element of theexamination is presented, the examiner makes a written recordon the mark form which describes what has been heard andsupports the mark awarded against the criteria published for thegrade.

The standard of the examination is set by the pass marks andexaminers add or deduct marks therefrom. Marks are notawarded either by deduction from the maximum or by additionfrom zero.

Each syllabus includes an outline of what the examiner will belooking for, eg for piano candidates, the examiners will payattention to:

g accuracy of notesg accuracy of timeg quality of touchg variety and gradation of toneg choice of tempog observance of marks of expressiong rhythmg phrasing and accentg use of practical fingering.

EXAMINATION TIMING:There are three examining sessions a year (roughly in March-April, June-July and November-December).

GRADING SYSTEM:The practical examinations (music performance) requirecandidates to demonstrate proficiency in set pieces, scales andarpeggios, sight-reading and aural skills. Assessment is given atthree levels for each examination: distinction, merit and pass.130 marks are required to pass with distinction, 120 to pass withmerit, and 100 to achieve a pass, out of a possible 150 marks.

Practical Grade UCAS Tariff PointsGrade 8 Distinction 75

Grade 8 Merit 70

Grade 8 Pass 55

Grade 7 Distinction 60

Grade 7 Merit 55

Grade 7 Pass 40


Grade 6 Merit 40

Grade 6 Pass 25

Theory Grade UCAS Tariff PointsGrade 8 Distinction 30

Grade 8 Merit 25

Grade 8 Pass 20


Grade 7 Merit 15

Grade 7 Pass 10


Grade 6 Merit 10

Grade 6 Pass 5

QUALITY ASSURANCE:This is provided by the Examinations Board, which comprises two delegates from each of the Royal Schools and is chaired bythe Principal of one of the Royal Schools, with ex-officiomembership for the Chief Executive and Chief Examiner.

The entire assessment process takes place under the supervisionof the Examinations Board which:

g ratifies the appointment and dismissal of examinersg ratifies the appointment of examiner trainers and moderatorsg monitors all aspects of syllabus creation and developmentg monitors all examining activity.

Complaints concerning the conduct of an examination or aboutthe result must in all cases be addressed to the QualityAssurance Manager, whose decision will be final.

PROGRESSION/ARTICULATION:The syllabus structure from Prep Test to Grade 8 provides acarefully graded scheme which covers all levels. Each gradebuilds progressively on the skills of the previous level to provide a logical framework for progress.

Skills are assessed consistently across all the grades withassessment components unchanged whilst demands ofrepertoire, technique, knowledge, ability and independence of thought increase. ABRSM’s examinations offer a framework for progressive musical training against periodic,unbiased assessment.

ABRSM’s examinations are listed as entry qualifications in themusic department prospectuses of many universities (eg Durham,Bristol, Edinburgh and Birmingham), colleges of higher educationand conservatoires. In addition, they are used to illustrate thestandards required for entry to youth orchestras, choirs and othersimilar bodies.

ABRSM’s graded examinations are undertaken by full-time studentsaged 16 to 18 as a complement to the main qualifications studiedand for the purpose of progression to higher education.



Access to Higher EducationDiplomaQUALIFICATION ABBREVIATION:Access to HE Diploma

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:The Access to HE Diploma stands outside the NationalQualifications Framework (NQF). It was recognised as a level 3qualification in the Labour Force Survey and is regarded as NQFlevel 3 equivalent for funding purposes.

BACKGROUND:The Access to Higher Education Diploma replaces the Access toHE certificate. Applicants who started an Access to HE courseprior to 2008-09 may offer the Access to HE certificate.

The first Access to HE courses were introduced in the late 1970sto provide a route into HE for mature students. A nationalframework for course recognition, now managed by the QualityAssurance Agency for Higher Education (QAA), has been in placesince 1989. The QAA Recognition Scheme for Access to HigherEducation in England, Wales and Northern Ireland (theRecognition Scheme) describes the regulatory and qualityassurance arrangements for Access to HE courses, which aremanaged at local level by Access Validating Agencies (AVAs).AVAs develop and validate courses through partnershiparrangements with HE and FE institutions, and act as theawarding bodies for the Access to HE Diploma. There arecurrently 15 AVAs in England and Wales, which are licensed andregulated by QAA. Contact details for AVAs are given atwww.accesstohe.ac.uk/avas/contacts.asp

Since 2008-09, a single set of qualification specifications for theAccess to HE Diploma, relating to the application of a commoncredit framework, has been adopted on all QAA-recognisedAccess to HE courses, and all recognised courses now lead to theaward of the Access to HE Diploma. Full details of theRecognition Scheme and Diploma specifications are available atwww.accesstohe.ac.uk.

All recognised Access to HE Diplomas are listed on the Access courses database atava.qaa.ac.uk/Subsites/PublicSearch/search.aspx

PREREQUISITES:Access to HE courses are intended primarily for those who havefew, if any, formal qualifications. Any specific prerequisites forindividual courses are determined at local level.

NUMBER OF UNITS/STRUCTURE:The Access to HE Diploma is a credit-based qualificationrequiring the achievement of 60 credits (with at least 45 achievedat level 3). A course leading to the Access to HE Diploma has aunitised structure and provides a planned, coherent programmeof study in a defined subject area. Access to HE Diplomas can bedeveloped in any subject approved by a validation panel, in orderto respond to student demand and HE progression opportunities.

For each separately validated Access to HE Diploma, the required60 credits are derived from achievement on a specified set ofunits (the rules of combination) which are approved at an AVAvalidation panel. Typically, courses include units in severalacademic subjects relevant to the particular Diploma, supportedby units in study skills and other core subjects. Units of Access toHE Diplomas are combined in different ways, and they can vary insize (credit value) and number. However, the total volume of 60credits is the same for all Access to HE Diplomas.

Titles of Access to HE Diplomas indicate the subject of study in a

standard format, for example, Access to HE (Nursing) or Accessto HE (Business Studies). Access to HE Diplomas may also bedesigned to provide HE progression opportunities to a number ofdifferent areas, for example, Access to HE (Humanities) or Accessto HE (Combined Studies). There is no prescribed or limited set oftitles, and details of curriculum for Access to HE Diplomas areapproved locally. Diplomas issued by AVAs carry the specificaward title, and include the QAA Access to HE logo, accompaniedby the words ‘recognised by the Quality Assurance Agency forHigher Education’.

ASSESSMENT METHOD:QAA requires assessment methods on Access to HE courses toprovide a range of assessment experiences which are appropriatefor a preparation for HE study in the named progression route.Student achievement for the award of the Access to HE Diplomais verified through a system of internal and external moderation,which is overseen and regulated by the AVA, according torequirements made by QAA.

EXAMINATION TIMING:Determined by the provider at local level.

DATE OF RESULT PUBLICATION:Determined by the AVA at local level. Results are normallyavailable from AVAs by the end of the first week in August.

GRADING SYSTEM:There is a common system for grading on Access to HE, whichapplies to all Access to HE Diplomas, from 2009-10 onwards. Itis a system of unit grading, through which each level 3 unitachieved by a student is given a grade of pass, merit ordistinction. Because the number and size of units is not the samefor all Access to HE Diplomas, the number of grades achieved bystudents on different courses also varies. The total number ofgrades therefore reflects the curriculum structure of the particularprogramme of study and is unrelated to the student’s standard ofperformance. Unit transcripts are issued with Access to HEDiplomas, and these identify the set of named units achieved bya student, together with the number of credits and gradesachieved for that unit. Grades are not aggregated or averaged.

A set of seven generic grade descriptors, specified by QAA,identifies types of performance that are relevant to study in HE.The descriptors provide the common definitions and a standardreference point for grading decisions on all Access to HEDiplomas. The award of a pass grade equates to the achievementof the learning outcomes of the unit, and there are separate setsof statements which identify the standard of performancerequired for the achievement of merit and distinction grades. Fulldetails of the grading system and specific advice for HEadmissions staff about making offers is available at is available atwww.accesstohe.ac.uk

QUALITY ASSURANCE:The quality assurance of Access to HE is managed at course levelby the AVAs, with requirements specified in QAA’s RecognitionScheme. AVAs’ procedures and practices are monitored andreviewed by QAA.

PROGRESSION/ARTICULATION:The Access to HE qualification has national recognition and maybe offered for entry to any UK HE undergraduate programme.



Advanced ApprenticeshipNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:Advanced Apprenticeships (formerly known as ModernApprenticeships or Advanced Modern Apprenticeships) wereintroduced nationally in 1995 for school leavers capable ofachieving qualifications required to operate at craft, supervisoryand technician level in industry. They are intended to increase thenumber of young people achieving level 3 NVQs (and SVQs inScotland) as well as Key Skills, after two or three years of work orstudy. Advanced apprentices pursue a mix of high quality work-based and off-the-job training, and Apprenticeships are availableacross a range of over 80 sectors of business and industry. Alladvanced apprentices are employees.

In England, local Learning and Skills Councils (LSCs) are currentlyresponsible for organising the local delivery of AdvancedApprenticeships but from April 2010 they will be organised byLocal Authorities.

DATE OF FIRST TEACHING:1995


PREREQUISITES:Sector Skills Councils (SSCs) and Sector Bodies are responsiblefor determining and publishing entry criteria. SSCs and SectorBodies design the content of each Advanced Apprenticeshipalong with their employers.

NUMBER OF UNITS/STRUCTURE:Dependent upon NVQ and other qualifications in the AdvancedApprenticeship framework. All advanced apprentices pursue acompetence element (which can be either a National VocationalQualification or a qualification accredited in the new Qualificationsand Credit Framework) at a minimum of level 3, Key Skills at alevel set by each sector, and additional elements includingtechnical certificates, defined by employers as required in theirsectors (eg underpinning knowledge and understanding asdefined by relevant vocational education qualifications). TheApprenticeship Blueprint (2005) acknowledges that flexibility canbe achieved by moving away from the three-qualificationsapproach and puts emphasis on the need for apprentices todevelop occupational competence, with the necessaryunderpinning knowledge and the transferable or Key Skills withappropriate qualifications.

ASSESSMENT METHOD:See NVQ. Most technical certificates may be assessed byexamination.

GRADING SYSTEM:Pass/Fail of each element of the Advanced Apprenticeshipframework: NVQ, Key Skills, technical certificate.

QUALITY ASSURANCE:Awarding Body/Adult Learning Inspectorate.

PROGRESSION/ARTICULATION:Progression to FE and HE, including foundation degrees.

Advanced Extension AwardQUALIFICATION ABBREVIATION:AEA

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND: AEAs were introduced for advanced level students in England,Wales and Northern Ireland in summer 2002. They replacedSpecial (S) papers and are designed to challenge the most ableadvanced level students, ensuring that they are tested againststandards comparable with the most demanding found in othercountries. Candidates are assessed on their ability to apply andcommunicate effectively their understanding of the subject, usingthe skills of critical analysis, evaluation and synthesis.

They are available to students whatever their school or collegeand whichever specification they are studying, and require noextra content to be taught. They also help universities differentiatebetween the most able candidates, particularly in subjects with ahigh proportion of A grades at advanced level.

AEAs are currently available in the following 18 subjects: biology,business, chemistry, critical thinking, economics, English, French,geography, German, history, Irish, mathematics, physics,psychology, religious studies, Spanish, psychology, Welsh, WelshSecond Language.

DATE OF FIRST TEACHING: 2000


PREREQUISITES: A candidate does not have to enter for the relevant awardingbody’s corresponding GCE A level. However, AEAs are aimed atthe top 10% of students nationally in each subject. QCDA’sguidance to teachers is that they should be confident thatcandidates who are entered for AEAs are likely to obtain grade Aat A level in the subject concerned.

NUMBER OF UNITS/STRUCTURE: One unit.

ASSESSMENT METHOD: AEAs are 100% externally assessed. There is a single nationalexamination available in each subject.

EXAMINATION TIMING: June

DATE OF RESULT PUBLICATION: August (the same time as GCE A level results)

GRADING SYSTEM: Assessment materials and mark schemes will lead to awards on atwo-point scale: Distinction and Merit, Distinction being the higher.Candidates who do not reach the minimum standard for Merit willbe recorded as ungraded. AEAs are included in the UCAS Tariff –the points for AEAs are over and above those gained from the A level grade and came into effect for entry to HE in 2006.

Grade UCAS Tariff PointsDistinction 40

Merit 20

QUALITY ASSURANCE: All the quality assurance procedures that apply to GCE A leveland AS examinations also apply to AEAs and are covered in thesame Code of Practice.

PROGRESSION/ARTICULATION: AEAs may be taken into account for entry to HE, particularly forhigh-demand courses.

VARIANTS: AEAs are based on GCE A level subject criteria where they existrather than on individual specifications.



AQA Baccalaureate QUALIFICATION ABBREVIATION: AQA Bacc


BACKGROUND: The AQA Baccalaureate is an overarching qualification comprisingfour elements which together demonstrate that post-16 studentshave achieved success in terms of A levels and wider learningand enrichment activities. The qualification is being piloted by 36 schools and colleges for awards in 2008 and 2009 and isavailable nationally from September 2008 for first awards in2010.

DATE OF FIRST TEACHING: Pilot – 2007 and Main – 2008

DATE OF FIRST AWARD: Pilot – 2008 and Main – 2010

NUMBER OF UNITS/STRUCTURE: Four key elements:

g Depth of study – Students’ three main GCE A level choicesg Breadth of study – AS in citizenship, critical thinking or

general studiesg Extended Project qualification (EPQ) (for 2010 awards)g Enrichment activities – at least 100 hours in two/three of the

following core areas: work-related learning, communityparticipation, personal development.

ASSESSMENT METHOD: GCE A and AS levels – as per specifications.

EPQ – as per specification (internally assessed and externallymoderated).

Enrichment activities – centres’ schemes are quality assured byAQA and students’ enrichment outcomes verified.

EXAMINATION TIMING: Available each Summer series.

DATE OF RESULT PUBLICATION: August

GRADING SYSTEM: Candidates must have achieved GCSE Grades A*-C in fivesubjects including Maths and English, met the AQA Baccalaureateenrichment requirements and achieved Grade E or higher in theAS breadth subject.

The enrichment element is graded Pass/Fail.

Overall AQA Baccalaureate grades are then determined asfollows:

Three A levels and extended project– each at Grade E or above = AQA Bacc– each at Grade C or above = AQA Bacc with Merit– each at Grade A or above = AQA Bacc with Distinction.

In 2009, the grading system depends on the three depth GCElevels.

In 2010 the EPQ grade is counted in, so four Grade As and above= Bacc with Distinction (three depth A levels and the EPQ).

In both years, candidates have to achieve a Pass in theircompletion of their enrichment activities and also achieve at leasta Grade E in their breadth AS. The actual breadth grade is nothowever counted in to the overall Bacc grade.

The grades are the final GCE grades (the ones which will appearon candidates’ GCE certificates) which are available tocandidates in the year that they are entered for the AQA Bacc (generally end of Year 13). The grades could comprise units whichhave been retaken. The A levels could have been taken in morethan one sitting.

QUALITY ASSURANCE: The constituent GCEs and EPQ meet the quality assurancerequirements associated with these qualifications. AQA qualityassures the enrichment element and outcomes.

PROGRESSSION/ARTICULATION: Students will progress to higher education, training andemployment.

Bedales Assessed CoursesBACKGROUND: Bedales Assessed Courses (BACs) are exclusive to BedalesSchool, and were devised and introduced in 2006. They replacedthe school’s previous GCSE provision in 11 subject areas, andwere a response to the perception of staff, students and parentsthat GCSEs in these subjects were too restrictive, insufficientlystimulating, and too narrowly assessed. They are designed to bebetter preparation for A level, incorporate a wider range ofassessment methods, encourage more independent learning, andstimulate cross-curricular thinking.

DATE OF FIRST TEACHING: September 2006

DATE OF FIRST AWARD: August 2008

PREREQUISITES: These courses are only undertaken by students in years 10-11 ofBedales School, an independent secondary school in Hampshire.

NUMBER OF UNITS/STRUCTURE: There are Bedales Assessed Courses in Ancient Civilisations, Art,Classical Music, Dance, Design, English Literature, Geography,History, Outdoor Work, ‘Philosophy, Religion and Ethics’, andTheatre Arts. Each student takes 2-3 courses alongside a core of5-7 GCSEs. BACs are given the same timetable and homeworktime as GCSEs. Most Bedales students thus study and areassessed in either nine or 10 subjects.

ASSESSMENT METHOD: A range of assessment methods is employed, includingcoursework, terminal exams, oral assessment, performance andcontinuous assessment

EXAMINATION TIMING: There are assessment points throughout the two year courses.

DATE OF RESULT PUBLICATION: Bedales School publishes the BAC results to coincide with GCSEresults in August.

GRADING SYSTEM: A*-G grades are awarded, in line with the GCSE scheme. Urepresents unclassified, ie of insufficient standard to be recorded.It is intended that a grade in a BAC is at least as difficult toachieve as the equivalent GCSE grade, though precise



comparison is not possible, since assessment objectives in BACsare tailored to the demands of each subject and are often morefocused on creativity, independence of thought and cross-curricular awareness as well as the more traditional areas ofknowledge, understanding and evaluation.

QUALITY ASSURANCE: Each course is internally assessed and moderated, but finalmoderation is undertaken by an independent external specialist inthe subject area.

PROGRESSION/ARTICULATION: Bedales Assessed Courses are intended to be rigorous andstimulating preparation for sixth form study.

The British Horse SocietyQualificationsThe British Horse Society (BHS) is Britain's leading equestriancharity. It is also the governing body for professional qualificationsfor those wishing to work in the horse industry. The specific aimsof the Society centre on equine welfare. The BHS achieves theseby constantly striving towards improved knowledge througheducation, training and advice. It lobbies government on issuesconcerning equestrian-related issues.

Equestrian Qualifications GB Limited (EQL) is a subsidiarycompany of the British Horse Society and is the new AwardingBody for Equestrian Activity. EQL awards vocational qualificationson behalf of the BHS and awards the government-backedScottish/National Vocational Qualifications. EQL also awards theUKCC Endorsed Certificates in Coaching on behalf of the BritishEquestrian Federation.

EQL (BHS) Stage 3 HorseKnowledge and Care Certificate(BHS Groom’s Certificate)Holders will have demonstrated their ability to look after up tofour horses in stables and at grass. During the examination,they will have shown competent use of time and will have givenpractical demonstrations, as well as showing knowledge andunderstanding to the level required as outlined in the examination syllabus.

GRADING SYSTEM:Pass/Fail.

Grade UCAS Tariff PointsPass 35

EQL (BHS) Stage 3 HorseKnowledge and Riding CertificateHolders will have demonstrated their ability to ride a variety ofhorses under a variety of circumstances. They will have shownthey are tactful yet effective riders, to the level required asoutlined in the examination syllabus.



EQL (BHS) Preliminary Teacher’sCertificateHolders will have demonstrated their ability to apply the basicprinciples of teaching and will have shown that they are able toimprove their pupil's horsemanship progressively. They will haveshown that they understand the safety procedures and principlesin the organisation of a lesson or hack, and have the ability togive a class lesson, lunge or lead rein lesson. They will havediscussed and answered questions on various topics to the levelas outlined in the examination syllabus.

The above certificates are government recognised and areaccredited onto the National Qualifications Framework.

Stage 3 Horse Knowledge and Care Certificate, Stage 3 HorseKnowledge and Riding Certificate and the Preliminary Teacher’sCertificate (PTC) have each been awarded UCAS Tariff points witheffect from 2008 entry to higher education.

Holders of the PTC may convert this qualification to the newUKCC Endorsed EQL level 2 Certificate in Coaching (Equine).


Council for Awards in Children’sCare and EducationThe Council for Awards in Children’s Care and Education (CACHE)is an internationally recognised, specialist Awarding Body for EarlyYears, Care Education and Playwork and Children’s Services.

CACHE offers qualifications from Entry level to level 4. Informationon some of CACHE’s level 3 qualifications is listed in thispublication. Further information on the full range of qualificationsis available on the CACHE website ww.cache.org.uk or bycontacting CACHE’s head office as listed in Appendix A.

CACHE Certificate for TeachingAssistantsQUALIFICATION ABBREVIATION:CTA-L3

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:The aim of the CTA-L3 is to support the NVQ at level 3 forTeaching Assistants, facilitate good practice and high standards inthe role of Teaching Assistants, and increase skills and knowledge.


DATE OF LAST AWARD:2008 last registration, 2011 last certification.

PREREQUISITES:CACHE does not prescribe any formal requirements in order tostart a programme of study for the CTA-L3. Candidates should beat least 16 years of age at the date of registration for thequalification, show that they have an adequate level of generaleducation to cope with the demands of the programme and beworking in a school at a Key Stage, on either a paid, voluntary orplacement basis.



NUMBER OF UNITS/STRUCTURE:One mandatory unit of 60 hours and one optional unit of 60hours (choice of two options). Units can be stand-alone,individually assessed and separately certificated.

ASSESSMENT METHOD:Units assignments: Unit 1 is marked and internally moderatedwithin the centres and is subject to standards moderation. Unit 2 is externally assessed by CACHE.

EXAMINATION TIMING:September, January, June

DATE OF RESULT PUBLICATION:November, March, July

GRADING SYSTEM:A – E

QUALITY ASSURANCE:The assignment for one unit for every candidate is externallymarked by approved CACHE markers and standardised usingcommon grading criteria. The grade boundaries are set at anaward meeting attended by the Chief Examiner and the leadexaminers for the award. Scripts from previous years are kept to ensure standards are maintained year-on-year.

A sample of the internally marked assignments is internallymoderated by CACHE’s moderators. Their work is monitoredthrough the Standards Moderation process.

PROGRESSION/ARTICULATION:The CTA-L3, a qualification in its own right, provides theunderpinning knowledge and understanding for the NVQ level 3for Teaching Assistants. Candidates may seek to progress tohigher level qualifications, teaching-related qualifications or QTSas appropriate.

CACHE Certificate in Children’sCare, Learning andDevelopmentQUALIFICATION ABBREVIATION: CCCLD-L3


BACKGROUND: The aim of the CCCLD-L3 is to support the NVQ at level 3 inChildren’s Care, Learning and Development, and facilitate goodpractice and high standards for supervisory roles, competently,safely and effectively with children aged 0-16 years.


DATE OF LAST AWARD: 2010 last certification

PREREQUISITES: Candidates should be a minimum of 16 years of age and beworking on a paid, voluntary or placement basis in the Children’sCare, Learning and Development sector. They must also be ableto show that they have an adequate level of general education tocope with the demands of the programme.

NUMBER OF UNITS/STRUCTURE: Five units (each consisting of 60 hours)

All units are mandatory. Each unit can stand alone, be individuallyassessed and separately certificated.

ASSESSMENT METHOD: Unit 2 is assessed through a short answer paper and marked byCACHE.

Units 1 and 3–5 are assessed through unit assignments providedby CACHE and internally marked and moderated. Standards aremonitored through the Standards Moderation process.

EXAMINATION TIMING: September, October, November, December, February, March, April,May, June, July.

DATE OF RESULT PUBLICATION: September, October, November, December, February, March, April,May, June, July.


QUALITY ASSURANCE: The assignment for one unit for every candidate is externallymarked by approved CACHE markers and standardised usingcommon grading criteria. The grade boundaries are set at anaward meeting attended by the Chief Examiner and the leadexaminers for the award. Scripts from previous years are kept to ensure standards are maintained year-on-year.


PROGRESSION/ARTICULATION: The CCCLD-L3 provides the underpinning knowledge and skillsfor the NVQ level 3 in Children’s Care, Learning andDevelopment. Therefore, if the award is achieved alongside theNVQ, thus making part of the Apprenticeship Framework,candidates can consider progression to a related foundationdegree or other higher level qualification.

CACHE Certificate ofProfessional Development inWork with Children and YoungPeopleQUALIFICATION ABBREVIATION:CPD-L3


BACKGROUND:The CPD aims to provide opportunities for candidates to developspecialist knowledge; extend specialist knowledge; progress tomore senior roles in their selected area; combine units to achievea qualification that may allow transfer to related areas; and gainnational standardised underpinning knowledge to progress tohigher level qualifications.



DATE OF LAST AWARD:2010 last certification

PREREQUISITES:It is expected that candidates will already have a Children’s Care,Learning and Development qualification or equivalent at level 3that includes evidence of underpinning knowledge andunderstanding in the areas of child development and education.



NUMBER OF UNITS/STRUCTURE:Three units of 60 hours each

One mandatory unit and two optional units (choice from 19optional units). Units are free-standing and can be separatelycertificated.

ASSESSMENT METHOD:

Unit assignments: Unit 1 is externally assessed by a CACHEExternal Examiner. All other units are marked and internallymoderated within the centres and are subject to StandardsModeration.





A sample of the internally marked assignments is internallymoderated by CACHE’s moderators. Their work is monitored through the Standards Moderation process.

PROGRESSION/ARTICULATION:The award can assist those who are experienced/qualified in thearea to specialise and/or progress/transfer into related/regulatoryareas or higher levels of education or training.

CACHE Award, Certificate andDiploma in Childcare andEducation NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND: This qualification prepares students to work unsupervised, or in asupervisory capacity, with children and their families in a varietyof settings and environments within the sector of Children’sServices. It covers many of the National Occupation Standards inthis area. The qualification is split into three stages Award,Certificate and Diploma, with the Award and Certificate buildingtowards the Level 3 Diploma. It is expected that most people willprogress through the Award and Certificate to complete theDiploma in order to be able to work as an early years practitioner.

Throughout the Diploma level of the qualification, learners areexpected to participate in professional practice in a variety ofsettings in order to apply what they learn in a practicalenvironment. This will be assessed through Practice EvidenceRecords and Professional Development Profiles.

It is recommended that practical training be undertaken at allstages (Award, Certificate and Diploma) of the qualification. Tobecome a competent practitioner, the range of trainingenvironments should provide for a spread of experience. Thetraining environments can include a learner’s place of work butthey must gain additional experience in placements outside theirusual work place.


DATE OF FIRST AWARD: 2008

NUMBER OF UNITS/STRUCTURE: Award – 2 units Certificate – 5 units Diploma – 12 units (units 1-9 are mandatory, and 3 units arechosen from units 10-21)

ASSESSMENT METHOD: Portfolios Assessment Tasks Practice Evidence Records Professional Development Profiles Test paper

GRADING SYSTEM: The overall grade for the CACHE Level 3 Award/Certificate/Diploma in Child Care and Education is awarded at Grades A – E.

With the exception of the multiple choice paper which is gradedpass/fail, each unit assessment and external assessment isgraded from A to E using grading criteria. Note that to gain theAward a student must pass the multiple choice test. To gain theCertificate a candidate must pass the Award (i.e. pass themultiple choice test) in addition to units 3-5 and sit the additionalexternal assessment. Finally to gain the Diploma the candidatemust pass both the Award and the Certificate, including theexternal assessments plus the additional units, both mandatoryand optional.

Those students taking the Diploma must pass the mandatory Unit9 to achieve the qualification. This is different from all the otherunits as it involves assessment of skills in the workplace using acompetence based approach.

These qualifications have been awarded UCAS Tariff points asfollows

QUALITY ASSURANCE: The examinations are externally marked by approved CACHEmarkers and standardised using common grading criteria.

A sample of the internally marked assignments is internallymoderated, and a different sample is externally moderated.

CACHE Diploma in Childcare and EducationQUALIFICATION ABBREVIATION:DCE-L3


BACKGROUND:The DCE-L3 programme aims to prepare candidates to workcompetently, safely and effectively with children aged 0-7 years11 months whilst taking into account the fact that children live infamilies and communities. It will also help candidates who work

Award UCASTariffPoints

Certificate UCASTariffPoints

Diploma UCASTariffPoints

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



with older children, especially those with special needs, andprepare candidates to work in a wide range of settings withdifferent professionals and volunteers.




PREREQUISITES:CACHE does not prescribe any formal entry qualifications in orderto start a programme of study for the DCE-L3 (but individualcentres may do so). Candidates must be at least 16 years old atthe date of registration for the qualification and have an adequatelevel of general education to cope with the demands of theprogramme.

NUMBER OF UNITS/STRUCTURE:The full DCE-L3 consists of 12 units:Units 1, 2 – 120 hours each unitUnits 3, 4, 5, 6 – 90 hours each unitUnits 9, 10 – 30 hours each unitUnit 12 requires approximately 125 days of practical training.

An additional 90-hour personal and subject tutorial isrecommended.

Excluding Unit 12, each individual unit can stand alone, isindividually assessed and can be separately certificated.

ASSESSMENT METHOD:2 portfolios9 unit assignmentsPractice evidence records3 professional development profilesA test paper.

The whole qualification may be achieved through successfulcompletion of all the required units, a Diploma Final Test Paperand satisfactory Professional Development Profiles and PracticeEvidence Records.

EXAMINATION TIMING:September, January, May

DATE OF RESULT PUBLICATION:September, February, July

GRADING SYSTEM:Theory Grade UCAS Tariff PointsAA 240

BB 200

CC 160

DD 120

EE 80

Practical Grade UCAS Tariff PointsA 120

B 100

C 80

D 60

E 40

QUALITY ASSURANCE:The examinations are externally marked by approved CACHEmarkers and standardised using common grading criteria. Thegrade boundaries are set at an award meeting attended by theChief Examiner and the lead examiners for the award. Scriptsfrom previous examinations are kept to ensure standards aremaintained year-on-year.

A sample of the internally marked assignments is internallymoderated, and a different sample is externally moderated byCACHE’s moderators who visit each centre each year. Their workis monitored through the Standards Moderation process.

PROGRESSION/ARTICULATION:The DCE-L3 provides the underpinning knowledge andunderstanding and practical competences and skills for a numberof NVQ units within the NVQ level 3 in Children’s Care, Learningand Development and provides a sound basis of knowledge to goon to higher level qualifications.

VARIANTS:Candidates who have successfully completed certain approvedawards and registered for the DCE after September 2000 may beable to enter directly into the second year of the DCE, at thediscretion of the centre.

CACHE Diploma in Early YearsCare and Education (WelshMedium)QUALIFICATION ABBREVIATION:W-DEYCE-L3


BACKGROUND:This W-DEYCE-L3 is offered in the medium of Welsh orbilingually. It is designed for group leaders or those with someexperience in Children’s Care, Learning and Development. It willfacilitate good practice and high standards with CylchoeddMeithrin and all other pre-school provision. It is useful for workersacross a range of early years settings in a Welsh context as itcontains an emphasis on Welsh initiatives and culture.




PREREQUISITES:CACHE does not prescribe any formal requirements in order tostart a programme of study for the W-DEYCE-L3. Candidatesshould be at least 16 years of age at the date of registration forthe award, show that they have an adequate level of generaleducation to cope with the demands of the programme and havesome day-to-day contact with children in a group setting.

NUMBER OF UNITS/STRUCTURE:Four mandatory units (three of 60 hours and one of 30 hours).

Each unit can stand alone, be individually assessed andseparately certificated.

ASSESSMENT METHOD:Unit assignments: Unit 2 is externally assessed by a CACHEExternal Examiner. All other units are marked and internallymoderated within the centres and are subject to externalmoderation.








PROGRESSION/ARTICULATION:This award can provide entrance towards the NVQ level 3 inChildren’s Care, Learning and Development. Candidates may alsoseek to progress to higher level qualifications as appropriate.

CACHE Diploma in Home-BasedChildcareQUALIFICATION ABBREVIATION: DHC-L3


BACKGROUND: The aim of the DHC-L3 is to raise the professional skills and thequality of childcare, offered in a home-based setting, includinginformation about the legislation and regulations governing home-based childcare.




PREREQUISITES: No formal entry requirements. However, candidates must be aged16 or over at the time of registering for the award.

NUMBER OF UNITS/STRUCTURE: One unit of 12 hours and four units of 30 hours each.

Individual units are free-standing and can be separatelycertificated.

ASSESSMENT METHOD: Unit 1 is assessed by a multiple-choice question paper. Units 2–5are assessed through an assignment that is set by CACHE andmarked by the centre.

EXAMINATION TIMING: September, October, November, December, February, March, April,May, June, July, or as required electronically.

DATE OF RESULT PUBLICATION: September, October, November, January, February, March, April,May, June, July.

GRADING SYSTEM: A – E

QUALITY ASSURANCE: The assignment for one unit for every candidate is externallymarked by approved CACHE markers and standardised usingcommon grading criteria. The grade boundaries are set at anaward meeting attended by the Chief Examiner and the leadexaminers for the award. Scripts from previous years are kept to ensure standards are maintained year-on-year.


PROGRESSION/ARTICULATION: The DHC-L3 provides the underpinning knowledge andunderstanding for a number of NVQ units within the NVQ level 3 in Children’s Care, Learning and Development. Candidatesmay also consider progressing to a related higher levelqualification.

CACHE Diploma in PlaygroupPractice in WalesQUALIFICATION ABBREVIATION:DPPW-L3


BACKGROUND:The DPPW-L3 is offered in the medium of English and isspecifically designed for work in playgroups in Wales, for groupleaders or those with some experience in Children’s Care,Learning and Development, to facilitate good practice and highstandards within pre-school provision in Wales. The qualificationsupports the Welsh heritage and culture of Wales, the CurriculumCymreig and the Desirable Outcomes for Children’s Learningbefore compulsory school age, with appropriate references toPersonal and Social Education for Wales.




PREREQUISITES:CACHE does not prescribe any formal entry qualifications in orderto start a programme of study for the DPPW-L3, but candidatesshould be at least 16 years of age at the date of registration.Candidates’ literacy and numeracy is expected to be at GCSElevel or equivalent.

NUMBER OF UNITS/STRUCTURE:Three mandatory units of 60 hours

Each unit can stand alone, be individually assessed andseparately certificated.

ASSESSMENT METHOD:Unit assignments: Unit 1 is externally assessed by CACHE. Allother units are marked and internally moderated within thecentres and are subject to monitoring through the StandardsModeration process.




QUALITY ASSURANCE:The assignment for one unit for every candidate is externallymarked by approved CACHE markers and standardised usingcommon grading criteria. The grade boundaries are set at anaward meeting attended by the Chief Examiner and the lead



examiners for the award. Scripts from previous years are kept toensure standards are maintained year-on-year.


PROGRESSION/ARTICULATION:This award can provide entrance towards the NVQ level 3 inChildren’s Care, Learning and Development. Candidates may alsoseek to progress to higher level qualifications as appropriate.

CACHE level 3 Diploma inPlayworkQUALIFICATION ABBREVIATION:DP-L3


BACKGROUND:The aims of the DP-L3 are to explore different techniques ofobservation as well as extend the candidate’s theoretical skillsenabling them to manage play settings.



PREREQUISITES:CACHE does not prescribe any formal entry qualifications in orderto start a programme of study for the DP-L3, however candidatesmust be at least 16 years old at the date of registration. CACHErecommends that candidates have a related study of a course atlevel 2, an adequate level of general education to cope with thedemands of the programme, a minimum of 50 hours ofexperience in a playwork setting and have day-to-day contactwith children in a playwork setting.

NUMBER OF UNITS/STRUCTURE:Six mandatory units of 60 recommended learning hours.

ASSESSMENT METHOD:Unit assignments: Unit 1 is externally assessed by a CACHEExternal Examiner. All other units are subject to StandardsModeration.





A sample of the internally marked assignments is internallymoderated, and a different sample is externally moderated byCACHE’s moderators. Their work is monitored through theStandards Moderation process.

PROGRESSION/ARTICULATION:This diploma will enable candidates to progress towards aFoundation Degree in Playwork or BA Honours in Playwork.

CACHE Diploma in Pre-SchoolPracticeQUALIFICATION ABBREVIATION:DPP-L3


BACKGROUND:The qualification is designed primarily to prepare candidates towork at supervisory level with pre-school groups and playgroupswhilst taking into account the fact that children live in familiesand communities. Its main focus is on the needs of children agedfrom 1 to 5 years, who may be in sessional or, increasingly,extended full-day care.




PREREQUISITES:CACHE does not prescribe any formal requirements in order to starta programme of study for the DPP-L3. Candidates must be 16years of age at the date of registration for the qualification, showthat they have an adequate level of general education to cope withthe demands of the programme and be working with children in a pre-school setting either as a volunteer or in paid employment.

NUMBER OF UNITS/STRUCTURE:Three mandatory units of 60 hours and one optional unit of 60hours (choice of three option units). Each unit can stand alone, be individually assessed and separately certificated.

ASSESSMENT METHOD:Unit assignments: Unit 1 is externally assessed by a CACHEExternal Examiner. All other units are marked and internallymoderated within the centres and are subject to StandardsModeration.





A sample of the internally marked assignments is internallymoderated, and a different sample is externally moderated byCACHE’s moderators. Their work is monitored through theStandards Moderation process.



PROGRESSION/ARTICULATION:The DPP-L3 provides the underpinning knowledge andunderstanding, and practical competences and skills for anumber of whole NVQ units within the NVQ level 3 in Children’sCare, Learning and Development. Candidates may also seek toprogress to higher level qualifications as appropriate.

CACHE level 3 NVQ in Healthand Social CareQUALIFICATION ABBREVIATION: HSC-L3


BACKGROUND: The aim of the HSC-L3 is to provide a mixture of units in Care,Early Years and Management for people working with childrenand young people up to 18 years old.



PREREQUISITES: CACHE does not prescribe any formal requirements in order tostudy the HSC-L3. Candidates should be at least 16 years of age,show an adequate level of general education to cope with theprogramme and either have experience of day or domiciliary caresettings or be registered as a foster carer.

NUMBER OF UNITS/STRUCTURE: The qualification is made up of four mandatory units and fouroptional units. All eight units must be finished in order to gain the qualification.

ASSESSMENT METHOD: An approved assessor will visit the candidate in their workplaceto assess their practical competence, knowledge andunderstanding. The candidate will need to submit a portfolio toshow their competence in all areas of the qualification.

GRADING SYSTEM: Pass

QUALITY ASSURANCE: CACHE ensures the quality of the NVQ process by the use ofinternal and external verification. The objective of internalverification is to check that the assessment judgements showcompetence in each area, and ensure that the candidate isworking at the correct level. The external verifier will check on the qualifications and vocational competence of the assessorsand the internal verifiers. In addition the external verifier willmonitor the assessment judgements of assessors by using asampling strategy covering all units, all assessors, all candidatesand all assessment methods, regularly over time. This process isused to maintain high quality qualifications.

The external verifier visits each CACHE centre a minimum oftwice a year. During centre visits external verifiers will monitoradherence to the Qualification and Curriculum DevelopmentAuthority (QCDA) criteria for Centre Approval and ensure thatquality assurance processes and procedures are rigorouslyadhered to, as in Statutory Regulations 2004 and NVQ Code ofPractice 2006. This ensures the integrity of the qualifications.

PROGRESSION/ARTICULATION: The HSC-L3 award will allow candidates to progress both within and between the health and care sectors. Candidates may also seek progress to higher level qualifications in afoundation degree.

CACHE level 4 NVQ in Children’sCare, Learning and DevelopmentQUALIFICATION ABBREVIATION: CCLD-L4


BACKGROUND: The aim of the CCLD-L4 is to provide a National VocationalQualification for candidates who work or wish to work withchildren aged 0-16 years. The award helps to recognisecandidates’ specialist learning and helps develop their career.


DATE OF LAST AWARD: 2011 last certification.

PREREQUISITES: It is expected that candidates will be working in settings orservices at a senior level in face-to-face roles with children,young people and families.

NUMBER OF UNITS/STRUCTURE: The qualification is made up of four mandatory units and fiveoptional units. All nine units must be finished in order to gain the qualification.

ASSESSMENT METHOD: An approved assessor will visit candidates’ workplaces to assess their work. Candidates will meet their assessor on a regular basis.

GRADING SYSTEM: Pass

QUALITY ASSURANCE: CACHE ensures the quality of the NVQ process by the use ofinternal and external verification. The objective of internalverification is to check that the assessment judgements showcompetence in each area, and ensure that the candidate isworking at the correct level.

The external verifier will check on the qualifications andvocational competence of the assessors and the internal verifiers.In addition the external verifier will monitor the assessmentjudgements of assessors by using a sampling strategy coveringall units, all assessors, all candidates and all assessmentmethods, regularly over time. This process is used to maintainhigh quality qualifications.

The external verifier visits each CACHE centre a minimum oftwice a year. During centre visits external verifiers will monitoradherence to the Qualification and Curriculum DevelopmentAuthority (QCDA) criteria for Centre Approval and ensure thatquality assurance processes and procedures are rigorouslyadhered to, as in Statutory Regulations 2004 and NVQ Code ofPractice 2006. This ensures the integrity of the qualifications.

PROGRESSION/ARTICULATION: The qualification will allow candidates to go on and take a higherlevel qualification such as a foundation degree. The qualification



can also be used to work as a child-minding network coordinatoror a centre manager.

University of CambridgeInternational ExaminationsUniversity of Cambridge International Examinations (CIE) is theworld's largest provider of international qualifications for 14-19-year-olds. As a not-for-profit organisation, CIE is committed tomaking high quality education available all around the world. CIEqualifications are available in over 150 countries. It is part ofCambridge Assessment, formerly the University of CambridgeLocal Examinations Syndicate (UCLES). CIE operates alongsideOCR, which provides examination and assessment services in theUK, and Cambridge ESOL (English for Speakers of OtherLanguages) which delivers a portfolio of qualifications for peoplelearning English.

Cambridge International Level 3Pre-U Certificate in Subject(Principal)NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:The Cambridge Pre-U Certificate, developed by University ofCambridge International Examinations (CIE), aims to prepareyoung people for success in their undergraduate studies. Thequalification is different from A level in several respects. Thecertificates are available from a range of 26 subject syllabusesthat will provide opportunities for students to go deeper into theirchosen specialisms, and assessment will be more stretching atthe top end. The Certificate (Principal) has been accredited byOfqual as having 380 Guided Learning Hours. Students maychoose to combine subjects to form part of the Cambridge Pre-UDiploma (see section on Cambridge Pre-U Diploma).



ASSESSMENT METHOD: The assessment is linear, with all examinations being taken at theend of the two-year study period

GRADING SYSTEM:Grade UCAS Tariff PointsD1 To be confirmed

D2 145

D3 130

M1 115

M2 101

M3 87

P1 73

P2 59

P3 46

Ofqual will regulate the qualifications and ensure that thestandard of D3 is aligned to the standard of Grade A at A leveland the standard of the P3 is aligned to the standard of a GradeE at A level.

Further information on the Cambridge Pre-U, includingsyllabuses, may be found by going to the CIE website onwww.cie.org.uk/cambridgepreu). If you have questions, would like

more information, or wish to discuss the Cambridge Pre-U,please contact the awarding body at [email protected]

Cambridge International Level 3Pre-U Certificate in Subject(Short Course)NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:The Cambridge Pre-U Short Course is available in a range ofModern Foreign Languages and can be taken in the first orsecond year of study. They are offered in order to encouragestudents to develop a broad subject portfolio. The Certificate(Short Course) has been accredited by Ofqual as having 180Guided Learning Hours.



ASSESSMENT METHOD: The assessment is linear, with all examinations being taken at theend of the one-year study period.

GRADING SYSTEM:Grade UCAS Tariff PointsD1 To be confirmed

D2 To be confirmed

D3 60

M1 53

M2 46

M3 39

P1 32

P2 26

P3 20

Ofqual will regulate the qualifications and ensure that thestandard of D3 is aligned to the standard of Grade A at AS leveland the standard of the P3 is aligned to the standard of a Grade E at AS.

Further information on the Cambridge Pre-U, includingsyllabuses, may be found by going to the CIE website onwww.cie.org.uk/cambridgepreu). If you have questions, would likemore information, or wish to discuss the Cambridge Pre-U,please contact the awarding body at [email protected]

Cambridge Pre-U DiplomaBACKGROUND:University of Cambridge International Examinations (CIE) hasdeveloped a new qualification called the Cambridge Pre-UDiploma, which aims to prepare young people for success in theirundergraduate studies.

The qualification is different from A level in several respects. TheCambridge Pre-U Diploma includes subject syllabuses that willprovide opportunities for students to go deeper into their chosenspecialisms, assessment will be more stretching at the top end,and there is greater scope for independent research. Theassessment is linear, with all examinations for Principal Subjectsbeing taken at the end of the two-year study period.





NUMBER OF UNITS/STRUCTURE: Students will have the opportunity to qualify for the overarchingDiploma by taking the core component (comprising the globalperspectives portfolio and the independent research report) plusthree principal subjects. This will provide a holistic, challengingand rigorous preparation for university study. The core is alsoavailable as a stand-alone qualification.

ASSESSMENT METHOD: The Cambridge Pre-U Diploma is scored separately, byaggregation of results in three principal subjects and the corecomponent (the two components of the core each having half theweight of a principal subject). Principal subjects will be given amaximum of 24 marks and global perspectives and theindependent research report a maximum of 12 each with theDiploma as a whole a mark out of 96.

A principal subject at Pre-U will amount to 380 guided learninghours, and a short course (only available in modern languages)will amount to 180 guided learning hours.

GRADING SYSTEM

QCDA has determined that D1, D2 and D3 are equivalent tograde A at A level.

Further information on the Cambridge Pre-U, includingsyllabuses, may be found by going to the CIE website onwww.cie.org.uk, clicking on ‘Qualifications and Diplomas’ andthen on the Cambridge Pre-U icon. If you have questions, wouldlike more information or wish to discuss the Cambridge Pre-U,please contact the awarding body at [email protected]

Cambridge AdvancedInternational Certificate ofEducation (AICE) DiplomaQUALIFICATION ABBREVIATION:AICE

BACKGROUND:The AICE Diploma offers an international pre-university curriculumand examination system which emphasises the value of broadand balanced study for academically able students.

It is a group award that requires the study of subjects drawn fromthree curriculum areas (mathematics and science; languages;

and arts and humanities), plus the option of research projects.AICE draws upon the full portfolio of Cambridge’s post-16provision (A level, AS level and a smaller half-credit programmein English unique to AICE). The individual choice of subjects withinthese areas is intended to provide a flexible, comprehensive andintegrated curriculum programme.

GRADING SYSTEM:A candidate needs to take and pass subjects equivalent to aminimum of six credits to obtain the AICE Diploma. The creditrating of counting qualifications is A level = 2, AS level = 1, AICEHalf Credit = 0.5 and Research Projects = 1.

The AICE Diploma is awarded on the basis of a points system, asshown in the following table:

Grade A level Points AS PointsA 120 60

B 100 50

C 80 40

D 60 30

E 40 20

A* will be introduced from 2010. The existing A/AS level gradeswill all be retained and the new A* will be made available inaddition. A* will be a full grade above A2 (and therefore half agrade above A1). There will be no grade A* at AS.

AICE will accommodate the introduction of A* in the followingway:

140 points will be awarded for an A*, but the number of AICEpoints will be capped at 360.

Three levels of AICE Diploma are awarded: Distinction, Merit andPass. Candidates scoring 320 points and above will be awarded aDistinction, 220-315 points a Merit and 120-215 points a Pass.Where a student takes more than the minimum number ofsubjects for the AICE Diploma, the best results which satisfy thesubject group requirements will count towards the award.

Cambridge International GCEAdvanced and AdvancedSubsidiary level/ Higher SchoolCertificate (HSC)QUALIFICATION ABBREVIATION:CIE GCE International A and AS level/HSC

BACKGROUND:Acceptable at Grades A – E in lieu of UK GCE A and AS level on asubject-for-subject and grade-for-grade basis.

It should be noted that the Cambridge International A levels aredifferent in structure from the UK A levels. Whereas UK A levelsare modular and students can retake individual components, theInternational A levels have a linear structure which encourages anintegrated study of the entire subject. Most candidates take all their A level papers in one session. Candidates who take ASlevel first and then want to retake it, must generally retake thewhole of the AS. HEIs may feel it appropriate to take the structureof the international A levels into account when making an offer.

HSC is a group award comprised of principal subjects (AL) andsubsidiary subjects (AS). Subsidiary subjects usually include aGeneral Paper and a local language.

Grade Principal Subject GlobalPerspectives and Research

Short Course

UCAS Tariff Points

D1 To be confirmed To be confirmed To be confirmed

D2 145 140 To be confirmed

D3 130 126 60

M1 115 112 53

M2 101 98 46

M3 87 84 39

P1 73 70 32

P2 59 56 26

P3 46 42 20



Cambridge International GeneralCertificate of SecondaryEducationQUALIFICATION ABBREVIATION:IGCSE

BACKGROUND:IGCSE was developed by CIE and introduced in 1988 primarily asa qualification for overseas candidates. It aims to preparestudents for further academic success, including progression to A and AS level study. The qualification is equivalent in standard toGCSE and may be considered acceptable at Grades A, B or C inlieu of GCSE on a subject for subject basis. Detailed informationmay be obtained from CIE.

ASSESSMENT METHOD:The IGCSE is assessed on an eight-point scale of grades: A* – G.Since 1994, there has been an additional grade of A starred (A*)to reflect a level of performance above Grade A, and to rewardoutstanding achievement.

Full information is available from CIE.

Cambridge InternationalDiplomasBACKGROUND:Cambridge International Diplomas (formerly Cambridge Skills andCareer Awards) assess the practical application of career-basedknowledge across a range of business-focused areas. CambridgeInternational Diplomas at Advanced level are equivalent to A level,and Cambridge International Diplomas at Standard level areequivalent to GCSE.

Diplomas satisfying university matriculation requirements in lieuof A level are:

g Cambridge International Diploma in Business (Advancedlevel)

g Cambridge International Diploma in Travel and Tourism(Advanced level)

g Cambridge International Diploma in Computing.

The Cambridge International Diplomas in IT Skills and ICT are of amore practical application, and candidates presenting thesequalifications at Foundation and Standard level can be consideredto have fulfilled their IT Key Skills requirements.

NUMBER OF UNITS/STRUCTURE:Diplomas are modular in structure, and to achieve a full Diplomaat a given level, candidates need to pass both the compulsorycore modules and the requisite number of optional modules.

ASSESSMENT METHOD:The assessment methods include written examinations andassignments, all externally assessed by Cambridge.

GRADING SYSTEM:Successful Diploma candidates are awarded Distinction, Meritand Pass, where Distinction level may be taken as performanceequivalent to the award of A level Grade B, Merit to Grade C andPass to Grade D. Three types of certification can be awarded –Full Diploma, Core Module and Optional Modular. Institutions areadvised to accept only those applicants presenting a FullDiploma.

City & GuildsCity & Guilds offers qualifications at eight levels, as follows:

8 Fellowship (FCGI)

7 Membership (MCGI)/Master Professional Diploma/Level 5 NVQ/SVQ/

Level 5 vocational awards

6 Graduateship (GCGI)/Associateship (ACGI)

5 IVQ Advanced Technician Diploma/Full Technological Diploma

4 Licentiateship (LCGI)/Higher Certificate/Higher Level Study Skills

3 Level 3 NVQ/SVQ/Vocational/General Education/IVQ Technician Diploma/

IVQ Advanced Diploma

2 Level 2 NVQ/SVQ/Diploma of Vocational Education (Foundation)/General

Education Technician Certificate/IVQ Diploma/IVQ Technician Certificate

1 Level 1 NVQ/SVQ / Vocational Award/ IVQ Certificate.

International Vocational Qualifications (IVQs)International Vocational Qualifications (IVQs) measure candidates’underpinning knowledge of a subject and their ability to apply thisknowledge in a work context within the chosen occupationalarea. IVQs offer a progressive structure and are available at NQFlevels 1-5.

City & Guilds Level 5 IVQAdvanced Technician DiplomaQUALIFICATION ABBREVIATION:IVQ ATD


BACKGROUND:The QCDA definition of level 5 is competence that involves theapplication of skills and a significant range of fundamentalprinciples across a wide and often unpredictable variety ofcontexts. Very substantial personal autonomy and often significantresponsibility for the work of others and for the allocation ofsubstantial resources feature strongly, as do personalaccountabilities for analysis and diagnosis, design, planning,execution and evaluation.

Available in a range of subjects. Candidates will be able todemonstrate high levels of knowledge, a high level of workexpertise in job roles and competence in managing and trainingothers. Qualifications at this level are appropriate for peopleworking as higher grade technicians, professionals or managers.

ASSESSMENT METHOD:Written examinations: set and marked by City & Guilds Written/ practical assignments: set by City & Guilds, marked bythe centre, externally verified by City & Guilds.

GRADING SYSTEM:Written examinations: Distinction, Merit, PassWritten assignments: Distinction, Merit, PassPractical assignments: Pass

QUALITY ASSURANCE:Internal and external verification.

PROGRESSION/ARTICULATION:Degrees/employment.



City & Guilds Level 3 IVQAdvanced DiplomaQUALIFICATION ABBREVIATION:IVQ AD


BACKGROUND:The QCDA definition of level 3 is competence in a broad range ofvaried work activities performed in a wide variety of contexts,most of which are complex and non-routine. There isconsiderable responsibility and autonomy, and control orguidance of others is often required. level 3 represents anadvance or specialisation within a given occupation beyond theusual accepted minimum standard and sometimes attractsfurther formal industrial recognition.

Available in a range of subjects. Candidates will have acquired awell-developed ability to absorb and communicate technicalinformation about the target subject, including a mastery of someof the advanced mathematical and scientific principles involved.Success at this level denotes skilled work of a complex natureand the ability to undertake a supervisory role.

ASSESSMENT METHOD:Written examinations: set and marked by City & GuildsWritten/ practical assignments: set by City & Guilds, marked bythe centre, externally verified by City & Guilds.




City & Guilds Level 3 IVQTechnician DiplomaQUALIFICATION ABBREVIATION:IVQ TD


BACKGROUND:The QCDA definition of level 3 is competence in a broad range ofvaried work activities performed in a wide variety of contexts,most of which are complex and non-routine. There isconsiderable responsibility and autonomy, and control orguidance of others is often required. level 3 represents anadvance or specialisation within a given occupation beyond theusual accepted minimum standard and sometimes attractsfurther formal industrial recognition.

Available in a range of subjects. Candidates will have acquired awell-developed ability to absorb and communicate technicalinformation about the target subject, including a mastery of someof the advanced mathematical and scientific principles involved.Success at this level denotes skilled work of a complex natureand the ability to undertake a supervisory role.





City & Guilds Level 2 IVQDiplomaQUALIFICATION ABBREVIATION:IVQ D


BACKGROUND:The QCDA definition of level 2 is competence in a significantrange of varied work activities, performed in a variety of contexts.Some of the activities are complex or non-routine, and there issome individual responsibility or autonomy. Collaboration withothers, perhaps through membership of a work group or team,may often be a requirement.

Available in a range of subjects. Candidates will have acquired anability to understand and communicate more advanced technicalinformation than needed for the Technician Certificate about thetarget subjects and to describe the principles of the subjects’complex systems. Success at this level recognises competence ina more demanding range of activities which require a degree ofindividual responsibility.




PROGRESSION/ARTICULATION:Level 3 qualifications/employment.

City & Guilds Level 2 IVQTechnician CertificateQUALIFICATION ABBREVIATION:IVQ TC


BACKGROUND:The QCDA definition of level 2 is competence in a significantrange of varied work activities, performed in a variety of contexts.Some of the activities are complex or non-routine, and there issome individual responsibility or autonomy. Collaboration withothers, perhaps through membership of a work group or team,may often be a requirement.

Available in a range of subjects. Candidates will have acquired anability to understand and communicate more advanced technicalinformation than needed for the Technician Certificate about the



target subjects and to describe the principles of the subjects’complex systems. Success at this level recognises competence ina more demanding range of activities which require a degree ofindividual responsibility.





City & Guilds Level 1 IVQCertificateQUALIFICATION ABBREVIATION:IVQ C


BACKGROUND:The QCDA definition of level 1 is competence in the performanceof a range of varied work activities, most of which may be routineand predictable.

Available in a range of subjects. Candidates will have acquired anability to understand and communicate basic information aboutthe target subjects in spoken, written and computer form and bymeans of diagrams, charts and statistics. Success at this levelindicates the ability to perform basic or routine activities whichprovide the broad foundation for progression.





City & Guilds Level 5 FullTechnological CertificateQUALIFICATION ABBREVIATION:FTC



The Full Technological Certificate has been replaced by the FullTechnological Diploma.

City & Guilds Level 5 FullTechnological DiplomaQUALIFICATION ABBREVIATION:FTD



Candidates will be able to demonstrate high levels of knowledge,a high level of work expertise in job roles and competence inmanaging and training others. Qualifications at this level areappropriate for people working as higher grade technicians,professionals or managers.

The Full Technological Diploma is available for the followingqualifications:

g IVQs in Engineering (2565)g IVQs in Telecommunication Systems (2730)g IVQs in Motor Vehicle Engineering (3905)g Technician IVQs in the Construction Industry (6165)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 IVQTechnician Diploma and an IVQ Advanced Technician Diploma inthe relevant subject, have a job role of a supervisory nature andprovide a portfolio of evidence which documents at least twoyears’ appropriate work experience.

Holders of the FTC who wish to obtain an FTD must sit and besuccessful in the relevant IVQ Technician Diploma and IVQAdvanced Technician Diploma assessments and also satisfy thepractical portfolio element.



City & Guilds AdvancedProfessional CertificateQUALIFICATION ABBREVIATION:APC


BACKGROUND:This is a bridging qualification to facilitate access to level 4qualifications. It is aimed at people in work or with access towork placement.

PREREQUISITES:Level 2 qualification

NUMBER OF UNITS/STRUCTURE:Six units are required to complete the full qualification. Individualunits can be certificated separately.

ASSESSMENT METHOD:Centre-devised assignments assessed by City & Guilds externalmoderators.

GRADING SYSTEM:Distinction, Merit, Pass

QUALITY ASSURANCE:External moderation

PROGRESSION/ARTICULATION:Higher Professional Diploma or other sub-degree programme/employment.

Higher Level Qualifications

City & Guilds Higher ProfessionalDiplomaQUALIFICATION ABBREVIATION:HPD


BACKGROUND:Equivalent to first year of a degree and available through part-time or full-time delivery.

Qualifications provide the opportunity for candidates to select bothhigher level technical units and those focusing on management.

The target audience is candidates in work or with access to workplacement who:g require the vocational knowledge and skills within our

qualifications to enable them to work effectively at amanagerial level in their sector

g require a qualification which validates, confirms andconsolidates their professional expertise

g are seeking a progression route which will facilitate entry toa related degree programme.

PREREQUISITES:Level 3 qualification

NUMBER OF UNITS/STRUCTURE:Twelve units are required to complete the full qualification.Individual units can be certificated separately.

ASSESSMENT METHOD:Centre-devised assignments which are externally moderated byCity & Guilds.

EXAMINATION TIMING:No external examination.

GRADING SYSTEM:Distinction, Merit, Pass.

QUALITY ASSURANCE:External moderation.

PROGRESSION/ARTICULATION:Foundation Degrees/Degrees/Employment.

Senior AwardsCity & Guilds’ Senior Awards (levels 4 to 8) have been specificallydesigned to provide an employment-based route to higher levelqualifications. They provide formal recognition of professional andtechnical achievements in the public services, industry andcommerce.

Senior Awards are not appropriate for accreditation on the NQF,so City & Guilds has allocated the nearest comparable level onthe NQF

Fellowship (FCGI)The highest award conferred by City & Guilds. It recognizesoutstanding professional achievement in demandingappointments.

Membership (MCGI)At the same level as a master’s degree, professional or seniormanagerial status.

Graduateship (GCGI)/Associateship (ACGI)At the same level as a first degree. The ACGI is a parallel awardexclusively for students of the City & Guilds College, who havegraduated with an engineering or computing degree of theImperial College of Science, Technology and Medicine.

Licentiateship (LCGI)At the same level as HNC or the first level of a degreeprogramme, and at a supervisory management level.

Diploma NATIONAL QUALIFICATIONS FRAMEWORK LEVELS: Foundation Diploma – level 1 Higher Diploma – level 2 Progression Award – level 3 Advanced Diploma – level 3 Extended Diploma – level 3

BACKGROUND: The February 2005 14-19 Education and Skills White Papercalled for reforms to the 14-19 curriculum and qualificationsincluding the development of a suite of Diplomas. This has beendescribed as the most important change to England’squalification system in a generation. Its aim is to provide learnersin England with a major new alternative to the current academicand vocational qualifications. From 2013 all learners in Englandwill have a new 14-19 entitlement, and it is the Government’sexpectation that 14-19 year olds will have the option ofDiplomas, GCSEs and A levels, Apprenticeships, and theFoundation Learning Tier (to support students at lower levels).

Diplomas are applied qualifications, which combine both theacademic and vocational and are contextualized to a range ofindustry sectors through work-related learning. They are designedto provide progression routes into both employment and HE andare being developed by Diploma Development Partnerships(DDPs) led by the relevant Sector Skills Councils working with



QCDA, Ofqual and the awarding bodies. While employers have amajor role in the development, HE is also actively involved. It iswidely accepted that the new Diplomas must meet HE'srequirements for progression.

Diplomas are designed to promote diversity, opportunity andinclusion by offering high-quality, credible, industry-relevantapplied learning, alongside general learning, with realopportunities to practise skills. The applied nature of Diplomasrequires learning through the experience of applying knowledgeand skills to tasks or contexts that have many of thecharacteristics of real work. Critical to applied learning andsuccessful attainment are processes, particularly planning andreviewing, that support experiential learning and give learners theopportunity to reflect on their work-related experiences, to drawout and articulate lessons learnt (both generalised and specific),and then apply their learning to new situations or activities. Theeffective engagement of learners in activity, review andapplication is intended to provide depth and meaning to learning,and enhance employability.

The process of creating Diplomas requires a review of existingqualifications and it is anticipated that the best of thosequalifications (or units from them) will be included within theDiplomas, eg as additional or specialist learning. DCSF hasrecently conducted a consultation on a proposed 14-19qualifications strategy.

Diplomas are available at Levels 1, 2 and 3.

The Foundation Diploma (Level 1) is equivalent to five GCSEs atgrades D – G.

The Higher Diploma (Level 2) is equivalent to seven GCSEs atgrades A* – C.

The Advanced Diploma (Level 3) is equivalent to three and a halfA levels and includes principal and generic learning, six personallearning and thinking skills (PLTS), functional skills, a project,work experience and a choice of additional and specialist learning(ASL).

The Progression Award (Level 3) is a smaller award equivalent insize to two and a half A levels. It includes the principal learningand generic learning sections of the full Advanced Diploma, butexcludes the additional/specialist learning.

The Extended Diploma is being developed for introduction from2011 to give students even greater choice and stretch, adding tothe range of options that the Diploma already offers. At Level 3 itis expected to be equivalent to four and a half A levels.

Development of the Diploma is taking place in phases as follows:

Phase One – for first teaching in September 2008 and entry toHE in 2010:

g Creative and Media g Construction and the Built Environment g Engineering g Society, Health and Development g IT.

Phase Two – for first teaching in 2009 and entry to HE in 2011:

g Environmental and Land-Based Studies g Manufacturing and Product Developmentg Hair and Beauty g Business Administration and Finance g Hospitality.

Phase Three – for first teaching in 2010 and entry to HE in 2012:

g Public Services g Sport and Leisure g Retail g Travel and Tourism.

Phase Four – for first teaching in 2011 and entry to HE in 2013:

g Humanities and Social Sciences (for first teaching in 2011and entry to HE in 2013)

g Languages and International Communication (for firstteaching in 2011 and entry to HE in 2013)

g Science (for first teaching in 2012 and entry to HE in 2014).

All 17 Diplomas will be available throughout England by 2012,and by 2013 all students in England will have a statutoryentitlement to access any Diploma of their choice. This will beachieved through the delivery of Diplomas by consortia ofproviders, and the Department for Children, Schools and Families(DCSF) has established the Gateway process for the approval ofconsortia. A Diploma availability geographical search tool isavailable at: http://yp.direct.gov.uk/diplomas/where_to_study/where_can_i_study/.

STRUCTURE OF DIPLOMASThe Diploma is a composite qualification made up of:

g Principal learningg Generic learning including functional skills and personal

learning and thinking skills (PLTS) g Work experienceg Extended projectg Additional and specialist learning (ASL) (not Progression

Diploma).

PRINCIPAL LEARNINGPrincipal learning is specific to the Line of Learning that a learnerchooses, for example Creative and Media. It comprises a numberof units covering different aspects of the Line of Learning andcarries a mandatory 50 per cent applied learning requirement –ie learning by doing, set in a work-related context. Students willacquire an awareness of a broad employment sector in additionto work-relevant knowledge, skills and understanding.

The principal learning is consistent in size across all Diplomas, ie240 guided learning hours (GLH) at Level 1, 420 GLH at Level 2and 540 GLH at Level 3. It is assessed by a mixture of internaland external assessment. For the Level 3 Diploma the proportionof external assessment will be up to a third.

GENERIC LEARNING Generic learning is common across all Diploma Lines of Learning.It includes a core of skills required by employers and HE – sixpersonal, learning and thinking skills and functional skills inEnglish, mathematics and ICT.

The Personal, Learning and Thinking Skills (PLTS) frameworkincludes skills which require learners to be:

1 independent enquirers2 creative thinkers3 reflective learners4 team workers5 self-managers6 effective participators.

Learners will develop and apply all these skills through theprincipal learning. The skills will be assessed as they appear ineach Diploma, rather than separately. The project and workexperience will provide further opportunities to apply these skills.



FUNCTIONAL SKILLS Students will develop their ability to apply their English, mathsand ICT skills in situations relevant to work and life.

The specifications require learners to:

a Achieve the functional skills units in English, mathematicsand ICT at Level 1 for the Level 1 Diploma, and at Level 2 forthe Level 2 Diploma. The achievement of the Diploma atLevel 3 requires prior achievement of Level 2 functionalskills;

b Develop and apply functional skills within sector-relevantcontexts.

The majority of learners will achieve their functional skills throughtheir GCSEs (especially at Key Stage 4). Functional skillsqualifications will be subject to the agreed assessment principlesfor the pilot set out by QCDA following trials completed in March2007.

ADDITIONAL AND SPECIALIST LEARNING (ASL)Additional and specialist learning gives learners the opportunity todeepen or broaden their learning. Within ASL, learners canchoose qualifications that lead them in a particular direction. Forexample, by taking a mathematics qualification within theengineering Diploma, they will develop a learning programme thatleads to a degree-level course in engineering. Or learners canpursue interests that broaden their learning experience, forexample by choosing a language qualification.

Students will select from qualifications at the same level as theDiploma that they are taking, or one higher, eg the FoundationDiploma can have ASL at Level 1 or 2. Lists of approved ASLcomponents are published in the Diploma catalogue – seewww.qca.org.uk/qca_13948.aspx

WORK EXPERIENCELearners are required to undertake a minimum of 10 days’structured work experience, where possible in the relevant sector.

EXTENDED PROJECTThe extended project should be related to the principal learningand should enable the learner to explore a topic of interest ingreater depth or breadth.

At Level 3 the project specifications must require learners to:

a select either individually or as part of a group, a sector-relevant topic/area of interest for an in-depth study, whichprovides opportunities to develop skills, knowledge andunderstanding, and negotiate with their mentor the scopingof that project.

b identify and draft objectives for their project and provide arationale for their choice.

c plan, research and complete independently, or take anidentified and individual role in, a project.

d provide evidence of planning, organisation, research,evaluation and outcomes of the project.

e produce a presentation on the completed project in anappropriate medium and designed for a specific audience.

More information on Diplomas can be found at:www.dcsf.gov.uk/14-19/documents/14-19%20Links%20Document%20-%20Diplomas.doc

DATE OF FIRST TEACHING: Foundation Diploma – 2008 Higher Diploma – 2008 Progression Award – 2008Advanced Diploma – 2008Extended Diploma – 2011

DATE OF FIRST AWARD: Foundation Diploma – 2010Higher Diploma – 2010Progression Award – 2010Advanced Diploma – 2010Extended Diploma – 2013

ASSESSMENT METHOD: Principal learning unit assessment – mix of course workassessment, portfolio and written examination

Functional skills – task-based controlled assessment

Project – internal with external verification – see section onExtended Project above

Additional and Specialist Learning – will depend on thequalification(s) taken


GRADING SYSTEM: The Diploma is graded at all levels. To achieve the overallDiploma qualification, learners will need to pass all componentswithin the Diploma, including functional skills and additional andspecialist learning.

The Diploma grade is derived from the aggregate score ofprincipal learning and the project.

The grading of the Diploma will be reported in the following way:

g Foundation Diploma: A*, A, B or ungraded (U) g Higher Diploma: A*, A, B, C or ungraded (U) g Advanced Diploma: A*, A, B, C, D, E or ungraded (U).

A Diploma transcript will record and report a learner'sachievements in units and qualifications within the Diplomaprogramme. It will contain grades at unit level and record theachievement of personal, learning and thinking skills, as well asthe completion of work experience.

At the time of writing (June 2009) the Tariff score for thePrincipal Learning and Extended Project of the Advanced Diploma(effectively the same as a Progression Diploma) with effect from2010 entry to HE is as follows:

Grade UCAS Tariff PointsA* 350

A 300

B 250

C 200

D 150

E 100

Please refer to the UCAS website(www.ucas.com/students/ucas_tariff/tarifftables) for the latestinformation on the UCAS Tariff.

The total score for the Advanced Diploma can be obtained byadding the score for Additional and Specialist Learning (ASL) (amaximum of 140) to the score for Principal Learning and theExtended Project (Progression Diploma). The points for ASL willdepend upon the Tariff for the qualification concerned.

QUALITY ASSURANCE: The regulatory framework for the Diploma is underpinned bysupporting arrangements for the operation of the Diploma,including Ofqual agreed procedures for awarding and grading.These arrangements are available to download fromhttp://www.ofqual.gov.uk/1912.aspx.



Diploma in Digital Applications/Certificate in Digital Applications/Award in Digital ApplicationsQUALIFICATION ABBREVIATION: DIDACIDAAIDA

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Levels 1 and 2

BACKGROUND:g Successor to GNVQ ICT (Foundation and Intermediate)g Mapped against the e-Skills National Occupational Standards

for IT Users and the National Curriculum Programme of Studyin ICT

g Practical approach used to develop a body of skills andknowledge

g Promotes creative use of digital applicationsg Work submitted for moderation in an e-portfolio.

Edexcel Qualifications in Digital Applications for IT Users are part of the levels 1 and 2 provision of the National QualificationsFramework (NQF).

They are designed to:g develop students’ ability to select and use digital applications

appropriately and produce high quality outcomesg enable students to demonstrate their knowledge and skills

through purposeful application.

Their broad objectives are to:g give students the technical knowledge, skills and

understanding they need to use digital applicationscompetently

g equip students with some of the skills they will need in theworkplace or in further education or training

g promote learning through work-related contextsg use e-portfolios as tools for learning and assessmentg develop an awareness of ethical, social, economic and

political consequences of the use of and access to digitalapplications for individuals, organisations and society.

DATE OF FIRST TEACHING:September 2005, following pilot 2004

DATE OF FIRST AWARD:2006 (one-year programmes)

NUMBER OF UNITS/STRUCTURE:Award in Digital Applications is equivalent to one GCSE and isavailable at levels 1 and 2. The Award consists of Unit 1 Using ICT.

Certificate in Digital Applications is equivalent to two GCSEs andis available at levels 1 and 2. The Certificate is composed of Unit1 and a further unit chosen from Unit 2 Multimedia, or Unit 3Graphics, or Unit 4 ICT and Enterprise.

Diploma in Digital Applications is equivalent to four GCSEs and isavailable at levels 1 and 2. The Diploma is composed of all fourunits – Unit 1 Using ICT, Unit 2 Graphics, Unit 3 Multimedia, Unit4 ICT and Enterprise.

Diploma in Foundation Studies(Art and Design)Note: individual awarding bodies’ titles are as follows –

ABC: Diploma in Foundation Studies in Art, Design and Media

Edexcel: BTEC Foundation Diploma in Art and Design UAL: Foundation Diploma in Art and Design WJEC: Diploma in Foundation Studies (Art, Design and

Media)

QUALIFICATION ABBREVIATION:FAD (not used by WJEC)


BACKGROUND:The FAD programme was created in the 1960s to preparestudents for degree-level study in art and design. It hastraditionally been viewed as a post-school qualification that isnormally taken in sixth form colleges, FE colleges and HEIs. Thequalification was redesigned in 2000, and from September 2000has been accredited by QCDA and offered as a progressionqualification for HE and/or employment. It has consistently been amost successful route for entry to degree-level studies in studio-based art and design.

Four awarding bodies offer the level 3 FAD: ABC Awards (ABC),Edexcel, the Welsh Joint Education Committee (WJEC) andUniversity of the Arts, London (UAL).

A high proportion of FADs are located in FE colleges, although itis also available in some HEIs and a small number of schools andsixth form colleges.

The programme is normally offered as a one-year full-timeprogramme, or as a two-year part-time programme.

It is designed to:

g enhance students’ capacity to learn and develop thosefaculties and skills which lead to self-reliant learning

g develop students’ critical awareness of the contemporaryvisual world and related contexts and the relationship ofcontemporary practice to historical, cultural, environmentaland social influences

g develop students’ intellectual curiosity through criticalunderstanding and advanced learning using appropriatemethods such as a reflective journal and interaction betweenself and others

g develop students’ ability in methods of creative production bymaintaining an open mind towards the exploration of newideas through risk taking

g connect to the workplace and employers through theencouragement of participation in ‘live projects’ whereverrelevant to the specification

g provide a context in which students are able to identify andinterpret their strengths and direction through a continuousdiagnostic and progressive exploration of skills and conceptscentral to art, design, craft and communication practice

g develop students’ understanding and awareness of theopportunities and demands of study in art, design, craft andcommunication in order to translate potential and ability intorealisable goals within higher education, chosen employmentor industry liaison opportunity.





PREREQUISITES:Although not mandatory, the majority of students have at leasttwo A levels. This requirement does not apply to mature studentswho are assessed according to individual circumstances.

NUMBER OF UNITS/STRUCTURE:ABC: 8 units including at least one at level 4Edexcel: 9 units including two at level 4 UAL: 7 units including one at level 4 WJEC: 3 units including one at level 4.

ASSESSMENT METHOD:All FAD programmes are externally assessed. ABC and Edexceloperate an external assessment model hosted through theconfirmatory stage, WJEC operates through the FMP (Final MajorProject). Throughout the programme, a student’s progress isbenchmarked through internal assessment.

EXAMINATION TIMING:Summer term

DATE OF RESULT PUBLICATION:Certificates can be released from mid-July.

GRADING SYSTEM:Distinction, Merit and Pass

Final stage only is graded in the ABC and Edexcel specifications.WJEC weights each unit at 25%, with clear assessment strandsand descriptors for each unit culminating in a final assessment,weighted 50%.

The following points for FAD came into effect for entry to HE from2006.


Merit 225

Pass 165

QUALITY ASSURANCE:ABC AwardsAll centres offering the qualification receive two visits: one by anABC examiner and one by an ABC adviser. Reports written byadvisers and examiners are forwarded to the National LeadExaminer who reports findings and key issues to the ABCNational Advisory Group and the Independent Steering Group,which is made up of representatives from the three awardingbodies. Regional meetings are used to disseminate actions bythese groups.

EdexcelEdexcel external examiners review the statements of intent eightweeks prior to the examination visit and provide the centre with afeedback report. Examination visits to review the final majorprojects take place by negotiation with the centres.

WJECWJEC external assessment takes place in June each year.Moderator-examiner reports are returned to centres and theissues are carried forward to annual Boards of Study attended by all centres.

PROGRESSION/ARTICULATION:Progression is largely into higher education and employment.

VARIANTS:ABC can offer a Certificate of Unit Credit to students whocomplete units 1 to 7.

Edexcel can offer a Certificate of Unit Credit for any of thecompleted units 1 to 7.

Edexcel level 2 BTEC First CertificateNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 2

BACKGROUND: Many major professional bodies recognise Edexcel’s BTECqualifications for exemption from professional examinationsand/or entry to full corporate membership. In some professions,the Edexcel BTEC qualification is the main route to professionalqualifications. Because employers and professional bodies areheavily involved in the design of Edexcel BTEC qualifications, theyare recognised in industry and commerce. Some programmeshave been approved to run in-company at training centres tomeet the particular company needs.

The Edexcel level 2 BTEC First Certificates are designed toprovide specialist work-related qualifications in a range ofsectors. They are unit-based qualifications that focus onparticular aspects of employment within a vocational sector. Thelevel 2 BTEC First Certificate offers a qualification that can extendthe study and provide vocational emphasis for learners followinga GCSE or Applied GCSE (Double Award) route or a combinationof both in their main programme of study. Equally the Edexcellevel 2 BTEC First Certificate offers a focused qualification forlearners, particularly more mature learners, who wish to follow ashorter programme of study that is directly related to their workexperience, or to an aspect of employment that they wish tomove into in due course.

There are key aspects within the new Edexcel level 2 BTEC First Qualifications.

g The qualifications all have a specialist focusg All units are internally assessed and verifiedg The BTEC First Certificates have the equivalence on the

DCSF Attainment Tables to two GCSEs (A* – C)g There is an overall qualification grading for certificationg Some of the qualifications have been accredited as

Technical Certificates



STRUCTURE OF QUALIFICATION: g Includes core and specialist units.g Unit size is based on 30, 60, 90 or 120 guided learning

hours, with a qualification size of 180 guided learning hours.

ASSESSMENT METHOD: All units are internally assessed and externally verified.

The assessment is criterion-referenced, based on theachievement of specified outcomes.

GRADING SYSTEM: The grading of units is at Pass, Merit or Distinction. These aredetailed as part of the documents for certification.

Each qualification will have an overall grade of Pass, Merit orDistinction, and since September 2006 a Distinction* grade hasbeen available.



QUALITY ASSURANCE: External verification and National Standards Sampling qualityassurance is undertaken as follows.

g Guidance and unit specification To promote consistency, the awarding body issues standardsfor programme/unit outcomes, content, assessment andguidance on teaching and learning methods, programmedesign and assessment.

g Approval Any centre (college, university, school or company) wishing tooffer the qualification has to gain approval for thatqualification by demonstrating that specified resources and quality criteria are met, both for the centre and thequalification.

g External verification The awarding body appoints an external verifier (pre-HEprovision) or senior subject examiner (HE provision) to every sector programme that it approves. These areexperienced practitioners, normally with occupationalcompetence, from education and industry who are carefullyselected and suitably qualified. They have a responsibility forensuring that:

g centres assess student performance using strategies that are valid and reliable

g national standards of the qualifications are maintained g the consistency of the qualifications nationally is

monitored using national comparisons.

Before any awards are issued, an external verifier must confirmthat national standards are being applied consistently andcertification is valid. Verification is undertaken using a range ofmethods, including visits and remote sampling. Sampling ofstudents’ work is undertaken for all programmes.

PROGRESSION/ARTICULATION: The qualifications have been developed to provide learners with a preparation for employment, to provide career developmentopportunities for those already in work and to enable progressionand continuation of study in the vocational area (to any associatedlevel 3 vocational-related qualification or to a level 2 or 3occupationally competent qualification (NVQs)).

Edexcel level 2BTEC First DiplomaNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 2

BACKGROUND:Many major professional bodies recognise Edexcel’s BTECqualifications for exemption from professional examinationsand/or entry to full corporate membership. In some professions,the Edexcel BTEC qualification is the main route to professionalqualifications. Because employers and professional bodies areheavily involved in the design of Edexcel’s BTEC qualifications,they are recognised in industry and commerce. Someprogrammes have been approved to run in-company at trainingcentres to meet the particular company needs.

The Edexcel level 2 BTEC First Diplomas are designed to providespecialist work-related qualifications in a range of sectors. They areunit-based qualifications that focus on particular aspects ofemployment within a vocational sector. The level 2 BTEC FirstDiploma offers a qualification which can extend the study andprovide vocational emphasis for learners following a GCSE orApplied GCSE (Double Award) route or a combination of both intheir main programme of study. Equally the Edexcel level 2 BTECFirst Diploma offers a focused qualification for learners, particularly

more mature learners, who wish to follow a shorter programme ofstudy that is directly related to their work experience or to anaspect of employment that they wish to move into in due course.

There are key aspects within the new Edexcel level 2 BTEC First Qualifications.

g The qualifications all have a specialist focus.g All units are internally assessed and verified.g The BTEC First Diplomas have the equivalence on the DCSF

Attainment Tables to four GCSEs (A* – C).g There is an overall qualification grading for certification.g Some of the qualifications have been accredited as Technical

Certificates.



NUMBER OF UNITS/STRUCTURE:g The structures include core and specialist units.g Unit size is based on 30, 60, 90 or 120 guided learning

hours within a qualification size of 360 guided learninghours.

ASSESSMENT METHOD:All units are internally assessed and externally verified.

The assessment is criterion-referenced, based on theachievement of specified outcomes.

GRADING SYSTEM:The grading of units is at Pass, Merit and Distinction, which aredetailed as part of the documents for certification. Each qualificationwill have an overall grade awarded at Pass, Merit or Distinctionand since September 2006 a Distinction* grade has beenavailable.

QUALITY ASSURANCE:External verification and National Standards quality assurance isundertaken as follows:

g Guidance and unit specificationTo promote consistency, the awarding body issues standardsfor programme/unit outcome, content, assessment andguidance on teaching and learning methods, programmedesign and assessment.

g ApprovalAny centre (college, university, school or company) wishing tooffer the qualification has to gain approval for that qualificationby demonstrating that specified resources and quality criteriaare met, both for the centre and the qualification.

g External verificationThe awarding body appoints an external verifier (pre-HEprovision) to every sector programme which it approves.These are experienced practitioners, normally withoccupational competence, from education and industry whoare carefully selected and suitably qualified. They have aresponsibility for ensuring that:g centres assess student performance using strategies

that are valid and reliableg national standards of the qualifications are maintainedg the consistency of the qualifications nationally is


Before any awards are issued, an external verifier must confirmthat national standards are being applied consistently andcertification is valid.

Verification is undertaken using a range of methods, includingvisits and remote sampling. Sampling of students’ work isundertaken for all programmes.



PROGRESSION/ARTICULATION:The qualifications have been developed to provide learners with a preparation for employment, to provide career developmentopportunities for those already in work and to enable progressionand continuation of study in the vocational area (to any associatedlevel 3 Vocational-Related Qualification or to a level 2 or 3Occupationally Competent Qualification (NVQs))

Edexcel BTEC Short CoursesNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Levels 1–7

BACKGROUND: The BTEC short course framework is flexible, supporting andenabling a range of different progression purposes. Theframework was designed to:

g support lifelong learning and achievement g provide access to qualification pathways g provide the means of approving programmes that assess

knowledge, understanding and skills development g provide flexibility in terms of target audience, modes of

delivery and assessment regimes g facilitate career progression and updating.

A number of new BTEC short course qualifications have beendevised, which are included within the NQF. For each qualification:

g there is a very specialist focus g the structure normally comprises core and specialist units g units are normally 30, 60, 90 or 120 guided learning hours g sizes across levels 1–7 are normally: Award up to 90 hours,

Certificate up to 180 hours, and Diploma up to 300 hours g level is indicated by 1, 2, 3, 4, 5, 6 or 7 g assessment is internal or external, depending on individual

structures.

ASSESSMENT METHOD: Qualifications within the short course framework are assessed,externally verified and recognised through national certification.This is supported by a credit transcript, which records andexplains achievement at each of the levels of units undertaken.

QUALITY ASSURANCE: External verification and National Standards Sampling qualityassurance is undertaken as follows:

g Guidance and unit specificationTo promote consistency, the awarding body issues standardsfor programme/unit outcomes, content, assessment andguidance on teaching and learning methods, programmedesign and assessment.

g ApprovalAny centre (college, university, school or company) wishingto offer the qualification has to gain approval for thatqualification by demonstrating that specified quality criteriaare met, both for the centre and the qualification.

g External verificationThe awarding body appoints an external verifier (pre-HEprovision) or subject examiner (HE provision) to every sectorprogramme that it approves. These are experiencedpractitioners, normally with occupational competence, fromeducation and industry who are carefully selected and suitablyqualified. They have a responsibility for ensuring that:

g centres assess student performance using strategies that are valid and reliable



Before any awards are issued, an external verifier must confirmthat national standards are being applied consistently andcertification is valid. Verification is undertaken using a range ofmethods, including visits and remote sampling. Sampling ofstudents’ work is undertaken for all programmes. Someprogrammes are permitted to report on their own sampling activityrather than be subject to a second central sample in each year.

PROGRESSION /ARTICULATIONThe framework is designed to be compatible with the NQF andallows the learner to access and progress through further andhigher qualifications or training.

Edexcel level 3 BTEC National AwardNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3


The Edexcel level 3 BTEC National Award is a 360-guided learninghours unit-based specialist qualification that focuses on particularaspects of employment within the vocational sector. As such, theaward offers a qualification which can extend study and providevocational emphasis for learners following an Applied GCE or GCEroute or a combination of both in their main programme of study.Equally, the Edexcel level 3 BTEC National Award offers a focusedqualification for learners, particularly more mature learners, whowish to follow a shorter programme of study that is directly relatedto their work experience or to an aspect of employment that theywish to move into. It is broadly equivalent to one GCE A level.

The Edexcel level 3 BTEC National qualifications are designed toprovide specialist work-related qualifications in a range of sectors. Thequalifications have been developed to provide learners with apreparation for employment, to provide career developmentopportunities for those already in work and to enable progression andcontinuation of study in the vocational area, through further or highereducation. The Edexcel level 3 BTEC National qualifications link to theOccupational Standards for the sector where these are appropriateand are supported by the relevant Sector Skills Council (SSC).



NUMBER OF UNITS/STRUCTURE:Total of 360 guided learning hours


GRADING SYSTEM:Grade UCAS Tariff PointsD 120

M 80

P 40



GRADING ADDITIONAL INFORMATION:Each unit is assessed and graded at Distinction, Merit or Pass.The qualification will have an overall grade awarded atDistinction, Merit or Pass.

QUALITY ASSURANCE:External verification and National Standards Sampling qualityassurance is undertaken as follows:

g Guidance and unit specification To promote consistency, the awarding body issues standardsfor programme/unit outcome, content, assessment andguidance on teaching and learning methods, programmedesign and assessment.

g Approval Any centre (college, university, school or company) wishing tooffer the qualification has to gain approval for that qualificationby demonstrating that specified resources and quality criteriaare met, both for the centre and the qualification.

g External verification The awarding body appoints an external verifier (pre-HEprovision) to every sector programme which it approves.These are experienced practitioners, normally withoccupational competence, from education and industry whoare carefully selected and suitably qualified. They have aresponsibility for ensuring that:

g centres assess student performance using strategiesthat are valid and reliable





PROGRESSION/ARTICULATION:To any associated level 4 or 5 vocationally related qualification,including degrees, or to a level 3 or 4 vocationally relatedqualification or occupationally competent qualification (NVQs).

Edexcel level 3 BTEC National CertificateNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3


The Edexcel level 3 BTEC National Certificate is a 720-guidedlearning hours unit-based specialist work-related qualificationthat covers the key knowledge and practical skills required in thevocational sector and also offers different emphasis through thechoice of specialist units. It is broadly equivalent to two GCE A levels or the 12-unit AVCE. The qualification offers an engagingprogramme for 16-19-year-olds who are clear about the area ofemployment they wish to enter. Such learners may wish to extend

their programme through the study of a related GCE or otherqualification. Alternatively, their access to suitable work situationsmay allow learners to achieve an NVQ qualification or individualNVQ units in the vocational sector. For adult learners the Edexcellevel 3 BTEC National Certificate offers a specialist work-relatedqualification to confirm and extend their work experience if theyare or have been employed in the sector. It also provides asuitable qualification for those wishing to change career or moveinto a particular area of employment following a career break.This qualification provides opportunities which enable progressionand continuation of study in the vocational area through further orhigher education.





GRADING SYSTEM:Grade UCAS Tariff PointsDD 240

DM 200

MM 160

MP 120

PP 80

GRADING ADDITIONAL INFORMATION:Each unit is assessed and graded at Distinction, Merit or Pass.The qualification will have one of five overall grades awarded, as above.

QUALITY ASSURANCE:External verification and National Standards Sampling quality assurance is undertaken as follows:

g Guidance and unit specification To promote consistency, the awarding body issues standardsfor programme/unit outcome, content, assessment andguidance on teaching and learning methods, programmedesign and assessment.











Edexcel level 3 BTEC NationalDiplomaNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3


The Edexcel level 3 BTEC National Diploma is a 1080-guidedlearning hours unit-based qualification designed to extend anddeepen the specialist focus available in the Certificate. It isbroadly equivalent to three GCE A levels. The qualificationprepares learners for employment in the sector and will besuitable for 16-19-year-olds who have already decided that theywish to enter a specific area of work. Some adult learners maywish to make the commitment required by this qualification inorder to enter a specialist area of employment or progress intohigher education. Other learners may want to extend thespecialism that they followed on the Edexcel level 3 BTECNational Certificate. Progression from this qualification could beinto employment where learners may progress to professionalbody examinations. Alternatively, learners may progress to degreeor other higher education studies in the vocational sector or arelated one.





GRADING SYSTEM:

Grade UCAS Tariff PointsDDD 360

DDM 320

DMM 280

MMM 240

MMP 200

MPP 160

PPP 120

GRADING ADDITIONAL INFORMATION:Each unit is assessed and graded at Distinction, Merit or Pass.The qualification will have one of seven overall grades awarded,as above.

QUALITY ASSURANCE:External verification and National Standards Sampling quality assurance is undertaken as follows:

g Guidance and unit specificationTo promote consistency, the awarding body issues standardsfor programme/unit outcome, content, assessment andguidance on teaching and learning methods, programmedesign and assessment.









Edexcel level 5 BTEC HigherNational CertificateQUALIFICATION ABBREVIATION: BTEC HNC


BACKGROUND: BTEC HNCs are currently designed to equip students with theknowledge, understanding and skills required for success incurrent and future employment or for progression to anundergraduate degree, NVQs and/or professional bodyqualifications. These vocationally related qualifications will enablestudents to meet changing circumstances, whether these arisefrom a shift in their own sphere of employment, promotion tosupervisory or management roles or from general changes inbusiness/professional practices, technological advances or thework environment.

DATE OF FIRST TEACHING: The first BTEC NQF HNCs were introduced in 2003.


PREREQUISITES: Learners should have a profile of qualifications and/or experiencethat shows an ability to progress to a level 5 qualification. For



learners who have recently been in education, the entry profile islikely to include one of the following:

g a BTEC National Certificate or Diploma g an AVCE/Advanced GNVQ in an appropriate vocational area g a GCE Advanced level profile that demonstrates strong

performance in a relevant subject or an adequateperformance in more than one GCE subject. This profile islikely to be supported by GCSE grades at A* – C

g other related level 3 qualificationsg an Access to Higher Education Certificate awarded by an

approved further education institutiong related work experience.

Mature learners may present a more varied profile ofachievement that is likely to include extensive work experience(paid and/or unpaid) and/or achievement of a range ofprofessional qualifications in their work sector.

NUMBER OF UNITS/STRUCTURE: An HNC consists of 10 units, all of which have to be achieved atPass or above.

Units in the HNC are at one of two notional levels H1 and H2 (H1= level 4, H2 = level 5) and are used to designate the relativeintellectual demand, complexity, depth of study and learnerautonomy for the unit. In these HNCs, at least 50% of the unitsmust be at H2 level. H2 level places the emphasis, for example,on the application and evaluation of contrasting ideas, principles,theories and practices, greater specialisation in the field of study,and an increasing independence in systematic enquiry andanalysis. H2 units are, generally speaking, studied in the finalyear, building on prior knowledge or H1 units.

ASSESSMENT METHOD: Assessment instruments are constructed by centres. Assessmentinstruments should collectively ensure coverage of all assessmentcriteria within each unit and should provide opportunities for theevidencing of all the grade descriptors. It is advised thatassessment criteria and contextualised grade descriptors areclearly indicated on each assessment instrument to provide afocus for learners (for transparency and to ensure that feedbackis specific to the criteria) and to assist with internal standardisationprocesses. Tasks/activities should enable learners to produceevidence that relates directly to the assessment criteria andgrade descriptors.

GRADING SYSTEM: Each unit is graded Pass, Merit or Distinction using gradingdescriptors provided for the Higher Nationals. All qualifications are awarded at Pass or Fail.

HEIs often specify the number of H2 units and/or the number ofMerit or Distinction unit grades (sometimes specifying these)when framing their offers for degree programmes etc.

QUALITY ASSURANCE: Independent assessment via external examiners.

PROGRESSION/ARTICULATION: Into level 5 or 6 qualifications, such as degrees and/orprofessional body qualifications, often allowing exemption fromthe first year and/or second year of a degree or a specified partof a professional qualification.

Edexcel level 5 BTEC HigherNational DiplomaQUALIFICATION ABBREVIATION: BTEC HND


BACKGROUND: BTEC HNDs are currently designed to equip students with theknowledge, understanding and skills required for success incurrent and future employment or for progression to anundergraduate degree, NVQs and/or professional bodyqualifications. These vocationally-related qualifications will enablestudents to meet changing circumstances, whether these arisefrom a shift in their own sphere of employment, promotion tosupervisory or management roles or from general changes inbusiness/professional practices, technological advances or thework environment. The BTEC HND provides a wider breadth ofstudy than the BTEC HNC.

DATE OF FIRST TEACHING: The BTEC NQF HNDs were first introduced in 2003.


PREREQUISITES: Learners should have a profile of qualifications and/or experiencethat shows an ability to progress to a level 5 qualification. Forlearners who have recently been in education, the entry profile islikely to include one of the following:

g a BTEC National Certificate or Diploma g an AVCE/Advanced GNVQ in an appropriate vocational area g a GCE Advanced level profile that demonstrates strong

performance in a relevant subject or an adequateperformance in more than one GCE subject. This profile islikely to be supported by GCSE grades at A* – C

g other related level 3 qualificationsg an Access to Higher Education Certificate awarded by an

approved further education institutiong related work experience.

Mature learners may present a more varied profile ofachievement that is likely to include extensive work experience(paid and/or unpaid) and/or achievement of a range ofprofessional qualifications in their work sector.

NUMBER OF UNITS/STRUCTURE: HNDs consist of 16 units, all of which have to be achieved atPass or above.

H1 and H2 are notional level indicators, which show the relativeintellectual demand, complexity, depth of study and learnerautonomy. In all versions of HNDs and HNCs at least 50% of theunits must be at H2 level. H2 level places the emphasis, forexample, on the application and evaluation of contrasting ideas,principles, theories and practices, greater specialisation in thefield of study, and an increasing independence in systematicenquiry and analysis. H2 units are, generally speaking, studied inthe final year, building on prior knowledge or H1 units.

ASSESSMENT METHOD: Assessment instruments are constructed by centres. Assessmentinstruments should collectively ensure coverage of all assessmentcriteria within each unit and should provide opportunities for theevidencing of all the grade descriptors. It is advised thatassessment criteria and contextualised grade descriptors areclearly indicated on each assessment instrument to provide afocus for learners (for transparency and to ensure that feedback



is specific to the criteria) and to assist with internalstandardisation processes. Tasks/activities should enable learnersto produce evidence that relates directly to the assessmentcriteria and grade descriptors.

All units are internally assessed.

GRADING SYSTEM: Each unit is graded Pass, Merit or Distinction. There is no overallgrade. Units are assessed through contextualised grading criteria,and where the student demonstrates higher level skills andabilities, the higher grades of Merit or Distinction are awarded.

HEIs often specify the number of H2 units and/or the number ofMerit or Distinction grades (sometimes specifying these) whenframing their offers for degree programmes etc.

QUALITY ASSURANCE: Independent assessment via external examiners.

PROGRESSION/ARTICULATION: Into level 5 or 6 qualifications, such as degrees and/orprofessional body qualifications, often allowing exemption fromthe first year and/or second year of a degree or a specified partof a professional qualification.

EDI (Education DevelopmentInternational)Education Development International (EDI) is one of the UK’spremier examining and awarding bodies. EDI’s extensive range oftests and qualifications are accredited by the UK regulatoryauthorities. EDI’s vision is to offer progressive assessments andqualifications throughout a learner’s academic life and on intotheir professional career.

EDI was formed by the merger of Goal and LCCIEB (LondonChamber of Commerce and Industry Examinations Board) in December 2002. EDI also offers a range of LCCI International Qualifications, specialising in Finance, EnglishLanguage and Business Skills (see Appendix K for EnglishLanguage Proficiency tests).

EDI Certificate in Children’s Care,Learning and DevelopmentNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:The qualification has been specifically developed to give recognitionto learners who have demonstrated the required underpinningknowledge and understanding to meet the technical certificaterequirements of the Children’s Care, Learning and DevelopmentAdvanced Apprenticeship. This qualification is relevant to alloccupational areas in which Children’s Care, Learning andDevelopment services are provided. This qualification is alsoappropriate for those who wish to gain underpinning knowledgeand understanding through off-the-job learning, and for those inschools who are interested in exploring a career in Child Care.

DATE OF FIRST TEACHING:September 2005.

PREREQUISITES:There are no formal entry requirements for this qualification.However, learners should already have knowledge and skillsgained through either previous learning or employment or both.

NUMBER OF UNITS/STRUCTURE:Five compulsory units at level 3

Learners can complete individual units and progress to the fullCertificate in Children’s Care, Learning and Development onachievement of all the compulsory units for this qualification.

ASSESSMENT METHOD:100% external assessment

EXAMINATION TIMING:On demand and online

DATE OF RESULT PUBLICATION:Eight weeks for paper-based tests; 24 hours for online tests

GRADING SYSTEM:Pass/Fail for each unit

PROGRESSION/ARTICULATION:This qualification is recognised as a technical certificate in theAdvanced Apprenticeship framework. It is also appropriate forthose who wish to gain underpinning knowledge andunderstanding through off-the-job learning.

EDI Certificate in Health andSocial CareNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:The qualification has been specifically developed to giverecognition to learners who have demonstrated the requiredunderpinning knowledge and understanding to meet the technicalcertificate requirements of the Health and Social Care AdvancedApprenticeship. This qualification is relevant to all occupationalareas in which Health and Social Care services are provided. Thisqualification is also appropriate for those who wish to gainunderpinning knowledge and understanding through off-the-joblearning, and for those in schools who are interested in exploringa career in care.

DATE OF FIRST TEACHING:January 2006

PREREQUISITES:There are no formal entry requirements for this qualification.However, learners should already have knowledge and skillsgained through either previous learning or employment or both.

NUMBER OF UNITS/STRUCTURE:There are two pathways at level 3: Children and Young People,and Adults. Each pathway has three compulsory units.

Learners can complete individual units and progress to the fullCertificate in Health and Social Care on achievement of all thecompulsory units for this qualification.



DATE OF RESULT PUBLICATION:Six weeks for paper-based tests; 24 hours for online tests


PROGRESSION/ARTICULATION:This qualification is recognised as a technical certificate in theAdvanced Apprenticeship framework. It is also appropriate forthose who wish to gain underpinning knowledge andunderstanding through off-the-job learning.



EDI Certificate in AudioTranscriptionNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification is intended for those whose position requires ahigh standard of document production, presentation and audiotranscription skills.


PREREQUISITES:Learners should have a standard of English equivalent to Englishfor Business level 2.

NUMBER OF UNITS/STRUCTURE:One unit. Total examination time two hours


EXAMINATION TIMING:Twice a year and on demand

DATE OF RESULT PUBLICATION:Six-eight weeks from end of exam period; six weeks for ondemand.

GRADING SYSTEM:Pass 97% accuracy, Credit 98% accuracy, Distinction 99%accuracy.

PROGRESSION/ARTICULATION:Successful learners may go on to complete the PrivateSecretary’s Diploma.

EDI Certificate in BusinessAdministrationNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification is intended for learners who are working orpreparing to work in an administrative role which requiresinitiative and business awareness.


PREREQUISITES:Learners should have a standard of business English equivalentto English for Business level 2 and which enables them to makethemselves understood in a business context.

NUMBER OF UNITS/STRUCTURE:Five units. Four tasks to be completed in one examination lasting 21/2 hours



DATE OF RESULT PUBLICATION:Six-eight weeks from end of exam period; six weeks for on demand

GRADING SYSTEM:Pass 50%, Credit 60%, Distinction 75%

PROGRESSION/ARTICULATION:Successful learners who also obtain passes in English for Businesslevel 2, business practice level 3 and in a level 3 Office Skills awardwill qualify for the level 3 Private Secretary’s Diploma. Successfullearners who also obtain a pass in a level 3 IT award will qualify forthe level 3 LCCI Diploma in Business Administration.

EDI Certificate in Business andAdministration (Organisations and People)NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification has been developed for learners who wish to:

g acquire knowledge and understanding relevant to the role ofthe administrator at a senior or supervisory level

g progress a career, and need the knowledge andunderstanding to support that career

g enter administrative roles in which they will carry out a rangeof administrative tasks often without supervision

g progress towards an NVQ, such as the EDI Business andAdministration NVQ level 3 or level 4

g gain a Business Administration Advanced Apprenticeship.

This qualification is relevant to all occupational areas in whichadministrative support and services are provided.

This qualification is appropriate for those who wish to gainunderpinning knowledge and understanding through off-the-joblearning, or by attending a course at a school, college or otherplace of learning.


PREREQUISITES:There are no formal entry requirements for this qualification.However, learners should have achieved a level of practical skill,knowledge and understanding appropriate to preparation for a level 3 qualification in Business and Administration, througheither previous learning or experience.

NUMBER OF UNITS/STRUCTURE:Two units:Unit 1 – Apply work skills Unit 2 – Apply personal skills

Each unit is tested through multiple-choice: Unit 1 comprises 50 questions to be answered in 90 minutes; Unit 2 comprises 30 questions to be answered in 60 minutes.


EXAMINATION TIMING:Paper-based on demand or online

DATE OF RESULT PUBLICATION:On demand: six weeks from end of exam period.Online: 24 hours.

GRADING SYSTEM:Pass/Fail

PROGRESSION/ARTICULATION:To progress a career or improve the understanding to supportthat career; progress towards the NVQ level 3 or level 4 inBusiness and Administration; enter administrative roles that carrya significant degree of responsibility; gain an AdvancedApprenticeship.



EDI Certificate in BusinessPracticeNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification is intended for learners who are seeking toincrease their awareness and understanding of contemporarybusiness practices and organisations. It is expected that learnersfrom all the main functional areas represented within thebusiness or those seeking to find employment in any of theseareas will be able to develop their understanding of businessactivity and practices.


PREREQUISITES:Learners should have a standard of English which enables themto make themselves understood in a business context and whichis equivalent to English for Business level 3.

NUMBER OF UNITS/STRUCTURE:One unit. An examination lasting 21/2 hours containing sixquestions, of which four must be answered.



DATE OF RESULT PUBLICATION:Six-eight weeks from end of exam period; six weeks for on demand.

GRADING SYSTEM:Pass 50%, Credit 60%, Distinction 75%.

PROGRESSION/ARTICULATION:Successful learners may go on to complete the PrivateSecretary’s Diploma, level 3, or the Diploma in BusinessAdministration, level 3.

EDI Certificate in CustomerServiceNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification is intended to give learners a broaderunderstanding of the principles and background to providingcustomer service and how they can be applied to typicalsituations. It is suitable for:g those wishing to gain knowledge and understanding of the

concept of customer service at a more advanced levelg use as a development tool, building on previously gained

knowledge and experience in providing customer serviceg progression towards an NVQ, such as the EDI NVQ level 3 in

Customer Service g those wishing to gain the knowledge and understanding

necessary for taking some degree of responsibility forsupervising or leading staff at lower levels

g learners wishing to gain an Advanced Apprenticeship inCustomer Service.

This qualification is relevant to all occupational areas.


PREREQUISITES:There are no formal entry requirements for this qualification.However, learners should have achieved a level of practical skill,knowledge and understanding appropriate to preparation for alevel 3 qualification in Customer Service, through either previouslearning or experience. Learners should also have a level ofEnglish equivalent to level 2 in the National Language Standardsto meet the communication requirements for this qualification.

NUMBER OF UNITS/STRUCTURE:Two units:Unit 1 – Customer Service Language and PrinciplesUnit 2 – Customer Service Rules and Regulations

Both units are tested through one multiple-choice papercomprising 50 questions to be answered in 90 minutes.

ASSESSMENT METHOD:100% external assessment.

EXAMINATION TIMING:Paper-based on demand or online.

DATE OF RESULT PUBLICATION:Four weeks for paper-based tests.Online: 24 hours.


PROGRESSION/ARTICULATION:To progress a career or improve the understanding to supportthat career; progress towards the NVQ level 3 in CustomerService; enter customer service roles that carry a significantdegree of responsibility; gain an Advanced Apprenticeship.

EDI Certificate in DeliveringLearning Using a Virtual LearningEnvironment (VLE)NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification is designed for teachers, tutors, trainers andlearning support staff for any curriculum area, who want to beable to use a VLE or other on-line learning platform to provide on-line learning resources and assessments for their learners.


PREREQUISITES: Learners need to be teachers, trainee teachers, tutors or trainers,or in a learning support position. They need to have initial skills inword processing, data handling, using presentation software, e-mail and internet.

NUMBER OF UNITS/STRUCTURE: Learners complete three mandatory units.

ASSESSMENT METHOD: Assessment is through internal assessment of the assignment foreach mandatory unit. Internal assessment is internally moderatedand then externally moderated by EDI.

EXAMINATION TIMING: Not applicable

DATE OF RESULT PUBLICATION: Results are published approximately eight weeks after the end of course date



GRADING SYSTEM: The overall result is either Pass or Rererred.

PROGRESSION/ARTICULATION: More advanced use of a VLE in teaching and learning.

EDI Certificate in EducationPractice: ICT AdvancedNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification is designed for those who want to gain acertificate for planning, preparing, resourcing and delivering level2 courses in ICT applications, educational and other software.


PREREQUISITES: Learners need to hold the EDI Certificate in Education Practice:ICT Skills or have an equivalent qualification and experience toprovide a reasonable basis for entry to an advanced course. They should also hold a teaching qualification or have carried out40 hours of ICT training during the past year.

NUMBER OF UNITS/STRUCTURE: Learners complete the three mandatory units, plus the AppliedPrinciples of Education if they do not hold the Education Practice:ICT Skills qualification.

ASSESSMENT METHOD: Assessment is through internal assessment of seven ICT teachingresources and, if applicable, the Applied Principles of ICTEducation teaching project. Internal assessment is internallymoderated and then externally moderated by EDI.

Additionally learners devise teaching resources for WordProcessing and Data Integration in controlled conditions, andthese resources are externally assessed by EDI.

EXAMINATION TIMING: Controlled assessments are carried out on a date determined bythe centre and in advance of a final date specified by EDI.

DATE OF RESULT PUBLICATION: Results are published approximately eight weeks after the end of course date.

GRADING SYSTEM: The overall result is either Pass, Referred or Incomplete.

PROGRESSION/ARTICULATION: To higher level generic or ICT teaching qualifications.

If learners also complete the level 3 Certificate in EducationPrinciples and Practice within their registration period, they areawarded an EDI Diploma.

EDI Certificate in EducationPractice: ICT Skills NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification is designed for those who want to gain an ICTteaching certificate or need certification for their ability to teach ICT.

PREREQUISITES: Learners need to have five GCSEs or their equivalent, plus a level3 qualification in ICT, or a level 2 qualification in ICT and ICT skillsand experience.

NUMBER OF UNITS/STRUCTURE: Learners complete the three mandatory units plus two hours ofteaching practice.

ASSESSMENT METHOD: Assessment is through internal assessment of ICT teachingresources (Units 1a and 2) and a teaching project (Unit 3).Additionally there is internal observation and assessment of thetwo hours of teaching practice. Internal assessment is internallymoderated and then externally moderated by EDI.

For Unit 1b learners complete answers to a case study incontrolled conditions and these are then externally assessed by EDI.

EXAMINATION TIMING: Case study assessments are carried out on a date determined bythe centre and in advance of a final date specified by EDI.

DATE OF RESULT PUBLICATION: Results are published approximately eight weeks after the end of course date.


PROGRESSION/ARTICULATION: To higher level generic of ICT teaching qualifications.

If learners also complete the level 3 Certificate in EducationPrinciples and Practice within their registration period, they areawarded an EDI Diploma.

EDI Certificate in EducationPrinciples and Practice NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification is designed for those who want to gain anintroductory teaching certificate or need confirmation of theirability to teach.


PREREQUISITES: Learners need to have five GCSEs or their equivalent, plus a level3 qualification, or a level 2 qualification and skills and experiencein their specialist area.

NUMBER OF UNITS/STRUCTURE: Learners complete the three mandatory units, plus four hours ofteaching practice.

ASSESSMENT METHOD: Assessment is through an examination and observation, andassessment of two hours of the teaching practice.



EXAMINATION TIMING: Examinations are available on demand.

DATE OF RESULT PUBLICATION: Results are published approximately eight weeks after theexamination date.


PROGRESSION/ARTICULATION: To higher level teaching qualifications.

If learners also complete the level 3 Certificate in EducationPractice: ICT Skills or the level 3 Certificate in Education Practice:ICT Advanced within their registration period, they are awardedan EDI Diploma.

EDI Certificate in EducationalUse of ICTNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification is designed for teachers, tutors, trainers andlearning support staff for any curriculum area who want to usenew delivery technologies, select and create ICT teaching andlearning resources and deliver learning using ICT.

PREREQUISITES: Learners need to be teachers, trainee teachers, tutors, trainers, orin a learning support position. They need to have initial skills in word processing, data handling, using presentation software, e-mail and internet.

NUMBER OF UNITS/STRUCTURE: Learners complete three mandatory units.

ASSESSMENT METHOD: Assessment is through internal assessment of the assignment foreach mandatory unit. Internal assessment is internally moderatedand then externally moderated by EDI. Assignment 3.1 isindependently assessed by EDI.

EXAMINATION TIMING: Not applicable

DATE OF RESULT PUBLICATION: Results are published approximately eight weeks after the end ofcourse date.


PROGRESSION/ARTICULATION: To EDI’s level 3 Certificate in Delivering Learning Using a VLE, ormore advanced use of ICT in teaching and learning.

EDI level 3 Award in Preparing toTeach in the Lifelong LearningSectorNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification is designed for those who are new to teaching,training or tutoring in the lifelong learning sector, who want to bea teacher or trainer in the lifelong learning sector or who want toupdate their underpinning knowledge and teaching or trainingskills.


PREREQUISITES:Learners need to have the skills and abilities to achieve an initialteaching qualification at level 3.

NUMBER OF UNITS/STRUCTURE:Learners complete the one mandatory unit.

ASSESSMENT METHOD:Assessment is through internal assessment of the assessmentpro forma.

Internal assessment is internally moderated and then externallymoderated by EDI.

EXAMINATION TIMING:Not applicable

DATE OF RESULT PUBLICATION:Results are published approximately eight weeks after the end ofcourse date.

GRADING SYSTEM:The overall result is either Pass, Referred or Incomplete.

PROGRESSION/ARTICULATION:To the level 3 or level 4 Certificate in Teaching in the LifelongLearning Sector for the associate teacher role or the level 5Diploma in Teaching in the Lifelong Learning Sector for those inthe full teaching role.

EDI level 4 Award in Preparing toTeach in the Lifelong LearningSectorNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 4

BACKGROUND:This qualification is designed for those who are new to teaching,training or tutoring in the lifelong learning sector, want to be ateacher or trainer in the lifelong learning sector or want to updatetheir underpinning knowledge and teaching or training skills.


PREREQUISITES:Learners need to have the skills and abilities to achieve an initialteaching qualification at level 4.

NUMBER OF UNITS/STRUCTURE:Learners complete the one mandatory unit.

ASSESSMENT METHOD:Assessment is through internal assessment of the assessmentpro forma.







PROGRESSION/ARTICULATION:To the level 3 or level 4 Certificate in Teaching in the LifelongLearning Sector for the associate teacher role or the level 5Diploma in Teaching in the Lifelong Learning Sector for those inthe full teaching role.

EDI level 3 Certificate in Teachingin the Lifelong Learning SectorNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3



PREREQUISITES:Learners need to have the skills and abilities to complete ateaching qualification for the associate teacher role at level 3.

NUMBER OF UNITS/STRUCTURE:Learners complete three mandatory units and option units to thevalue of six credits.

ASSESSMENT METHOD:Assessment is through internal assessment of teaching practice,an evidence of practice file and reflective journal.





PROGRESSION/ARTICULATION:To the level 5 Diploma in Teaching in the Lifelong Learning Sectorfor those in the full teaching role.

EDI level 4 Certificate in Teachingin the Lifelong Learning SectorNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 4



PREREQUISITES:Learners need to have the skills and abilities to complete ateaching qualification for the associate teacher role at level 4.

NUMBER OF UNITS/STRUCTURE:Learners complete three mandatory units and option units to thevalue of six credits.

ASSESSMENT METHOD:Assessment is through internal assessment of teaching practice,an evidence of practice file and reflective journal.


EXAMINATION TIMING:Not applicable.



PROGRESSION/ARTICULATION:To the level 5 Diploma in Teaching in the Lifelong Learning Sectorfor those in the full teaching role.

EDI Certificate in ICT ApplicationsNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification is intended for learners who already haveknowledge and skills equivalent to a level 2 IT User qualification,gained either through previous learning or employment or both,and is suitable for those wishing to acquire advanced practical ITskills for modern business or for use as a development tool, toprogress a career by acquiring the IT skills needed to supportthat career.


PREREQUISITES:There are no formal entry requirements for this qualification.However, learners should have achieved a level of practical skill,knowledge and understanding as an IT user equivalent to level 2(eg level 2 Certificate for IT Users), through either previous learningor experience. Learners should also have a level of Englishequivalent to level 3 in the National Language Standards or level3 on the Language levels Framework to complete the practicalassignments successfully. Numeracy skills will be needed tocomplete the spreadsheet assignment successfully.

NUMBER OF UNITS/STRUCTURE:Learners must achieve three units from a choice of five (WordProcessing, Spreadsheets, Presentation Software, Databases,Email/Internet/IT Security).

ASSESSMENT METHOD:Practical assignment and online test

EXAMINATION TIMING:On demand

DATE OF RESULT PUBLICATION:Six weeks for paper-based tests; 24 hours for online tests.

GRADING SYSTEM:Pass, Merit or Distinction for each unit. Pass/Fail for overallqualification.

PROGRESSION/ARTICULATION:This qualification is appropriate for those who wish to gainunderpinning knowledge and understanding through off-the-job learning.



EDI Certificate in ManagementNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification enables learners to develop the knowledge andunderstanding for a range of middle management roles.


PREREQUISITES:There are no formal entry requirements for this qualification.However, learners should have achieved a level of knowledge andunderstanding equivalent to a level 2 qualification in TeamLeading, through either previous learning or experience.

NUMBER OF UNITS/STRUCTURE:Two units tested through multiple-choice papers.

Unit 1 – Self development and leadership

Unit2 – Managerial responsibilities

ASSESSMENT METHOD:100% external assessments.


DATE OF RESULT PUBLICATION:Four weeks for paper-based tests; 24 hours for online.


PROGRESSION/ARTICULATION:This qualification is recognised as a Technical Certificate withinthe Management Advanced Apprenticeship. Successful learnersmay progress to other occupational qualifications, for examplethe EDI level 4 NVQ in Management.

EDI Certificate in RetailOperationsNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification is intended for learners who already have theskills and knowledge equivalent to level 2. It is designed to allowlearners to develop a broad understanding of how they canoperate and influence the functions and resources of a retailoutlet as well as developing a clear understanding of theimportance of customer service to the retail industry.


PREREQUISITES:There are no formal entry requirements for this qualification.However, learners should have achieved a level of practical skill,knowledge and understanding equivalent to a level 2 qualificationin Retail, through either previous learning or experience. Whilepreparing for this qualification learners will need to be able tounderstand and use some industry-specific terms and phrasesrelating to the operational running of a retail outlet.

NUMBER OF UNITS/STRUCTURE:This qualification consists of five units:

g Customer serviceg Risk management and legislationg Team effectiveness

g Merchandise, sales and stock managementg Employment rights and responsibilities.

Learners must successfully complete the learning outcomesassociated with each unit, by completing the 50-questionmultiple-choice test paper.

ASSESSMENT METHOD:100% external assessment. This qualification is assessed by aone and a half hour multiple-choice question paper with 50questions.

EXAMINATION TIMING: On demand and online

DATE OF RESULT PUBLICATION:Six weeks after the examination for paper-based tests and 24 hours for online tests.


PROGRESSION/ARTICULATION:Successful learners may progress to the level 3 NVQ in Retail.

EDI Certificate in Text ProductionNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification is intended for learners who are working in aposition that requires a high standard of document production,presentation and transcription skills using a typewriter, wordprocessor or computer.


PREREQUISITES:Learners should have a standard of business English equivalent toEnglish for Business level 2. They should have establishedknowledge and skills in keyboarding, proofreading and errorcorrection, appropriate use of stationery, intelligent display,consistency of style, transcription from amended, printed andhandwritten copy, production of routine business documents andplanning and organising work within deadlines.

NUMBER OF UNITS/STRUCTURE:Four units (Following Instruction, Production, Presentation, andTranscription) assessed in one 2-hour 10-minutes examinationrequiring learners to produce four documents: one business letteror one fax message, one memo, one informative document andone other business document.


EXAMINATION TIMING:Four series a year and on demand.

DATE OF RESULT PUBLICATION:Nine weeks from end of exam period; six weeks for on demand.

GRADING SYSTEM:Pass 97% accuracy, Credit 98% accuracy, Distinction 99%accuracy.

PROGRESSION/ARTICULATION:Successful learners may go on to complete the PrivateSecretary’s Diploma level 3.



EDI Certificate in TransportEngineering and Maintenance(Mechanical, Electrical and Coach)NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUNDThis qualification has been designed to meet the trainingrequirements of engineering and manufacturing staff employedby public and private companies engaged in the manufacturing,repair and maintenance of passenger-carrying vehicles andgeneral fleet traffic.


PREREQUISITES:Learners need to have completed the three mandatory units ofthe level 2 Certificate in Transport Engineering and Maintenanceprior to embarking on this qualification

NUMBER OF UNITS/STRUCTURE:In addition to the three level 2 mandatory units, learners mustcomplete the level 3 mandatory unit plus one further optionalunit.

ASSESSMENT METHOD:This qualification is assessed through one practical assignmentand a multiple choice test. The practical assignment is internallymarked and externally moderated and the multiple choice test isexternally set and marked.

EXAMINATION TIMING:On demand

DATE OF RESULT PUBLICATION:Results are published six to eight weeks after the examination date

GRADING SYSTEM:Pass/Fail (for each unit).

PROGRESSION/ARTICULATION:This qualification is recognised as a technical certificate in theAdvanced Apprenticeship framework. It is also appropriate forthose wishing to gain underpinning knowledge and understandingand can be used as a stepping stone for Foundation Degrees.

EDI Diploma in EducationPractice: ICT Advanced NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 4

BACKGROUND:This qualification is designed for those who want to gain acertificate for teaching Advanced/level 3 ICT or need certificationfor their ability to teach level 3 ICT.


PREREQUISITES: Learners need to hold the EDI Certificate in Education Practice:ICT Skills or have an equivalent qualification and experience toprovide a reasonable basis for entry to an advanced course. Theyshould also hold a teaching qualification or have carried out 40hours of ICT training during the past year.

NUMBER OF UNITS/STRUCTURE: Learners complete the six mandatory units, plus the AppliedPrinciples of Education if they do not hold the Education Practice:ICT Skills qualification.

ASSESSMENT METHOD: Assessment for Units 1–3 is as for the Certificate in EducationPractice: ICT Advanced. (Learners who already hold thiscertificate are exempted from the assessments for these units.)

Assessment for Units 4, 5 and 6 is through internal assessmentof two ICT teaching resources and documentation for and deliveryof an advanced ICT course. Learners would also complete theApplied Principles of ICT Education teaching project, if applicable.Internal assessment is internally moderated and then externallymoderated by EDI.

Additionally, for Unit 4, learners devise teaching resources forDatabase and Spreadsheet in controlled conditions and these areexternally assessed by EDI.

EXAMINATION TIMING: Controlled assessments are carried out on a date determined bythe centre and in advance of a final date specified by EDI.

DATE OF RESULT PUBLICATION: Results are published approximately eight weeks after the end ofcourse date.


PROGRESSION/ARTICULATION: To higher level generic teaching qualifications or a degreeprogramme.

LCCI IQ level 3 Certificate inAccounting NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification is suitable for learners who are working orpreparing to work in an advanced area of accountancy. It aims to enable learners to develop the necessary knowledge and skills toprepare and interpret accounts for sole traders, partnerships, non-trading organisations, limited companies and groups of companies.It also introduces learners to the principles and practice of decisionmaking.


PREREQUISITES: Learners must have the knowledge and skills equivalent to theLCCI IQ level 1 Certificate in Bookkeeping and level 2 Certificatein Bookkeeping and Accounts qualifications.

Additionally, learners should have a standard of English equivalentto the LCCI IQ level 2 English for Business qualification.

NUMBER OF UNITS/STRUCTURE: One unit. A three-hour examination; four tasks to be completedfrom a choice of five.

ASSESSMENT METHOD: 100% external assessment

EXAMINATION TIMING: Three times a year and on demand.

DATE OF RESULT PUBLICATION: Six-eight weeks from end of exam period; six weeks for on demand.

GRADING SYSTEM: Pass 50%, Credit 60%, Distinction 75%.



From 2008 this qualification carries UCAS Tariff points as follows.


Credit 90

Pass 70

PROGRESSION/ARTICULATION: Successful learners can progress to the LCCI IQ level 4 FinancialAccounting qualification, or may go on to qualify for the level 3Accounting Group Diploma. In addition, learners may progress toACCA and CAT qualifications where they will gain exemption fromspecified modules.

LCCI IQ level 3 Certificate inAccounting (IAS) NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This qualification is suitable for learners who are working orpreparing to work in an advanced area of accountancy. It aims toallow learners to develop the ability to prepare accountingstatements and data in accordance with basic accountingconventions and current international accounting practice, withreference to disclosure of accounting policies, inventory, accountingfor depreciation, cash flow statements and group accounts. It alsoaims to develop learners’ ability to apply the principles of decisionmaking.


PREREQUISITES: Learners must have the knowledge and skills equivalent to theLCCI IQ level 1 Certificate in Bookkeeping and level 2 Certificatein Bookkeeping and Accounts qualifications.

Additionally, learners should have a standard of English equivalentto the LCCI IQ level 2 English for Business qualification.

NUMBER OF UNITS/STRUCTURE: One unit. A three-hour examination; four tasks to be completed:from a choice of five.

ASSESSMENT METHOD: 100% external assessment

EXAMINATION TIMING: Twice a year and on demand

DATE OF RESULT PUBLICATION: Six-eight weeks from end of exam period; six weeks for ondemand.

GRADING SYSTEM: Pass 50%, Credit 60%, Distinction 75%.

From 2008 this qualification carries UCAS Tariff points as follows.


Credit 90

Pass 70

PROGRESSION/ARTICULATION: Successful learners can progress to the LCCI IQ level 4 FinancialAccounting (IAS) qualification or may go on to qualify for the level3 Accounting (IAS) Group Diploma. In addition, learners mayprogress to ACCA and CAT qualifications where they will gainexemptions from specified modules.

European BaccalaureateQUALIFICATION ABBREVIATION:EB

BACKGROUND:The European Baccalaureate (EB) is awarded only by the 14European Schools of the European Union (EU), which provide freeeducation for children of staff employed by EU institutions.

The EB examines the final two years of a seven-year secondaryeducation cycle. A significant element of study is alwaysundertaken in the first foreign language, including History andGeography from Year 3. The syllabuses in the 15 languagesections are, with the exception of the mother tongue, identicaland the same standards of attainment are required of all. Not allschools are able to offer all language options. If an option coursecannot be offered in Language I, it may be offered in either theworking language of the student concerned, or in the language ofthe school’s host country. See table below.

g Students must choose all subjects in column 1.g Biology, history, geography and philosophy must be chosen in

either column 2 or 3.g Biology is compulsory unless physics or chemistry is chosen

in column 3.g Students must choose at least two four-period subjects in

columns 3 and 4 to ensure their minimum weekly timetableconsists of at least 31 periods. They may choose a maximumof two additional courses from column 5, bringing theirtimetable to a maximum of 35 periods per week.

The EB should not be confused with the Option International duBaccalauréat (OIB) which is part of the French Baccalauréatdesigned for bilingual candidates, or the InternationalBaccalaureate.



PREREQUISITES:Promotion to the EB Year (Year 13 in UK system).

NUMBER OF UNITS/STRUCTURE:Between eight and 12 subjects are likely to be taken in the EB.

ASSESSMENT METHOD:Forty percent internal assessment during EB year, 36% five finalwritten exams, 24% four final oral exams. Final written and oralexams are jointly assessed by teacher and external examiner.

EXAMINATION TIMING:June

DATE OF RESULT PUBLICATION:July

GRADING SYSTEM:The EB is a group diploma and candidates are awarded a finaloverall mark expressed as a percentage. Candidates who achievean overall mark of 60% or above are awarded the Baccalaureate.The final mark is the result of:

a) Internal assessment of all subjects studied during Year 7 bymeans of:g internal school examinations – 25%g continuous assessment – 15%.

b) Five final written exams set by the Examining Board, in themother tongue, first foreign language and two electivesubjects – 36%.

c) Four final oral exams set by the teacher and an external



examiner appointed by the Examining Board, in mothertongue, first foreign language, history or geography, and afourth compulsory or elective subject – 24%.

Complementary subjects cannot be offered in the final written ororal examinations; they contribute only to internal assessment. Atleast two of the four orals are in one of the candidate’s foreignlanguages. There are no individual subject pass certificates butindividual subject marks are calculated at all stages, and areindicated on the final Baccalaureate certificate. Students receivethe Diploma, which is their formal record of achievement, and themarks for each subject at about the same time in early July. Thesubject results are in simple tabular form. Individual subjects aregraded 0–10 with 6 as a pass. The EB diploma is graded as apercentage with 60% as a pass.

QUALITY ASSURANCE:The European Schools are administered by a Board of Governorswhich consists of representatives of the member states, and arepresentative of the European Commission. The EB is administeredand directly supervised by an external Examining Board appointedannually by the Board of Governors. The Examining Board ischaired by a university professor and is composed of examinersfrom each of the European Union countries. These representativesmust meet the requirements laid down in their home countries forappointment to the Examining Board.

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 NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:The 14-19 White Paper called for the introduction of an extendedproject to test a wide range of higher level skills such as researchand autonomous working. The extended project is a mandatorypart of Level 3 Diplomas and it is intended that all studentstaking A level programmes should have the opportunity ofundertaking an extended project as part of their programme.

A level programmes are not compulsory and therefore theextended project will not be mandatory. However, it is anticipatedthat all schools and colleges will offer the opportunity of anextended project, and that a significant proportion of students willundertake one, particularly if they believe that it will assistprogression to HE.

At level 3, the extended project should offer opportunities forcandidates to:

g have a significant input to the choice and design of theproject, and take responsibility for either an individual task ora defined task within a group project

g develop and improve their own learning and performance ascritical, reflective and independent learners

g develop and apply decision-making and, where appropriate,problem-solving skills

g extend their planning, research, critical thinking, analysis,synthesis, evaluation and presentation skills

g develop, where appropriate, as e-confident learners andapply new technologies in their studies

g develop and apply skills creatively, demonstrating initiativeand enterprise

g use their learning experiences to support their personalaspirations for HE and career development. The project islikely to take a variety of forms, for example a piece ofresearch, a performance or an artefact. In each case, it willbe necessary for the student to provide evidence of theorganisation, research, evaluation and outcomes of theproject.

The project is likely to take a variety of forms, for example apiece of research, a performance or an artefact. In each case, itwill be necessary for the student to provide evidence of theorganisation, research, evaluation and outcomes of the project.

Guidance from HEIs will assist students in choosing appropriateprojects in the light of their aspirations for progression to HE.

Students will have a wide range of choice of extended project –the project could relate closely to one or more of their A levelsubjects or could be in another area in which the student has aninterest and aptitude. It has been suggested that for somestudents the extended project might replace the fourth AS orGeneral Studies.

While Diploma students will be required to undertake a projectrelated to the Diploma line, it is likely that they will be free todecide on the nature of the extended project undertaken(dissertation, investigation, performance, artefact), but schoolsand colleges will give guidance to their students in deciding the



scope of their projects to ensure that they meet the criteria. It ispossible that the requirements or preferences of HEIs may be aninfluence on the choice of extended project, and it would greatlyhelp students, and those who advise them in schools andcolleges, if HEIs could publish any requirements or preferences.However, it should be noted that the success of the extendedproject will depend on students being engaged with a topic whichsparks their imagination. The more the student has a major inputto the selection of the topic the more creative the outcome islikely to be. Also, very useful generic skills aiding progression toHE will be developed whatever the project undertaken.

The extended project is a qualification equivalent in size to onehalf of an A level and may be taken in year 1, year 2 or spanningthe two years.

DATE OF FIRST TEACHING: 2008 (pilots in 2006-7 and 2007-8)

DATE OF FIRST AWARD: 2009 (pilot students 2007 and 2008 entries)

ASSESSMENT METHOD: Internal with external verification


GRADING SYSTEM: The extended project has a common framework for both A levelstudents and those taking Diplomas and is graded A* to E.

UCAS Tariff points with effect from 2009 entry:


A 60

B 50

C 40

D 30

E 20

The points score for A* has yet to be determined.

QUALITY ASSURANCE: Ofqual arrangements for awarding and setting standards in theExtended Project and Diploma are available at the following link –www.ofqual.gov.uk/files/ofqual-08-3865_DASG_report.pdf

Free-Standing MathematicsQualificationsQUALIFICATION ABBREVIATION:FSMQ

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:levels 1, 2, 3

BACKGROUND:FSMQs (formerly referred to as Free-Standing Mathematics Units)are qualifications for post-16 students (all are accredited pre-16)that were piloted from September 1998 to August 2000. Theybecame part of the National Qualifications Framework fromSeptember 2000.

The qualifications are available at three levels:

g Level 1 (Foundation) – includes mathematics at grades D –G standard of GCSE Mathematics

g Level 2 (Intermediate) – includes mathematics at grades A* – C standard of GCSE Mathematics

g Level 3 (Advanced) – includes mathematics equivalent tothat found in GCE A level and AS courses.

At Advanced level, each free-standing qualification is similar insize and demand to a unit of GCE A level/AS, but cannot beaggregated to those qualifications. However, a choice of two ofthe three FSMQs forms components of the GCE AS in Use ofMathematics, for which teaching started in September 2001.

Each FSMQ:

g is a qualification in its own rightg requires 60 guided learning hoursg allows students to study principles and develop applications

of specific aspects of mathematics to some depth, drawingupon and enhancing other areas of their work studies orinterests

g encourages the use of ICT tools to analyse real dataassociated with a range of realistic contexts

g is graded A – E or U.

FSMQs have been designed to meet a range of student needs, eg for:

g students wanting to gain some mathematics equivalent indemand to GCSE mathematics

g students who already have GCSE mathematics at grade C orabove, who can use the units to reinforce or extendparticular areas of mathematics to support other areas ofstudy

g GCE A level or AVCE students who are taking non-mathematical subjects but who would like to continue tostudy some mathematics or who need mathematical back-upto their post-16 programme

g applicants to Initial Teacher Training courses (or trainees onthose courses), for whom one qualification – MakingConnections in Mathematics – has been specificallydeveloped for this purpose. This qualification was withdrawn in 2007

g students on Access to HE or Foundation coursesg students in HE who might use them as revision unitsg apprentices and National Traineesg employees, including those taking NVQs.

The following FSMQs are available:

FoundationManaging moneyWorking in two and three dimensionsMaking sense of data

IntermediateCalculating financesSolving problems in shape and space (withdrawn in 2007)Handling and interpreting dataMaking connections in mathematics (withdrawn in 2007)Using algebra, functions and graphsFoundations of advanced mathematics

AdvancedUsing and applying decision mathematics (2006 onwards)Using and applying statisticsWorking with algebraic and graphical techniquesModelling with calculusAdditional mathematics



PREREQUISITES:Generally GCSE mathematics – not at levels 1 and 2.



NUMBER OF UNITS/STRUCTURE:Varies, generally one

ASSESSMENT METHOD:Generally external and portfolio

EXAMINATION TIMING:June, some examinations in January

DATE OF RESULT PUBLICATION:August, some results published in March

GRADING SYSTEM:Most FSMQs are assessed by equally weighted elements ofportfolio evidence and external examinations.

Only level 3 FSMQs carry Tariff points.

Grade UCAS Tariff PointsA 20

B 17

C 13

D 10

E 7

PROGRESSION/ARTICULATION:GCE mathematics, HE

General Certificate of EducationAdvanced levelQUALIFICATION ABBREVIATION:GCE A level or A level


BACKGROUND: The GCE A level was first introduced in 1951 to replace theHigher Schools Certificate. The earlier history of the qualificationand its grading systems, including the arrangements up to andincluding programmes started before September 2000, isoutlined in a subsequent section.

GCE A level is an advanced (level 3) qualification normally takenin schools and colleges in England and Wales in Year 12 (for AS)and Year 13 (for A2) (Year 14 in Northern Ireland), ie two yearsafter GCSE examinations.

The effect of Lord Dearing’s Review of Qualifications for 16-19-year-olds in 1996, and the Government’s subsequent Qualifyingfor Success consultation in 1997, was to create a flexible post-16 system, which allows the opportunity for a broader curriculumand greater choice without sacrificing depth or reducing thestandard of GCE A level.

In order to achieve these aims, the following major changes wereimplemented in schools and colleges from September 2000.

g The GCE Advanced Subsidiary (AS) was introduced, both asthe first year of GCE A level and as a substantive qualificationin its own right.

g The structure of GCE A level was revised – modular systemintroduced.

g The Advanced Supplementary qualification was phased out.

Candidates, in conjunction with schools/colleges, choose howmany GCE A level and AS examinations they take and there isconsiderable flexibility in the way in which post-16 programmescan be constructed. Students can also study a combination ofvocational and general qualifications if they wish.

GCE A levels are awarded by AQA, CCEA, Edexcel, OCR andWJEC. Awarding bodies developed both GCE A level and ASspecifications for all subjects for use from September 2000. Thespecifications reflect the structural changes for GCE A level andAS qualifications.

All specifications are based on the requirements of the published:

g common criteria g GCE criteria g subject criteria, where applicable.

The criteria support the current Government policy aims toaddress undue narrowness and lack of flexibility in the post-16curriculum by encouraging broader programmes of study,underpinned by rigorous standards and Key Skills.

The regulators in England, Wales and Northern Ireland consideredindividual specifications against the criteria, and those that metall the requirements were accredited to the NationalQualifications Framework.

Opportunities for developing and, where possible, generatingevidence for the assessment of one or more of the six Key Skillsare clearly indicated in all GCE AS and A level specifications.Where a Key Skill is deemed to be integral to a subject, it isassessed through the GCE A level and this is clearly stated in thespecification.

Further details are provided by the regulators and the awardingbodies.



PREREQUISITES: Normally, candidates take the GCE AS level in their first year ofstudy and then take A2 units in their second year of study tomake it up to the full A level. However, it is possible to sit all ofthe AS and A2 units in the same session at the end of thecourse. There is therefore no requirement to have certificated ASbefore moving on to the full A level.

NUMBER OF UNITS/STRUCTURE: From 2000-2007, most GCE A level qualifications were based onsix units of approximately equal size.

g Three of these units constitute the GCE AS qualification,representing the first half of the full A level.

g The other three constitute the second half of the GCE A level,and are known collectively as A2. The A2 units contributeonly to the full GCE A level and do not constitute a separatequalification.

In a small number of cases, GCE A level qualifications have hadfewer than six units. This applies to the small number of minorityforeign languages in order to guarantee continued provision ofthe qualifications (new specifications for minority foreignlanguages were introduced in September 1999). These are:

AQA: Bengali, Modern Hebrew, Panjabi, PolishEdexcel: Arabic, Chinese, Japanese, Modern GreekOCR: Biblical Hebrew, Dutch, Gujarati, Persian, Portuguese,Turkish.

The following four-unit awards were added:

From 2005: OCR: Critical thinking.



From 2006:AQA: Critical thinking.Edexcel: Art & design, design & technology, religious studies;OCR: Accounting, law;WJEC: Psychology, world development, sociology.

CHANGES FROM SEPTEMBER 2008 Revised A level criteria were incorporated into new specificationsfirst taught in 2008. All A levels became four-unit awards, withthe exception of biology, chemistry, electronics, environmentalscience, geology, mathematics, music, physics, some minoritylanguages and A levels in applied subjects.

The revisions were designed to ensure that A levels are morechallenging and that the highest levels of achievement arerecognised. The revised A levels were available for first teachingin September 2008. The changes include:

g fewer units of study (from six to four) without a reduction incontent

g fewer structured questions, and more open-ended questionswhich require extended essay responses

g more questions which require a synoptic overview of thesubject

g the introduction of an extended projectg the introduction of an A* grade which recognises very high

achievement.

ASSESSMENT METHOD: The majority of GCE AS and A2 level specifications consist of bothexternal and internal assessment.

g The GCE AS units are assessed and graded to match thelevel of attainment expected from students in the first half ofan advanced course of study.

g The more demanding A2 units are assessed at the full Alevel standard.

GCE AS units focus on skills, knowledge and understandingdeveloped during the first half of an advanced course of study.The conceptually less demanding material is assessed in AS unitsand the conceptually more demanding material assessed in A2units. Where subjects emphasise the development of skills ratherthan the learning of specific content, the focus on particular skillsmay differ in the AS and A2 units.

In all subjects, there will usually be some differences between thetypes of questions used in AS and A2 examinations. There may,for example, be a greater proportion of open-ended and essay-style questions within A2 papers.

There is a continuing requirement for all GCE A levels to provideopportunities for all students to demonstrate their writtencommunication skills (English, Welsh or Irish) in all subjectsexcept mathematics, and the synoptic assessment requirementsin all subjects.

There will be differences in the style of questions andexamination papers between subjects, and, where it isappropriate, between specifications in the same subject.

Synoptic assessment was introduced as a requirement for allmodular GCE A levels to help ensure that the standard of GCE Alevel continues to be maintained. Candidates are examined ontheir ability to make connections between the different elementsof the subject at the end of the full GCE A level. The synopticelement contributes at least 20% of the overall assessment andappears in one or more of the A2 units. The nature of thesynoptic assessment varies according to the nature of theparticular subject.The GCE A level specifications permit amaximum of 30% internal assessment.

EXAMINATION TIMING: There is a common examinations timetable across awardingbodies, with examinations taking place in January and mid-Mayto end of June. This arrangement allows centres to offer studentsthe opportunity of taking AS and A2 units in stages or all togetherat the end of the course. Not all units are available forexamination in January. All specifications indicate clearly whetherunits are available in January as well as June.

DATE OF RESULT PUBLICATION: August/March

The exact timing of publication of GCE A level and ASexamination results is notified in an annual circular to UCAScorrespondents. Results from each awarding body are normallyavailable in mid-August via the UCAS Awarding Body Linkage(ABL) process, which provides them to HEIs several working daysbefore the official publication date, on the understanding that theresults will not be revealed directly or indirectly to the candidatesthemselves. The efficient operation of this service depends uponUCAS being able to match information on the UCAS applicationabout the applicant with the records of the awarding body orbodies concerned.

GRADING SYSTEM: Graded on a scale of A* – E

GCE A level and AS qualifications carry points scores within theUCAS Tariff.

If a student is taking the GCE AS and then proceeding to take thefull GCE A level in the same subject, the AS point score will besubsumed into the A level point score.

Double counting of qualifications in the same subject area is notpermitted. The points score will be derived from the highest gradeachieved.

There is no limit to the points achievement from GCE or any otherqualifications. The concept of only counting ‘the best three Alevels’ has now been largely superseded, although some HEIs dostill adopt this system.

More detailed information about the UCAS Tariff is given inAppendix B.

The scores used are as follows.


A 120

B 100

C 80

D 60

E 40

U indicates an unclassified performance, which is not certificated.

The final result of the A level is based on the sum of individual unitresults. A2 units are graded using judgements about what mightbe reasonably expected of all students at the end of the course.

The standards of the revised GCE A levels are the same as thoseof the previous qualifications.

QUALITY ASSURANCE: All GCE AS and A level examinations are subject to qualityassurance procedures. The regulators (QCDA, DCELLS and CCEA)are responsible for keeping under review all aspects of schoolexaminations and assessments. They publish The StatutoryRegulation of External Qualifications which includes the commoncriteria for all qualifications and the GCE A level qualificationcriteria.



These comprise the essential requirements for GCE AS/A levelspecifications in all subjects. They help to ensure uniformity ofstandards and subject content between awarding bodyspecifications, and to clarify the relationship between GCE A leveland AS. They also help HE to know what has been studied andassessed in the qualifications.

The subject criteria outline the:

g aimsg core content at AS and A2g assessment objectives (and their relative weightings at AS

and A2)g scheme of assessmentg grade descriptions.

All GCE AS and A level specifications are accredited by QCDA,DCELLS and/or CCEA. All new specifications must comply withthe requirements of the common criteria, GCE A level qualificationcriteria and, where they exist, the subject criteria.

The regulators also publish the GCSE, GCSE in vocationalsubjects, GCE, Applied GCE and GNVQ Code of Practice which:

g lays down detailed procedures to promote accuracy, fairness,quality and consistency across all awarding bodies

g represents an enhanced measure of national uniformity ofprocedures and quality assurance.

The awarding bodies operate their own detailed quality assuranceprocedures conforming to the Code of Practice. QCDA andDCELLS carry out scrutinies, probes, five-yearly reviews andcomparability studies to monitor the quality of GCE A level and ASexaminations to ensure the fairness, consistency andcomparability of standards. CCEA as an awarding body abides bythe QCDA scrutiny programme to ensure comparability.

A list of GCE A level and AS specifications with agreed subjecttitles is given in Appendix E.

PROGRESSION/ARTICULATION: Information on areas such as recommended prior learning,overlap of qualifications, progression opportunities, sequencing of units and opportunities for developing and gathering evidencefor the assessment of key skills is clearly indicated in allspecifications. Commonly, students go on to higher education,training and employment.

General Certificate of EducationAdvanced Subsidiary levelQUALIFICATION ABBREVIATION:AS level


BACKGROUND:GCE AS level is normally taken over one year of full-time study. It has been designed as a free-standing qualification, or tocontribute the first half of a full GCE A level.

Where the normal pattern is for GCE AS to be taken over oneyear of study, followed by a further year of study for GCE A level,it is possible that some students may take one or more GCE ASqualifications over two years. It is possible for GCE A level to betaken over one year and a minority of students may takeadvantage of this. It should also be understood that GCE AS is notrestricted to the first year of sixth form studies, and that it ispossible to take one or more further GCE AS qualifications in thesecond year of post-16 study.

Government policy has encouraged the use of GCE ASqualifications to introduce greater breadth and, whereappropriate, contrast within students’ post-16 programmes, andthis enables students to offer breadth and variety of qualificationsfor entry to HE.

In order to be awarded an overall AS grade and a certificate, it isnecessary for the candidate to ask specifically to ‘cash-in’ units.This normally takes place at the time the entry is made for thefinal units for the qualification, although a student may cash in ata later series. Certificates will only be issued on two occasions inthe year, following the June examination series and, for manyspecifications, following the January examination series.

Students who have cashed in for an AS award must give thegrade in their UCAS application.

Candidates who have accepted and have been awarded an AScertificate can resit AS units, in which case the better resultcounts towards the full A level. However, candidates are not issuedwith a new AS certificate unless they resit all the AS units, in whichcase it is based solely on their resits because the earlier AS unitsare ‘used up’ for AS purposes by the original act of AS certification.

It is not a requirement for a student taking AS leading to GCE A level to cash in the AS units. Whether or not this action takesplace will depend upon the circumstances, including the policy ofthe school/college concerned. UCAS has asked referees to givean explanation of their institutions’ policies and any specialcircumstances affecting an individual applicant as part of thereference on the UCAS application. The regulators can providefurther information on the range of options available, and theimplications for entry to higher education.

Summer 2007 was the last session in which candidates wereable to decline certification. From the January 2008 examinationseries, a candidate wishing to improve a grade is no longerrequired, nor able, to decline the original award. This means, thatafter certification, candidates do not have to retake the wholequalification to improve performance but can do so through re-sitting individual units.

Students are not normally able to combine the AS units taken onone specification with the AS units taken on a differentspecification. However, students completing a full AS in onecentre and then having to move to a new centre for A2, may beallowed to transfer an AS of one specification to the A level ofanother specification. Such arrangements are at the discretion ofthe receiving awarding body. Permission is likely to be granted inthe vast majority of cases, but will depend on the compatibility ofthe two specifications.



PREREQUISITES:Although there had not previously been a formal requirement that a candidate must have taken a subject at GCSE beforeattempting the same subject at GCE A level, recommended priorlearning has been a feature of new GCE specifications fromSeptember 2000.

NUMBER OF UNITS/STRUCTURE:From 2000-2007 most GCE A level qualifications were based onsix units of approximately equal size: the first three of these unitsconstituted the GCE AS qualification, representing the first half ofthe full A level. In a small number of cases, GCE A levelqualifications had fewer than six units. This applies to the smallnumber of minority foreign languages in order to guarantee



continued provision of the qualifications (new specifications forminority foreign languages were introduced in September 1999).

These are:AQA: Bengali, Modern Hebrew, Panjabi, Polish. Edexcel: Arabic, Chinese, Japanese, Modern Greek.OCR: Biblical Hebrew, Dutch, Gujarati, Persian, Portuguese,Turkish.

The following four-unit awards have since been added:

From 2005:OCR: Critical thinking.

From 2006:AQA: Critical thinking.Edexcel: Art & design, design & technology, religious studies;OCR: Accounting, law. WJEC: Psychology, world development, sociology.

Revised AS criteria have been incorporated into newspecifications first taught in 2008. All AS have become two-unitawards, with the exception of biology, chemistry, electronics,environmental science, geology, mathematics, music, physics, thelanguages listed above and AS in applied subjects.

ASSESSMENT METHOD:GCE AS units focus on skills, knowledge and understandingdeveloped during the first half of an advanced course of study.The conceptually less demanding material is assessed in AS unitsand the conceptually more demanding material assessed in A2units. Where subjects emphasise the development of skills ratherthan the learning of specific content, the focus on particular skillsmay differ in the AS and A2 units. There is no synopticassessment in the GCE AS.

The majority of AS qualifications are assessed by means ofexternally assessed written papers and internally assessedcoursework/ practicals of normally up to 30%.

EXAMINATION TIMING:There is a common examinations timetable across awardingbodies, with examinations taking place in January and June. Thisarrangement allows centres to offer students the opportunity oftaking AS and A2 units in stages or all together at the end of thecourse. AS units do not have to be taken during the first half ofthe course only.

Not all units are available for examination in January. Allspecifications indicate clearly whether units are available inJanuary as well as June.

AS/A levels in applied subjects were introduced for first teachingin 2005 to replace VCEs. The first awards of the applied ASqualifications were in summer 2006.

DATE OF RESULT PUBLICATION:Results from each awarding body are normally available in mid-August. The results of January examinations are normallyavailable in the following March.

GRADING SYSTEM:Graded on a scale of A – E.

Grade UCAS Tariff PointsA 60 Highest grade awarded

B 50

C 40

D 30

E 20 Lowest pass awarded

U indicates an unclassified performance which is not certificated.

Examiners grade the AS by judging the performance that mightreasonably be expected of advanced level students halfwaythrough the course, unlike the former Advanced Supplementaryexamination in which judgements were made about performancethat might be expected at the end of the full A level.

The AS grade is based on students’ attainments in the two ASunits; for those who go on to complete the full A level, their gradewill be based on attainment in the two AS and two A2 unitscombined. For candidates who sit all assessment units of A levelat the end of the course, grades will be awarded for the AS andthe full A level.

QUALITY ASSURANCE:

All GCE AS level examinations are subject to quality assuranceprocedures. The regulators (QCDA, CCEA and DCELLS) areresponsible for keeping under review all aspects of schoolexaminations and assessments. They have published, inconjunction with the awarding bodies, the GCSE, GCSE invocational subjects, GCE, VCE and GNVQ Code of Practice2002/3 which:

g lays down detailed procedures to promote accuracy, fairness,quality and consistency across all awarding bodies

g represents an enhanced measure of national uniformity ofprocedures and quality assurance.

PROGRESSION/ARTICULATION:GCE A level, AVCE (now replaced by applied GCE A levels),Advanced Apprenticeship, training and employment.

VARIANTS:Since 2000, there has been a small number of free-standingAS qualifications, for which there is no equivalent GCE A level.The list is given in Appendix E.

The GCE AS in Use of mathematics was introduced in September2001, with first awards in summer 2002. This AS is designed tomeet the needs of students who do not intend to take the subjectto A level, but who would welcome an opportunity to study somemathematics to AS level with an emphasis on how mathematicsis used to model a wide range of real-world problems.

This AS is of comparable demand to GCE AS mathematics, butconcentrates less on the mastery of additional content and moreon the process skills of reasoning, understanding the way inwhich mathematics is used to model reality, and communication.The AS is designed to be more applications orientated and tostress the use of ICT for working with large data sets andstudying the graphical behaviour of functions.

The AS has three components, two of which are Advanced Free-standing Mathematics Qualifications (FSMQs) (see section onFSMQs above). All students have to study the Advanced FSMQWorking with algebraic and graphical techniques and one ofusing and applying statistics or modelling with calculus. Inaddition, all students study a terminal unit – Applyingmathematics – which is unique to this qualification.

Students not obtaining the full AS in Use of mathematicsqualification will gain credit for each of the FSMQs successfullycompleted.

The AS in Use of mathematics acts as a full proxy qualification forthe award of level 3 of the Key Skill of Application of Number.



GCE Advanced Subsidiary/Advanced level in AppliedSubjectsQUALIFICATION ABBREVIATION: AS, AS Double Award, A level, A level Double Award.


BACKGROUND: A levels in applied subjects are qualifications that enable studentsto develop skills, knowledge and understanding in the area theyare studying and prepare them for both the world of work and forprogression to higher education. They have replaced theAdvanced Vocational Certificate of Education that used to beinformally known as ‘Vocational A levels’ or AVCEs. They have astructure that is similar to the GCE AS/A2 model and wereavailable for first teaching in 2005/6 academic year. At the sametime, the formal distinction between GCEs and the old AVCEs hasbeen dropped and both applied and academic qualifications areknown as GCEs. However, a small number of subjects – art &design, business, ICT and science – were previously available asboth GCEs and AVCEs. In order to distinguish between the twoqualifications, the term “applied” has been introduced into therevised VCE qualification in these subjects: for example, the oldVCE in art & design is known as the GCE A level in applied art &design.

A levels in applied subjects are designed to be related to NationalOccupational Standards in relevant sectors and to equip studentswith up-to-date knowledge, skills and understanding of theunderpinning principles and processes of those sectors. Learningis expected to be active and student-led, although directed byteachers and, where appropriate, supported by professional andemployer input.

A levels in applied subjects are available as a series of differentsizes of award to promote flexibility in the post-16 curriculum:

g AS – three units (three AS units)g AS double award – six units (six AS units)g A level – six units (three AS and three A2 units)g A level double award – 12 units (six AS and six A2 units).

Students should be aware that not all awarding bodies offer thefull range of subjects and awards.

As with all GCE AS/A levels, the achievement of an AS/A level inapplied subjects is not dependent on achievement of Key Skills.However, the development of Key Skills forms an integral part ofthe award and they are signposted in all units.


DATE OF FIRST AWARD: AS and AS double award – 2006

A level and A level double award – 2007

NUMBER OF UNITS/STRUCTURE: Applied AS/A levels were introduced in September 2005. Theawards consist of a mixture of mandatory and optional units.Within individual sector areas, there may be alternative models of how the award may be constructed, providing a measure ofcontrolled flexibility. In the VCEs, the mandatory units werecommon to all specifications. However, with the applied A levels,criteria were developed to inform the development by theawarding bodies of their own mandatory units. The A levels maybe taken over one or two years. (The first A2 awards were notavailable until 2007 and so any students studying a one-year

A level programme in 2005/6 would have taken the old VCE.)

From summer 2008, a new award was available to rewardachievement of candidates who have achieved nine units in anAS/A level in an applied subject. The title of the award is:

Advanced GCE with Advanced Subsidiary (Additional) in [subject]– 9 units (six AS and three A2)

It is not expected that many candidates will receive this award. Ithas been created to reward candidates who for some reasonwere unable to complete the full double award A level.

ASSESSMENT METHOD: The four awards (outlined earlier) all draw from the same pool ofunits and use the same assessment arrangements: a combinationof externally assessed written papers (usually one-third) andinternally assessed coursework/portfolio (usually two-thirds).

The broad aim of the redesign of vocational qualifications atadvanced level was to give the qualifications the same AS/A2structure and A – E grading system as the GCE AS/A levels.

The qualifications are unit based. Each unit clearly sets out the learning which students must cover in order to provide theassessment evidence. Assessment criteria are used to assess thestudents’ ability to apply their skills, knowledge and understandingin a vocational context. The assessment criteria are written foreach unit, and the units are written for, and addressed directly to, the students themselves. The exact nature of externalassessment varies depending on the subject area, level (ie AS or A2) and unit content.

Evidence for assessors on the use of the criteria is given in a section of the units entitled ‘Essential Information for Teachers’ which suggests teaching strategies and resources, and includes Key Skills signposting.

EXAMINATION TIMING: January/June

DATE OF RESULT PUBLICATION: March/August.

GRADING SYSTEM: Note: A new grade of A* was introduced for A level in 2008.

AS level is reported on a five-grade scale from A – E where A isthe highest.

A level is reported on a six-grade scale from A* – E where A* isthe highest.

AS double award is reported on the following grading scale: AA,AB, BB, BC, CC, CD, DD, DE, EE, EU

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

Grade UCAS Tariff PointsAS A level

A* n/a 140

A 60 120

B 50 100

C 40 80

D 30 60

E 20 40



AS A level Double Double Award Award

A*A* n/a 280

A*A n/a 260

AA 120 240

AB 110 220

BB 100 200

BC 90 180

CC 80 160

CD 70 140

DD 60 120

DE 50 100

EE 40 80

The final grade is calculated using a points-based system.Separate points are available for each unit, and these areaggregated to determine an overall grade for the qualification.These points should not be confused with those used on theUCAS Tariff (see above).

U indicates an unclassified performance, which is not certificated.

QUALITY ASSURANCE: For internal assessment, a moderation system designed to ensure that entry grades are in line with national standards hasreplaced the external verification system. Normally at least a thirdof the overall assessment is externally set and marked by theawarding bodies.

A subject listing of GCE A/AS levels in applied subjects is given inAppendix E.

PROGRESSION/ARTICULATION: The awards have been designed to promote flexibility in the post-16 curriculum allowing students to incorporate them intotheir programmes and in particular to combine them with otherGCE AS and A2s.

General Certificate of SecondaryEducationQUALIFICATION ABBREVIATION:GCSE

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:levels 1, 2

BACKGROUND:The General Certificate of Secondary Education (GCSE) is aqualification which is normally taken in schools at approximatelyage 16. It was created by the merging of the former GeneralCertificate of Education (GCE) Ordinary (O) level and theCertificate of Secondary Education (CSE) to form a single systemof examining at 16+. The change was designed to make theexaminations more inclusive, and GCSE was successful inencouraging more people to take qualifications at 16.

Currently, the majority of pupils take GCSEs at the end of KeyStage 4, the last two years of compulsory education.

GCSE qualifications are available in three sizes.

DOUBLE AWARD GCSEThe Double Award GCSE exists in the Applied GCSEs (GCSEs invocational subjects.) The qualification usually occupies two optionblocks in school timetables and students are awarded two grades,eg AA, CD.

GCSEThis is the main form of the qualification and is sometimesreferred to as a single award.

SHORT COURSE GCSEGCSE awarding bodies have offered short course GCSEs sinceSeptember 1996, the first examinations having taken place insummer 1997. These qualifications cover half the subject contentof a GCSE and are usually taught in half the time.

DATE OF FIRST TEACHING:GCSE was first introduced in 1986 with first examinations in 1988.Specifications were revised for first teaching in September 2001.

Applied GCSEs were developed for first teaching in September2002. A Single Award GCSE in science was introduced for firstteaching in September 2006.

DATE OF FIRST AWARD:1988; 2003 (revised specification)

PREREQUISITES:None

NUMBER OF UNITS/STRUCTURE:Most GCSEs are offered at two tiers, foundation and higher,corresponding with level 1 and level 2 of the NQF.

GCSEs are generally linear in structure. Some modular coursesdo exist, but have no set number of units. However, AppliedGCSEs have a three-unit structure (see subsequent entry). NewGCSEs in science are unit-based.

ASSESSMENT METHOD:The assessment is at the end of the course for the majority ofsubjects and consists of both external and internal assessment.The number of examination papers and the exact proportion ofinternal assessment varies from subject to subject.

Internal assessment, however, often accounts for 20% of the total,the remainder being external, although this varies across subjects.Internal assessment includes coursework and practical investigations,depending on the balance allowed by the subject criteria.

In certain subjects, specifications that consist solely of externallyassessed components (ie no coursework is required) are availablefor part-time and private candidates. In these cases the normalGCSE certificate will be issued.

From September 2009 coursework will be replaced by controlledassessment in most subjects. Controlled assessment is anassessment that takes place under controlled conditions inschools and is either set or marked by an awarding body.

EXAMINATION TIMING:For all awarding bodies, the GCSE is taken in the summer,normally from mid-May to the end of June. Some examinationscan also be taken in the winter, and some specifications usestaged assessment.

DATE OF RESULT PUBLICATION:GCSE results are normally available in late August, one week later than A level/AS results. HEIs can make conditional offers to students incorporating a GCSE requirement in addition to A level/AS. The process of confirming the offer is likely to be delayed pending the issue of the GCSE results.

GRADING SYSTEM:A* – C are the levels of attainment normally required for entry toHE (level 2 in the NQF). The A* grade was introduced from 1994to reflect a level of performance above grade A, and to rewardoutstanding achievement. Grades D – G are lower levels ofattainment (level 1 in the NQF). U represents unclassified, iejudged to be of insufficient standard to be recorded.

GCSE Double Awards are equivalent to two GCSEs in size, and result in the award of full grades, A*A* – GG, with U for unclassified.



QUALITY ASSURANCE:GCSEs are accredited, monitored and scrutinised by the Office ofthe Qualifications and Examinations Regulator (Ofqual).

From December 2000, all GCSE examinations have beengoverned by the joint regulators’ GCSE, GCE, GNVQ and AEACode of Practice.

GCSE specifications are developed in accordance with GCSEregulations, and, where relevant, subject-specific criteria. Anelement of internal assessment is a key feature of most GCSEspecifications.

During the 1999/2000 academic year, all GCSE specifications,except for Welsh language and literature, English and Englishliterature, were revised and re-accredited. First teaching of thesequalifications started in September 2001 (first awards inMay/June 2003).

Revised GCSE specifications will be available from September2008 for first teaching in 2009 (except science, which willremain unchanged, and English, English literature, informationand communication technology (ICT) and mathematics, which willbe developed for first teaching in 2010).

PROGRESSION/ARTICULATION:Recommended prior learning at GCSE level has been a feature ofnew GCE specifications from September 2000. Students can alsoprogress to Applied GCE, Advanced Apprenticeships, NVQ,training and employment.

VARIANTS:GCSE Double Award and Short Course

GCSE mathematics has two tiers of entry: foundation (gradesC – G) and higher (grades A* – D). This replaced the three-tiersystem from September 2006; first awards were in summer 2008.

A number of GCSE titles are untiered.

Applied GCSE (formerly GCSE inVocational Subjects)NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:level 1, 2

BACKGROUND:Applied GCSEs replaced Part One GNVQs from September 2002in England and Wales. They are designed to provide anintroduction to a broad vocational area and enable progression tofurther education, training or employment. They are available atKey Stage 4 and post-16. Additional subjects are currently being developed.

Key Skills are signposted within Applied GCSEs but are not anintegral part of them. The situation is similar to that which appliedto the Foundation and Intermediate GNVQs.

DATE OF FIRST TEACHING:Applied GCSEs replaced the existing Part One GNVQ and wereintroduced in September 2002. As well as the eight AppliedGCSEs introduced in 2002, QCDA is working with the awardingbodies on further subject pilots in construction and the builtenvironment, hospitality and catering, and applied PE.

GCSE in applied performing arts (double award) was available forfirst teaching from September 2006.


PREREQUISITES:None

NUMBER OF UNITS/STRUCTURE:Applied GCSEs consist of three common, compulsory and normallyequally weighted units in each subject. The regulatory authoritiesdevelop the subject criteria in consultation with bodies such astraining organisations and subject associations.

The structure of Applied GCSEs differs from that of the formerPart One GNVQs, which were withdrawn in 2007. Studentscannot transfer units from an Applied GCSE to a six-unitfoundation or intermediate GNVQ.

ASSESSMENT METHOD:One third external assessment (1 unit); two thirds internalassessment (2 units) via portfolio.

EXAMINATION TIMING:January/June

DATE OF RESULT PUBLICATION:March/August

GRADING SYSTEM:Applied GCSEs are equivalent to two GCSEs in size and result inthe award of full grades, A* A* – GG, with U for unclassified.

QUALITY ASSURANCE:Applied GCSEs are subject to the same quality assurance regimeas GCSEs (see above).

PROGRESSION/ARTICULATION:As a qualification covering both levels 1 and 2, progression canbe to either level 2 or 3, depending on grade achieved. level 2progression includes GNVQ and BTEC First Diploma; level 3progression includes GCE and BTEC Nationals.

Higher Sports Leader AwardNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND: The Level 3 Award in Higher Sports Leadership is designed to:

g Progress the leadership skills of candidates based on thefoundation obtained in the Community Sports LeadershipAward, so that on completion of the qualification candidatesare fully competent to lead safe, purposeful, inclusive activityfor the community unsupervised

g Prepare candidates for the workplace where leadingsports/physical activity is required and leadership skills areessential or to provide a step into higher qualifications,leading to a professional qualification to work in the world ofsport, physical education, activity and leisure & recreation.

Successful candidates will have developed:

g Planning and preparation skills which will enable them toprepare a session plan for a group within the community anddevelop & adapt the activities accordingly.

g Leadership skills which will enable them to lead activitiessafely, providing fun and purposeful, inclusive learning andan environment which is motivational for others. They will beable to lead independently and will have worked as part ofteam having run an event for a community group.

g Skills to evaluate their own ability to lead others as well asthe skills needed to evaluate others’ leadership abilitieswhich will serve to enhance their development as a sportsleader.



The award has been written as a practically based sportsleadership qualification in which practical methods of learning areadopted where possible.

PREREQUISITES: Level 2 Award in Community Sports Leadership

NUMBER OF UNITS/STRUCTURE: The specification comprises nine units of work, with eight unitsneeding to be successfully completed by the candidate in orderto achieve the level 3 qualification.

ASSESSMENT METHOD: Internally assessed and externally verified

GRADING SYSTEM: Pass/Fail

UCAS Tariff points with effect from 2009 entry:Grade UCAS Tariff PointsPass 30

QUALITY ASSURANCE: Accredited by Sports Leaders UK. For more information seehttp://www.sportsleaders.org/Home/Default.aspx?PageID=Home

PROGRESSION: Further training and employment in sports development,coaching, teaching and working within the leisure industry

ICC International Certificate ofChristian EducationQUALIFICATION ABBREVIATION:ICCE

BACKGROUND:The ICCE provides qualifications for pupils who use theAccelerated Christian Education (ACE) programme. A relativelysmall number of pupils gain these qualifications annually, mainlyfrom small independent faith-based schools. A growing numberof pupils educated at home are opting for the ICCE Certificateprogramme. The ICCE Advanced Certificate is widely accepted forentry to undergraduate programmes.

Since September 2004, the ICCE has replaced the NationalChristian Schools’ Certificate (NCSC). The curriculum content andstandard have been enhanced by coursework at the four highestlevels.


NUMBER OF UNITS/STRUCTURE:ICCE Foundation – 7.5 unitsICCE General = 16 units plus courseworkICCE Intermediate = 23 units plus courseworkICCE Advanced = 29 units plus courseworkICCE Advanced Plus = 34 units plus coursework

ASSESSMENT METHOD:By unit tests, essays and practical science projects, all externallymoderated (80% internal, 20% external).

EXAMINATION TIMING:Throughout the year

DATE OF RESULT PUBLICATION:Throughout the year

GRADING SYSTEM:A 100%–96%B 95.99%–92%C 91.99%–88%

D 87.99%–84%E 83.99%–80%Fail below 80%

QUALITY ASSURANCE:All unit tests are moderated by external moderators. Schools arevetted by an annual assessment visit. Home educated pupilsreceive home visits and are required to submit all tests annually.

PROGRESSION/ARTICULATION:Students complete each level of the certification programme overa period of, typically, five years. Pupils must complete the lowercertificates before proceeding to the next.

Institute of CommercialManagementThe Institute of Commercial Management (ICM) offers vocationalqualifications which are recognised throughout the UK andworldwide. ICM works in partnership with universities, commerce,industry, governments, international development agencies andtertiary level education and training providers. In its capacity as acourse developer, and an examining and awarding board, theInstitute provides a wide range of professional and vocationalqualifications in business and management studies.

ICM programmes are designed to address the wide variety ofpersonal development and training needs of those wishing toenter the commercial sector and to support the continueddevelopment and workplace flexibility of those already inemployment.

ICM’s global services include the:

g design, development and certification of business educationand training programmes for education providers

g development and certification of tailored education andtraining programmes for the corporate sector, emergingindustries and the global workforce

g examination, assessment and certification of studentsundertaking business, management and trainingprogrammes

g provision of technical assistance and consultancy services inthe fields of trade, tourism and personal development.

The Institute offers qualifications at certificate, diploma, advanceddiploma, graduate and postgraduate levels.

Qualifications are awarded in a wide range of subjects includingbusiness, management, marketing, finance, human resourcemanagement, tourism, hospitality, law, computing, journalism andmedia.

The Institute is a professional body for commercial and businessdevelopment managers and supports career and personaldevelopment. Associate and professional membership are open tothose who complete the relevant degree-level qualifyingexaminations.

ICM Certificate/Diploma/Advanced Diploma ProgrammesBACKGROUNDCertificatesCertificates are foundation programmes designed for post-secondary education and open access programmes for adultswith little or no formal academic qualifications. The courseduration is normally a minimum of either six months of full-timestudy or one year of part-time study. Certificate programmes are



accredited at NQF level 4. ICM certificates are appropriate as anentry level qualification for relevant degree programmes.

Diplomas

Diploma-level programmes are designed for business students(18+) and working adults. The programmes are normallydelivered over one to two years of full-time study or two to threeyears of part-time study. Diploma-level programmes equate toNQF level 5 qualifications. Relevant ICM Diploma awards areconsidered acceptable by many universities for direct entry to thesecond year of Honours degree programmes.

ICM Diploma holders demonstrate competence in the applicationof knowledge in a broad range of varied work activities performedin a wide variety of contexts, most of which are complex andnon-routine. Learning at this level involves obtaining detailedknowledge and skills and is appropriate for people workingindependently, or providing basic supervision and training ofothers in their field of work and people wishing to go to university.

Advanced DiplomasAdvanced Diploma programmes are designed for advanced levelbusiness students, supervisors, managers and mature workingadults with existing business qualifications. Advanced Diplomasare normally completed in two years of full-time study or threeyears of part-time study and are designed to provide a level ofbusiness knowledge equal to that obtained after two years ofundergraduate study.

The Advanced Diploma is accredited as to an NQF level 6qualification and involves specialist learning and detailed analysisof information and knowledge in a specified area of work or study.Students demonstrate an increased depth of knowledge andunderstanding of an area of work or study that enables them toformulate solutions and responses to complex problems andsituations.

ICM Advanced Diploma qualifications are appropriate for peopleworking as higher grade supervisors, professionals or managerswho need to demonstrate high levels of knowledge, a high levelof work expertise in appropriate job roles and competence inmanaging and training others.

These qualifications are considered to be equivalent to UKintermediate HE awards. Most Advanced Diploma programmesare taken as an end in themselves, but they can also be used forentry at an appropriate level (usually final year) to first degreestudies.

Graduate DiplomasThe Graduate Diploma qualifications equate to NQF level 6 andinvolve further study and analysis (incorporating adissertation/project). The ICM Graduate Diploma is considered tobe at final year honours degree level and may be used as anentry level requirement for postgraduate study.

ASSESSMENT METHOD:ICM Certificate units focus on the development of knowledge andunderstanding of conceptually less demanding material whilsthigher level awards such as Advanced Diploma units assess theconceptually more demanding material. Many units testcandidates' accumulated understanding of the domain as awhole and their ability to integrate and apply their skills,knowledge and understanding in appropriate contexts. All unitsequate to 200-hour (20-credit) courses and are assessed bymeans of externally assessed and moderated written papers.Assessment is 100% examination.

All ICM programmes are multi-subject and candidates arerequired to undertake formal, externally set and marked

examinations in all subjects within any programme. Alternatively,candidates may be able to study single subjects.

GRADING SYSTEM:Examination grades are as follows.

A Distinction 70% and above

B Pass with Merit 60% to 69%

C Pass with Credit 50% to 59%

D Pass 40% to 49%

E Fail 39% and under

QUALITY ASSURANCE:In order to maintain global standards, examination papers for allstandard ICM programmes are set by the Institute’s Examinersand all candidates’ work is returned to ICM for marking,assessment and the issue of results and certificates. ICM awardsare accredited by QCDA/Ofqual.

NUMBER OF UNITS/STRUCTURE:A standard full-time Advanced Diploma course consists of 12units equivalent to 240 credits.

PROGRESSION/ARTICULATIONOn successful completion of ICM Certificates/Diplomas/AdvancedDiplomas, students may progress to further professionalqualifications or to appropriate levels of honours degree courses.An ICM Graduate Diploma may allow access to postgraduatestudy.

ifs School of FinanceThe ifs School of Finance is a leading provider of financialeducation.

As a school of finance, the ifs provides for the formal learningneeds of consumers and those employed within the industry, bothin the UK and in key markets worldwide.

ifs Certificate in Financial StudiesQUALIFICATION ABBREVIATION:CeFS


BACKGROUND:The Certificate in Financial Studies (CeFS) has been designed toencourage individuals to be inspired to meet their lifestyleaspirations. This will be achieved by teaching them to apply theappropriate solution(s) from the wide range available within theevolving financial services marketplace. Students who wish tomake informed and confident decisions regarding their financesshould consider the Certificate in Financial Studies.



NUMBER OF UNITS/STRUCTURE:Three units:Unit 1: Why money mattersUnit 2: Risk and rewardUnit 3: Making personal financial judgements

ASSESSMENT METHOD:Electronic and paper-based examination.

Unit 1: Why money matters. Tested electronically. Fifty multi-choicequestions. Questions test each of the nine learning outcomes forthe unit and make up 25% of the overall qualification score.



Unit 2: Risk and reward. The examination consists of twosections. Section A: five multiple-choice questions: one mark perquestion. Section B: six case studies of five questions: one markper question. The five multiple-choice questions test candidates’understanding of financial products, the nature of borrowing andthe importance of financial budgeting. The six case studies testseven learning outcomes and are based on the stages of thepersonal lifecycle. The examination score contributes 35% to theoverall qualification score.

Unit 3: Making personal financial judgements. One question from a choice of two: 40 marks. The questions are based on casestudies with a number of short/part questions. The examinationscore contributes 40% to the overall qualification score.

EXAMINATION TIMING:On demand for electronic examinations. Unit 3 assessment isoffered twice a year.

DATE OF RESULT PUBLICATION:Unit 1 and 2 results are available via the web within 72 hours ofreceipt of the examination papers. Unit 3 results should beavailable within one calendar month of the examination date.

GRADING SYSTEM:Graded A – E and U for ungraded. CeFS have been awarded thefollowing UCAS Tariff points with effect from 2005 entry to highereducation.


B 50

C 40

D 30

E 20

QUALITY ASSURANCE:QCDA

PROGRESSION/ARTICULATION:The CeFS provides underpinning knowledge for, and a pathwayinto, study for other ifs qualifications. CeFS also aids entry intohigher education and provides a good basis from which to pursuea career in the financial services industry.

ifs level 3 Diploma in FinancialStudiesQUALIFICATION ABBREVIATIONDipFS

NATIONAL QUALIFICATIONS FRAMEWORK LEVELLevel 3

BACKGROUNDThe Diploma in Financial Studies (DipFS) follows on from CeFSand applies what students have learnt to the broader financialenvironment. The financial planning element introduced in CeFSbecomes more dynamic and flexible, as the students becomemore aware of the (financial) environment within which they live.

DATE OF FIRST TEACHING2004

DATE OF FIRST AWARD2005

PREREQUISITESStudents must complete the CeFS before they begin the DipFS.

NUMBER OF UNITS/STRUCTUREThree units:Unit 1: Financing the future

Unit 2: Financial services: the provider’s perspectiveUnit 3: Enhancing financial capability.

ASSESSMENT METHODElectronic and paper-based examination.

Unit 1: Financing the future. Seven case studies each containingsix multiple-choice questions; one mark per question. The sevencase studies test all of the nine learning outcomes for the unitand contribute 30% to the overall qualification score.

Unit 2: Financial services: the provider’s perspective. Seven casestudies each containing six multiple-choice questions; one markper question. The seven case studies test all of the eight learningoutcomes for the unit and contribute 30% to the overallqualification score.

Unit 3: Enhancing financial capability, paper-based examination.One question from a choice of two: 40 marks available. Thequestions are based on case studies. The examination scorecontributes 40% to the overall qualification score.

EXAMINATION TIMINGOn demand for Unit 1 and 2 examinations; Unit 3 assessment isoffered three times a year.

DATE OF RESULT PUBLICATIONUnit 1 and 2 results are available via the web within 72 hours ofreceipt of the examination papers. Unit 3 results should beavailable within one calendar month of the examination date.

GRADING SYSTEMGraded A – E and U for ungraded. The DipFS has been awardedthe following UCAS Tariff points with effect from 2008 entry tohigher education.


B 50

C 40

D 30

E 20

QUALITY ASSURANCEQCDA

PROGRESSION/ARTICULATIONThe DipFS provides underpinning knowledge for, and a pathwayinto, study for other ifs qualifications. Dip FS also aids entry intohigher education and provides a good basis from which to pursuea career in the financial services industry.

International Baccalaureate The International Baccalaureate (IB) is a non-profit educationalorganisation that was established in 1968.

The IB offers three programmes to a wide variety of schools locatedthroughout the world:g the Diploma Programme, for students in the final two years

of school before university g the Middle Years Programme, for students aged 11 to 16 g the Primary Years Programme (PYP), for students aged three

to 12.

There are 2,595 schools (IB world schools) that are authorised tooffer International Baccalaureate programmes in 125 countries.



International BaccalaureateDiplomaQUALIFICATION ABBREVIATION:IB


BACKGROUND:The International Baccalaureate Diploma Programme is aninternational academic qualification administered by theInternational Baccalaureate (IB). It is a two-year academicallyrigorous pre-university programme designed to promoteinternational understanding.

All students, irrespective of their particular interests, are requiredto follow six subjects in a range of disciplines. At least three andnot more than four of these must be at higher level (HL) andthree (or two if four HL courses are completed) at standard level(SL). The recommended classroom contact teaching time for eachHL is 240 hours, and for each SL, 150 hours over the two-yearperiod of the programme. The examined subjects must includetwo languages, one subject from Individuals and societies, anExperimental science, Mathematics and one further option. Allsubjects are required to incorporate international perspectives.The IB has three working languages, English, French andSpanish, and almost all examination papers are available in eachof these languages.

The six subjects are bound together in a coherent form by thetheory of knowledge course followed by all students, and by anextended essay which encourages research skills. A furtherrequirement is that candidates be involved in creativity, actionand service (CAS), which contributes to their humanitarian/international education.

Only an authorised member school can enter candidates for IBqualifications. The Diploma programme is designed as a two-yearcourse of study, although a maximum of two SL subjects may betaken as one year courses. All HL courses, al least one SL courseand the core must be completed over two years.


NUMBER OF UNITS/STRUCTURE:Candidates choose six subjects, at least three and not more thanfour at higher level and three (or two if four HL courses arecompleted) at standard level. Candidates choose theirprogrammes of six subjects by selecting one each from thefollowing six groups, Alternatively a candidate may offer, insteadof a Group 6 subject, a third modern language, a second subjectfrom Individuals and societies, a second subject fromexperimental sciences or further mathematics SL or computerscience.

Group 1 – Language A1The candidate’s best language or mother tongue, including thestudy of a selection from world literature in translation.

Group 2 – Language A2, or Language B, or Ab initioLanguage A2For bilingual candidates or candidates with a high level ofcompetence in the target language. The course is based on thestudy of both literature and language.

Or

Language BA foreign language learning course for students with previousexperience of learning the language. The main focus of the

programme is on language but a variety of texts also forms partof the course. Classical Greek and Latin can also be studied as Blanguages.

Or

Ab initioA foreign language learning course over two years at SL forstudents with no previous experience of learning the targetlanguage.

Or

Classical Greek

Latin

Group 3 – Individuals and societiesBusiness and managementEconomicsGeographyHistoryInformation technology in a globalsocietyPhilosophyPsychologySocial and cultural anthropology

Group 4 – Experimental sciencesBiologyChemistryDesign technologyEnvironmental systems (SL)Physics

Group 5 – mathematicsComputer science (elective)Mathematics (HL)Mathematics (SL)Mathematical studies (SL)Further mathematics (SL)All students must do a course in mathematics

Group 6 – ArtsMusicTheatreVisual arts

School-based syllabus (SBS)A syllabus designed by the school according to its own needs,interests and expertise, and approved by the IB. A candidate maychoose only one SBS subject as one of their standard levelchoices.

All Diploma Programme candidates will also undertake:

A) Theory of knowledge – a 100-hour course taught over twoyears, which is an interdisciplinary requirement intended tostimulate critical reflection on knowledge and experience.

B) Extended essay – a substantial piece of independent researchwork about 4,000 words long. It must be written in a DiplomaPrograme subject.

C) Creativity,action, service (CAS) – the CAS programme isprovided by the school and monitored by the IB.

ASSESSMENT METHOD:Assessment in the IB varies widely across the disciplines andincludes multiple choice, essay, data analysis, short answer andstructured questions. In most subjects the teachers contribute25% of the marks through internal assessment which are thenmoderated by external examiners. Students are assessed on thewhole course in final examinations held at the end of the two



years. The courses are not modular. Candidates not completingall the requirements for a Diploma may be awarded certificatesfor individual subjects. Assessment procedures are keptconstantly under review to ensure both integrity and quality. Theirvalidation includes, amongst other activities, question paper andmarking scheme review by external advisers, standardisation ofexaminers, marking, moderation, grade awarding and arbitrationprocedures, an enquiry upon results service, and public reportingof statistics.

EXAMINATION TIMING:May and November

DATE OF RESULT PUBLICATION:Early July and early January

GRADING SYSTEM:Each subject is graded 1–7 (7 being the highest)

The recommendation for the award of the final grade in eachsubject is normally the responsibility of the Chief Examiner. A gradewill not normally be awarded to a candidate in any subject forwhich any of the required assessment components have not beencompleted. The grading scheme for IB examinations is as follows:

7 excellent

6 very good

5 good

4 satisfactory

3 mediocre

2 poor

1 very poor

All assessment components for each of the six subjects and theadditional Diploma requirements must be completed in order toqualify for the award of the Diploma.

The Diploma will be awarded to a candidate whose total score is24, 25, 26 or 27 points, provided all the following requirementshave been met:

(a) numeric grades have been awarded in all six subjectsregistered for the diploma

(b) an approved programme of CAS has been completed(c) grades A (highest) to E (lowest) have been awarded for both

theory of knowledge and an extended essay, with a grade ofat least D in one of them

(d) there is no grade 1 in any subject(e) there is no grade 2 at HL(f) there is no more than one grade 2 at SL(g) overall, there are no more than three grades 3 or below(h) at least 12 points have been gained on HL subjects

(candidates who register for four HL subjects must gain atleast 16 points at HL)

(i) at least nine points have been gained on SL subjects(candidates who register for two SL subjects must gain atleast six points at SL)

(j) the final award committee has not judged the candidate tobe guilty of malpractice.

The Diploma will be awarded to a candidate whose total score is28 points or above, provided all the following requirements havebeen met:

(a) numeric grades have been awarded in all six subjectsregistered 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 Din one of them

(d) there is no grade 1 in any subject(e) there is no more than one grade 2 at HL

(f) there are no more than two grades 2 at SL(g) overall, there are no more than three grades 3 or below(h) at least 11 points have been gained on HL subjects

(candidates who register for four HL subjects must gain atleast 14 points at HL)

(i) at least eight points have been gained on SL subjects(candidates who register for two SL subjects must gain atleast five points at SL)

(j) the final award committee has not judged the candidate tobe guilty of malpractice.

A maximum of three examination sessions is allowed in which tosatisfy the requirements for the award of the IB Diploma.

AWARD OF INTERNATIONALBACCALAUREATECERTIFICATESA candidate who is not offering the full Diploma may register forexamination in one or more subjects, provided that therecommended number of classroom contact teaching hours(Higher Level (HL) 240, Standard Level (SL) 150) has beencompleted for each subject.

Such a candidate is classified as a certificate candidate andreceives a certificate recording the result(s) obtained. Candidateswho have registered for the full Diploma, but who have notfulfilled all the requirements for the award, will receive acertificate indicating the results obtained in individual subjects.Certificates are not available for the Extended Essay, Theory ofKnowledge or Creativity, Action, Service (CAS). A Diplomacandidate who wishes to offer more than the six subjectsrequired for the Diploma may register as an extracertificatecandidate for the subject(s) at either HL or SL.

The IB is accredited within the NQF. The IB is recognised by UKHEIs as fulfilling the minimum matriculation requirements forentry. The IB recommends that institutions make offers toapplicants based on a total points acquisition by the candidate.Offers to IB students that are expressed in terms of gaining theDiploma and with specific grades, usually in HL subjects, shouldnot be made by equating IB grades to GCE A level grades. Theequivalence is not valid. Additionally, neglecting the overall scoredoes not take account of, and give credit for, the breadth of studyrequired in the IB Diploma Programme.

The IB Diploma Programme has been awarded the following UCASTariff points with effect from 2008 entry to higher education.



Grade UCAS Tariff Points (until 2009) UCAS Tariff Points (2010 onwards)45 768 720

44 744 698

43 722 676

42 698 654

41 675 632

40 652 611

39 628 589

38 605 567

37 582 545

36 559 523

35 535 501

34 512 479

33 489 457

32 466 435

31 442 413

30 419 392

29 396 370

28 373 348

27 350 326

26 326 304

25 303 282

24 280 260

International Baccalaureate (IB) Certificate*

Higher Level Standard Level CoreGrade Tariff points Grade Tariff points Grade Tariff points

7 130 7 70 3 120

6 110 6 59 2 80

5 80 5 43 1 40

4 50 4 27 0 10

3 20 3 11

*Points for IB Certificate come into effect for entry into highereducation from 2010 onwards.

International General Certificateof Secondary Education(IGCSE)/International Certificateof Education (ICE)/GCE OLevel/School CertificateBACKGROUND: Cambridge International GCSE was developed by CIE andintroduced in 1988 primarily as a qualification for overseascandidates that aims to prepare students for further academicsuccess, including progression to A level and AS study. Thequalification is equivalent in standard to GCSE and may beconsidered acceptable at Grades A*, A, B or C in lieu of GCSE ona subject for subject basis. The IGCSE is assessed on an eight-point scale of grades: A* – G. If a student passes seven CIEIGCSE examinations, from particular groupings, they will qualifyfor the International Certificate of Education (ICE) Diploma.The Diploma is awarded at Distinction, Merit and Pass.

GCE O levels continue to be taken in approximately 80 countriesaround the world. The qualification is equivalent in standard toGCSE and may be considered acceptable at Grades A*, A, B or Cin lieu of GCSE on a subject for subject basis.

GRADING SYSTEM:Passing grades at O level are A* – E, with A* being highest. If astudent passes six CIE O level examinations, from particulargroupings, they will qualify for the School Certificate. TheCertificate is awarded with First, Second and Third Divisions. Fullinformation is available from CIE.

National Vocational QualificationQUALIFICATION ABBREVIATION: NVQ

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: levels 1–5 (Original NQF levels – NVQs have not yet revised theirlevels according to the new eight-level framework.)

BACKGROUND: National Vocational Qualifications (NVQs) are work-related,competence-based qualifications. They reflect the skills andknowledge needed to do a job effectively and show that a candidateis competent in the area of work the NVQ framework represents.

NVQs are based directly on the National Occupational Standards(NOS) defined by Sector Skills Councils and other recognisedStandards-Setting Bodies. These standards are statements ofperformance that describe what competent people in a particularoccupation are expected to be able to do. They cover all the mainaspects of an occupation, including current best practice, theability to adapt to future requirements and the knowledge andunderstanding that underpin competent performance. NVQsassess occupational competence against the requirements of theNOS. Assessment is mainly through performance in the workplace,but may also include oral and written questioning, according towhatever is most appropriate to demonstrate that the individualcan perform the task to the required standard. NVQs are nowavailable for almost all occupations in the UK. NVQs must includean element of assessment which is demonstrably independent ofanyone who may have a vested interest in the outcome.

For more details on NVQs, visit www.ofqual.org.uk/69.aspx

Details of the titles and constituent units of all accredited NVQscan be found in the National Database of AccreditedQualifications (www.accreditedqualifications.org.uk).

The NQF establishes parity of esteem between NVQs, regardlessof which awarding body awards them.

In Northern Ireland, the Department of Education and Departmentof Economic Development have jointly established a VocationalQualifications Unit to liaise with the QCDA and promote NVQs. This is based in the Training and Employment Agency, Belfast.

NVQs are allocated one of five levels within the NQF.

Level 1Competences that involve the application of knowledge and skillsin the performance of a range of varied work activities, most ofwhich may be routine or predictable.

Level 2 Competences that involve the application of knowledge and skillsin a significant range of varied work activities, performed in avariety of contexts. At this level, there must be activities that arecomplex or non-routine and some individual responsibility andautonomy. Collaboration with others, perhaps through membershipof a work group or team, may often be a requirement.

Level 3Competences that involve the application of knowledge and skillsin a broad range of varied work activities performed in a widevariety of contexts, most of which are complex and non-routine.There is considerable responsibility and autonomy, and control orguidance of others is often required.

Level 4 Competences that involve the application of knowledge and skillsin a broad range of complex technical or professional workactivities performed in a wide variety of contexts and with a



substantial degree of personal responsibility and autonomy.Responsibility for the work of others and the allocation ofresources is often present.

Level 5 Competences that involve the application of skills and asignificant range of fundamental principles across a wide andoften unpredictable variety of contexts. Very substantial personalautonomy and often significant responsibility for the work ofothers and for the allocation of substantial resources featurestrongly, as do personal accountabilities for analysis anddiagnosis, design, planning, execution and evaluation.

Applicants to HE with NVQs as main entry qualifications are likelyto offer NVQ at level 3 (NVQ 3). These applicants should bejudged on their merits alongside those with qualifications such asGCE A and AS level. Such applicants are likely to offer, in particular:

g a high level of technical competence in their specialist areas g practical experience of work and the associated maturity g high skills levels g portfolios of evidence g ability to assimilate knowledge and apply it in practice g a high level of self-reliance.

A large number of candidates already in the workplace will havegained NVQs. These qualifications may therefore be useful insupplying accreditation of achievement, which would otherwiseneed to be judged through the Accreditation of Prior ExperientialLearning.

Apprenticeships incorporate NVQs as their main content.


NUMBER OF UNITS/STRUCTURE: All NVQs are unit-based and allow candidates to accumulate unitcertification until the complete NVQ award is achieved. Each unitis written in the form of outcomes describing what a candidatemust be able to do, know and understand, and the context inwhich the assessment should take place.

ASSESSMENT METHOD: Competence-based assessment, mainly within the workplace.

Assessment of NVQs is independent of any learning involved orthe time taken.

GRADING SYSTEM: As NVQs define competence, candidates are either ‘competent’or ‘not yet competent’ to perform at the required level.

The AAT level 3 NVQ in Accounting carries UCAS Tariff points asfollows:


QUALITY ASSURANCE: Internal and external verification.

PROGRESSION/ARTICULATION: Single units may be certificated.

NCC EducationNCC Education is a global provider of education solutions and anawarding body of British education programmes in Business andIT ranging from foundation to postgraduate level. Students areable to study for NCC Education qualifications at one of NCCEducation’s global network of Accredited Partner Centres, eitherlocally or in the UK. Students can choose to study either via theclassroom or online.

NCC Education Degree andMasters/Postgraduate DegreesBACKGROUND:NCC Education works in conjunction with universities includingthe University of Wales, the University of Portsmouth and theUniversity of Greenwich, to deliver final year degree top-ups andpostgraduate diplomas and masters. For further information,please contact NCC Education directly.

NCC Education InternationalAdvanced Diploma in Business QUALIFICATION ABBREVIATION: IADB

BACKGROUND: A one-year full-time or part-time programme designed to equipstudents with the knowledge and skills required effectively toprogress their career. The programme is aimed at studentslooking to improve their career prospects, progress to furtherstudy via the NCC International Degree Journey or enter furtherstudy at those universities with which NCC Education hasarticulation agreements.

PREREQUISITES: Open to:

g successful graduates of the NCC Education InternationalDiploma in Businessor

g students who have any local or international qualificationwhich is deemed to be a similar level to the NCC EducationInternational Diploma programme. These shall be agreed inadvance with NCC Education.

For students whose first language is not English, the requiredstandard of English language proficiency for the programme is:

g IELTS 5.0or

g TOEFL® 550.


NUMBER OF UNITS/STRUCTURE: The programme consists of seven compulsory core modules anda choice of one of two elective modules. Core modules:Managerial economics, Quantitative methods, Marketingmanagement, Human resource management, Consumerbehaviour, Applications of financial control and cross-culturalawareness. Elective modules: Technology and organisation andOperations management. Students must pass all core modulesplus one elective module to be awarded the qualification.Modules are assessed by either global assignment or globalexamination.

ASSESSMENT METHODS: All modules are assessed by either global examination or globalassignment.

EXAMINATION TIMING: March, June, September, December

GRADING SYSTEM: Pass, Merit or Distinction. Awarded by NCC Education

PROGRESSION/ARTICULATION: Successful graduates of the International Advanced Diploma inBusiness (IADB) are eligible to apply to enrol for the BSc (Hons) inBusiness Administration, validated and awarded by the University



of Wales. The International Advanced Diploma in Business (IADB)is equivalent to Year 2 of a typical UK honours degree programmeand as such has been articulated by many UK universities,enabling eligible students to apply to enrol on Year 3 of degreeprogrammes at those universities which have progressionagreements with NCC Education.

For more details consult the NCC Education website:www.nccedu.com/recognition

NCC Education InternationalCertificate in Computer Studies QUALIFICATION ABBREVIATION: ICCS


BACKGROUND: An introduction to computing which provides students with abroad but secure foundation in the fundamental concepts ofcomputing and an understanding of the essential concepts ofcomputer programming.

PREREQUISITES: Open to all students looking to progress their career or academicambitions.


NUMBER OF UNITS/STRUCTURE: The programme consists of the following five compulsorymodules: Study and communication skills, Mathematicaltechniques, IT skills, Introduction to computing, Programming.Candidates must pass all five modules to be awarded thequalification.

ASSESSMENT METHODS: Assessed by assignments and examination.

EXAMINATION TIMING: All year round

GRADING SYSTEM: Pass/Fail. Awarded by NCC Education.

PROGRESSION/ARTICULATION: The programme allows progression to the NCC EducationInternational Diploma in Computer Studies programme (NQFLevel: 4).

For more details consult the NCC Education website:www.nccedu.com

NCC Education InternationalDiploma in Business QUALIFICATION ABBREVIATION: IDB


BACKGROUND: A one-year full-time programme available to students who wishto obtain an internationally recognised Business qualification thatwill set them on a path to successfully seeking employment inthe world of business.

The programme is aimed at students seeking undergraduatestudy in Business and progression through the NCC Education

International Degree journey or further study at universities withwhich NCC has articulation agreements.

PREREQUISITES: Open to:

g successful graduates of the NCC Education InternationalFoundation Year programme (IFY)or

g students who have any local or international qualificationwhich is deemed to be of a similar level to the NCCEducation International Foundation Year programme. Theseshall be agreed in advance with NCC Educationor

g students with at least one A level pass or an appropriateSchool Leaver’s Certificateor

g vocational experience which is deemed suitable by NCC Education.

For students whose first language is not English, the requiredstandard of English language proficiency for the programme is asfollows:

g IELTS 5.0or

g TOEFL® 550.


NUMBER OF UNITS/STRUCTURE: The programme consists of eight core modules which cover thefollowing core areas of business as follows: Principles ofmanagement, Economics, Business communication,Organisational and business structures, Principles of quantitativemethods, Fundamentals of financial control, e-Business,Marketing. Students must pass all eight modules to be awardedthe qualification.

ASSESSMENT METHODS: All modules are assessed by either global examination or global assignment.



PROGRESSION/ARTICULATION: The programme allows progression to the NCC EducationInternational Advanced Diploma in Business (IADB) at NQF Level: 5.


NCC Education InternationalDiploma in Computer Studies QUALIFICATION ABBREVIATION:IDCS


BACKGROUND: A one-year, classroom-based academic programme which blendsthe best in computing, communication and business skills tocreate well-rounded IT professionals, making NCC Educationgraduates attractive to employers. The programme is aimed atstudents seeking undergraduate entry onto the NCC Education



International Degree Journey or those wishing to progress tostudy at universities with which NCC Education has articulationagreements. Alternatively, the programme helps those who arelooking to improve their career prospects or gain employmentwithin the IT sector. Upon successful completion, students mayprogress to the NCC Education International Advanced Diploma inComputer Studies (IADCS) at NQF Level: 5.

PREREQUISITESg either the NCC Education ICCS or IFY qualifications

org holders of any local or international qualification deemed to

be of a similar level to the ICCS or IFY and deemed to beacceptable to the NCC Education Academic Board. Theseshall be agreed in advance with NCC Educationor

g holders of one A level or equivalent or an appropriate SchoolLeaver’s Certificateor

g vocational experience which is deemed suitable by NCCEducation.

Students should also have O level/GCSE/IGCSE English andmaths or equivalent.

For students whose first language is not English the requiredstandard for the programme is:

g IELTS 5.0or

g TOEFL® score of at least 550or

g TOEIC 776or

g an equivalent qualification.


NUMBER OF UNITS/STRUCTURE: The programme consists of a total of eight modules (six core andtwo electives) as follows: Core modules: Computer technology,Systems development, Programming methods, Fundamentals ofhardware and operating systems, Business communication,Networking. Elective modules: (choice of two from fivemodules): Java, Visual Basic, Web design, eBusiness,Organisational and business structures. Students must pass thesix core modules and any two elective modules to be awardedthe qualification.

ASSESSMENT METHODS: Assessed by assignment and examination



PROGRESSION/ARTICULATION: On successful completion of this programme, students can eitheruse the qualification to secure employment in the IT sector, orcontinue their studies on to the International Advanced Diploma inComputer Studies (IADCS).

Alternatively students can apply to one of the universities whichaccept NCC Education graduates onto the second year of theirdegree programmes.


NCC Education InternationalFoundation Year QUALIFICATION ABBREVIATION: IFY


BACKGROUND: A one-year programme for speakers of English as a foreignlanguage who are seeking entrance to a university bachelorsprogramme or the NCC Education International Diploma inBusiness or Computer Studies (NQF Level 4). The programmecovers language, socio-cultural skills and an introduction tocomputing and business.

PREREQUISITES: g One A level or equivalent or a good higher secondary

education certificate.

For students whose first language is not English the requiredstandard of English language proficiency for the programme is:

g IELTS 4.5 or equivalent (including NCC Education’s EnglishLanguage placement test).


NUMBER OF UNITS/STRUCTURE: The programme consists of the following five compulsorymodules: Study and communication skills, English language,Culture studies, Mathematical techniques, IT skills. A further twomodules are chosen from the following four electives: Introductionto computing, Programming, Introduction to business, Accountingand economics.

Students must pass all seven modules to be awarded thequalification.


EXAMINATION TIMING: January, March, June, September


PROGRESSION/ARTICULATION: Students can continue to study via the NCC EducationInternational Degree Journey in Business or Computer Studies orare eligible to apply to those universities which accept NCCEducation graduates for progression to their degree programmes.


NCC Education InternationalCertificate in Business (ICB) NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND: An introduction to business which equips students with thenecessary skills for entry to NCC Education’s InternationalDiploma in Business programme (NQF Level: 4). The InternationalCertificate in Business (ICB) provides students with a broad butsecure foundation in the fundamental concepts of business,effective and practical IT skills and the essential study skillsnecessary to succeed at undergraduate level study.



NUMBER OF UNITS/STRUCTURE: The programme consists of five compulsory modules as follows:Study and communication skills, Mathematical techniques, ITskills, Introduction to business, Accounting and economics.Students must pass all five compulsory modules to be awardedthe qualification. Awarded by NCC Education.


NCC Education InternationalAdvanced Diploma in ComputerStudies (IADCS)NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 5

BACKGROUND: A one-year classroom-based academic programme focusing onanalytical and business skills. The programme is suitable forstudents who have completed the IDCS or an equivalentqualification. Successful completion of the programme allowsprogression through the NCC Education International DegreeJourney or further study at universities with which NCC Educationhas articulation agreements.

NUMBER OF UNITS/STRUCTURE: The programme consists of a total of seven modules: (four coreand three electives) as follows: Core modules: Systems analysisand design (double module), Enterprise networking, Databasedesign and development, Practical project. Elective modules(choice of three from eight): Advanced Java, Advanced VisualBasic, Advanced web design, Computer forensics, Internetsystems administration, Internet security, Business management,Managing business projects. A student may major in one of thefollowing streams: Advanced Programming – by passing theAdvanced Java and Advanced Visual Basic electives, BusinessManagement – by passing the Business management andManaging business projects electives, Internet Systems – bypassing the Internet security and Internet systems administrationelectives. Students must pass all core modules and three electivemodules to be awarded the qualification.

ASSESSMENT METHODS: Assessed by assignments and examination

NCFENCFE qualifications and awards are offered by centres throughoutthe UK, including further education colleges, adult educationcentres, private training providers, schools and businesses. NCFE works primarily with adult learners within further educationcolleges, although it strives to promote its qualifications to awider audience.

NCFE offers qualifications in the following six sector areas:

g Art, media and publishingg Education and trainingg Health, publicservice and careg Leisure, travel and tourismg Preparation for life and workg Retail and commercial enterprise.

NCFE offers qualifications and awards at six levels: Pre-entrylevel; Entry level and levels 1–4. NCFE’s level 3 qualifications arelisted below.

g Award in Business for the Creative Industriesg Award in Practical Supervision of Food Safety in Catering

g Award in Preparing to Teach in the Lifelong Learning Sectorg Certificate for Entry to the Uniformed Servicesg Certificate for the Outdoor Industryg Certificate in Advanced Fitness Instructingg Certificate in Airport Operationsg Certificate in Art and Designg Certificate in Business for the Creative Industriesg Certificate in Counselling Skills and Theoryg Certificate in Creative Craftg Certificate in Early Years Foundation Stage Practiceg Certificate in Event Managementg Certificate in Interactive Mediag Certificate in Managing Diversityg Certificate in National Lottery Retail Management Skillsg Certificate in News and Magazine Retail Management Skillsg Certificate in Palliative Careg Certificate in Personal Effectiveness at Workg Certificate in Supporting Teaching and Learning in Schoolsg Certificate in Sustainable Tourismg Certificate in Tour Managementg Certificate in Travel and Tourism Managementg Diploma in Business for the Creative Industriesg Extended Certificate in Business for the Creative Industriesg Extended Diploma in Business for the Creative Industriesg Introductory Award in Business for the Creative Industriesg Key Skillsg NVQ in Advice and Guidanceg NVQ in Customer Serviceg NVQ in Health and Social Careg NVQ in Instructing Physical Activity and Excerciseg NVQ in Spectator Safety.

NCFE Award in PracticalSupervision of Food Safety in Catering NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:Aimed at owners and/or managers of independent cateringoutlets or managers in catering establishments which are part ofa chain and who have responsibility for maintaining food safetywithin the workplace.


NUMBER OF UNITS/STRUCTURE: One mandatory unit

ASSESSMENT METHOD: Internally assessed and externally moderated portfolio

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

QUALITY ASSURANCE: Internally assessed and externally moderated portfolio.

PROGRESSION/ARTICULATION:

g Level 3 Award in Food Safety Supervision for Retailg Level 3 Certificate in Health and Safety in the

Workplaceg Level 3 National Diploma in Hospitalityg Level 3 Certificate in Food and Beverage Serviceg Level 3 NVQ in Food Service Advanced Craftg Level 4 Award in Managing Food Safety in Catering.



NCFE Certificate for Entry to theUniformed ServicesNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:Aims to provide an opportunity for candidates with an interest inthe uniformed services to gain an insight into this area ofemployment, and help to supply informed and prepared potentialrecruits to a variety of uniformed services. Develops candidates’skills and personal qualities in preparation for all areas ofemployment and provides a basis for further study and motivationtowards career development. Another aim is to promote positiveattitudes and responses to differences in gender, social andcultural backgrounds and abilities of individuals.


NUMBER OF UNITS/STRUCTURE:Six mandatory units, plus two units from seven options.

ASSESSMENT METHOD:Internally assessed and externally moderated portfolio.

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

QUALITY ASSURANCE:Internally assessed and externally moderated portfolio.

PROGRESSION/ARTICULATION:Employment within the uniformed services.

NCFE Certificate for the Outdoor IndustryNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND: Develops learners’ understanding of the organisation/operation of the sport and recreation industry; employment in the outdoorindustry; and the environments in which outdoor activities take place.


NUMBER OF UNITS/STRUCTURE: Five mandatory units

ASSESSMENT METHOD: Internally assessed and externally moderated portfolio

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

QUALITY ASSURANCE: Internally assessed and externally moderated portfolio.

PROGRESSION/ARTICULATION: NCFE Certificate in Employment Skills, NVQ level 3 in OutdoorEducation, Development Training and Recreation, NVQ level 3Coaching, Teaching and Industry, MLTUK Mountain Leader Awardand other National Governing Body Awards, and ModernApprenticeship Framework Technical Certificates.

NCFE Certificate in Art and DesignNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:Aims to develop advanced level skills and techniques in art anddesign through a chosen option.


NUMBER OF UNITS/STRUCTURE:Four mandatory units.


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

QUALITY ASSURANCE:Internal and external moderation of portfolio.

PROGRESSION/ARTICULATION:NCFE level 3 Certificate in Creative Craft; NCFE level 3 Certificatein Interactive Media; level 3 NVQs in Design, Arts and Culture;Foundation Degrees in Art and Design.

NCFE Certificate in Creative CraftNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:To develop craft skills to a professional standard and progressinto higher education.


NUMBER OF UNITS/STRUCTURE:Three mandatory units


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


PROGRESSION/ARTICULATION:NCFE level 3 Certificate in Art and Design; NCFE level 3Certificate in Interactive Media; NVQs in craft-related subjects;level 3 Higher Professional Diploma in Creative Arts.

NCFE Certificate in InteractiveMediaNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:For those interested in developing interactive media skills at anadvanced level, extending candidates’ knowledge of processesand principles and enabling progression into further educationand training.




NUMBER OF UNITS/STRUCTURE:Four mandatory units plus one unit from six options.




PROGRESSION/ARTICULATION:NCFE level 3 Certificate in Art and Design; NCFE level 3Certificate in Creative Craft; NVQs in craft-related subjects; level4 Higher Professional Diploma in Creative Arts; level 5 HigherProfessional Diploma in Creative Arts.

NCFE Certificate in PersonalEffectiveness at WorkNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:Aims to improve effectiveness at work, increase levels ofmotivation, self-esteem, confidence and emotional intelligence in relation to learning and application of skills at work.


PREREQUISITES:No specific prior learning required. Minimum entry age 18.

NUMBER OF UNITS/STRUCTURE:Eight mandatory units

ASSESSMENT METHOD:Internally assessed and externally moderated portfolio



PROGRESSION/ARTICULATION:NVQ in management or administration.

NCFE Introductory Award inBusiness for the CreativeIndustriesNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:Learners are able to develop their understanding of the role thatbusiness plays in the creative industries and develop a variety ofbusiness skills and techniques, ranging from marketing, eventsand promotion through to legal affairs and intellectual property.



NUMBER OF UNITS/STRUCTURE:One mandatory unit.




PROGRESSION/ARTICULATION:NCFE level 3 Business for the creative industries suite.

Level 4 qualifications in business enterprise; level 4 qualificationsin business; level 4 qualifications in business and managementfor the arts.

NCFE Award in Business for theCreative IndustriesNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3




NUMBER OF UNITS/STRUCTURE:One mandatory unit plus two from fourteen options.




PROGRESSION/ARTICULATION:NCFE level 3 Business for the Creative Industries suite ofqualifications; level 4 qualifications in business enterprise; level 4qualifications in business; level 4 qualifications in business andmanagement for the arts.

NCFE Certificate in Business forthe Creative IndustriesNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3




NUMBER OF UNITS/STRUCTURE:One mandatory unit plus five from fourteen options.






PROGRESSION/ARTICULATION:NCFE level 3 Business for the creative industries suite ofqualifications; level 4 qualifications in business enterprise; level 4qualifications in business; level 4 qualifications in business andmanagement for the arts.

NCFE Extended Certificate inBusiness for the CreativeIndustriesNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3




NUMBER OF UNITS/STRUCTURE:One mandatory unit plus eight from fourteen options.




PROGRESSION/ARTICULATION:NCFE level 3 Business for the creative industries suite ofqualifications; level 4 qualifications in business enterprise; level 4qualifications in business; level 4 qualifications in business andmanagement for the arts.

NCFE Diploma in Business forthe Creative IndustriesNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3




NUMBER OF UNITS/STRUCTURE:One mandatory unit plus eleven from fourteen options.




PROGRESSION/ARTICULATION:NCFE level 3 Business for the Creative Industries suite ofqualifications; level 4 qualifications in business enterprise; level 4qualifications in business; level 4 qualifications in business andmanagement for the arts.

NCFE Extended Diploma inBusiness for the CreativeIndustriesNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3



PREREQUISITES:No specific prior learning required. Minimum entry is 16.

NUMBER OF UNITS/STRUCTURE:Fifteen mandatory units.




PROGRESSION/ARTICULATIONLevel 4 qualifications in business enterprise; level 4 qualificationsin business; level 4 qualifications in business and managementfor the arts.

NCFE Certificate in PalliativeCareNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:Aims to give those working in health care settings increasedknowledge and understanding of the issues related to palliativecare. It raises awareness of the range of needs a person mayhave and how they and their families/friends can be supported.





NUMBER OF UNITS/STRUCTURE:Four mandatory units.




PROGRESSION/ARTICULATION:Level 2 NVQ in Health, level 3 NVQ in Health, level 3 NVQ inHealth and Social Care, level 3 Certificates in Health and/or SocialCare, NCFE level 2 Certificate in Safe Handling of Medicines,NCFE level 2 Award in the Prevention and Control of Infection,NCFE level 2 Certificate in Safer Moving and Handling (includingPeople), NCFE level 2 Certificate in Dementia Awareness, NCFElevel 2 Certificate in Understanding and Prevention of MRSA.

NCFE Certificate in EventManagementNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:Aims to prepare those seeking employment in the eventmanagement field, and also formally recognises existingknowledge and competence for those already working in thesector.



NUMBER OF UNITS/STRUCTURE:Ten mandatory units




PROGRESSION/ARTICULATION:Level 3 NVQ in Events; level 4 NVQ in Events.

NCFE Award in SustainableTourismNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:Aims to help the learner recognise the importance of sustainabletourism in the travel and tourism industry, and develop anunderstanding of the global environment and the impact oftourism on it.



NUMBER OF UNITS/STRUCTURE:Six mandatory units.




PROGRESSION/ARTICULATION:Level 3 Certificate in tour management; level 3 National Diplomain Travel and tourism; level 3 BTEC in Travel and tourism; level 3NVQ in Travel and tourism; level 4 Higher Professional Diploma inTravel and tourism.

NCFE Certificate in TourManagementNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:Aims to provide learners with a broad introduction to tourmanagement, and provide potential tour managers with the skillsand knowledge necessary to be effective in their roles.



NUMBER OF UNITS/STRUCTURE:Six mandatory units




PROGRESSION/ARTICULATION:Level 3 BTEC Diploma in Travel operations; level 3 BTEC NationalAward/Certificate/Diploma in Travel and tourism; level 3 NationalCertificate/Diploma in Travel and tourism; level 3 NationalExtended Diploma in Travel and tourism; NVQ level 3 Travel andtourism; level 4 BTEC Higher National Certificate in Travel andtourism management; Foundation Degrees in Travel and tourism;NCFE Level 3 Award in Sustainable Tourism.

NCFE Certificate in ManagingDiversityNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:Aims to increase understanding of equality and diversityconcepts; awareness of how these issues impact uponorganizational processes, management and delivery, andindividual and organisational diversity experiences, skills andpractices.









PROGRESSION/ARTICULATION:Level 3 Certificate in Personnel practice; level 3 IntroductoryCertificate in management; level 3 BTEC National Diploma inPublic services; level 3 NVQ in Personnel support; level 3 NVQ inPolice supervisory management; level 3 NVQ in Leisuremanagement; level 3 in Youth work Foundation Degrees in various subjects, such as Business,Business Management, Business with Human ResourceManagement, Business with Personnel, Employment Relations,Personnel.

NCFE Certificate in SupportingTeaching and Learning inSchoolsNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:This programme aims to enable learners to understand the rolesand responsibilities of those involved in supporting teaching andlearning in schools, and provides an opportunity to develop theskills and knowledge required to do this effectively and in a self-directed way. It prepares learners to support the teacher and thedelivery of the curriculum within a school, as well as developingskills to help children and young people to develop self-esteem,independence and skills for learning. It seeks to further developprofessional and technical skills and knowledge, and anunderstanding of the importance of positive relationships within aschool.



NUMBER OF UNITS/STRUCTURE:Six mandatory units




PROGRESSION/ARTICULATION:Provides progression to the NVQ in Supporting Teaching andLearning in Schools and also provides progression intoemployment. Learners may also progress to achieve HLTA status.

NCFE NVQ in Advice andGuidanceNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:This programme aims to provide recognition and accreditation foradvice and guidance practitioners working in a wide range ofcontexts. It is primarily aimed at practitioners working directlywith clients, providing advice and some level of guidance, andwho are working with information that is often interpreted byothers, and within some clear guidelines.



NUMBER OF UNITS/STRUCTURE:Three mandatory units and three optional units.

ASSESSMENT METHOD:Internally and externally verified portfolio.


QUALITY ASSURANCE:Internally and externally verified portfolio.

PROGRESSION/ARTICULATION:Further qualifications at NVQ Level 4 or HE in the same or relatedoccupational areas.

NCFE NVQ in Spectator SafetyNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:This programme aims to provide a nationally recognised,competence-based qualification that is appropriate to the work ofstewards and marshals in spectator events, especially eventstaking place within sports stadia and relating directly to theNational Occupational Standards developed by SkillsActive.



NUMBER OF UNITS/STRUCTURE:Four mandatory units and two optional units.




PROGRESSION/ARTICULATION:Level 4 NVQ in Spectator Safety Level 4 NVQ in Management Also provides a sound base for progression into employmentwithin the spectator safety industry as well as a tool to progresswithin different aspects of the leisure and service sector.



NCFE NVQ in Customer ServiceNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:This programme is ideal for people who have the scope to bringabout permanent improvements in service delivery that benefittheir organisation and its customers. These people do notnecessarily have to be in a role where they are directlyresponsible for people.



NUMBER OF UNITS/STRUCTURE:Two mandatory units and six optional units.




PROGRESSION/ARTICULATION:Level 4 NVQ in Customer ServiceLevel 4 NVQ in Business AdministrationLevel 3 NVQ in ManagementLevel 4 NVQ in Management

Also provides a sound base for progression into employmentwithin the customer service industry as well as a tool to progresswithin different aspects of the business administration sector.

NCFE Award in Preparing toTeach in the Lifelong LearningSectorNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:This programme has been designed as a first step for all those inthe lifelong learning sector in England who are working towards‘Associate’ or ‘Full’ teacher status. On achievement, learners willgain the ‘Threshold licence to teach’ which is a mandatoryrequirement for all new teachers in the sector.



NUMBER OF UNITS/STRUCTURE:One mandatory unit




PROGRESSION/ARTICULATION:Level 3 or 4 Certificate in Preparing to Teach in the LifelongLearning Sector if the student is working towards AssociateTeaching and Learning Status (ATLS) or the Level 5 Diploma inTeaching in the Lifelong Learning Sector if the student is in thefull teaching role and working towards the Qualified Teaching andLearning Status (QTLS).

NCFE Certificate in Early YearsFoundation Stage PracticeNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:This programme has been designed to update practitioners onthe requirements of the Early Years Foundation Stage, and willsupport them through its implementation from September 2008.





GRADING SYSTEM:Pass mark for portfolio is 100%. Portfolio norm referenced.

Qualification is not graded.


PROGRESSION/ARTICULATION:Level 3 or 4 NVQ in Children's Care, Learning and DevelopmentLevel 4 or 5 Early Years Foundation Degree

NCFE NVQ in Health and SocialCareNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:This programme provides recognition and accreditation for thoseworking in the health and social care sector whose roles involvethe provision of care and support to children, young people andadults in a range of contexts. This includes both within protectedenvironments such as private care homes as well as inindividual’s own houses.



NUMBER OF UNITS/STRUCTURE:Four mandatory units and four optional units.






PROGRESSION/ARTICULATION:Level 4 NVQ in Health and Social CareLevel 3 NVQ in ManagementLevel 4 NVQ in ManagementLevel 4 NVQ in Leadership and Management in Care Services

NCFE NVQ in Instructing PhysicalActivity and ExerciseNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:This programme is designed to accredit anyone involved inexercise and fitness as a trainer, teacher, instructor or coach, andwhose role is likely to include supervisory or managementresponsibility and/or independent working.



NUMBER OF UNITS/STRUCTURE:Five mandatory units.




PROGRESSION/ARTICULATION:Qualifications at Level 4 in the same and related subject areas.This may include honours and foundation degree programmesand Level 4 NVQs.

National Open College NetworkThe National Open College Network (NOCN) is a recognisedqualification awarding body and is the central organisation for 11 Open College Networks (OCNs) based across the UK. NOCNqualifications aim to widen participation and are especiallysuitable for those who may have benefited least from formaleducation.

All NOCN qualifications are made up of a number of units. Eachunit is ascribed a credit value at an identified level. Credit isawarded when a learner has achieved all the outcomes of a unit.For all NOCN qualifications, one credit is based on a notional 10hours of learning.

The specification for each qualification states the achievementrequired to be awarded the qualification. The credit target in thespecification is important in establishing the title of a NOCNqualification. NOCN uses the terms ‘Award’, ‘Certificate’ and‘Diploma’ to indicate the approximate size of its qualifications,based on the number of credits required for successfulcompletion, Award being the smallest and Diploma the largest.Included are the number and level of credits, any mandatory unitsand any external assessment.

NOCN offers qualifications from entry level to level 3. Furtherinformation on NOCN’s level 3 qualifications can be found in thispublication as these qualifications are the most relevant tolearners wishing to access higher education. In some cases, level2 qualifications may also be relevant; information on thesequalifications can be found on the NOCN website www.nocn.org.uk

NOCN Level 3 Award, Certificateand Diploma in Art and DesignNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:The NOCN Level 3 Award, Certificate and Diploma in Art and Designhave been designed to be flexible and enable access to a broadrange of learning across the art and design sector. Thequalifications will widen participation by offering diverse and flexiblelearning opportunities through which people can develop basicskills, knowledge and understanding to broaden progressionopportunities. The qualifications also provide further opportunitiesfor individuals to widen their interest in the arts and to provide aroute to higher education via Access and/or foundation courses andmay assist in the achievement of basic and/or key skills through themedium of the arts. The NOCN Level 3 Award, Certificate andDiploma in Art and Design are particularly suitable for those forwhom traditional routes may not have been effective and those whowish to explore and develop their creative potential and technicalability in the area of art and design.

PREREQUISITES:The NOCN Level 3 Award, Certificate and Diploma in Art and Designqualifications are designed to be open access. However, it would beexpected that learners would have some prior knowledge andexperience in either the general art and design area or the area inwhich they wish to specialise. There is no age restriction to learnerswishing to access the Award qualification, but learners wishing toaccess the Certificate and Diploma qualifications must be over age 16.

NUMBER OF UNITS/STRUCTURE:The qualifications are composed of a total of two mandatory unitsand a choice of optional units in the endorsed routes. To achievethe qualifications, the learner must achieve all the mandatory unitsplus the choice of optional units in line with the chosenendorsement. Each unit is separately assessed, with no furthersummative/external assessment requirement.

Endorsed routes in the NOCN Level 3 Award, Certificate andDiploma in art and design include:

Ceramic designFurniture and upholsteryInterior designJewellery and metalworkPaintingPhotographyPrintmakingSculptureSoft furnishingsStained glass designTextile design.

ASSESSMENT METHOD:The qualifications are awarded to learners who successfully achievethe required units as per the qualification specifications.Achievement of units is through internally set, internally assessedand externally verified assessment activity.



EXAMINATION TIMING:Flexible

DATE OF RESULT PUBLICATION:Dependent on when the assessment is made.

QUALITY ASSURANCE:All providers wishing to deliver the qualifications, or units of thequalifications, will need to demonstrate the ability to manage anddeliver the units and/or the qualifications, including adherence toquality assurance and assessment regulations. OCNs will provideguidance and give support in enabling organisations to deliver thequalifications.

The NOCN standard quality assurance arrangements andrequirements include:

g internal assessment of all assessment tasks and activities

g internal verification

g external verification

g standardisation.

PROGRESSION/ARTICULATION:The NOCN Level 3 Award, Certificate and Diploma in Art and Designwill enable progression to further learning opportunities and studysuch as NOCN qualifications at different levels and Level 4qualifications. The qualifications will enable the development ofgeneric transferable skills, which will enable learners to progressinto a range of possible employment opportunities within specificareas of the arts and/or crafts.

Learners completing the NOCN Level 3 Award, Certificate andDiploma in Art and Design will be able to progress to:

g Foundation higher education courses

g VRQ/NVQs offered at Level 3 in specific areas of the artsand/or crafts

g AS/A level study

g other learning programmes.

NOCN Level 3 Certificate inCommunity DevelopmentNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:The NOCN Level 3 Certificate in Community Development has beendeveloped for anyone who is directly engaged in communitydevelopment work, and wishes to extend his or her currentknowledge and skills. In addition to community developmentworkers it also caters for the increasing and diverse range of peopleemployed in related occupations whose practice now includescommunity development work. These include amongst others,workers in health and social care, education, community safety,environmental development, childcare, leisure services andregeneration.

This qualification aims to provide quality training, which is relevantand accessible. It will enable the learner to:

g understand the nature of different communities of locality,identity and interest

g understand the communities in which they live and work

g enable communities to identify their needs

g gain skills to work collectively with those communities

g gain knowledge to support communities

g refresh and update their skills and knowledge in working withand within communities

g engage people in community development

g work in partnerships

g work with diversity

g work with groups

g develop confidence in their ability to learn and to recognise thevalue of their communities in the collective learning experience

g understand the importance of people learning from eachother.

PREREQUISITES:There are no restrictions on learner entry. Learners should howeverbe engaged in community development activities and shouldpossess the basic skills needed to deal with communication atLevel 3 (or be willing to take up support in developing those skills).

The minimum age for access to the qualification is 16.

NUMBER OF UNITS/STRUCTURE:The qualification is composed of a total of three mandatory unitsand a choice of optional units. To achieve the qualification, learnersmust successfully complete three mandatory units plus fouroptional units.

ASSESSMENT METHOD:The qualification requires achievement of the specified units with nofurther requirement for additional/summative assessment.Achievement is therefore determined by successful completion ofunit assessment. Units of the qualification are achieved throughinternally set tasks that are internally marked and externally verified.


DATE OF RESULT PUBLICATION:Dependent on when the assessment is taken.

QUALITY ASSURANCE:All providers wishing to deliver the qualification, or units of thequalification, will need to demonstrate the ability to manage anddeliver the units and/or the qualification, including adherence toquality assurance and assessment regulations.

OCNs will provide guidance and give support in enablingorganisations to deliver the qualification. The NOCN standard qualityassurance arrangements and requirements include:




g standardisation.

PROGRESSION/ARTICULATION:The NOCN Level 3 Certificate in Community Development enablesprogression to both further learning opportunities withinemployment, or further study.

The NOCN Level 3 Certificate in Community Development relatesacademically to A level Sociology /Psychology/English so learnerswill be able to progress to:

g NVQ Level 4 in Community Work

g BA Community Development and Regeneration

g BA Community and Youth Work



g Further and Adult Education Teaching Certificate

g NOCN Level 3 Award or Certificate in Managing Voluntary andCommunity Organisations

NOCN level 2 Award in CreativeSkills NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 2

BACKGROUND:The NOCN level 2 Award in Creative Skills has been developed toprovide opportunities for those with some experience in thecreative crafts at a foundation level, to develop this further.Engagement with the creative arts provides opportunities forindividuals to develop both techincal skills and creative thinkingand this qualification not only focuses on the technical aspects ofparticular craft work, but also on developing an understanding ofthe cultural and historical context for creative arts. In providing awider perspective, the qualification requires learners to engage inresearch, discussion and the wider Key Skills in order to besuccessful.

PREREQUISITES:The qualifications are available for learners over 16.

No specific prior learning, experience and/or qualifications arerequired for learners undertaking the NOCN level 2 Award inCreative Skills. However, prior learning at level 1 and/or theachievement of the NOCN level 1 Award in Creative SkillsDevelopment would be an advantage.

NUMBER OF UNITS/STRUCTURE:The NOCN level 2 Award in Creative Skills is composed of a totalof three mandatory units with no optional units. To achieve thequalifications, learners must successfully complete all themandatory units in line with the chosen endorsement routes. Themandatory units may be applied to a range of creative craftoptions The qualification endorsement will reflect the craft/s areaundertaken from one of the following:

Floral art, glass, metal craft, pottery, printmaking, sculpture, softfurnishings and textiles.

ASSESSMENT METHOD:The qualification is awarded to learners who meet the fullrequirements for unit credit achievements and successfullycomplete the externally approved assignment Units of thequalification are achieved through internally set tasks that areinternally marked and externally verified. The externally approvedassignment is internally marked and externally verified.


DATE OF RESULT PUBLICATION:Dependent on when the assessment is taken

QUALITY ASSURANCE:All providers wishing to deliver the qualification, or units of thequalification, will need to demonstrate the ability to manage anddeliver the units and/or the qualification, including adherence toquality assurance and assessment regulations.

OCNs provide guidance and give support in enablingorganisations to deliver the qualifications.

The NOCN standards quality assurance arrangements andrequirements will apply and include:


g internal verificationg external verificationg standardisation.

PROGRESSION/ARTICULATION:Learners completing the NOCN level 2 Award in Creative Skillswill be able to progress to:

g NOCN Creative Skills qualifications at level 3g VRQ/NVQs offered at level 2/3 in specific areas of the arts

and/or craftsg GCSE Art/Design/Creative Studiesg AS/A level studyg other learning programmesg vocationally related apprenticeships in appropriate sectorsg vocationally related work and careers in appropriate and

regional sectors.

NOCN level 3 Award in CreativeSkillsNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:The NOCN level 3 Award in Creative Skills has been developed asa response to a range of identified needs for developing thecreative potential of people as individuals and withincommunities. Engagement in the creative arts providesindividuals with the opportunity to develop both the technical andpersonal skills needed to progress either to further education orinto employment. This qualification supports a number ofinitiatives being undertaken as part of the Government’s drive forraising achievement and increasing the capacity of individuals insociety and in the workplace.

PREREQUISITES:The qualification is available to learners over the age of 16.

No specific prior learning, experience and/or qualifications arerequired for learners undertaking the NOCN Level 3 Award inCreative Skills. However, prior learning at Level 2 and/or theachievement of the NOCN Level 2 Award in Creative Skills wouldbe an advantage.

NUMBER OF UNITS/STRUCTURE:The NOCN Level 3 Award in Creative Skills is composed of a totalof three mandatory units with no optional units. To achieve thequalifications, learners must successfully complete all themandatory units in line with the chosen endorsement routes. Themandatory units may be applied to a range of creative craftoptions The qualification endorsement will reflect the craft/s areaundertaken from one of the following:

Printmaking, 3-dimensional work, computer aided design, softfurnishing, floral art, decorative paint techniques, papermaking,pottery and textiles.

ASSESSMENT METHOD:The qualification is awarded to learners who meet the fullrequirements for unit credit achievement and successfullycomplete the externally approved assignment. Units of thequalification are achieved through internally set tasks that areinternally marked and externally verified. The externally approvedassignment is internally marked and externally verified.




DATE OF RESULT PUBLICATION:Dependent on when the assessment is taken

QUALITY ASSURANCE:All providers wishing to deliver the qualification, or units of thequalification, will need to demonstrate the ability to manage anddeliver the units and/or the qualification, including adherence toquality assurance and assessment regulations. OCNs provideguidance and give support in enabling organisations to deliver thequalifications.

The NOCN standard quality assurance arrangements andrequirements will apply and include:




g standardisation.

PROGRESSION/ARTICULATION:Learners completing the NOCN Level 3 Award in Creative Skillswill be able to progress to:

g Access to higher education courses in the area of art anddesign/creative crafts

g foundation higher education (HE) courses

g VRQ/NVQs offered at Level 3 in specific areas of the artsand/or crafts

g AS/A level study

g other learning programmes at Level 3 and HE levels

g vocationally related apprenticeships in appropriate sectors

g vocationally related work and careers in appropriate andrelational sectors.

NOCN Level 3 Certificate andDiploma in Garden and PlantingDesignNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:The NOCN Level 3 Certificate and Diploma in Garden andPlanting Design have been designed to be accessible to youngpeople and adult learners wishing to explore and develop theirskills in applying design principles and their knowledge ofappropriate criteria for the selection of plants to respond to thedesign process. The qualifications will enable learners to developdesign skills and knowledge of both plant requirements andgarden design solutions required within the garden designindustry. The qualifications have been designed in conjunctionwith the garden design specialists at Capel Manor College andare supported by Lantra, the SSC for the land-based sector.

PREREQUISITES:Learners should have undertaken appropriate Level 2 studybefore embarking on the qualifications. The minimum age foraccess to the qualifications is 16.

NUMBER OF UNITS/STRUCTURE:The NOCN Level 3 Certificate in Garden and Planting Design iscomposed of six mandatory units with two optional units. Toachieve the qualification, learners must successfully complete allthe mandatory units and one optional unit. The NOCN Level 3Diploma in Garden and Planting Design is composed of eight

mandatory units with a choice of optional units. To achieve thequalification, learners must successfully complete all themandatory units and seven optional units.

ASSESSMENT METHOD:The qualifications are awarded to learners who successfullyachieve the required units as per the qualification specifications.Achievement of units is through internally set, internally assessedand externally verified assessment activity.



QUALITY ASSURANCE:All providers wishing to deliver the qualification, or units of thequalification, will need to demonstrate the ability to manage anddeliver the units and/or the qualification, including adherence toquality assurance and assessment regulations. OCNs will provideguidance and give support in enabling organisations to deliver thequalification.





g standardisation.

PROGRESSION/ARTICULATION:NOCN Level 3 Certificate and Diploma in Garden and PlantingDesign enable progression to further learning opportunities withinemployment, or further study in the garden design sector.Learners completing the NOCN Level 3 Certificate and Diploma inGarden and Planting Design will be able to progress to:

g NOCN Level 3 Diploma in Garden Design

g HNC/HND Landscape Design related studies.

NOCN Level 3 Award in GeneralReligious EducationNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:The NOCN Level 3 Award in General Religious Education willenable learners to reflect theologically on their experience of lifeand the values of contemporary culture. It will also allow them toconstruct a framework of moral reasoning and relate this to oneor more religious traditions or belief systems. It will providelearners with the skills that enable them to become agents ofcommunity cohesion. It is also suitable for individuals within afaith tradition to explore the role of that tradition withincommunity life. The broad aim of the qualification is to encouragelearners to develop knowledge, understanding and skills in thestudy and practice of religion.

PREREQUISITES:The qualification is for all those individuals interested in religiousand theological studies. There are no specific requirements forprior learning. The minimum age for access to the qualification is 14.



NUMBER OF UNITS/STRUCTURE:The NOCN Level 3 Award in General Religious Education containsone mandatory unit. Achievement of a qualification is determinedby successful completion of the unit of assessment.

ASSESSMENT METHOD:Achievement of units is through internally set, internallyassessed, internally verified and externally verified assessmentactivities. Centres devise assessment activities to meet thespecification for assessment detailed for each unit. If anassessment method is prescribed, it must be used to assess theunit.

To achieve the qualification the learner must achieve all theassessment components for the units. No compensation acrossunits is allowed.



QUALITY ASSURANCE:All providers wishing to deliver the qualification, or units of thequalification, will need to demonstrate the ability to manage anddeliver the units and/or the qualification, including adherence toquality assurance and assessment regulations. OCNs will provideguidance and give support in enabling organisations to deliver thequalification.

The NOCN standard quality assurance arrangements andrequirements will apply and include the following:



g regional and national standardisation.

PROGRESSION/ARTICULATION:The qualifications will ensure succession from prior learning andthe formation of citizens committed to the building of the‘common good’. Learners will learn how to build just communitiesand be able to transfer or use such skills in the world ofemployment.

NOCN Level 3 Certificate inInformation, Advice or GuidanceNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:The NOCN Level 3 Certificate in Information, Advice or Guidanceaims to provide learners with the skills and underpinningknowledge required by employers in a broad range of contextswhere information, advice or guidance is provided. It is forlearners working in this field to share good practice and buildconfidence in their ability to fulfil their role as providers of adviceat this level in a range of contexts. It also gives support to thoseworking as advice or guidance providers to be able to guide thosethey are supporting to make informed choices.

The qualification is particularly suitable for those who:

g have already completed the NOCN Level 2 Certificate inInformation, Advice or Guidance

g have completed another qualification at Level 2 in a relevantoccupational sector

g deliver information, advice or guidance and who wantrecognition for the work that they do

PREREQUISITES:No specific prior learning and/or qualification is required forlearners undertaking the NOCN Level 3 Certificate in Information,Advice or Guidance. However, the demands and nature of thequalification and the assessment requirements are such thatlearners will need to have literacy skills which are at least atLevel 1 of the National Standards in Adult Literacy. The advisedminimum age for access to the qualification is 18 years becausethe complex nature of advice giving within the range of sectorswhere it is offered demands that learners have a minimum levelof experience, self awareness and self confidence.

NUMBER OF UNITS/STRUCTURE:The NOCN Level 3 Certificate in Information, Advice or Guidanceis composed of a total of five mandatory units and nine optionalunits. To achieve the qualification, learners must successfullycomplete 24 unit credits (15 unit credits from mandatory unitsand nine from optional units).

ASSESSMENT METHOD:The qualification requires achievement of the specified units withno further requirement for additional/summative assessment.Achievement is therefore determined by successful completion ofunit assessment. Units of the qualification are achieved throughinternally set tasks that are internally marked and externallyverified.



QUALITY ASSURANCEAll providers wishing to deliver the qualification, or units of thequalification, will need to demonstrate the ability to manage anddeliver the units and/or the qualification, including adherence toquality assurance and assessment regulations. OCNs provideguidance and give support in enabling organisations to deliver thequalification.





g standardisation.

PROGRESSION/ARTICULATION:Learners completing the NOCN Level 3 Certificate in Information,Advice or Guidance will be able to progress to:

g Level 4 NVQ Qualification in IAG, which is the minimumstandard of competency required in the careers andeducation sector

g Learners will also gain the appropriate skills and knowledgeto progress to courses such as Counselling Skills, CommunityDevelopment and Working within Voluntary Organisations.



NOCN Level 3 Award andCertificate in Language SkillsNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:The NOCN Level 3 Award and Certificate in Language Skills aimsto provide stepped opportunities for accrediting language skills.The units are designed to offer sufficient flexibility in the lexicalcontent to allow them to be tailored to individual learner andworkforce needs. The qualifications offer the opportunity toaccumulate the four communicative skills, speaking, listening,reading and writing, at Level 3. The Award may consist of anytwo of the four units, thus rewarding achievement in specificskills, as prioritised by the learner or provider; the achievement ofthe remaining two units leads to completion of the full Certificate.

PREREQUISITES:The NOCN Level 3 Award and Certificate in Language Skills areintended for use by a wide variety of learners as they provideaccessibility with steps towards full achievement. There are norestrictions on learner entry. However, learners wishing to accessthe qualification must be over age 16.

NUMBER OF UNITS/STRUCTURE:The NOCN Level 3 Award and Certificate in Language Skills arecomposed of a total of 21 endorsed routes for individuallanguages. To achieve the Level 3 Award qualification, learnersmust successfully complete two optional units in line with thechosen endorsements; to achieve the Level 3 Certificatequalification, learners must successfully complete four mandatoryunits in line with the chosen endorsements. Each unit isseparately assessed, with no additional/external assessmentrequirements.

Endorsed routes include:French, German, Italian, Spanish, Welsh, Arabic, Czech, Danish,Dutch, Greek, Gujarati, Irish, Japanese, Mandarin Chinese,Panjabi, Polish, Portuguese, Russian, Swedish, Turkish, Urdu.

ASSESSMENT METHOD:The qualification requires achievement of the specified units withno further requirement for additional/summative assessment.Achievement is therefore determined by successful completion ofunit assessment. Units of the qualification are achieved throughinternally set tasks that are internally marked and externallyverified. Specific assessment information is given in Section 4 ofthe NOCN qualification guide.



QUALITY ASSURANCE:All providers wishing to deliver the qualifications, or units of thequalifications, will need to demonstrate the ability to manage anddeliver the units and/or the qualifications, including adherence toquality assurance and assessment regulations. OCNs will provideguidance and give support in enabling organisations to deliver thequalifications.



g internal moderation

g external moderation

g standardisation.

PROGRESSION/ARTICULATION:These qualifications encourage progression through the levelsand learners at Level 3 can progress to higher education coursesor professional qualifications in languages.

Delivery can be tailored to the needs of employers or potentialemployees, and thus encourages progression in the workplace.The opportunity to achieve separate skills units is appropriatewhere this can reflect the usefulness of different skills in aparticular work environment, for example, speaking and listeningskills within care environments and Home Office services, or forbusiness people interacting at conferences and exhibitions, orwriting skills for the completion of job applications and reports.

NOCN Level 2 Certificate inManaging Voluntary andCommunity OrganisationsNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 2

BACKGROUND:The UK Voluntary Sector Workforce Almanac (2007) and theEnglish Voluntary Sector Skills Survey have identified therecruitment and retention of staff, particularly in leadership andmanagement, as key priorities for the voluntary sector. TheNOCN Level 2 Certificate in Managing Voluntary and CommunityOrganisations supports these priorities by developing the skillsand competencies of those intending to become managers ofvoluntary and/or community organisations. Many such individualsmay already work within the sector, in a paid or voluntarycapacity, but lack the formal qualifications to progress.


g are intending to enter into management of a voluntary orcommunity organisation

g want to develop professionally within their current job role.

PREREQUISITES:There are no restrictions on learner entry for this qualification.The minimum age for access to the qualification is 18.

NUMBER OF UNITS/STRUCTURE:The qualification is composed of four mandatory units and achoice of optional units. To achieve the qualification the learnermust successfully complete 15 mandatory unit credits and threeoptional unit credits.

ASSESSMENT METHOD:The qualification is awarded to learners who successfully achievean approved combination of units. Assessment for each unit isdesigned by the Centre in accordance with the NOCNAssessment Definitions Document. There is no furtherassessment to achieve the qualification.



QUALITY ASSURANCE:All providers wishing to deliver the qualification, or units of thequalification, will need to demonstrate the ability to manage anddeliver the units and/or the qualification, including adherence toquality assurance and assessment regulations. OCNs provide



guidance and give support in enabling organisations to deliver thequalification.





g standardisation.

PROGRESSION/ARTICULATION:NOCN Level 2 Certificate in Managing Voluntary and CommunityOrganisations enables progression to Level 3 qualifications inmanaging voluntary and community organisations, further orhigher education programmes and other employmentopportunities.

NOCN Level 2 Certificate in Managing Voluntary and CommunityOrganisations relates academically to GCSE Business Studies solearners will be able to progress to:

g NOCN Level 3 Award in Managing Volunteers

g NOCN Level 3 Certificate in Managing Voluntary andCommunity Organisations.

NOCN Level 3 Award inManaging Voluntary andCommunity OrganisationsNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:The NOCN Level 3 Award in Managing Voluntary and CommunityOrganisations has been developed to address the skills gap beingexperienced by organisations in the voluntary and communitysectors in relation to managerial, IT and business skills. TheNOCN level 3 Award in Managing Voluntary and CommunityOrganisations is mapped against the Management CharterInitiative and Small Firms Enterprise Development Initiative(SFEDI) standards.

The qualification is aimed at and is particularly suitable for thosewho:

g may be new to the responsibility of managing voluntary andcommunity organisations

g are existing managers who do not have a qualification in thisarea

g are currently working in the sectors, and wish to progress toa managerial role.

PREREQUISITES:The NOCN level 3 Award in Managing Voluntary and CommunityOrganisations is designed to provide the widest possible accessto learners.

Learners wishing to access the qualification will need soundliteracy and communication skills, study skills and ability to thinkanalytically. Learners will need to read and interpret given tasks,write clear, logical and understandable answers and organiserelevant information clearly and coherently. The minimum age foraccess to the qualification is 18.

NUMBER OF UNITS/STRUCTURE:The NOCN level 3 Award in Managing Voluntary and CommunityOrganisations is composed of a total of four mandatory units. Toachieve the qualification, learners must successfully complete allthe mandatory units plus an external assessment.

ASSESSMENT METHOD:The qualification is awarded to learners who meet the fullrequirements for both internal and external assessment. Units ofthe qualification are achieved through internally set tasks, whichare internally assessed and externally verified. In addition,learners are required to undertake the externally set task in orderto fulfil the requirements for the achievement of the qualification.The externally set tasks will be made available to assessorsthrough the OCN.



QUALITY ASSURANCE:All providers wishing to deliver the qualifications, or units of thequalifications, will need to demonstrate the ability to manage anddeliver the units and/or the qualifications, including adherence toquality assurance and assessment regulations.

OCNs provide guidance and give support in enablingorganisations to deliver the qualification.


g internal assessment of all assessment tasks and activitiesg internal verificationg external verificationg standardisation.

PROGRESSION/ARTICULATION:The primary progression route for successful learners will be toemployment (paid or unpaid) within the voluntary or communitysectors. Employment opportunities could include managingvolunteer bureaux, health action zone projects, crime reductioninitiatives and specific neighbourhood renewal initiatives.

Learners completing the NOCN level 3 Award in ManagingVoluntary and Community Organisations will be able to progress to:

g NOCN level 3 Award in Managing Volunteersg Management National Vocational Qualifications level 3 and 4g other FE and HE qualifications such as a BA in Community

Management or an Advanced Diploma in the Organisation ofCommunity Groups

g NOCN level 3 Certificate in Community Development.

NOCN Level 3 Certificate inManaging Voluntary andCommunity Organisations(Endorsed Routes: Managing Money and ManagingVolunteers)


BACKGROUND:The NOCN Level 3 Certificate in Managing Voluntary andCommunity Organisations will support the sector by developingthe skills and competencies of existing managers and providing a



progression route for those achieving the NOCN Level 2Certificate in Managing Voluntary and Community Organisations.The qualification is supported by the VSNTO and is mappedagainst the national occupational standards for managingvolunteers and the SFEDI standards for small businesses.

PREREQUISITES:The NOCN Level 3 Certificate in Managing Voluntary andCommunity Organisations is intended for learners who manage,or aspire to manage, organisations in the voluntary or communitysectors. There are no restrictions on learner entry for thisqualification. The minimum age for access to the qualification is18.

NUMBER OF UNITS/STRUCTURE:The qualification is composed of a total of four mandatory unitsand two groups of optional units. To achieve the qualification,learners must successfully complete all the mandatory units plusthe choice of optional units in line with the chosen endorsement.Each unit is separately assessed, with no summative/externalassessment requirement.

ASSESSMENT METHOD:The qualification is awarded to learners who meet the fullrequirements for the achievement of the units. Units of thequalification are achieved by internally set tasks, which areinternally assessed and externally verified.



QUALITY ASSURANCE:All providers wishing to deliver the qualifications, or units of thequalifications, will need to demonstrate the ability to manage anddeliver the units and/or the qualifications, including adherence toquality assurance and assessment regulations. OCNs provideguidance and give support in enabling organisations to deliver thequalifications.



PROGRESSION/ARTICULATION:The NOCN Level 3 Certificate in Managing Voluntary andCommunity Organisations enables progression to further learningopportunities within employment and further study. Learnerscompleting the NOCN Level 3 Certificate in Managing Voluntaryand Community Organisations will be able to progress to:

g NVQ Levels 3 and 4 in Managementg NVQ Level 3 in Business start upg NVQ Levels 3 and 4 in Business improvement.

NOCN level 3 Award in Managing VolunteersNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:The NOCN level 3 Award in Managing Volunteers has beendeveloped to address the need for the development of volunteermanagement skills within the voluntary and community sectors.

The qualification is particularly suitable for those who are:

g new to the responsibility of managing volunteersg existing managers who do not have a qualification in this

areag working in the sector, and wish to progress to a managerial

role.

PREREQUISITES:The NOCN level 3 Award in Manging Volunteers is aimed at thosealready working in smaller and medium sized voluntary andcommunity organisations as managers of volunteers in a paid orunpaid capacity.


Those learners wishing to access the qualification will normallyneed to be managing volunteers in a paid or unpaid capacity.

NUMBER OF UNITS/STRUCTURE:The NOCN level 3 Award in Managing Volunteers is composed ofa total of three mandatory units. To achieve the qualification, thelearner must achieve the mandatory units.

ASSESSMENT METHOD:The qualification is awarded to learners who successfully achievethe above approved combination of units. Assessment for eachunit is designed by the centre in accordance with the NOCNAssessment Definitions Document. There is no furtherassessment to achieve the qualification.


DATE OF RESULT PUBLICATION:Dependent on when the assessment is made.

QUALITY ASSURANCE:All providers wishing to deliver the NOCN qualifications will needto demonstrate the ability to manage and deliver the qualification,including adherence to quality assurance and assessment regulations.

OCNs provide guidance and give support in enablingorganisations to deliver the qualification.



PROGRESSION/ARTICULATION:NOCN level 3 Award in Managing Volunteers enables progressionto paid employment, Management, National VocationalQualifications level 3 and 4 and study in Further or HigherEducation.

NOCN level 3 Award in Managing Volunteers relates academicallyto A level in community education so learners will be able toprogress to:

g Professional Certificate or Diploma in Management (OpenUniversity)

g DipHE in Informal and Community Education (CanterburyChrist Church University College)

g Certificate in Managing Voluntary and CommunityOrganisations (University of Sussex)

g BA in Community Management (University of Luton)g Professional Development Certificate in Voluntary Sector

Management (Edinburgh’s Telford College)g Advanced Diploma in the Organisation of Community Groups

(Belfast Institute of Further and Higher Education).

NOCN Level 3 Award inPrinciples and Application ofCoaching SkillsNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:The NOCN Level 3 Award in Principles and Application ofCoaching Skills is aimed at those individuals who have aresponsibility to coach others, assisting them to gain and applyknowledge and skills in the workplace, or those wishing toprogress into such a role. The qualification is designed tocontribute towards the Employment National Training Organisation(ENTO) national occupational standards. This qualification hasbeen developed primarily to support the NOCN Level 2 Certificatefor Security Practitioners, however it is anticipated that the role ofthe skills coach, and therefore this qualification, will be intrinsic inother qualifications being developed for the security businesssector.

PREREQUISITES: No specific prior learning, experience and/or qualification isrequired for learners undertaking the NOCN Level 3 Award inPrinciples and Application of Coaching Skills. The minimum agefor access to the qualification is 18.

NUMBER OF UNITS/STRUCTURE: The NOCN Level 3 Award in Principles and Application ofCoaching Skills offers two pathways each comprised of a total ofthree units. All of the units in the pathway selected must beachieved by learners in order to gain the qualification. Theknowledge understanding and skills they assess is essential forachievement of the qualification.

ASSESSMENT METHOD: Assessment for this qualification is to be carried out against thespecific assessment criteria indicated for each of the units of thisqualification, as described in the Guidelines for Assessment andInternal Moderation document which accompanies theQualification Guide.

Assessors will consider the evidence presented to determinewhether the criteria have been met for each unit. All units mustbe successfully achieved in order for the qualification to beawarded. It is the responsibility of the Assessor to ensure that theevidence is valid, authentic, current and sufficient to support theachievement of the unit.

EXAMINATION TIMING: Flexible

DATE OF RESULT PUBLICATION: Dependent on when the assessment is taken.

QUALITY ASSURANCE: All providers wishing to deliver the qualification, or units of thequalification, will need to demonstrate the ability to manage anddeliver the units and/or the qualification, including adherence toquality assurance and assessment regulations. OCNs provideguidance and give support in enabling organisations to deliver thequalification.



NOCN Level 3 Award andCertificate for ProgressionNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:The NOCN progression qualifications are particularly suitable forlearners who need to:

g develop their literacy and/or numeracy skillsg explore/investigate career opportunitiesg experience a range of vocationally related areas to identify

personal preferences / abilitiesg test out preferred vocationally related area before pursuing

sector specific qualificationsg understand how to develop effective relationship building or

interpersonal skillsg learn how to work effectively as part of a teamg identify their preferred learning styles and/or develop learning

skills that equip them to become more effective learnersg develop life skills such as independent living or specific

personal health management skills.

The qualifications are designed to enable the greatest flexibilityfor the learner whilst maintaining the qualifications at anachievable level. The learner will achieve the size and level ofqualification most suitable for their needs and relevant to theirstage of learning.

PREREQUISITES:There are no restrictions on learner entry to these qualifications.The minimum age for access to the qualifications is 16.

NUMBER OF UNITS/STRUCTURE:The NOCN Level 3 Award and Certificate for Progressioncomprise:

g a range of mandatory units that provide opportunities forlearners to develop skills in literacy and numeracy, learningto learn and personal development

g a range of optional units in sector-specific areas that provideopportunities for learners to test out their aptitude andmotivation before selecting a chosen career or employmentroute.

To achieve the qualifications, learners must successfully completea combination of mandatory and optional units. To achieve theNOCN Level 3 Award for Progression, learners must achieve 15unit credits. At least three unit credits must be taken from themandatory units.

To achieve the NOCN Level 3 Certificate for Progression, learnersmust achieve 21 unit credits. At least six unit credits must betaken from the mandatory units.

ASSESSMENT METHODS:The qualification requires achievement of the specified units withno further requirement for additional/summative assessment.Achievement is therefore determined by successful completion ofunit assessment. Units of the qualification are achieved throughinternally set tasks that are internally marked and externallyverified.



QUALITY ASSURANCE:All providers wishing to deliver the qualifications, or units of the





qualifications, will need to demonstrate the ability to manage anddeliver the units and/or the qualifications, including adherence toquality assurance and assessment regulations. OCNs provideguidance and give support in enabling organisations to deliver thequalifications.



PROGRESSION/ARTICULATION:The NOCN Level 3 Award and Certificate for Progression enableprogression to employment, further learning opportunities withinemployment, or further study including City and GuildsProgression Awards or higher-level sector-specific qualifications.

NOCN Level 3 Award inSupporting People with aLearning Disability (Induction)NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:The NOCN Level 3 Award in Supporting People with a LearningDisability (Induction) is designed to develop the skills andknowledge that will support new workers in a learning disabilityservice to achieve required induction standards, by providing anaccredited, contextualised route for learning and assessment. Thequalification will also therefore assist employers in the sector tofulfil their statutory obligations for inducting new workers.

The NOCN Level 3 Awards in Supporting People with a LearningDisability (Induction) aims to enable learners to:

g develop skills and knowledge in the area of learning disabilityg progress within the health and social care sector g achieve the required common induction standards within a

learning disability contextg demonstrate achievement and evidence towards NVQ at the

appropriate levelg build upon and develop further vocational skills and skills for

life.

PREREQUISITES:The NOCN Level 3 Award in Supporting People with a LearningDisability (Induction) is particularly suitable for care workers,ancillary staff and other staff groups who work within theLearning Disability Framework. It is likely that learners who willbenefit most from undertaking the qualifications will be workingin either a voluntary or employed role within the health and socialcare sector – in particular within a learning disability context. Asassessment for both qualifications is through a series ofassessment tasks that apply to the work context it is implicit thatany learner undertaking the qualifications will require access tothe working context and ongoing support and supervision from anassessor within the work environment. The minimum age foraccess to the qualification is 16.

NUMBER OF UNITS/STRUCTURE:The NOCN Level 3 Award in Supporting People with a LearningDisability (Induction) is composed of a total of four mandatoryunits. To achieve the qualification, learners must successfullycomplete all the mandatory units.

ASSESSMENT METHOD:The qualification requires achievement of the specified units withno further requirement for additional/summative assessment.Achievement is therefore determined by successful completion ofunit assessment. Units of the qualification are achieved throughinternally set, internally assessed and externally verifiedassessment activity.



QUALITY ASSURANCE:All providers wishing to deliver the qualification, or units of thequalification, will need to demonstrate the ability to manage anddeliver the units and/or the qualification, including adherence toquality assurance and assessment regulations. OCNs provideguidance and give support in enabling organisations to deliver thequalification.


g internal assessment of all assessment tasks and activitiesg internal verificatiomg external verificationg standardisation.

PROGRESSION/ARTICULATION:The NOCN Level 3 Award in Supporting People with a LearningDisability (Induction) will enable progression to employment,further learning opportunities within employment, or further study.The qualification forms the first part of a strategic approach toimproving the level of achievement of NVQ within the learningdisability sector.

Completion of the qualification will enable learners to gain anddemonstrate:

g essential learning for specific tasksg underpinning knowledge for National Vocational Qualifications

in health and social careg continuing professional developmentg continuing professional competenceg skills to enable transition to new work rolesg progress towards meeting the General Social Care Council

(GSCC) Code of Practice for Social Care Workers.

NOCN Level 3 Award in TacklingSubstance MisuseNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:The NOCN Level 3 Award in Tackling Substance Misuse, and itsendorsed routes, is designed for adult workers in the drug andalcohol sector. The qualification comprises five endorsed routeswhich are aimed at a range of roles and responsibilities ofworkers tackling substance misuse. Each endorsed route has amandatory unit which covers the principles of tackling substancemisuse and the separate target groups are offered units clusteredappropriately to their areas of engagement within the drug andalcohol sector.

The Award has been developed in conjunction with drug andalcohol practitioners as a response to the consultation processinstigated by the DANOS project board.

PREREQUISITES:The NOCN Level 3 Award in Tackling Substance Misuse isdesigned for adult workers in the drug and alcohol sector whoare either new to the field or experienced workers who have noformal qualifications. The minimum age for access to thequalification is 19.

Applicants must normally be free for a minimum of two yearsfrom:

g problems relating to a close relative / friend’s use of drugs /alcohol

g treatment for such problems.

NUMBER OF UNITS/STRUCTURE:The NOCN Level 3 Award in Tackling Substance Misuse iscomposed of 1 mandatory unit and a choice of optional units. Toachieve the qualification, learners must complete a total of 15credits which is made up of:

g one mandatory unit of six credits g a choice of any optional units totalling nine credits.

Alternatively, in order to achieve this qualification within anendorsed route, learners must complete a total of 15 creditswhich is made up of:

g one mandatory unit of six credits, and g combinations of mandatory and/or optional units outlined

within the endorsed route at nine credits.

Available endorsements are:

NOCN Level 3 Award in Tackling Substance Misuse(Commissioning and Planning)

NOCN Level 3 Award in Tackling Substance Misuse (Practitioners)

NOCN Level 3 Award in Tackling Substance Misuse (DrugEducators)

NOCN Level 3 Award in Tackling Substance Misuse (Managers)

NOCN Level 3 Award in Tackling Substance Misuse (GeneralistWorker)

ASSESSMENT METHOD:The qualification requires achievement of the specified units withno further requirement for additional/summative assessment.Achievement is therefore determined by successful completion ofunit assessment. Units of the qualification are achieved throughinternally set tasks that are internally marked and externallyverified.



QUALITY ASSURANCE:All providers wishing to deliver the qualification, or units of thequalification, will need to demonstrate the ability to manage anddeliver the units and/or the qualification, including adherence toquality assurance and assessment regulations. OCNs provideguidance and give support in enabling organisations to deliver thequalification.



PROGRESSION/ARTICULATION:The NOCN Level 3 Award in Tackling Substance Misuse enablesprogression to employment, further learning opportunities withinemployment, or further study. There remains a shortage ofnationally qualified drug workers, and this qualification offersclear progression to employment. Other higher qualifications,although limited such as Drug and Alcohol Counselling HECertificates and HE Diplomas in Addiction Studies are suitableareas for specialist progression within the sector.

As a Level 3 Award this qualification may provide a steppingstone/progression route to NVQ Level 3 qualifications.

NOCN level 3 Certificate in YouthWorkNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:The NOCN Level 3 Certificate in Youth Work has been designed toensure that all youth workers have access to the necessary trainingand qualifications and so that unqualified workers are supportedand encouraged to progress.


g have worked with young people for at least 12 monthsg work in either the statutory or voluntary sectorg have autonomy and the ability to give guidance to others if

required.

PREREQUISITES:Learners must either be working with young people (13-19 years)or have a substantial placement in a youth work setting, as aconsiderable amount of assessment takes place during fieldwork.The minimum requirements for eligibility for the qualificationinclude a minimum of three hours per week for six months in ayouth work setting. Learners must have been Criminal RecordsBureau checked (and found satisfactory) before embarking on thequalification units.


NUMBER OF UNITS/STRUCTURE:The NOCN Level 3 Certificate in Youth Work is composed of atotal of six mandatory units. To achieve the qualification, thelearner must achieve all the mandatory units.

The knowledge and understanding they assess is essential forachievement of the qualification.

ASSESSMENT METHOD:The qualifications require achievement of the specified units withno further requirements for additional/summative assessment.Achievement is therefore determined by successful completion ofunit assessment. The units of this qualification will be internallyset and internally assessed and externally verified.



QUALITY ASSURANCE:All providers wishing to deliver the qualification, or units of thequalification, will need to demonstrate the ability to manage anddeliver the units and/or the qualification, including adherence toquality assurance and assessment regulations. OCNs provideguidance and give support in enabling organisations to deliver the





qualifications. The NOCN standard quality assurancearrangements and requirements include:

g internal assessment of all assessment tasks and activitiesg internal verificationg external verification.g standardisation.

PROGRESSION/ARTICULATION:NOCN Level 3 Certificate in Youth Work relates academically toan A level grade A-C, so learners will be able to progress to:

g Diploma in Higher Education in Youth and Community Work g BA Hons in Youth and Community Work g Connexions Diploma for Personal Advisors.

OCNW OCNW is a unique organisation, enjoying the status of a NationalAwarding Body, approved by the Qualifications and CurriculumDevelopment Authority (QCDA), and an Authorised Validating Agency(AVA), licensed by the Quality Assurance Agency for HigherEducation (QAA).

At the heart of its philosophy is the provision of progressionroutes that enable learners to climb the qualifications ladder.Since 1975 OCNW has helped thousands of people to transformtheir lives and achieve their career aspirations.

Throughout this period, OCNW has maintained its independencein order to ensure that it can continue to respond promptly to therequirements of its customers and provide a consistently highstandard of service. Although it is proud of its origins within theNorth West, OCNW is truly a national organisation and provides aservice throughout the UK.

OCNW level 3 Certificate inBiologyNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND: The OCNW level 3 Certificate in Biology is a QCDA-approvednational qualification designed to develop the skills andunderstanding needed for progression to higher education. Itprovides learners with a firm foundation in Biology and researchmethods. Successful candidates can use this qualification,possibly in combination with other level 3 awards, for progressionto a range of higher level and undergraduate programmes inBiology and natural Sciences generally.


NUMBER OF UNITS/STRUCTURE: This qualification consists of four mandatory units:

i Biology: Molecular, biochemical, metabolicii Biology: Energy, control, reproductioniii Biology investigationiv Synoptic skills in biology.

ASSESSMENT METHOD: A combination of coursework and examination.

CourseworkUnit 1: An essay of 1,000–1,500 words and a practicalinvestigation, providing evidence of experimental procedure,results and valid conclusion.

Unit 2: An assignment of 1,000–1,500 words reflecting the work of the individual in which their own ideas and research are expressed.

Unit 3: Written evidence indicating that final conclusions can berelated to the original hypotheses: 1,000–3,000 words,dependent on practical content.

ExaminationUnit 4: A three-hour unseen examination paper.

EXAMINATION TIMING: Examinations for this and similar qualifications take placenormally in the first two weeks of June.

DATE OF RESULT PUBLICATION: Six to eight weeks after the date of assessment.

GRADING SYSTEM: Each unit is graded on successful completion. A minimum gradeof 50% is required when claiming individual units and thisindicates that the evidence for that unit supports the view that thecandidate is suited to undergraduate study. If all four units arecompleted, a grade of 50% overall is required for the subjectaward. Fifty per cent indicates that the candidate is suited toundergraduate work and 60% indicates that the candidate is well suited to undergraduate work.

QUALITY ASSURANCE: Sample moderation of elements of coursework mid-programme.Full moderation by OCNW-appointed subject specialists oncompletion of all assessment components.

OCNW level 3 Certificate in English Language andLiteratureNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND: The OCNW level 3 Certificate in English Language and Literatureis a QCDA-approved national qualification designed to developthe skills and understanding needed for progression to highereducation. It provides learners with a firm foundation in Englishlanguage and literature. Successful candidates can use thisqualification, possibly in combination with other level 3 awards,for progression to a range of higher level and undergraduateprogrammes in English literature/language or for entry to teachertraining programmes.



i Understanding how language worksii Literature and literary criticismiii Research project: chosen specialism in English language and

literatureiv Synoptic skills in English language and literature.


CourseworkUnit 1: Language essay of at least 1,200 words.

Unit 2: Literature essay of at least 1,200 words.

ProjectUnit 3: Extended essay of 3,000 words covering a chosenspecialism: either further language study or Shakespeare play orfurther literature study/Stylistics.

ExaminationUnit 4: An examination of three hours – three questions to beanswered: one on language, one on literature and one on eitherShakespeare or further language.



GRADING SYSTEM: Each unit is graded on successful completion. A minimum gradeof 50% is required when claiming individual units and thisindicates that the evidence for that unit supports the view that thecandidate is suited to undergraduate study. If all four units arecompleted, a grade of 50% overall is required for the subjectaward. Fifty per cent indicates that the candidate is suited toundergraduate work and 60% indicates that the candidate is wellsuited to undergraduate work.


OCNW level 3 Certificate inPsychological PerspectivesNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND: The OCNW level 3 Certificate in Psychological Perspectives is aQCDA-approved national qualification designed to develop theskills and understanding needed for progression to highereducation. It provides learners with a firm foundation inPsychological theory and research methods. Successfulcandidates can use this qualification, possibly in combination withother level 3 awards, for progression to a range of higher leveland undergraduate programmes in Psychology and the SocialSciences generally.



i Understanding psychologyii Application and evaluation of psychologyiii Psychological investigationiv Synoptic skills in psychology.


Unit 1: 2,000 word essay.Unit 2: 2,000 word essay.Unit 3: A report on an investigation 3,000–3,500 words.Unit 4: A 3-hour unseen examination paper.



GRADING SYSTEM: Each unit is graded on successful completion. A minimum gradeof 50% is required when claiming individual units and thisindicates that the evidence for that unit supports the view that thecandidate is suited to undergraduate study. If all four units arecompleted, a grade of 50% overall is required for the subjectaward. Fifty per cent indicates that the candidate is suited toundergraduate work and 60% indicates that the candidate is wellsuited to undergraduate work.


Oxford, Cambridge and RSAExaminationsOCR is the unitary awarding body established by the University of Cambridge Local Examinations Syndicate (UCLES, nowCambridge Assessment) and RSA Examinations Board (RSAEB).From 1 October 1998, OCR took responsibility in the UK for allqualifications offered by the Midland Examining Group (MEG), theOxford and Cambridge Examinations and Assessment Council(OCEAC) and RSA. This includes MEG Certificates of Achievementand GCSE syllabuses, OCEAC A levels/AS and RSAEB’s NVQs andvocational qualifications. OCR also offers a range of ‘stand-alone’qualifications in Information Technology, Business Skills and othervocationally orientated subjects. In 2003, OCR introduced theOCR Nationals, a suite of vocationally related qualifications atlevels 1, 2 and 3.

Since 2004, OCR has offered the Asset Languages assessmentscheme for language learners of all ages and abilities.

OCR offers the complete range of qualifications, examinationsand assessment services required by schools, colleges, trainingproviders and employers throughout the UK. These services areprovided in a comprehensive and coherent manner at all levelsfrom Entry to level 5 in all areas of the National QualificationsFramework.

Prior to October 1998, OCR’s GCSE syllabuses were offered bythe Midland Examining Group (MEG) and RSAEB. MEG operatedas a unified body within UCLES under a constitution which tookeffect on 1 October 1993. The former East Midlands RegionalExaminations Board and the West Midlands Examinations Board,Oxford and Cambridge Schools Examination Board and theSouthern Universities Board, which were part of the originalfederation of MEG Boards, have ceased to operate as examiningbodies.

The Oxford and Cambridge Examinations and AssessmentCouncil (OCEAC) was responsible for the GCE A levelexaminations before October 1998. OCEAC previously offered A level examinations under the names of the Oxford andCambridge Schools Examination Board (OCSEB), the University ofOxford Delegacy of Local Examinations (UODLE) and Oxford. From1996 to 1998, all UK A level/AS examinations of these boardswere certificated by OCEAC.

International A level and AS results are certificated, as before, byUCLES (now Cambridge Assessment).

The alliance between UCLES and RSAEB has been superseded bythe formation of OCR.





For further information and advice on OCR GCE A level and AS,AVCE and GCSE qualifications and Entry level Certificates, contactthe Cambridge office. For information on OCR Nationals, KeySkills, NVQs and vocationally related schemes, contact theCoventry office (see Appendix A).

OCR Asset LanguagesNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Entry level, level 1, level 2, level 3

BACKGROUND:OCR Asset Languages is an assessment scheme designed tosupport the Department for Children, Schools and Families,National Languages Strategy by providing recognition of languageproficiency. Attainment is measured against the LanguagesLadder, which is a multi-stage learning programme that uses ‘cando’ statements to describe the typical behaviour of languagelearners at each stage. The scheme is designed as a measure ofproficiency and thus is not associated with any particularprogramme of study. The qualifications provide candidates withthe opportunity to demonstrate competence in one or more of thefour skills (listening, speaking, reading, writing) and are availablein the following languages: Arabic, Bengali, Chinese, Cornish,French, German, Modern Greek, Gujarati, Hindi, Irish, Italian,Japanese, Panjabi, Polish, Portuguese, Russian, Somali, Spanish,Swedish, Tamil, Turkish, Urdu, Welsh and Yoruba.

DATE OF FIRST TEACHING:2004 (Entry level, levels 1 and 2)2005 (level 3)2008 (levels 4 and 6).

DATE OF FIRST AWARD:2005 (Entry level, levels 1 and 2)2006 (level 3)2009 (levels 4 and 6).

PREREQUISITES:There are no formal entry requirements for these qualifications.For levels 1–4 candidates should normally have attained the levelrepresented by achievement of a qualification below the level forwhich they are entered. These qualifications may be studied aspart of lifelong learning for many reasons, both recreationaland/or vocational. They serve as an end in themselves forcandidates who wish to develop their use of language or theymay be used as a basis for progression up the LanguagesLadder.

NUMBER OF UNITS/STRUCTURE:Each qualification comprises one unit, each assessing a single skill.

ASSESSMENT METHOD:Listening, reading and writing are externally assessed. Speakingis internally assessed and between 70% (Entry level) through60% (level 1 and level 2) and 100% (level 3) is externallymoderated.

EXAMINATION TIMING:There are five testing series during the academic year and eachseries is designed to give maximum flexibility with regard totimetabling of tests for levels 1–3.

DATE OF RESULT PUBLICATION:January, March, April, June and August depending on the seriesentered.

GRADING SYSTEM:Each qualification is awarded in the following way:

Entry level = Breakthrough grades 1–3level 1 = Preliminary grades 4–6level 2 = Intermediate grades 7–9level 3 = Advanced grades 10–12level 4 = Proficiency grades 13–15level 6 = Mastery grades 16, 17.

Asset Languages Advanced Stage

UCAS Tariff PointsGrade 12 Grade 11 Grade 10

Speaking 28 20 12

Listening 25 18 11

Reading 25 18 11

Writing 25 18 11

QUALITY ASSURANCE:Listening, reading and writing are externally assessed andSpeaking is internally assessed and externally moderated by OCRto ensure accuracy and consistency of centre marking. Theassessment methodology for listening and reading up to level 3 isbased on an item-banking approach and is designed to provide arigorous basis for comparison across languages and levels. Itrelies on item data analysis to ensure that papers are statisticallycomparable. Speaking and writing are assessed on a criteria-based approach and training in the standards is provided forteachers as well as for examiners and moderators.

OCR Certificate/Diploma foriMedia UsersNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND: The OCR level 3 Certificate/Diploma for iMedia Users has beendesigned for those who already possess intermediate skills (atlevel 2 or equivalent) and who wish to further develop their skillsand ability.

It is suitable for those in employment who wish to develop skillsin one or more specialist areas in order to meet the requirementsof their workplace situation and dynamic job role. It is alsoappropriate for those following part-time courses for skilldevelopment or recreational purposes and those in full-timeeducation who have some skills in this area, but wish to gain more specialist skills in order to gain access to the iMedia industry.

The target group is likely to include individuals working in, orpreparing for, roles/work activities such as the following:

Web design, graphic art, multimedia production, flash animation,3D animation, sound design and editing, special effects, videoproduction, logo/titles design, desktop publishing, games design, storyboarding.


PREREQUISITES: Although there are no formal entry requirements for the level 3Certificate and Diploma, it is anticipated that, before embarkingon this programme, potential candidates will be able to:

g show evidence of creativityg demonstrate basic IT literacy and show an interest in

developing their skills furtherg demonstrate skills and knowledge at or above level 2 in the

Key Skills areas of Communication and Working with Others.



NUMBER OF UNITS/STRUCTURE: The qualification contains nine units.

Unit 1: Digital graphicsUnit 2: Web authoringUnit 3: Digital animationUnit 4: Interactive multimedia designUnit 5: Digital sound editingUnit 6: Digital video editingUnit 7: 3D modellingUnit 8: 3D game enginesUnit 9: Game design.

ASSESSMENT METHOD: All units are internally assessed and externally moderated.

GRADING:The OCR level 3 Certificate/Diploma for iMedia Users has beenawarded the following UCAS Tariff points with effect from 2008entry to higher education:

Grade UCAS Tariff Points

OCR level 3 Certificate for iMedia Users Pass 40

OCR level 3 Diploma for iMedia Users Pass 66

QUALITY ASSURANCE: The evidence produced is locally assessed within the centresbefore being externally moderated by OCR to ensure accuracyand consistency of centre marking. All scripts are retained forquality assurance purposes and the decisions made bymoderators are standardised by the scheme chief for consistencywithin OCR.

PROGRESSION/ARTICULATION: Candidates who are successful in achieving the OCR level 3Certificate/Diploma for iMedia Users will be able to progressdirectly to other related qualifications. Those candidates who wishto extend their skills at level 3 will be able to progress to differentoptional units.

OCR Certificate/Diploma for ITProfessionalsNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND: The OCR level 3 Certificate/Diploma for IT Professionals has beendesigned to provide accreditation for the full breadth of essentialknowledge, understanding and skills that would be needed by acompetent employee engaged in the process of supporting ICTsystems or software development. It is a VRQ designed to developknowledge, understanding and skills in the full range of functionsinvolved in system support and software creation includingservice delivery, planning and control, the installation of networksand operating systems, the installation and maintenance ofapplications, the testing of systems, design of software andtesting of software and the production of customer supportmaterials. The qualification provides opportunities for learners tofollow a generic pathway or to study towards system and networkmanagement along the ICT Systems Support endorsed pathwayor for learners to specialise in one or more specific programminglanguages along the Software Development endorsed pathway. Allpathways provide the opportunity for learners to take units thatare vendor specific.


PREREQUISITES: There are no formal entry requirements for this qualification. It isaimed at those who already possess basic knowledge andunderstanding of ICT systems or software and who wish toextend their knowledge and skills. It is suitable for those who arealready employed in professional roles in the IT industry and whowish to develop further knowledge and skills to support and/orextend their work activities. The qualification will also meet theneeds of those who are studying in preparation for roles that willinvolve system support or software development activities.

NUMBER OF UNITS/STRUCTURE: The qualification contains 45 units.

The combination of Unit 34: Creating software components –Fundamentals of Java and Unit 44: Introduction to Java, is notallowed.

CertificateTo achieve the OCR level 3 Certificate for IT Professionals thecandidate must achieve a total of six units: mandatory Unit 1 andUnit 3, Unit 29 and three optional units from the remaining units.

A specialist endorsement of Software Development is available tocandidates taking this qualification if they achieve mandatory Unit1 and Unit 29 and any four of the optional units from theSoftware Development specialist pathway, Units 30 to 45.

An endorsement will appear on the full award certificate asfollows: OCR level 3 Certificate for IT Professionals (SoftwareDevelopment).

A specialist endorsement of ICT Systems Support is available tocandidates taking this qualification if they achieve mandatory Unit 1, and Unit 3, Unit 8 and any three of the optional units fromthe ICT Systems Support specialist pathway, Units 2 to 28.

An endorsement will appear on the full award certificate asfollows: OCR level 3 Certificate for IT Professionals (ICT SystemsSupport).

DiplomaTo achieve the OCR level 3 Diploma for IT Professionals,candidates must achieve eight units: mandatory Unit 1 and Unit3, Unit 29 and five optional units from the remaining units.

A specialist endorsement of Software Development is available to candidates taking this qualification if they achieve mandatoryUnit 1 and Unit 29 and any six of the optional units from theSoftware Development specialist pathway, Units 30 to 45.

An endorsement will appear on the full award certificate asfollows: OCR level 3 Diploma for IT Professionals (SoftwareDevelopment).

A specialist endorsement of ICT Systems Support is available to candidates taking this qualification if they achieve mandatoryUnit 1, and Unit 3, Unit 8 and any five of the optional units fromthe ICT Systems Support specialist pathway, units 2 to 28.

An endorsement will appear on the full award certificate as follows: OCR level 3 Diploma for IT Professionals (ICT SystemsSupport).

However, each unit represents a worthwhile achievement in itsown right and certification is also available at unit level.Candidates have the option of achieving either the fullqualification or one or more individual units, depending upon theirown learning needs or employment situation.

There is no requirement for candidates to work towards the unitsin any particular order and tutors/trainers may tailor learningprogrammes to meet individual needs. Individual units may be



achieved and certificated separately. Centres may incorporateindividual units into a range of different learning programmes asappropriate to the needs of their candidates and theirprogrammes of study.

Thirty units are offered in partnership with vendors, includingMicrosoft, Cisco, CompTIA and Oracle.

ASSESSMENT METHOD: Combination of internally assessed and externally moderatedassessments, externally set and assessed assignment andelectronic tests set by vendors.

GRADING:The OCR level 3 Certificate/Diploma for IT Professionals has beenawarded the following UCAS Tariff points with effect from 2008entry to higher education:

OCR level 3 Certificate for IT ProfessionalsGrade UCAS Tariff PointsPass 80

OCR level 3 Diploma for IT ProfessionalsGrade UCAS Tariff PointsPass 100

QUALITY ASSURANCE:

The evidence produced by Units 1, 29 and 31 is externallyassessed by OCR via postal arrangements. Evidence produced byUnits 2–10, 30, 32, 33 is locally assessed within the centresbefore being externally moderated by OCR to ensure accuracyand consistency of centre marking. Units 11–28 and 34–45 areassessed under controlled conditions using electronic testsproduced by either Microsoft, Cisco, CompTIA or Oracle.

PROGRESSION/ARTICULATION: OCR level 4 Certificate for IT Professionals (ICT Systems Support),level 4 NVQ for IT Professionals.

OCR Level 3 Certificate inMathematics for EngineeringNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3

BACKGROUND:The OCR Level 3 Certificate in Mathematics for Engineering issuitable for learners wishing to gain a Level 3 qualification tosupport further study in FE and HE in the engineering sector, orare wishing to gain a Level 3 qualification to support further studyin FE and HE in any other sector or subject area.

The target group is likely to include individuals who are studyingfor employment in the engineering sector at technician level.


PREREQUISITES: It is advisable that anyone embarking upon this course shouldpreviously have studied GCSE Mathematics at higher tier orequivalent and/or be fully familiar with such mathematicalcontent.

NUMBER OF UNITS/STRUCTURE:Candidates must complete one mandatory unit.

ASSESSMENT METHOD:The unit is assessed by independent external assessment in theform of two examination components.

GRADING:A*/A/B/C/D/E

QUALITY ASSURANCE:Both examinations are marked externally, in accordance with theOfqual Code of Practice.

PROGRESSION/ARTICULATION:A candidate achieving a Level 3 Certificate in Mathematics forEngineering may:

g undertake additional Level 3 qualifications part-time or full-time in further education, eg OCR Level 3 Principal Learningin Engineering, Diploma in Engineering, Diploma inManufacturing, Diploma in Construction and the BuiltEnvironment

g in addition to the horizontal progression outlined above, thequalification also enables vertical progression. Candidateswill be able to access degrees and other qualifications infurther and higher education. Additionally this will enablecandidates to progress into employment, ie into engineeringat technician level.

OCR level 5 Certificate inTeaching Learners with SpecificLearning Difficulties (Dyslexia)NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 5

BACKGROUND:The OCR level 5 Certificate in Teaching Learners with SpecificLearning Difficulties (Dyslexia) has been developed to recognisecandidates’ skills, knowledge and understanding of the SpecialEducational Needs sector and their ability to deliver effectiveteaching sessions to learners with specific learning difficulties(dyslexia) affecting literacy and numeracy.

Whilst recognising that learners with dyslexia may experience avariety of difficulties in addition to the acquisition of fluent, age-appropriate word-level skills, educators working with this groupshould know how to address intransigent difficulties with learningto read and spell single words as well as problems arising at laterstages of literacy development and with other aspects of learning.

This qualification is designed primarily to provide a route forcontinued professional development for teachers working withlearners with specific learning difficulties in literacy and numeracyacquisition. These difficulties may also affect communication and interaction.

The qualification would be appropriate for teachers and otherprofessionals working within one phase of educational provision –primary, secondary or adult (post-16) – who support learnersexperiencing significant difficulties with the acquisition anddevelopment of literacy and (basic) numeracy skills.


PREREQUISITES:This qualification is designed primarily for qualified and practisingteachers and other professionals who hold recognisedprofessional qualifications. Although OCR promotes open accessto all qualifications, in practice, candidates who do not have aprofessional background in providing learning support may find itdifficult to access opportunities to generate the full range ofevidence required to achieve the full qualification. Candidatesshould possess an appropriate level of learning support



experience and should have unrestricted access to appropriateteaching and assessment practice.

It is anticipated that candidates will have a high level of skill andbe working at or above the equivalent of level 3 in the followingKey Skill areas: Application of number, Communication, Improvingown learning, IT, Problem solving and Working with others.

NUMBER OF UNITS/STRUCTURE:Unit 1: Special educational needs policy and context; Unit 2:Assessing learners with dyslexia; Unit 3: Teaching learners withdyslexia; Unit 4: Teaching methods and reflective practice.Learners must complete all units to achieve the full qualification.

ASSESSMENT METHOD:All units are locally assessed, internally verified by the centre andexternally verified by OCR.

QUALITY ASSURANCE:Assessment of all units, which reflect the practices of NVQassessment, is centre-based. The assessment decisions areexternally verified by OCR.

Candidates must demonstrate that they have achieved all of theperformance criteria and knowledge and understandingrequirements of the units in the way specified in the evidencerequirements. Portfolios presented for assessment must includeall of the evidence specified by OCR.

PROGRESSION/ARTICULATION:OCR level 7 Certificate and/or Diploma in Assessing and TeachingLearners with Specific Learning Difficulties (Dyslexia), OCR level 4Certificates in Teaching in the Lifelong Learning Sector.

OCR National Certificates,Diplomas and ExtendedDiplomasNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3

BACKGROUND:These qualifications cover a range of sectors, eg art and design,business, health, social care and early years, media, publicservices, travel and tourism, and sport. They prepare learners forentry into employment or progression and continuation of study inthe vocational area through FE or HE. They are unit-basedqualifications covering the key knowledge and practical skillsrequired in the vocational sector. Each unit requires approximately60 guided learning hours. Units are signposted to Key Skills andmapped to relevant national occupational standards. Thequalifications are gained through a combination of mandatory and optional units which are all centre-assessed and externally moderated.

The OCR level 3 National Certificate is a six-unit qualificationoffering learners the opportunity to gain core skills andknowledge relevant to a particular sector. OCR level 3 NationalCertificates are typically delivered over a one-year programme ofstudy.

The OCR level 3 National Diploma is a 12-unit qualificationoffering learners the opportunity to specialise, if they wish, inspecific areas through the choice of optional pathway units. OCRlevel 3 National Diplomas may be delivered over a one- or two-year programme.

The OCR level 3 National Extended Diploma is an 18-unitqualification designed to promote breadth and add enrichment tothe learning experience. It demands breadth of knowledge andskills ensuring learners have a comprehensive understanding of

the sector. OCR level 3 National Extended Diplomas are typicallydelivered over a two-year programme of study.

OCR Nationals are suitable for 16-19-year-olds or more maturelearners considering a career change or return to work, or thosewishing to find a vocational route into further study.

DATE OF FIRST TEACHING:Business, Health, Social Care and Early Years and Sport from2003. Art and Design, Media, Public Services and Travel andTourism from 2004. ICT from 2008.

NUMBER OF UNITS/STRUCTURE:OCR level 3 National Certificate (six units) (360 guided learninghours)

To be awarded the OCR level 3 National Certificate, candidatesmust achieve a minimum Pass grade for:

g four mandatory unitsg two optional units.

The OCR level 3 National Certificate contains a career planningunit and a work experience unit. Only one of these units maycount towards achievement of the full certificate.

OCR level 3 National Diploma (12 units) (720 guided learning hours)

To be awarded the OCR level 3 National Diploma, candidates must:

g achieve a minimum Pass grade for all four mandatory unitsg complete eight optional units and achieve at least six of

these. A maximum of five non-specialist units may be choseng achieve a minimum of 12 points for all units completed (see

Compensation).

Specialist pathways within the OCR level 3 National DiplomaIf a candidate achieves a minimum Pass grade for at least four of the eight optional units from any one specialist pathway, theOCR level 3 National Diploma will be endorsed with the pathwayspecialism. If candidates achieve a minimum Pass grade for fouroptional units from one specialist pathway and a minimum Passgrade for a further four optional units from another specialistpathway, their OCR level 3 National Diploma will be endorsed withboth pathway specialisms.

OCR level 3 National Extended Diploma (18 units) (1,080guided learning hours)

To be awarded the OCR level 3 National Extended Diploma,candidates must:g achieve a minimum Pass grade for all four mandatory unitsg complete 14 optional units and achieve at least 12 of these.

A maximum of six non-specialist units may be choseng achieve a minimum of 18 points for all units completed (see

Compensation).

The structure of the OCR level 3 National Extended Diploma hasbeen designed to provide breadth of knowledge, understandingand skills across a sector. This ensures that successful candidateswill have achieved a suitable mix of units across optional units toadequately prepare them for employment or further study withinthe sector. Due to the broad areas of knowledge and skillsrequired to achieve this qualification, no specialist endorsement isapplicable.

CompensationCandidates must complete the required number of units. However,compensation is available for candidates who might fail one ortwo optional units but achieve Distinction or Merit grades forsome other units.



Each unit is based on approximately 60 guided learning hours.

ASSESSMENT METHOD:All units are internally assessed and externally moderated byOCR. Internal assessment involves candidates producing aportfolio of evidence showing that they can meet all theassessment objectives.

Portfolios of work must be produced independently. They willneed to be made available, together with witness statements andany other supporting documentation, to the OCR visitingmoderator when required. Centres are able to enter candidates’work for external moderation at any time during the year.

DATE OF RESULT PUBLICATION:Certification is on demand.

GRADING SYSTEM:The units that make up these qualifications are graded Pass,Merit or Distinction and, depending on a candidate’sachievements at unit level, an overall grade of Pass, Merit orDistinction is allocated to each full qualification.

OCR allocates points to each unit grade achieved by a candidateas follows:

Fail = 0 points, Pass = 1 point, Merit = 2 points, Distinction = 3 points.

Compensation allows an OCR level 3 National Diploma or OCRlevel 3 National Extended Diploma candidate to fail a maximum oftwo optional units, but still achieve the full qualification if theirtotal points equal at least:

g 12 points for the OCR level 3 National Diplomag 18 points for the OCR level 3 National Extended Diploma.

As there are broad overall grades for OCR Nationals, for thepurposes of the UCAS Tariff, grades/bands within each Pass,Merit and Distinction grade for the OCR level 3 National Diploma(12 units) and OCR level 3 National Extended Diploma (18 units)will be reported. OCR has undertaken to communicate thesereporting grades/bands to both their centres and candidates andalso to transmit the reporting grade/band, along with the overallgrade, to UCAS for confirmation and Clearing. The pointsallocated are as follows.

OCR NATIONAL CERTIFICATE (SIX UNITS)Grade OCR Points Reporting Grade UCAS Tariff PointsDistinction 14-18 D 120

Merit 10-13 M 80

Pass 6-9 P 40

OCR NATIONAL DIPLOMA (12 UNITS)Grade OCR Points Reporting Grade UCAS Tariff PointsDistinction 28-36 D 240

Merit 20-22 M2 160

23-27 M1 200

Pass 12-14 P3 80

15-17 P2 120

18-19 P1 160

OCR NATIONAL EXTENDED DIPLOMA (18 UNITS)Grade OCR Points Reporting Grade UCAS Tariff PointsDistinction 42 D2 320

43-54 D1 360

Merit 30-34 M3 240

35-36 M2 280

37-41 M1 320

Pass 18-21 P3 120

22-26 P2 160

27-29 P1 200

QUALITY ASSURANCE:Quality assurance and control is implemented through:

g qualification specifications which define requirements andprovide additional guidance

g centre approval process that ensures centres meet specifiedquality criteria

g external moderation of internally assessed units to ensurenational standards are maintained

g training events for centresg moderator training, standardisation and monitoring/feedback.

PROGRESSION/ARTICULATION:Progression is available from the six-unit OCR level 3 NationalCertificate to the 12-unit OCR level 3 National Diploma or 18-unitOCR level 3 National Extended Diploma respectively. In addition,candidates could progress to further study in FE or HE at level 4,or into employment and undertake an NVQ at a level appropriateto their job role.

OCR Preparing to Teach in theLifelong Learning Sector (PTLLS)AwardNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Levels 3 and 4

BACKGROUNDThe OCR levels 3 and 4 Preparing to Teach in the LifelongLearning Sector (PTLLS) awards have been developed incollaboration with Lifelong Learning UK and provide a basicminimum standard for all those entering the teaching professionfrom September 2007. This is an introductory qualification for allnew teachers in the Lifelong Learning sector.

The awards confer a threshold licence to teach. From September2007 all new teachers must gain a Licence to Practise at thestart of their career – this is mandatory for anyone who teachesin publicly funded provision. The PTLLS awards are one way ofgaining a licence to practise.

The awards are available at two levels to reflect different entrylevels of future teachers, tutors and trainers. Each level is madeup of one six-credit unit and involves an initial assessment ofliteracy, numeracy and ICT needs, 60 hours of learning in totalwith at least 30 guided learning hours, observed practice ormicro teaching sessions and mentoring support.

The awards are appropriate for those who wish to start a careerin teaching or training and help the learner to understand theirown role, responsibilities and boundaries in relation to teachingand understand appropriate teaching and learning approaches intheir specialist area. In addition, learners will be able todemonstrate session planning skills, understand how to deliverinclusive sessions which motivate learners and understand the use of different assessment methods and the need for record keeping.

DATE OF FIRST TEACHING:September 2007

PREREQUISITES:There are no formal entry requirements for this qualificationalthough it is expected that someone enrolling on an initial awardwill normally possess at least a minimum level 3 qualification inhis/her own area of specialism.

PROGRESSION/ARTICULATION:OCR levels 3 and 4 Certificates in Teaching in the LifelongLearning Sector.



OCR Certificate in Teaching inthe Lifelong Learning SectorNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Levels 3 and 4

BACKGROUNDThe OCR levels 3 and 4 Certificates in Teaching in the LifelongLearning Sector have been developed in collaboration withLifelong Learning UK and are aimed at those in an associateteacher role from September 2007.

An associate teacher is someone who will teach predominantlyfrom packs or pre-prepared materials, and therefore has fewerresponsibilities in the design of a curriculum and materialsgenerally when compared with a full teacher role. They mightteach or tutor on a one-to-one basis and will normally bedelivering on a programme confined to a particular level, subjector type of learner. They might also be a teacher who only deliversshort courses.

The OCR levels 3 and 4 Certificates in Teaching in the LifelongLearning Sector are part of the initial teaching qualificationswhich have been developed for existing and new teachers whoare involved in teaching in the Lifelong Learning Sector.

The certificates are made up of three mandatory units worth 18 credits and optional units at least to the value of six credits,making a total of minimum 24 credits. Mandatory units includePreparing to teach in the lifelong learning sector, Planning andenabling learning and Principles and practice of assessment.

The OCR levels 3 and 4 Certificates in Teaching in the LifelongLearning Sector include at least 30 hours of teaching practice.There are a minimum of three teaching observations totalling aminimum of three hours.


PREREQUISITESThere are no formal entry requirements for this qualification.However, candidates will need to have followed programmes ofstudy at level 3 (or above) and have relevant and appropriateexperience or qualifications in the subject/vocational area thatthey are teaching.

Technical CertificateBACKGROUND:Technical Certificates are vocational qualifications identified bysector bodies (eg SSCs) and awarding bodies that provide theunderpinning knowledge and understanding relevant to an NVQas part of an Apprenticeship framework.

They:

g are capable of delivery through a taught programme of learning

g permit a structured approach to the teaching andassessment of the underpinning knowledge andunderstanding of an NVQ

g retain their original qualification title.

The technical certificate will support the learning required for theNVQ and provide a basis for progression.

NUMBER OF UNITS/STRUCTURE:The size of a technical certificate can vary, depending on therelevant occupational sector and NTO advice.

ASSESSMENT METHOD:All qualifications accredited in the National QualificationsFramework must include a form of independent assessment oran alternative approved by the regulatory authorities. Independentassessment is defined as assessment of a candidates’ work thatis carried out by assessors who do not have a vested interest inthe outcome. One form of independent assessment is externalassessment, where assessment tasks are set, and candidates’work assessed, by the awarding body. External assessment canconsist of case study work, multiple choice items, centrally setprojects or assignments or written tests, for example.

Thames Valley University/London College of MusicExaminationsLondon College of Music (LCM) has offered examinations inmusic and in speech, drama and communication for over 100years. In 1991 it became part of Thames Valley University (TVU),and is now part of the University’s Faculty of the Arts. LCMExaminations are awarded and certificated by TVU.

TVU/LCM Examinations offers qualifications in a wide range ofsubjects, including piano, voice, organ, orchestral instruments,electronic keyboard and organ, jazz instruments, music theatre,popular music vocals, percussion and a selection of speech,drama and communication options; and validates the acoustic,electric and bass guitar examinations of the Registry of GuitarTutors.

TVU/LCM Examinations cater for candidates of all levels: fromintroductory ‘Steps’ examinations for beginners, through eightgrades, to professional diplomas. Diplomas are available for bothperformers and teachers, and are offered at four levels: Diplomaof the London College of Music (DipLCM), Associate of theLondon College of Music (ALCM), Licentiate of the LondonCollege of Music (LLCM) and Fellow of the London College ofMusic (FLCM). Diploma holders are entitled to append theappropriate letters after their names.

The grades range from level 1 to level 3 of the NationalQualifications Framework, and are assessed against strict criteriaat three levels: Pass, Merit and Distinction. The DipLCM is pitchedat HE level 1, the ALCM at HE level 2, the LLCM at HE level 3,and the FLCM at HE level M.

TVU’s graded examinations, and diplomas in music performanceand teaching, are accredited by Ofqual.

Accredited qualifications at Grade 6 –8 offered by TVU/LCMExaminations attract UCAS Tariff points.

Further information is available on the LCM Examinations websitewww.tvu.ac.uk/lcmexams.

TVU Associate of the LondonCollege of Music in PerformanceQUALIFICATION ABBREVIATION:ALCM


BACKGROUND:Subjects: piano, jazz piano, pipe organ, electronic keyboard,electronic organ, flute, clarinet, oboe, bassoon, recorder, classicalsaxophone, jazz flute, jazz clarinet, jazz saxophone, French horn,



trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazztrombone, violin, viola, cello, double bass, classical guitar,percussion, singing, Irish traditional music, Scottish traditionalmusic, church music, speech and drama, acting, reading recital,verse speaking, public speaking, communication, spoken Englishin religion, music theatre.

PREREQUISITES:Music subjects: depends on option chosen.Drama and communication subjects: Grade 8.

ASSESSMENT METHOD:Practical examination, plus written examination for certain options(all external).


GRADING SYSTEM:Pass (75%)

TVU Associate of the LondonCollege of Music in TeachingQUALIFICATION ABBREVIATION:ALCM (TD)


BACKGROUND:Subjects: piano, pipe organ, electronic keyboard, electronic organ,flute, clarinet, oboe, bassoon, recorder, classical saxophone,French horn, trumpet, cornet, flugelhorn, trombone, tuba, violin,viola, cello, double bass, classical guitar, electric guitar,percussion, singing, Irish traditional music, Scottish traditionalmusic, speech and drama, music theatre.

PREREQUISITES:

Music Subjects: depends on option chosen.Drama and communication subjects: Grade 8.

ASSESSMENT METHOD:Essay submission and practical examination (all external)/practical examination and written examination (all external) for Speech and Drama , Music Theatre.



TVU Diploma of the LondonCollege of Music in PerformanceQUALIFICATION ABBREVIATION:DipLCM


BACKGROUND: Subjects: piano, jazz piano, pipe organ, electronic keyboard,electronic organ, flute, clarinet, oboe, bassoon, recorder, classicalsaxophone, jazz flute, jazz clarinet, jazz saxophone, French horn,trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazztrombone, violin, viola, cello, double bass, classical guitar,percussion, singing, Irish traditional music, Scottish traditionalmusic, music theatre, speech and drama, verse speaking, acting,

spoken English in religion, reading aloud, oral communication,personal and professional communication.

PREREQUISITES:Music subjects: Grade 5 Theory of Music.Drama and Communication subjects: Grade 8 Practical.

ASSESSMENT METHOD:Practical examination (all external).



TVU Diploma of the LondonCollege of Music in TeachingQUALIFICATION ABBREVIATION:DipLCM (TD)

NATIONAL QUALIFICATIONS FRAMEWORK LEVELLevel 4

BACKGROUND:Subjects: piano, jazz piano, pipe organ, electronic keyboard,electronic organ, flute, clarinet, oboe, bassoon, recorder, classicalsaxophone, jazz flute, jazz clarinet, jazz saxophone, French horn,trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazztrombone, violin, viola, cello, double bass, classical guitar, electricguitar, percussion, singing, Irish traditional music, Scottishtraditional music, music theatre.

PREREQUISITES:Grade 5 Theory of Music




TVU Fellowship of the LondonCollege of Music in PerformanceQUALIFICATION ABBREVIATION:FLCM


BACKGROUND:Subjects: piano, jazz piano, pipe organ, electronic keyboard,electronic organ, flute, clarinet, oboe, bassoon, recorder, classicalsaxophone, jazz flute, jazz clarinet, jazz saxophone, French horn,trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazztrombone, violin, viola, cello, double bass, classical guitar,percussion, singing, Irish traditional music, Scottish traditionalmusic, church music, speech and drama.

PREREQUISITES:LLCM



GRADING SYSTEM:Approved/Not Approved.



TVU Graded Examination inDramaNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Grades 1–3 (Acting, Music Theatre) = level 1Grades 4–5 (Acting, Music Theatre) = level 2Grades 6–8 (Acting, Music Theatre) = level 3

BACKGROUND:Subjects: acting, duologue, group performance, music theatre.

ASSESSMENT METHOD:Practical examination (all external)


GRADING SYSTEM:Pass (65%), Merit (75%), Distinction (85%).

Grade UCAS Tariff PointsGrade 8 (Distinction) 65

Grade 8 (Merit) 60

Grade 8 (Pass) 45

Grade 7 (Distinction) 55

Grade 7 (Merit) 50

Grade 7 (Pass) 35


Grade 6 (Merit) 35

Grade 6 (Pass) 20

TVU Graded Examination inMusic LiteracyNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Grades 1–3 = level 1 (Foundation)Grades 4–5 = level 2 (Intermediate)Grades 6–8 = level 3 (Advanced)

BACKGROUND:Subjects available: theory of music, popular music theory.

ASSESSMENT METHOD:Written examination (all external).



Grade 8 (Merit) 25

Grade 8 (Pass) 20


Grade 7 (Merit) 15

Grade 7 (Pass) 10


Grade 6 (Merit) 10

Grade 6 (Pass) 5

TVU Graded Examination inMusic PerformanceNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Grades 1–3 = level 1 (Foundation)Grades 4–5 = level 2 (Intermediate)Grades 6–8 = level 3 (Advanced)

BACKGROUND:Subjects: piano, jazz piano, pipe organ, electronic keyboard,electronic organ, flute, clarinet, oboe, bassoon, recorder, classicalsaxophone, jazz flute, jazz clarinet, jazz saxophone, French horn,

trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazztrombone, violin, viola, cello, double bass, classical guitar, electricguitar, bass guitar, acoustic guitar, drum kit, tuned percussion,timpani, singing, popular music vocals, Irish traditional music,Scottish traditional music.





Grade 8 (Merit) 70

Grade 8 (Pass) 55


Grade 7 (Merit) 55

Grade 7 (Pass) 40


Grade 6 (Merit) 40

Grade 6 (Pass) 25

TVU Graded Examination in SpeechNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Grades 1–3 = level 1Grades 4–5 = level 2Grades 6–8 = level 3

BACKGROUND:Subjects available: verse speaking, reading aloud, oralcommunication.



GRADING SYSTEM:Pass (65%), Merit (75%), Distinction (85%)


Grade 8 (Merit) 60

Grade 8 (Pass) 45


Grade 7 (Merit) 50

Grade 7 (Pass) 35


Grade 6 (Merit) 35

Grade 6 (Pass) 20

TVU Graded Examination inSpeech and DramaNATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Grades 1–3 = level 1 (Foundation)Grades 4–5 = level 2 (Intermediate)Grades 6–8 = level 3 (Advanced)





GRADING SYSTEM:Pass (65%), Merit (75%), Distinction (85%)


Grade 8 (Merit) 60

Grade 8 (Pass) 45


Grade 7 (Merit) 50

Grade 7 (Pass) 35


Grade 6 (Merit) 35

Grade 6 (Pass) 20

TVU Licentiate of the LondonCollege of Music in PerformanceQUALIFICATION ABBREVIATION:LLCM


BACKGROUND:Subjects: piano, jazz piano, pipe organ, electronic keyboard,electronic organ, flute, clarinet, oboe, bassoon, recorder, classicalsaxophone, jazz flute, jazz clarinet, jazz saxophone, French horn,trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazztrombone, violin, viola, cello, double bass, classical guitar,percussion, singing, Irish traditional music, Scottish traditionalmusic, church music, speech and drama, acting, public speaking,verse speaking, reading recital, spoken English in religion, musictheatre.

PREREQUISITES:ALCM

ASSESSMENT METHOD:Music subjects: practical examination (all external).Drama and communication subjects: practical examination andwritten examination (all external).



TVU Licentiate of the LondonCollege of Music in TeachingQUALIFICATION ABBREVIATION:LLCM (TD)


BACKGROUND:Subjects: piano, pipe organ, electronic keyboard, electronic organ,flute, clarinet, oboe, bassoon, recorder, classical saxophone,French horn, trumpet, cornet, flugelhorn, trombone, tuba, violin,viola, cello, double bass, classical guitar, electric guitar,percussion, singing, Irish traditional music, Scottish traditionalmusic, speech and drama, music theatre.

PREREQUISITES:Music subjects: ALCM or ALCM (TD).Drama and communication subjects: ALCM in Teaching.

ASSESSMENT METHOD:Dissertation submission and practical examination (all external)/practical examination and written examination (all external) forSpeech and Drama, Music Theatre.


GRADING SYSTEM:Pass (75%).

Trinity College LondonAs of March 2004, Trinity College London and Guildhall School ofMusic and Drama merged to form Trinity Guildhall Examinations.In August 2004, Trinity issued a new drama and speech syllabus,incorporating music theatre, which was available for examinationsfrom January 2005. This syllabus was republished with minorchanges as the Trinity Guildhall Drama and Speech syllabus inthe summer of 2005, for first examination in January 2006.

Trinity’s music qualifications have also undergone revision and are available as the Trinity Guildhall music grades fromJanuary 2007.

Trinity Guildhall Associate andLicentiate Diplomas in Dramaand SpeechQUALIFICATION ABBREVIATION:ATCL and LTCL

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:ATCL Diplomas are accredited in level 4LTCL Diplomas are accredited in level 6

BACKGROUND:Available in:

ATCL Diploma in Performing (Speech and Drama), LTCL Diplomain Performing (Speech and Drama), ATCL Diploma in Performing(Musical Theatre), LTCL Diploma in Performing (Musical Theatre),ATCL Diploma in Teaching (Speech and Drama), LTCL Diploma in Teaching (Speech and Drama), LTCL Diploma in Teaching(Musical Theatre), ATCL Diploma in Teaching (Theatre Arts), LTCLDiploma in Teaching (Communication Skills), LTCL Diploma inApplied Drama.

Detailed information can be obtained from Trinity College (seeAppendix A for contact details).



PREREQUISITES:There are no formal prerequisites for the ATCL diploma butcandidates are advised to gain Grade 8 in Speech andDrama/Musical Theatre or equivalent.

For entry to the LTCL diploma, candidates should be at astandard equivalent to ATCL.

NUMBER OF UNITS/STRUCTURE:Trinity qualifications are unitised.

ASSESSMENT METHOD:100% external assessment conducted by Trinity examiners.

EXAMINATION TIMING:Examinations are available all year round.

DATE OF RESULT PUBLICATION:Results are confirmed by issue of a Certificate within eight weeksof the final examination.

GRADING SYSTEM:Distinction, Pass, Below Pass. Outcome statements and criteriadescribing the various levels of achievement required for eachattainment band are included in the syllabuses.

QUALITY ASSURANCE:Marks are analysed at Trinity’s head office before results areconfirmed by issue of a Certificate. A significant proportion ofwritten examinations are double marked and some performanceexaminations are recorded for the purpose of monitoring.Examiners are standardised annually and observed regularly by asenior examiner.

Trinity Guildhall Associate andLicentiate Diplomas in MusicQUALIFICATION ABBREVIATION:ATCL/AMusTCL or LTCL/LMusTCL

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:ATCL Diplomas are accredited in level 4LTCL Diplomas are accredited in level 6

BACKGROUND:These diplomas have a wider remit than Trinity’s traditionalqualifications, and embrace non-Western music, jazz, commercialand popular music sectors, as well as vocational and analyticalaspects.

The following awards are available:

ATCL Diploma in Music Performance, LTCL Diploma in MusicPerformance, ATCL Diploma in Music Performance (Recital), LTCLDiploma in Music Performance (Recital), ATCL Diploma in MusicPractice: Performing, LTCL Diploma in Music Practice: Performing,AMusTCL Diploma in Music Literacy/Theory, LMusTCL Diploma inMusic Literacy/Theory, LTCL Diploma in Music Composition, ATCLDiploma in Music Practice: Directing, LTCL Diploma in MusicPractice: Directing, ATCL Diploma in Music Practice: Composing,LTCL Diploma in Music Practice: Composing, ATCL Diploma inSpecialist Music Teaching, LTCL Diploma in Specialist MusicTeaching, ATCL Diploma in Instrumental/Vocal Teaching, LTCLDiploma in Instrumental/Vocal Teaching, ATCL Diploma in MusicPractice: Mentoring, LTCL Diploma in Music Practice: Mentoring,LTCL Diploma in Music Practice: Adjudicating, ATCL and LTCLDiplomas in Music Practice: Facilitating




PREREQUISITES:Equivalent standard to NQF level 3 for entry to ATCL. Equivalentstandard to ATCL for entry to LTCL.





GRADING SYSTEM:Distinction, Pass, Below Pass. Outcome statements and criteriadescribing the various levels of achievement required for eachattainment band are included in the syllabuses.

QUALITY ASSURANCE:Marks are analysed at Trinity’s head office before results areconfirmed by issue of a Certificate.

Performance examinations are recorded.

Examiners are standardised annually and observed regularly by asenior examiner.

Trinity Guildhall FellowshipDiplomas in Drama and SpeechQUALIFICATION ABBREVIATION:FTCL


BACKGROUND:Available in:

FTCL Diploma in Performing (Speech and Drama), FTCL Diplomain Performing (Musical Theatre), FTCL Diploma in Directing(Speech and Drama), FTCL Diploma in Directing (MusicalTheatre), FTCL Diploma in Education Studies (Speech andDrama), FTCL Diploma in Education Studies (Musical Theatre).




PREREQUISITES:LTCL Performing (Speech and Drama or Musical Theatre) orequivalent.





GRADING SYSTEM:Pass, Below Pass. Outcome statements and criteria describingthe level of achievement required are included in the syllabus.






A significant proportion of written examinations are doublemarked and some performance examinations are recorded forthe purpose of monitoring.


Trinity Guildhall FellowshipDiplomas in MusicQUALIFICATION ABBREVIATION:FTCL/FMusTCL


BACKGROUND:These diplomas demand higher level skills, including publicconcert standard performance, planning, development andpromotional abilities, and critical reflection.

They are available in the following subjects:

FTCL Diploma in Music Performance, FTCL Diploma in MusicPractice: Performing, FMusTCL Diploma in Music Literacy/Theory,FTCL Diploma in Music Composition, FTCL Diploma in MusicDirection, FTCL Diploma in Music Practice: Composing, FTCLDiploma in Music Education, FTCL Diploma in Music Adjudication,FTCL Diploma in Music Facilitation.




PREREQUISITES:Candidates are advised that they should ideally be at anequivalent standard to LTCL before entering for the FTCLDiploma.

Candidates must provide evidence that they have performed inpublic over a period of at least two years.




DATE OF RESULT PUBLICATION:Results are confirmed by issue of a Certificate within eight weeksof the examination.



Two examiners are present during all assessments, which arerecorded.


Trinity College London GradedExaminations in CommunicationSkills (Grades 1 to 8)NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Grades 1–3 = level 1, Grades 4–5 = level 2, Grades 6–8 = level 3

BACKGROUND:Examinations in communication skills focus on life skills, whichinclude the ability to speak in public, interact with other peopleand express ideas in work and leisure situations. Candidates areencouraged to listen with care, to think and speak with clarity,and to organise what they have to say in coherent ways. They arerequired to use expressive utterance, distinguish betweeninformative and persuasive speaking, and demonstrate goodinterpersonal skills.



PREREQUISITES:None, but the syllabus is cumulative and entry assumes masteryof the previous grade.

NUMBER OF UNITS/STRUCTURE:Each grade comprises one unit.

ASSESSMENT METHOD:100% external assessment conducted by a Trinity examiner.

QUALITY ASSURANCE:Marks entered onto report forms are analysed at Trinity’s headoffice before results are confirmed by issue of a Certificate.

Examiners are standardised annually and are observed regularlyby a senior examiner. A proportion of examinations are recordedfor the purpose of monitoring.

Trinity Guildhall GradedExaminations in DramaNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Grades 1–3 = level 1, Grades 4–5 = level 2, Grades 6–8 = level 3

BACKGROUND:The aim of Trinity’s graded examinations in drama is to provide ascheme of assessment against which candidates, teachers andparents may measure progress and development in a range ofperforming arts disciplines, whether towards professional trainingor as a leisure activity. These examinations are available asindividual, pair and group assessments (group option is notrecognised by QCDA). The examinations are available in acting,musical theatre, performance arts and world dramatists.










GRADING SYSTEM:Distinction, Merit, Pass, Below Pass. Outcome statements andcriteria describing the various levels of achievement required foreach attainment band are included in the syllabuses.



Trinity Guildhall GradedExaminations in Music Literacy/TheoryNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Grades 1–3 = level 1, Grades 4–5 = level 2, Grades 6–8 = level 3

BACKGROUND:Trinity’s graded examinations in music theory span eight gradesand the schemes of assessment are based upon the progressivemastery model.



DATE OF LAST AWARD:Current



ASSESSMENT METHOD:100% external assessment conducted by Trinity examiners – allpapers are double marked.

EXAMINATION TIMING:Examinations are available in May and November.




Grade 8 (Merit) 25

Grade 8 (Pass) 20


Grade 7 (Merit) 15

Grade 7 (Pass) 10


Grade 6 (Merit) 10

Grade 6 (Pass) 5


Examiners are standardised annually and are observed regularlyby a senior examiner.

Trinity Guildhall GradedExaminations in MusicPerformanceNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Grades 1–3 = level 1, Grades 4–5 = level 2, Grades 6–8 = level 3

BACKGROUND:Trinity’s graded examinations in music are offered in 32instruments covering keyboard, strings, woodwind, brass,percussion and voice. They span eight grades and the schemesof assessment are based upon a clearly defined syllabus ofincremental standards and repertoire.

Trinity also offers the Performer’s Certificate as a post-grade 8qualification.










Grade 8 (Merit) 70

Grade 8 (Pass) 55


Grade 7 (Merit) 55

Grade 7 (Pass) 40


Grade 6 (Merit) 40

Grade 6 (Pass) 25





PROGRESSION/ARTICULATION:These qualifications facilitate progression to level 2 of the NQF,including Grades 4 and 5.

Trinity Guildhall GradedExaminations in Speech(Performing Text)NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Grades 1–3 = level 1, Grades 4–5 = level 2, Grades 6–8 = level 3

BACKGROUND:The aim of Trinity’s graded examinations in performing text is toprovide a scheme of assessment against which candidates,teachers and parents may measure progress and development inspeech, whether towards professional training or as a leisureactivity (Trinity also offers graded examinations in choralspeaking, which are not recognised by QCDA as they involve group assessments).










Examiners are standardised annually and are observed regularlyby a senior examiner. A proportion of examinations is recorded forthe purpose of monitoring.

Trinity Guildhall GradedExaminations in Speech and DramaNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Grades 1–3 = level 1, Grades 4–5 = level 2, Grades 6–8 = level 3

BACKGROUND:The aim of Trinity’s graded examinations in speech and drama isto provide a scheme of assessment against which candidates,teachers and parents may measure progress and development,whether towards professional training or as a leisure activity.









From 2008 Grades 6–8 carry UCAS Tariff points as follows:


Grade 8 (Merit) 60

Grade 8 (Pass) 45


Grade 7 (Merit) 50

Grade 7 (Pass) 35


Grade 6 (Merit) 35

Grade 6 (Pass) 20


Examiners are standardised annually and are observed regularlyby a senior examiner. A proportion of examinations is recorded forthe purpose of monitoring.

Trinity College London NationalCertificates in ProfessionalActing and Classical BalletQUALIFICATION ABBREVIATION:DaDA Certificates (Dance and Drama Awards)


BACKGROUND:The overall aim of these qualifications is to give formalrecognition to the skills, knowledge and understanding acquiredby students in their training for employment as professionaldancers (classical ballet) and actors. The objectives of eachqualification are that, in each of the given specialisations,successful students will demonstrate that they have acquired:

g imaginative, expressive and technical skills as creative artistsg professional employment skills and a relevant knowledge of

the industryg the ability to reflect critically on their subject and appraise

their own practiceg personal skills and qualities that will enhance their

professional and personal livesg adequate preparation for a varied career in the professional

arts and entertainment industry.

The following awards are available: National Certificate in Professional Classical Ballet, National Certificate in Professional Acting.



PREREQUISITES:Selection by audition and interview

NUMBER OF UNITS/STRUCTURE:Each Certificate comprises three units.

ASSESSMENT METHOD:Combination of internal assessment externally moderated byTrinity and external assessment conducted by a Trinity assessor.

EXAMINATION TIMING:Ongoing assessment during course – external assessmentconducted at the end of the course.

DATE OF RESULT PUBLICATION:End of summer term


QUALITY ASSURANCE:Internal assessments are externally moderated by Trinity.

External assessment is conducted by trained Trinity assessorswho are standardised annually.

PROGRESSION/ARTICULATION:These qualifications provide a progression route to the performingarts sector.

Trinity College London NationalDiplomas in Professional Acting,Dance, Music and TheatreProduction SkillsQUALIFICATION ABBREVIATION:DaDA Diplomas (Dance and Drama Awards)


BACKGROUND:The overall aim of the full suite of qualifications is to give formalrecognition to the skills, knowledge and understanding acquiredby students in their training for employment as professionaldancers, actors, performing artists in musical theatre and thoseengaged in production roles supporting performance. Theobjectives of each qualification are that, in each of the givenspecialisations, successful students will demonstrate that theyhave acquired:

g imaginative, expressive and technical skills as creative artistsg professional employment skills and a relevant knowledge of

the industryg the ability to reflect critically on their subject and appraise

their own practiceg personal skills and qualities that will enhance their

professional and personal livesg adequate preparation for a varied career in the professional

arts and entertainment industry.

The following awards are available: National Diploma inProfessional Acting, National Diploma in Professional Dance,National Diploma in Professional Musical Theatre, NationalDiploma in Professional Production Skills.



PREREQUISITES:Selection by audition and interview

NUMBER OF UNITS/STRUCTURE:Each diploma comprises four units.

ASSESSMENT METHOD:Combination of internal assessment externally moderated byTrinity and external assessment conducted by a Trinity assessor.

EXAMINATION TIMING:Ongoing assessment during course – external assessment isconducted at the end of the course.

DATE OF RESULT PUBLICATION:End of summer term


QUALITY ASSURANCE:Internal assessments are externally moderated by Trinity. Externalassessment is conducted by trained Trinity assessors who arestandardised annually.

PROGRESSION/ARTICULATION:These qualifications provide a progression route to the performingarts sector.

Vocationally Related QualificationsQUALIFICATION ABBREVIATION: VRQs

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Levels 1, 2 and 3

BACKGROUND: VRQs are available in a wide variety of vocational areas.Qualification suites include Health, Public Services andCare/Science and Mathematics; Agriculture, Horticulture andAnimal Care/Engineering and ManufacturingTechnologies/Construction, Planning and the BuiltEnvironment/ICT/Retail and Commercial Enterprise/Leisure, Traveland Tourism/Arts, Media and Publishing/History, Philosophy andTheology/Social Sciences/Languages, Literature andCulture/Education and Training/Preparing for Life andWork/Business, Administration and Law. There are 118 awardingbodies offering VRQs including AQA, City and Guilds, Edexcel,GOAL, NCFE, NOCN, OCNW and OCR. Full details of all accreditedqualifications and awarding bodies can be found at the NationalDatabase of Accredited Qualifications,www.accreditedqualifications.org.uk

The subject matter of the units and the qualification must supportthe qualification’s purpose. It must:

g specify the knowledge, skills and/or understanding required,giving a clear indication of coverage and depth

g be expressed in terms of what a successful candidate willhave learned or will be able to do (outcomes)





g refer to any relevant National Occupational Standards or toprofessional standards if it is employment related or atteststo competence in an occupation or profession

g comply with subject/sector criteria where these exist and beaccurate and up-to-date.

PREREQUISITES: Generally, there are no entry requirements laid down (eg formalqualifications from school or further education) but in certaincases, a minimum level of basic education or language may berequired – in some cases the awarding body may expect acandidate to have achieved the (equivalent of the) level belowthat which is being applied for prior to entry.

NUMBER OF UNITS/STRUCTURE: Qualifications vary in size – usually defined by a recommendednumber of guided learning hours (GLH). There is no limit to thenumber of units in a qualification, but practicalities and commonsense determine a sensible amount.

Most VRQs are defined as Awards/Certificates/Diplomas at eachlevel and the structure can be all mandatory or made up of a setof mandatory units and a set of optional units from which tochoose the rest.

ASSESSMENT METHOD: All VRQs must include a form of independent assessment or analternative approved by the regulatory authorities and all methodsused must be appropriate to the qualification type. They must:

g be fit for purpose in that they provide a valid measure of therequired skills, knowledge and understanding and/orcompetence

g provide opportunities for candidates to demonstrate theirabilities to meet a full range of requirements

g also be manageable and cost-effective as well as being freefrom covert or overt discrimination in wording or content.

EXAMINATION TIMING: Most qualifications are available on demand, with some fixed-dateassessment sessions. This depends on individual centres, manyof which are colleges and may have specific times of the year forassessment. Online assessment is becoming more and morecommon and this can be done at any time in any place. As withall assessment it must be appropriate to the qualification itself.

DATE OF RESULT PUBLICATION: Ongoing

GRADING SYSTEM: Qualifications and their composite units are graded.

QUALITY ASSURANCE: All VRQs are accredited by QCDA. QCDA also monitors allawarding bodies to ensure that they continue to have theappropriate arrangements in place to meet their responsibilities ofassessment, awarding certificates and recording results.

PROGRESSION/ARTICULATION: All suites of qualifications offer clear progression routes, whereappropriate, to further education or training and/or employmentopportunities. They are also supported by the appropriateStandards Setting Body/Council where one exists.

Welsh Baccalaureate AdvancedDiplomaQUALIFICATION ABBREVIATION:WBAD

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 3. There is also a Welsh Baccalaureate IntermediateDiploma available at level 2 and also for post-16 students.

BACKGROUND:The WBAD is an overarching qualification that gives parity ofesteem to vocational and academic routes. It is part of theNational Qualifications Framework at level 3 and level 2 for post-16 students. It is a pilot qualification from 2007 to 2009 atFoundation level and for Key Stage 4 students at Intermediatelevel and may be taken through the medium of either English orWelsh.



DATE OF LAST AWARD:Approved by QCDA/ACCAC (now DCELLS)/CCEA for the durationof the 16-19 pilot project, which ended in August 2007. Roll-outapproved by Welsh Assembly Government from September 2007.Specifications re-submitted and approved byDCELLS/QCDA/CCEA from September 2007.

PREREQUISITES:Candidates embarking on the WBAD should have achieved ageneral education level commensurate with their intendedprogrammes of study in the Options.

Credit is given to those experiences already undertaken andqualifications already gained which form part of the requirementsof the WBAD.

NUMBER OF UNITS/STRUCTURE:The minimum requirement for award of the WBAD is achievementof the Core and Options equivalent to two A levels.

The Core comprises a common curriculum for candidates, which,together with signposted opportunities in the Options, result incandidates developing key skills and attaining the Key Skills unitcertification at level 2 or level 3. These are achieved throughcandidates’experiences in four components: Key Skills; Wales,Europe and the World; Work-Related Education, Personal andSocial Education.

The Options are qualifications at level 3 of the NQF, such as AS/Alevels, NVQs or BTEC Nationals.

ASSESSMENT METHOD:For the Core, candidates are assessed through:

g a Key Skills portfolio of evidence – three Key Skills at level 3,one of which must be from the first three Key Skills togetherwith the other Key Skills at level 2

g an Individual Investigation at level 3, based on issues arisingfrom the Core and/or Options (or a pass in level 3 ExtendedProject)

g component diary/records showing how the curriculumrequirements have been met

g verification and evaluation statements relating to thecandidate’s attainments arising from Working with Employersand Community Participation.



For the Options, candidates are assessed in the normal way forthe qualification concerned. In order to be awarded the WBAD,candidates must achieve two grades A – E at A level orequivalent in BTEC National or NVQ or A – E graded PrincipalLearning qualification.

EXAMINATION TIMING:Dependent on the national timetable for Option subjects/programmes and Key Skills.

DATE OF RESULT PUBLICATION:March and August.

GRADING SYSTEM:Core: Pass/Fail.

The Welsh Baccalaureate Advanced Core Certificate, awarded aspart of the Welsh Baccalaureate Advanced Diploma, has beenincorporated 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.

PROGRESSION/ARTICULATION:WBAD can be recognised by UK HEIs as fulfilling the minimummatriculation requirements for entry.



Skills/Enrichment

Adult Literacy and AdultNumeracyNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Levels 1-2 and Entry levels 1, 2 and 3

BACKGROUND:The National Certificates in Adult Literacy and Adult Numeracy atlevels 1 and 2 provide an accreditation route for adults wishing tohave their achievements against the National Standards and CoreCurricula for Adult Literacy and Adult Numeracy recognised.National Certificates in Adult Literacy and Adult Numeracy arealso available at Entry levels 1, 2 and 3.



NUMBER OF UNITS/STRUCTURE:Each Adult Literacy and Adult Numeracy qualification at levels 1and 2 is a one-unit qualification consisting of a test comprising40 multiple-choice questions each worth one mark. The NationalCertificate in Literacy lasts one hour and the National Certificatein Adult Numeracy lasts one hour and 15 minutes. At Entry levels1, 2 and 3 assessment is dependent on the regime adopted bythe Awarding Body, but it is generally through an assignment or task.

ASSESSMENT METHOD:Externally set and marked test.

EXAMINATION TIMING:On demand and available in e-assessment format in the case oflevels 1 and 2.

DATE OF RESULT PUBLICATION:On demand: Results within seven to 10 working days (where e-assessment is used this may be immediate), certificationavailable within 30 working days.

Monthly: as with on demand, but may vary according to awarding body.

PROGRESSION/ARTICULATION:The Certificates in Adult Literacy and Adult Numeracy at levels 1and 2 use the same tests as those for Key Skills in Communicationand Application of Number at those levels. Success in theCertificates in Adult Literacy and Adult Numeracy will act as a proxyfor the associated Key Skills tests in Communication and Applicationof Number at the same levels. The Certificate in Adult Literacy testat levels 1 and 2 also provides assessment of reading as part ofESOL (English for Speakers of Other Languages) qualifications atlevels 1 and 2 accredited from September 2005. Certificates in AdultLiteracy and Adult Numeracy are necessary for success in educationand training in general, and enhance employment opportunities.


ASDAN Certificate of PersonalEffectiveness (Universities Award)QUALIFICATION ABBREVIATION: ASDAN CoPE

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Level 3 (CoPE is also available as an approved qualification atlevels 1 and 2)

BACKGROUND: In April 2005, QCDA accredited the ASDAN Certificate of PersonalEffectiveness into the National Qualifications Framework as a fully approved qualification from 1 September 2005, following a successful pilot. This certificate incorporates the UniversitiesAward at level 3. CoPE at levels 1, 2 and 3 provides a means of accrediting a wide range of personal, social and healtheducation (PSHE), citizenship and work-related activity along with the development of skills, such as Wider Key Skills. Thequalification provides a model for the emerging Government 14-19 agenda especially in relation to the personal challenge,and the accreditation of the personal, learning and thinking skills(PLTS) both within and beyond the new Diplomas. ASDAN CoPE isin the Diploma additional and specialist learning catalogue, and isa core feature to a HEFCE-funded Aimhigher project seeking todevelop autonomous learning.



DATE OF LAST AWARD:2012

NUMBER OF UNITS/STRUCTURE: Six units:

g Planning and carrying out a piece of research g Communication through discussion g Planning and giving an oral presentation g Introduction to working with others g Introduction to improving own learning and performance g Introduction to problem solving.

ASSESSMENT METHOD: Portfolio evidence, internally assessed and externally moderated.

EXAMINATION TIMING: Opportunities for portfolio moderation are made available at leastthree times a year.

DATE OF RESULT PUBLICATION: Ongoing assessment


UCAS Tariff points: Grade UCAS Tariff PointsPass 70

The CoPE units cover approximately three-quarters of the contentof each of the Wider Key Skills and the Communication Key Skill,which, if offered in combination, will result in double counting ofpoints. To recognise achievement in both CoPE and the Key Skills,higher education institutions may wish to consider using thefollowing equation: 70 points for CoPE, plus five points for eachof the full four Key Skills units that have been achieved.

QUALITY ASSURANCE: Assessment against CoPE standards, which reflect QCDA Key Skills Standards, demonstrated through the completion of a rangeof activities within different contexts.

PROGRESSION/ARTICULATION: Entry to HE.

VARIANTS: The CoPE qualification can now offer certificates that indicate thecontext through which the skills are developed, eg CoPE throughscience, technology, engineering and maths, CoPE throughcitizenship etc. The Universities Award has been available for anumber of years and remains available as a separate enrichmentprogramme or as a significant part of the CoPE qualification.

In Northern Ireland, CoPE at level 3 is offered by the AwardingBody CCEA, by agreement with ASDAN, which continues to offerlevels 1 and 2.

ASDAN Certificate in CareerPlanningNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Levels 1, 2 and 3

BACKGROUND:The Certificate in Career Planning has been developed in linewith national guidance on Careers Education. It:

g provides a framework for the development and assessmentof student learning in careers education and preparation forworking life

g prepares students for the challenge of flexible career pathsg provides clear evidence of delivery of Careers Education and

Guidanceg is deliverable either through personal, social and health

education/tutorial programmes or alongside other academicand vocational qualifications in a wide range of educationalcontexts

g contributes to the development of individual Key Skills units.




NUMBER OF UNITS/STRUCTURE:Three units:

g Self developmentg Career explorationg Career management.

ASSESSMENT METHOD:Although certification of individual units is available, to gain thefull Career Planning qualification, candidates need to complete allthree units.

QUALITY ASSURANCE:Assessed through a portfolio of evidence: each candidatedemonstrates their competence in each unit by presenting aportfolio of evidence which clearly shows their ability to meet thestandards. There are externally set questions to checkunderpinning knowledge and understanding. The portfolio isinternally assessed and externally moderated.

ASDAN Certificate in CommunityVolunteeringQUALIFICATION ABBREVIATION:CCV (ASDAN)

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:levels 1 and 2

BACKGROUND:The qualification consists of five units (six at level 1), coveringgeneral skills that are used by volunteers. The qualification canprovide a useful bridge to specific occupational qualifications andpaid employment.




NUMBER OF UNITS/STRUCTURE:Five at level 2 – four to be achieved for qualification:

g Preparing to volunteerg Skills for self managementg Dealing with meetingsg Working to good practice standardsg Understanding needs, issues and responses.

ASSESSMENT METHOD:Portfolio evidence internally assessed and externally moderated.

EXAMINATION TIMING:Portfolio moderation is carried out by visit or by post, on demand.

DATE OF RESULT PUBLICATION:Ongoing


QUALITY ASSURANCE:Assessment against QCDA-approved national standards.

PROGRESSION/ARTICULATION:HE entry.

ASDAN Universities AwardThe Universities Award provides a portfolio-based framework forcertificating student achievement across a broad range ofcurriculum enrichment and extra-curricular activities including:sports and arts activities, careers work, community placements,adventure activities, work experience, enterprise projects, PSHEand citizenship, international links, mentoring and leadership, andmany valuable activities.

Students gain credits for their achievements, demonstrate theircompetence in a range of essential skills, and use the UniversitiesAward to enhance career paths and UCAS applications.

Over 100 universities around the UK acknowledge the value ofthe Universities Award in relation to the development andassessment of personal skills, and a number of these universitiestake it into consideration when making offers to applicants.

The Universities Award can be used to wrap around the sixthform experience and provide a straightforward way of certificatingstudent experience. It can also provide a route to achieving theCoPE (Certificate of Personal Effectiveness) qualification at level 3.


Skills/Enrichment


Skills/Enrichment

Cambridge Thinking SkillsBACKGROUND:The Cambridge Thinking Skills Certificate administered by theUniversity of Cambridge Local Examinations Syndicate (UCLES),was a test which provided an assessment of transferable thinkingskills, problem-solving and assessing argument. The assessmentwas withdrawn in March 2000.

CSV Learning Together andStudent Community Partnerships CSV Learning Together and Student Community Partnershipsenable university and college students to play an active part intheir local community through volunteering or as part of theirassessed coursework.

CSV Learning Together is a student tutoring programme aimed at raising the aspirations and achievements of young people.Student tutoring projects currently run in most universities andcolleges throughout the UK and involve thousands of HE studentsannually. Students volunteer for up to 20 weeks and work withschool pupils on a one-to-one or group basis, providing a positiverole model, helping to improve their educational achievementsand encouraging them to continue in further and higher education.Students meanwhile acquire the habit of good citizenship anddevelop their communication, organisation and problem-solvingskills. Some students tutor for credit, and various certification and assessment mechanisms are used at different universities.

Many HEIs now provide opportunities for their students to beinvolved in positive community action as part of their assessedcoursework through Student Community Partnerships. Suchpartnerships enhance students’ skills development whilepotentially meeting a wide range of community needs. Studentsare given the responsibility, under academic supervision, ofnegotiating a project, carrying out research and producing a clearand readable report for a local charity or community organisation.In the process they not only draw on their theoretical learning, butalso put into practice a range of skills, including problem solving,communication, use of information technology and, whereappropriate, teamwork.

Both schemes provide the opportunity for students to acquire Key Skills and certification or accreditation through learning in the community.

Curriculum EnrichmentProgrammeQUALIFICATION ABBREVIATION:CEP


BACKGROUND:The CEP has been designed specifically to develop the skillsneeded for progression into HE and work. It provides group workprojects in a framework for certification which encouragesreflective learning and collaboration between schools/colleges,industry, business, the local community and HE. The CEPcomplements formal studies in GCE A levels and AS.

The approach has been shown to aid the development of studyand self-management skills needed in HE, work and for lifelonglearning, for example:

g task management – self reliance – motivationg habits of problem solving – action planning – time

managementg research skills – ability to analyse situations – reflection

on progressg flexibility – negotiation skills – initiativeg collaboration – co-operation – public speaking.

The approach has been adapted to provide naturally occurringKey Skills portfolio evidence for additional optional assessment (atthe same time as moderation by agreement with another KeySkills awarding body). Simple standardised evidence capture andtracking documentation is provided for compilation of a logbook,taking part in a presentation and contributing to a final writtenrepresentation of the project. OCNW and the University ofLiverpool award a joint Certificate of Achievement.




NUMBER OF UNITS/STRUCTURE:Four units

ASSESSMENT METHOD:Project-related materials.Preset format journal (externally assessed).Assessed presentation.Contribution to group report.

EXAMINATION TIMING:No examination.

DATE OF RESULT PUBLICATION:Six weeks after final moderation/external assessment.

GRADING SYSTEM:Ungraded

QUALITY ASSURANCE:Moderation visit and external assessment of journal.

VARIANTS:Award can be unitised.

Group Projects may be submitted by the centre or selected fromCD-ROM of 200+ approved projects.

The Duke of Edinburgh’s AwardBACKGROUND:The Duke of Edinburgh’s Award is a programme of personaldevelopment for all young people between the ages of 14 and 25.Undertaken on a voluntary basis, the Award offers personalisedlevels of challenge and achievement through a balancedprogramme of activity encompassing service to others, personalskills development, physical fitness/wellbeing and an outdoorgroup venture.

The Award Programme complements and enriches post-16 studiesoffering a nationally recognised accreditation of achievement. Asan additional means of developing and demonstrating Key Skills,it contributes to achievement of the Key Skills qualifications. At awider level, it assists young people in developing and showingevidence of the personal qualities and skills which will contributeto their success in HE through:

g taking responsibility for their own learning and developmentg developing transferable skills such as teamwork, leadership,

communication, decision making, working to targets anddeadlines

g adding breadth and depth to their formal studies, includinginvolvement with community and with people outside theirpeer group

g accepting the challenge of trying new activities and/orpersevering with current activities.

Engineering Education Schemein England (EESE)The Engineering Education Scheme in England is administered bythe Engineering Development Trust and forms part of the RoyalAcademy of Engineering BEST (Better Engineering, Science andTechnology) programme.

The mission of the Scheme is to promote careers in engineering,science and technology to talented young students.

During this work-related learning experience a professionalengineer from a link company/organisation liaises with andmentors a team of four/five students and their contact teacherover a period of about six months. They work as a team on a realand live engineering problem for which the company/organisationneeds a solution.

The scheme is aimed at students with a proven track record atGCSE, who are studying sixth form (Year 12) subjects relevant tothe pursuit of university courses in engineering, sciences andtechnology. Such subjects include mathematics, sciences, designand technology and ICT at AS/A2 level and/or appropriatevocational courses. All students need to show a genuine interestin engineering as a possible career. Students may submit theirindividual contribution for accreditation as part of their projectwork for certain awarding bodies. Each student is expected tocomplete a logbook which records their individual input into theproject. In addition, the team is required to produce a full projectreport. An EESE project can assist in portfolio building for all sixKey Skills (usually at level 3). The majority of students achieve theBA/CREST (British Association/Creativity in Science andTechnology) Gold Award. The EESE is also an access organisationto the Duke of Edinburgh’s Award Scheme.

The Scheme provides a scheme launch, a university residentialworkshop and a celebration and assessment day (CAD). Seminarsare delivered on project management, teamwork, problemsolving, report writing and presentation skills.

Full and rigorous assessment of the team project is carried out atthe CAD where teams display their projects, present to a panel ofassessors and face in-depth questioning at their display stands.All members of the team receive certificates of participation anddetailed information regarding their achievements compared toregional and national averages.

Essential Skills Wales NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Entry Level to Level 4

BACKGROUND: Key Skills and Basic Skills qualifications have been central to theskills’ agenda in Wales in meeting the policy aim of ensuring that

everyone masters the skills needed in education, work and life ingeneral.

The introduction of Essential Skills Wales (ESW) in September2010 brings clarity and consistency to this policy aim. The newstandards and the associated qualifications provide, for the firsttime in Wales, a single ladder of progression from Entry Level toLevel 4 in the skills of Communication, Application of Number andICT.

The new standards have been developed by converging anddrawing on best practice from the standards for Adult Literacy,Adult Numeracy and Adult ICT, and the standards for Key SkillsCommunication, Application of Number and ICT.

ESW are applicable to all programmes, ages, abilities andcontexts. They are required for success in all aspects ofeducation, training, work and life in general. They are thereforeappropriate for a variety of candidates at all levels from studentsand junior staff through to middle and senior managers. Theysupport the effectiveness of learning and performance both ineducation and at work, by encouraging the individual to:

g think about their intentions and purposes g plan a course of action g implement the plan g reflect on their progress towards completing the plan g review the plan to suit changing circumstances or to

overcome problems g devise a new plan when the original one has been fulfilled.

The process underpinning all ESW qualifications is therefore:

Plan Do Reflect Review

DATE OF FIRST TEACHING: September 2010


PREREQUISITES: No entry requirements

NUMBER OF UNITS/STRUCTURE: One unit qualification

ASSESSMENT METHOD: Portfolio assessment at Levels 1 to 4

EXAMINATION TIMING: No examinations. Ongoing assessment as per Awarding Bodyarrangements.

DATE OF RESULT PUBLICATION: Ongoing

GRADING SYSTEM: Not applicable – Competence based

QUALITY ASSURANCE: Awarding body arrangements for external verification and/orModeration

PROGRESSION/ARTICULATION: No specific qualification route.Transferrable skills applicable across all areas of education,employment and life in general.

Functional Skills NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Entry level, Level 1, Level 2


Skills/Enrichment


Skills/Enrichment

BACKGROUND: Functional Skills have been developed as part of the 14-19Curriculum reforms. They are a key element to these reforms,bringing a sharper element on the basics so that young peopleand adults can apply what they have learned, in the context oftheir daily life. They will help develop important skills such ascommunication, team working, presentation and problem solving,and are a platform on which to build employability skills.Functional Skills are about using English, mathematics andinformation & communication technology in everyday situations.They are incorporated into the new GCSEs, Diplomas, FoundationLearning Tier and Apprenticeships, and are also available asstandalone qualifications for young people and adults. The threeFunctional Skills of English, mathematics and information &communication technology are currently being piloted in over2,000 centres, and will be available nationally from September2010.

ASSESSMENT METHOD: Task-based controlled assessment

GRADING SYSTEM: Pass/Fail

PROGRESSION/ARTICULATION: Functional Skills qualifications are designed from E1 – L2 toensure clear progression pathways and personal developmentopportunities. The levels are mapped across the relevant NationalCurriculum levels, the key skills ‘application of number' and ‘adultnumeracy’ standards, as well as complying with the leveldescriptors for positioning units within the Qualification and CreditFramework (QCF). This will ensure that learner achievement isclearly understood by both the learner and audiences outside ofthe education environment.

Key SkillsNATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Levels 1–4

BACKGROUND:Key Skills are generic skills that are important and relevant ineveryday life for activities undertaken in education, the workplaceor training. They can be achieved through a wide range ofactivities such as full- or part-time working, enrichmentprogrammes, training programmes or full- or part-time education.All six Key Skills (in communication, application of number, ICT,problem solving, working with others and improving own learningand performance) can be achieved at levels 1–4 and arerecognised in the National Qualifications Framework (NQF).

Following a review undertaken by the regulators during 2002/3,revised Key Skills standards were introduced in England fromSeptember 2004. Minor changes have been made to thespecifications, renamed as standards, to help candidates andcentres produce more focused evidence in portfolios.

With effect from September 2004, all tests in Key Skillsqualifications at all levels were discontinued for candidates in theWelsh education system. All candidates in Wales are expected toachieve Key Skills qualifications on the successful demonstrationof competence through a portfolio only. The discontinuation of theKey Skills tests does not affect the UCAS Tariff points forcertificated Key Skills qualifications in Wales.

In Northern Ireland, following a review of Key Skills qualifications,CCEA is piloting a new approach to assessment of Key Skillsqualifications. Unlike the existing multiple-choice tests, candidateswill undertake tasks within appropriate contexts as one element

of the assessment regime. A small number of schools and collegesare participating in the pilot, which began in September 2004.



PREREQUISITES:No entry requirements.

NUMBER OF UNITS/STRUCTURE:Each Key Skill is a one-unit qualification.

ASSESSMENT METHOD:The Key Skills in application of number, communication and ICTare assessed by a test (multiple-choice tests at levels 1 and 2and short answer/extended response tests at levels 3 and 4) anda portfolio of evidence (but see information above on candidatesin the Welsh education system). The Key Skills in working withothers, problem solving and improving own learning andperformance are often referred to as the wider Key Skills and areonly assessed on a portfolio basis.

EXAMINATION TIMING:Varies according to level and awarding body.

DATE OF RESULT PUBLICATION:Varies according to level and awarding body.

GRADING SYSTEM:The three main Key Skills of application of number, communicationand IT carry the following UCAS Tariff points.

Grade UCAS Tariff Pointslevel 4 30

level 3 20

level 2 10

In addition, points for the three wider Key Skills of improving ownlearning and performance, problem solving, and working withothers came into effect for entry to higher education in 2007.

QUALITY ASSURANCE:Externally set and marked test and internally assessed andexternally moderated portfolio.

PROGRESSION/ARTICULATION:There is no specific qualification route. Key Skills are transferableskills most commonly needed for success in education andtraining in general, and a range of activities at work. Institutionsof higher education are making explicit the use of Key Skillswithin their undergraduate and postgraduate programmes, and ininitiatives such as the Graduate Apprenticeship.

Industrial Careers FoundationQUALIFICATION ABBREVIATION:ICF

BACKGROUND:Over many years, the ICF has organised bespoke conferences,courses and events for schools and colleges to individualrequirements. The purpose of all events is to provideopportunities for student delegates to practise and hone theirmanaging (key) skills in the close company of motivated adultadvisers from business. In the process, the ICF finds thatstudents are excited by the experience and are thereforeencouraged to improve their own abilities.

The ICF currently sees its role as providing opportunities for eitherpartial or full evidence within the content of either a concentratedconference event of one to three days, carried out in the presence


Skills/Enrichment

of experienced managers, or within a carefully programmed seriesof exercises within the school over a period of days. Managersand staff would then verify that the members of their workinggroup demonstrated the Key Skill concerned to a partial or fullextent. Evidence over the last 20 years suggests that the ICF canhelp schools and colleges in a cost- and time-effective way.

At present, the ICF is prepared to produce a Summary of SkillsAchievement indicating the skills that have been demonstrated by each student delegate on every course it helps to arrange. Ithas also had experience of producing evidence that will lead,under suitable moderation, to an assessment of the standard oflevel achieved.

The ICF has now franchised out its work in day events to aseparate organisation – Challenge Training Partners (www.ct-partners.co.uk).

MENO Thinking SkillsBACKGROUND:The MENO Thinking Skills Examination, administered by UCLES,had a test which provided an assessment of transferable thinkingskills (critical thinking, problem solving, communication,understanding argument, numerical and spatial operations andliteracy). The assessment was withdrawn in 1999.

Trident Trust ‘Skills for Life’ProgrammeThe Trident Trust ‘Skills for Life’ Programme provides threeexperiential, integrated elements for young people aged 14-19 –Personal Challenge, Community Involvement, and WorkExperience. The programme can be used in its entirety or asindividual modules. Individual certificates can be awarded foreach element and the Trident Gold certificate is presented tostudents who successfully complete all three parts.

In order to receive certification, the student will have developed aportfolio of evidence which details the skills, competences andpersonal qualities that have been learned or improved as aconsequence of their involvement in the activities. In addition, thestudent will have developed a personal action plan, recorded theiractivities, reviewed their progress and assessed the outcomes forthem personally.

Young Enterprise ExaminationYoung Enterprise aims to inspire and educate young people tounderstand and value the role of business, through practicalbusiness projects which develop attitudes and skills for personalsuccess, lifelong learning and employability. The ‘learning bydoing’ approach of the Young Enterprise programme is achievedthrough the leadership of business volunteers working with thesupport of teachers/lecturers to deliver the programme.

The Young Enterprise Company Programme aims to inspiresuccess through real business experience. Students gainpractical experience of business and enterprise through settingup and running their own real company. This programme providesa context for the following learning/development objectives.

g Business understandingg Communicationg Enterprise skillsg Financeg Marketing and salesg Operations skillsg Personnel and trainingg Problem solvingg Time managementg Working as a team.

The Young Enterprise Examination is awarded by OCR. Theexamination aims to find out what a candidate has gained fromthe Young Enterprise experience. It is in a pre-released casestudy and question paper format in order to enable candidates todemonstrate the business understanding they have acquired.Students are asked to relate their own experiences to those ofthe case study company and thus to effect comparisons and offeradvice in response to the examination questions. It is thisexpression of their understanding that is rewarded in themarking. Candidates can obtain Pass, Credit or Distinction.


Admissions tutors may need to check the results of pastexaminations, including, in the case of some mature applicants,some qualifications which have been obsolete for a number ofyears. The following is a brief overview of the chronology ofacademic qualifications in England, Wales and Northern Ireland,which are likely to be relevant to entry to HE.

From 1918 to 1950 the main academic qualifications were theSchool Certificate and Higher Schools Certificate examinations.

From 1951/2 to 1987 GCE examinations were available asfollows.

Ordinary levelThis was normally taken after five years in a secondary school. InJune 1988, the GCSE replaced GCE O level and the CSE.However, some awarding bodies continue to offer an examinationentitled GCE O level for applicants in some overseas countries.

GRADING SYSTEMSBefore 1963The grades or marks awarded before 1963 correspondedapproximately to the GCE A level system (see above). The passmark was 45%, with the exception of the following.

Examining Board Pass MarkCambridge Variable from subject to subject

London June 1953 to January 1959 – 47%

June 1960 to January 1973 – Grade 6

Oxford and Cambridge Variable from subject to subject

Welsh Joint Education Committee 50%

June 1963–June 1974For all examining boards, GCE O level grades did not appear oncertificates until June 1975, when an official grading systemreplaced the pass/fail system of reporting results. Previously onlyunofficial grades were made available to schools, candidates,

universities and local education committees. The markingsystems used were as shown in the following chart.

1975–1987The grading system for GCE O level was as follows.

A Performance better than or equivalent to the previous pass

B level: only these grades were normally acceptable to

C universities for the purposes of satisfying entry requirements.

D A lower level of attainment.

E The lowest level of attainment judged to be of sufficient standard

to be recorded.

Grades D and E covered approximately the same range ofperformance as the old School Certificate pass grade.

Alternative Ordinary levelOrdinary level, but with syllabuses designed for sixth formers and other more mature candidates. AO/O* examinations werebetween GCE O level and A level in standard. They ceased in1987, with the exception of Additional Mathematics and OCR-runsubjects under the title Additional Subjects. The certificatesawarded do not bear the signature of a DfES representative, buthave been included in the DfES list of statutory qualifications.

The subjects in which the AO/O* examination has been offeredare:

g Additional Frenchg Additional mathematicsg Additional mathematics (MEI)g Certificate in additional mathematics.

AO/O* examinations should not be confused with a pass allowedat GCE O level for a subject taken at GCE A level up to andincluding the 1986 examinations. Assessment was related to GCEO level standards, and the successful candidate’s certificaterecorded as GCE O level grade (shown with an asterisk).

Phased Out Qualifications

BOARD MARKING SYSTEMAssociated 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 levelThe GCE A level was first introduced in 1951 to replace theHigher School Certificate. It was normally taken in schools andcolleges two years after the GCSE or Ordinary (O) levelexaminations (before 1988). In the past, GCE A levels have beenregarded as stand-alone examinations which need notnecessarily form part of an integrated programme as such. Therewas no requirement that the candidate must have taken thesubject at GCSE or O level before attempting the same subject atGCE A level, although individual schools and colleges may haveimposed their own requirements concerning progression.

Candidates were able to choose how many GCE A levelexaminations to take, and there was no requirement that theyshould all be taken simultaneously. The normal pattern for entryto HE was to offer three GCE A levels in Year 13 in schools or FEcolleges in England and Wales (Year 14 in Northern Ireland).Some candidates took fewer subjects, or took their GCE A levelsover a longer period. Some schools/colleges encouraged theirstronger candidates to take four subjects. Candidates may haveused the GCE Advanced Supplementary (AS) examination (half anA level in terms of content but assessed at full A level) to broadenor complement their A level programme.

From September 2000, revised GCE A levels were introduced andthe new GCE Advanced Subsidiary (AS) replaced the GCEAdvanced Supplementary (AS), although both AS qualificationswere offered for examination in summer 2001.

QUALITY ASSURANCEAll GCE A level examinations were subject to quality assuranceprocedures. The regulators (QCDA, ACCAC, CCEA and theirpredecessor bodies) were responsible for keeping under reviewall aspects of school examinations and assessment. In 1994, theGCE A and AS Code of Practice was published in conjunction withthe awarding bodies. The Code of Practice has since beenrevised, firstly as the joint GCSE and GCE A level/AS Code ofPractice, and more recently as the joint GCSE, GCSE in vocationalsubjects, GCE, VCE and GNVQ Code of Practice 2002/3.

The purpose of all the codes has been to:

g lay down detailed procedures to promote accuracy, fairness,quality and consistency across all awarding bodies

g ensure that staged examinations are of the same standardas end-of-course examinations

g represent an enhanced measure of national uniformity ofprocedures and quality assurance.

Subject cores were developed to specify the requirements for GCEA level syllabuses. All syllabuses were subject to the approval ofthe regulators and were required to comply with the requirementsof the subject cores and the Code of Practice.

TIMING OF EXAMINATIONSAll awarding bodies offered GCE A level examinations in thesummer (May/June). AQA, Edexcel Foundation and WJEC alsooffered examinations in the autumn/winter, but not in all subjects.OCR offered modular examinations in March, June and Novemberfor the former UCLES and UODLE suites of specifications.Modules for the former OCSEB A level were held in January andJune. These examinations were certificated by OCR, which hadtaken over all previous modular A levels run by UCLES, UODLE,OCSEB and OCEAC. Module tests for the former NEAB A levelswere held in February/March and June.

MODULAR GCE A LEVELSThe development of modular GCE A level and AdvancedSupplementary specifications offered choice and flexibility forboth students and teachers, and enabled candidates to select aspecified number of modules from those available for an A levelcertificate, and half that number for the award of an AdvancedSupplementary certificate. There were allowable combinations ofmodules, the selection of which might influence the title of thecertificate awarded, for example, in modular mathematics.Modular GCE A levels were replaced by the revised unitised GCE A levels from September 2000.

Modular syllabuses were required to incorporate the relevantsubject cores where appropriate and adhere to the Code ofPractice. All modules were assessed at full A level standard,including those taken at an early stage in the course, ie therewas no allowance for maturation.

Modular GCE A level and AS examinations were available two or three times a year for many syllabuses, and candidates could enter for any number of modular examinations at each of these times.

At the end of each GCE A level or AS module, results were issuedby the appropriate examining bodies, either by grading andcertification or a statement of result to the candidate. At thisstage, if candidates believed they could obtain a higher grade,they could decide to resit one or more modules. Their modularresults were held in a module bank.

For qualifications started before September 2000, candidatescould retake modules on any number of occasions beforepresenting them for a final subject award. The highest result forany module would be accepted, provided it was within its four-year validity, and subject to the satisfaction of the terminalassessment requirement.

The regulations required that at least 30% of the totalassessment for a final subject award should consist of externallyassessed terminal examinations. Terminal examinations wereregarded as externally marked modules taken either in theJanuary series (November for OCR) following October entry or the March/May/June series following February entry.

Modules taken as part of the 30% terminal examinations had tobe included in the subject award, even if their results were notthe candidate’s best for the module(s) concerned.

It is UCAS’s policy that applicants who have taken modular GCE A level or Advanced Supplementary qualifications need not declareon the UCAS form the detailed modules which they are taking orthe results of any modules which may have been completed. Theyshould, however, state the title of the overall qualification.

PREVIOUS GRADING SYSTEMS FOR GCE A LEVELBefore 1963Different examining boards used various systems, and specificenquiries should be addressed to the relevant awarding body (seecontact information in Appendix A); some information is given inthe table below. Before 1963, A level grades were not includedon the GCE certificate although they were communicated to localeducation authorities and universities. Performance in Scholarshippapers was not recorded on the certificates. Candidates whoreached an outstanding level of performance were awarded‘Advanced with Distinction’. This was the only award, other thanthe simple award of an A level pass, which was available in theperiod 1953–62.



Autumn 1963–winter 1986/7 (Durham from 1961)The GCE boards worked within a grading scheme originally laid down by the Secondary Schools Examinations Council andsubsequently confirmed by the Schools Council. This scheme set out the distribution of grades which might be expected insubjects with large and average entries, the approximateproportions of the total entry allocated to each grade in suchcircumstances being as follows.

Approximate % of entry Advanced Grade10 A

15 B

10 C

15 D

20 E

20 O Allowed Ordinary

10 F Fail

The suggested percentages were for the guidance of boards, andactual percentages differed from subject to subject, depending onthe calibre of the entry.

The boards attempted to maintain continuity of standards from oneyear to the next in each subject and also general comparability ofdemands between subjects. In a grading system of this kind, thecentral grades covered relatively narrow mark ranges becausethey fell in the area where candidates were most closelybunched. This applied in particular to grade C, which coveredonly a very narrow spread of marks.

Candidates who failed by a narrow margin might be given an‘allowed Ordinary’ grade (O) which indicated a performanceequivalent to at least grade C at GCE O level.

From summer 1987In 1985, the Secondary Examinations Council recommended areform of the A level grading system, designed partly to resolve theproblem of the narrow mark range defining grade C. In April 1986,the Department of Education and Science announced that, witheffect from the summer 1987 examinations, a new A level gradingsystem would be adopted as follows.

A Highest grade awarded

B

C

D

E Lowest pass grade awarded

N Certificate to indicate the candidate’s performance fell short

of the standard required for grade E by a narrow margin.

U Uncertificated

GCE A LEVEL POINTS SCORE SYSTEMIn the early 1960s, UCCA devised a points score system to helpwith the presentation of statistics; this was initially based on ascore of 1–5 (grade A = 5). In 1989, the system was amended bydoubling the A level scores to take into account the new AdvancedSupplementary qualifications. This system was subsequentlyadministered by UCAS and became recognised as follows.

Grade A B C D E

Points 10 8 6 4 2

It should be stressed that the above system wasdiscontinued from 2002 entry, being superseded by theUCAS Tariff, full details of which are given later in thisdocument. While it is not intended to publish point scores inthe UCAS Tariff for former qualifications, admissions staffshould note that it is acceptable to use the UCAS Tariff forGCE A levels started before September 2000 in view of thecommonality of grading systems.

Advanced SupplementaryThe GCE AS examinations were introduced in England and Walesin 1987, and in Northern Ireland in 1988, to encourage breadthin the post-16 curriculum. In particular, they were intended toencourage students specialising in one discipline (for example,art/humanities) to broaden their knowledge of other areas of the curriculum (for example, science/mathematics). The firstcertificates were issued in 1989 for England and Wales and 1990 for Northern Ireland.

The GCE AS was of the same academic standard as GCE A level.It was intended to represent no more than half the study time ofA level with an upper limit of 20% for coursework in most cases.

GCE AS subjects were often studied in tandem with GCE A levelsubjects in schools or colleges of FE. In theory, candidates couldtake GCE A level and AS in any combination, and the formerCVCP endorsed the concept of a programme consisting of two A levels and two AS qualifications. In practice, the majority ofapplicants who took GCE AS offered a single AS qualification inassociation with three GCE A levels.

From September 2000, the GCE Advanced Supplementary wasreplaced by the new GCE Advanced Subsidiary (also with theabbreviation AS); in summer 2001 both qualifications wereavailable for award. The Advanced Supplementary is no longer available.

BOARD DATE MARKING SYSTEMAssociated 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%



The GCSE and GCE A level/AS Code of Practice applied equally to both GCE A level and AS examinations. The establishment ofsubject cores common to both GCE A level and AS improved therelationship between those examinations. A number of GCE ASsyllabuses were modular, and the principles and practicalarrangements were effectively as for modular GCE A levels. As with GCE A levels, the same standards and subject coresapplied for modular GCE AS syllabuses as for syllabuses withend-of-course assessment.

AWARDING BODIESGCE AS examinations were offered by all the GCE awardingbodies in England, Wales and Northern Ireland.

TIMING OF EXAMINATIONSGCE AS examinations were held in the summer (May/June).Modular AS examinations were usually held in the same sessionsas modular A level.

GRADINGThe grading system for GCE AS was the same as for A level. Thesame standards applied to GCE AS as to GCE A level examinations.

ACCEPTABILITY FOR ENTRY TO HIGHER EDUCATIONHEIs have accepted two GCE AS subjects in place of anunspecified third GCE A level subject for entry to most courses.For the purposes of entry to HE, one GCE AS qualification wasequivalent to half an A level and was treated as such whencalculating points scores. AS grades were therefore scored asfollows in the former UCAS points score system.

Grade A B C D E

Points 5 4 3 2 1

While there is no formal points score in the new UCAS Tariff forGCE Advanced Supplementary, HEIs may wish to attribute thesame Tariff points scores as for the equivalent grade in the newGCE Advanced Subsidiary. It should be noted that both types ofAS qualification represent half the value of the relevant full GCE A level qualification.

Special PapersSPs were additional examinations which could be taken inconjunction with, and at the same time as, the GCE A levelexamination in the same subject. Some awarding bodies offeredSPs as stand-alone examinations that did not require a link torelated GCE A level subjects. For some GCE A level subjects,there was no corresponding SP. The questions were designed totest the level of knowledge and understanding of candidatesdeemed to be more able.

SPs were offered by AQA, OCR, and WJEC.

SP results were graded as follows.

1 Distinction – an outstanding performance

2 Merit – a good performance

U Unclassified – if the candidate did not reach the standard

required for grade 2, or failed to qualify by not passing

GCE A level in the same subject

It was possible for the candidate to pass an A level subject but tobe unclassified in the SP.

Admissions tutors have sometimes taken into account the resultsof SPs, but it has not been normal practice to include them withinconditional offers. SP results were reported to HE in associationwith the relevant GCE A level results.

Following the introduction of AEAs in association with revisedGCE A levels from summer 2002, SPs have been phased out.

Certificate of SecondaryEducationThe CSE examination was offered from 1965t to1987. In June1988, the GCSE replaced CSE and GCE O levels. The modes ofexamining for the CSE varied according to the degree ofinvolvement on the part of the candidate’s school. The principalforms were:

g Mode 1 – examinations designed by the examining board onsyllabuses set and published by the board

g Mode 2 – examinations designed by the examining board onsyllabuses devised by individual schools or groups of schools

g Mode 3 – both syllabuses and examinations created byschools under boards’ guidance and approval.

As Modes 2 and 3 syllabuses were drawn up by individualschools or groups of schools, examinations on these syllabuseswere normally available only to pupils in the particular schools orgroups of schools.

The three modes were not mutually exclusive; many school-basedexaminations incorporated board-based components and viceversa. All combinations were subject to moderation by the boards.

Many universities accepted CSE grade 1 as equivalent to grade Cor above at O level or GCSE.

Joint 16+ examinationsSome applicants may indicate on their application forms that theytook joint 16+ examinations. This indicates that the applicantstook part in examinations conducted by consortia of GCE boardsand CSE boards. These examinations had their origins in thefeasibility studies which led the Schools Council in 1976 to aform of examination similar to GCSE. In 1980, the Governmentproposed the GCSE as a single system of examining at 16+.

Applicants who took the joint 16+ examinations of various GCE/CSE consortia will have received two certificates unless ungraded,one showing their results in terms of O level grades (A – E), theother in terms of CSE grades (1–5). Grades achieved in such16+ examinations were directly equivalent to the correspondingGCE and CSE grades. There is no formal correspondencebetween CSE grades 2–5 and GCE O level grades D and E.

Certificate of ExtendedEducation The CEE was an official pilot examination recommended by theSchools Council in 1976. It was primarily for students who hadobtained CSE grades 2–4 and who were staying on for one yearin the sixth form but who had no immediate intention of seekingadmission to HE. It was discontinued in 1991.

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 continuedto offer CEE examinations until 1990. Since the experimentalexaminations began in 1972, the CEE had in some areas beentaken by students from the whole of the ability range and not just from the original target group.

There were five grades, of which grade I was the highest and grade V the lowest. CEE grades I, II and III, obtained bycandidates who took the CEE examinations conducted by aconsortium of GCE and CSE boards, were certified by those



boards as being equivalent to at least grade C in the former GCE O level examination.

Certificate of Extended StudiesThe CES was a post-GCSE examination offered by AQA (NEAB) in1994-8. The subjects involved were biology, chemistry, English,french, history, mathematics, physics and religious studies.Syllabuses are suitable for students who have attained GCSEgrades C or D. In 1999 and 2000 only, French was offered. CESwas withdrawn after 2000.

Each syllabus was free-standing, and required approximately 90hours’ teaching time. It could be completed in one year or spreadover two years. It could be taken in combination with othercourses, for example, GCSE, A level/AS, GNVQ. Successfulcandidates were awarded Distinction, Merit or Pass Certificates.The Distinction was awarded to candidates who provided workabove that normally expected at GCSE. The course bridged thegap between GCSE and GCE A level.

Certificate of Further StudiesAQA (formerly AEB) introduced a series of examinations for the CFSin 1991. Syllabuses are offered for one year in 10 different subjects.The CFS is designed primarily for students who attained grade D orE at GCSE, but is also suitable for Access students in England,Wales and Northern Ireland and others for whom GCE A level orAS examinations are inappropriate. Students could enter for anynumber of CFS subjects. The CFS in English, French and Germanfor Business was offered for the last time in summer 2002.

The assessment pattern for each subject consists of courseworkand one written paper. Results were announced officially as twopercentage marks rounded to the nearest 5%. The Boardunderwrites a mark of 60% or better for coursework, and 50% orbetter for written papers as representing a standard of attainmentequivalent to grade C in GCSE.

Intermediate CertificatesOCR offered a range of former UODLE Certificates in Travel andTourism, Leisure Studies, Nutrition and Food, and Education andCare of Under-Fives. The Certificates were designed to be taughtin one year as an additional, vocationally related course betweenGCSE and GCE A level. The Certificates were offered for lastexamination by OCR in 2000.

OCR has provided the three Additional Mathematics syllabusesinherited from UCLES and OCSEB, based on the former AOAdditional Mathematics. These certificates were offered for thelast time in June 2002.

Senior Certificate ExaminationThe Ministry of Education Senior Certificate Examination wasconducted by the Ministry between 1925 and 1965, when thegroup certificate was superseded by the GCE examination inseparate subjects at O and A levels. The grading system of theSenior Certificate Examination was by marks (total 400) as follows.

Ordinary level 160+ marks – Pass

240+ marks – Pass with Credit

Advanced level 160+ marks – Pass

280+ marks – Pass with Distinction

Between 1965 and 1969, the Northern Ireland General Certificateof Education (GCE) examinations were conducted by the Ministryof Education.

From 1970 until 1984, the GCE Board, a statutory body underthe Education and Libraries (Northern Ireland) Order, conductedthe examinations. As a result of a further legislative change in1984, NISEC conducted the examinations until 1989.

Between 1990 and 1993, the examinations were conducted byNISEAC. Since 1994, this task has been undertaken by NICCEA(often expressed as CCEA).

Use of EnglishOCSEB offered the Use of English paper until 1989. From 1990until 1995, it was offered by UCLES. Use of English was anexamination outside the structure of GCSE and GCE.

BTEC Qualifications Prior toSeptember 2002(INCLUDING FORMER BTEC, BEC AND TECQUALIFICATIONS)

BTEC First, National and HigherNational Certificates andDiplomasBTEC First, National and Higher National qualifications includedtwo types of vocational unit:

g core units, which specified the knowledge, skills andunderstanding required for qualifications in the subject area

g option units, which provided the knowledge, skills andunderstanding in more specialised areas, offeringprogression opportunities.

For learners on programmes of study before September 2000,qualifications included skills achievement, which was recorded onstudents’ certification as BTEC Common Skills.

Learners on BTEC First and National programmes fromSeptember 2000 no longer followed the BTEC Common Skillswithin their programmes. They were encouraged to take the KeySkills qualifications which were separately certificated.

Higher National Qualifications –EngineeringBefore September 1999, Engineering National Certificateprogrammes had a unit value of 10.0, of which the equivalent of at least 3.0 units were at NIII level. National Diplomaprogrammes had a minimum unit value of 16.0, of which theequivalent of at least 6.0 were at NIII. Where an Edexcel unit is classified simply as N, it will for this purpose be consideredto be equally weighted between NII and NIII. Engineering HNCprogrammes had a unit value of 10.0, of which 8.0 had to be atH level. HND programmes had a minimum unit value of 16.0, ofwhich 12.0 were at H level. NIII units used in Higher Nationalprogrammes were designated at H/N level.



Access to HE CertificateThe Access to HE Certificate was an undifferentiated award whichwas phased out between 2007 and 2009. It has been replacedby the Access to HE Diploma, which has both a common systemof grading and a standard credit requirement. During thephasing-in period, Access to HE Diplomas were awardedaccording to the standard credit requirement but the awardremained ungraded. The Access to HE Certificate had neither astandard system for grading nor common credit requirements:the use of credit; specific credit requirements, and any system ofgrading used for the Access to HE certificate were determined bylocal agreement.

The outline below shows the qualification awarded to studentswho registered on an Access to HE course for the first time andcompleted that course in the year(s) given. Students whocompleted recognised Access to HE courses in earlier years; orwho started courses prior to the academic year in which theaward was made (ie they were studying part-time or took a breakin their studies which ran across two or more years) may havebeen awarded an earlier variant of the qualification. The changedapproach to the description of student achievement for Access toHE in recent years does not invalidate the achievement ofstudents who completed courses before the current commonspecification for the qualification was developed.

g 2009 Access to HE Diplomas (ungraded; standard creditrequirement for all awards - 60 credits; 45 at level 3)

g 2007 and 2008Some Access to HE Diplomas (ungraded; standard creditrequirement - 60 credits; 45 at level 3); some Access to HEcertificates (ungraded; credit requirements agreed at locallevel)

g Pre-2007: Access to HE certificates (ungraded; credit requirementsagreed at local level)g 1998-2007: certificate logo: green arrow head with

the words ‘Access to Higher Education recognised bythe Quality Assurance Agency for Higher Education’

g 1992-1997: certificate logo: red triangle with thewords ‘recognised by the Higher Education QualityCouncil’

g pre-1992: Access to HE certificates awarded throughlocal arrangements.

The awarding bodies for the Access to HE qualification are knownas ‘Access Validating Agencies’ (AVAs) and were known as‘Authorised Validating Agencies’ until 2008. There have been alarge number of name changes and mergers among AVAs sincethe Access Recognition Scheme was first established in 1989.Details of current and former AVAs are available on the Access toHE website at www.accesstohe.ac.uk/avas/default.asp

Advanced General National Vocational QualificationsQUALIFICATION ABBREVIATION:Advanced GNVQ


BACKGROUND:At Advanced level, the GNVQ has been replaced by the AdvancedVocational Certificate of Education (AVCE).

The following table provides an equivalence with generalqualifications:

Advanced 12 units 2 GCE A levels

6 units 1 GCE A level

Advanced GNVQ students could opt to do additional studiesalongside their GNVQ, either to broaden their general educationto or deepen their understanding of the particular vocational areathey were studying. Key Skills were a requirement of the pre-2000 GNVQs.

Students could choose to take as additional studies:

g more vocational units (from either the same or another GNVQsubject area). Students received a separate results slip andcertificate for individual GNVQ units

BTEC qualifications prior to 1986(INCLUDING FORMER BEC, TEC AND JOINT COMMITTEEQUALIFICATIONS)

For programmes revised and updated since 1985, the previousTechnical Education Council Levels 1–5 have been subsumedinto the current BTEC Qualifications Framework. There are a few

exceptions to this, for example, some Higher National andNational Certificates and Diplomas in Engineering andConstruction.

The relationship between the principal BEC, TEC and BTECqualifications and the associated level information is detailed inthe chart below.

PREVIOUS QUALIFICATIONSTitle Designation LevelBEC Higher National Certificate and Diploma HNC/D –

TEC Higher Certificate and Diploma – IV/V

BEC National Certificate/Diploma NC/ND –

TEC Certificate/Diploma – II/III

BEC General Certificate/Diploma – at Credit Level GC/D –

Technician Studies Certificate – I

CURRENT QUALIFICATIONSTitle Designation LevelBTEC Higher National Certificate/Diploma H IV

in designated study area

BTEC Higher National Certificate/Diploma H IV

in designated study area

BTEC National Certificate/Diploma in N III

designated study area

BTEC National Certificate/Diploma in N III


BTEC First Certificate/Diploma in F II


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.



g additional Key Skills units (Improving Learning andPerformance, Working with Others and Problem Solving)

g separate foreign language unitsg one or more GCE A levelg one or more GCE Advanced Supplementary or Subsidiaryg other additional studies, eg BTEC qualifications, NOCN units,

NVQ units, various certificates.

The Advanced GNVQ (Single Award) was also available as a pilotfrom September 1998, and was primarily aimed at post-16students. It was designed to be equivalent to one A level.Students had the option of taking this qualification over one ortwo years. It gave a basis in a vocational area with the possibilityof a certain amount of specialisation via optional units.

The Single Award was a six-unit GNVQ at advanced level only,covering the following vocational areas:

g Art & designg Businessg Health & social careg Information technology.

The Single Award was based on the same revised model as theAdvanced GNVQ (Full Award)(pilot).



NUMBER OF UNITS/STRUCTURE:The Advanced GNVQ (Full Award) was made up of 12 units, plusKey Skills, as follows:

g eight mandatory vocational unitsg four optional vocational unitsg three mandatory Key Skills in application of number,

communication and information technology (IT).

ASSESSMENT METHOD:In the pre-September 2000 model of the Advanced GNVQ,students had to pass an externally set and marked unit test in avariable number of mandatory units (most commonly seven).These tests were designed to ensure that students had theunderpinning knowledge important for the unit; they did notcontribute to the overall grade of the qualifications.

Differentiation rested on the other, more significant assessmentprocess. Advanced GNVQ students completed activities, projectsand assignments as well as taking part in traditional lessons. As aresult of this work, they put together a portfolio of evidence,demonstrating that they had met all the requirements of theGNVQ programme at the necessary standard. Key Skills wereoften achieved through these activities, although separateteaching of Key Skills occurred where necessary.

The external assessment of the Single Award took two forms:tests, and external moderation of the student’s portfolio. The testsconsisted of short-answer papers of one to two hours’ duration,marked by the awarding bodies’ examiners.



GRADING SYSTEM:Distinction/Merit/Pass

When the portfolio of evidence had been completed and the unit tests passed, the student gained an overall Pass in thequalification. To achieve a higher overall grade (Merit or

Distinction), a student had to have strong evidence of learningskills (planning, information seeking, handling and evaluation anduse of language) and high quality outcomes, as well as satisfyingall the requirements of the 12 vocational units and the threemandatory Key Skills at the appropriate level.

QUALITY ASSURANCE:The Advanced GNVQ (Full Award) was also available as a pilotusing an interim structure and assessments.

The pilot GNVQ included an interim unit structure, external short-answer tests, a new system for determining the overall grade tobe awarded and new moderation of students’ coursework.

The aim of external moderation was to confirm that theassessment decisions made by centres conformed to nationalstandards. The standards moderation process replaced theprevious system of external verification.

PROGRESSION/ARTICULATION:Although the achievement of the Single Award led to aqualification in its own right, it could also be used as progressiontowards a Full Award.

VARIANTS:See also GNVQ and Part One GNVQ.

Sixth Term Examination PapersQUALIFICATION ABBREVIATION:STEP

BACKGROUND:STEP was formerly administered by the Oxford and CambridgeSchools Examination Board on behalf of Cambridge Colleges.When it was first examined in the mid-1980s, there were 22STEP papers available. Over the years, the number of papers has been gradually reduced. Most of them, with the exception of mathematics, were examined for the last time in 2002 whenAdvanced Extension Awards were introduced. There are nowthree mathematics papers. They are all based on themathematics Advanced GCE Common Core. STEP is currentlyused by some Cambridge Colleges and by other HEIs.

DATE OF LAST AWARD:2002 (except for Mathematics)

NUMBER OF UNITS/STRUCTURE:Mathematics IMathematics IIMathematics III.

Candidates take one or two of these papers.

ASSESSMENT METHOD:External assessment

EXAMINATION TIMING:June

DATE OF RESULT PUBLICATION:August (same date as A/AS results)

GRADING SYSTEM:Grade S: OutstandingGrade 1: Very goodGrade 2: GoodGrade 3: SatisfactoryGrade U: Unclassified

The minimum standard for Grade 2 is equivalent to the minimumstandard for Merit in an Advanced Extension Award.

PROGRESSION/ARTICULATION:Higher education



Part One General National Vocational QualificationsQUALIFICATION ABBREVIATION:Part One GNVQ

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:Level 1 = Foundation, Level 2 = Intermediate

BACKGROUND:Part One GNVQs became new GCSE qualifications in vocationalsubjects (Double Award) from 2002.

Part One GNVQs have been available nationally since September1999 in seven vocational areas and are broadly equivalent to twoGCSEs. They are also available post-16.

The last normal certification date was summer 2003, the lastresit opportunity being January 2004. These qualifications havebeen replaced by GCSEs in vocational subjects.


DATE OF LAST AWARD:January 2004

NUMBER OF UNITS/STRUCTURE:Three units

ASSESSMENT METHOD:An assessment regime consisting of a graded test per unit, plusportfolio evidence.



GRADING SYSTEM:Distinction/Merit/Pass

VARIANTS:See also GNVQs and GCSEs in vocational subjects.

ifs Certificate in Financial Services PracticeQUALIFICATION ABBREVIATION:CFSP


BACKGROUND:The Certificate in Financial Services Practice (CFSP) wasdesigned to:

g improve students’ knowledge of the financial services industry

g develop financial literacy and business awarenessg help those working in a customer services environment

provide a better service to their customers.

The CFSP has also been designed to cover many of theknowledge and understanding requirements of the ProvidingFinancial Services (Banks and Building Societies) NVQs,particularly at levels 2 and 3.

The aims of the CFSP are to:

g provide an up-to-date body of knowledge of the UK financialservices sector, which can serve as a basis for further studyand development

g provide an introduction to organisational systems andprocesses both generally and within the financial services sector

g encourage an understanding of an individual’s role as part ofan organisation within the financial services sector

g provide an opportunity for the individual to experience avariety of differing aspects of the financial services industry,and thus be in a position to make informed decisions

g develop an awareness and understanding of the ways inwhich regulation and legislation impact on, and are relevantto, the individual’s organisation and the financial servicesindustry in general

g engender an awareness of the need for, and the value of,effective customer service in the financial services sector.


ASSESSMENT METHOD:To complete the qualification, candidates must pass five subjects– three core subjects and two option subjects. The core subjectsare designed to give students a broad understanding of thefinancial services environment, while the option subjects allowstudents to develop specialist knowledge.

The CFSP can be studied as a self-study course or students mayreceive tuition at an appointed centre. Each subject is supportedby a self-study text. Each subject requires approximately 40hours of study time, which, for the whole qualification, equates toapproximately 200 hours of study. The subjects are assessed bytwo-hour multiple-choice examinations.

GRADING SYSTEM:Grade UCAS Tariff PointsPass 60

VARIANTS:ifs provides a wide range of qualifications to suit the needs of thefinancial services industry.

g Diploma in Financial Services Management (DFSM)g Diploma in Mortgage Lending (DML)g Diploma in Trust and Estate Practice (DTEP)g Certificate in Mortgage Advice and Practice (CeMAP)g Certificate for Financial Advisers (CeFA)g Certified Documentary Credit Specialist (CDCS)g Contact Centre Professional (CCP)g The Certificate and Diploma in English for Banking and

Finance (CEBF/DEBF).

Further information about ifs qualifications is available from theInstitute of Financial Services.

Advanced Subsidiary VocationalCertificate of EducationQUALIFICATION ABBREVIATION:ASVCE (also known as the three-unit VCE)


BACKGROUND:New qualifications with the same AS and A2 structure as existingGCE qualifications were introduced to replace VCEs for firstteaching in September 2005. The new qualifications are knownas Advanced Subsidiary and Advanced GCEs in applied subjects,and four awards are available: AS (three AS units), AS doubleaward (six AS units), Advanced (three AS and three A2 units) andAdvanced double award (six AS and six A2 units).



The ASVCE was available from September 2000 in the followingvocational areas only:

g Businessg Engineeringg Health & social careg Information & communication technology (ICT).

The ASVCE was designed to promote breadth and addenrichment to students’ learning programmes, encouraging themto mix and match AVCE qualifications with other qualifications, or to pursue vocational study part-time, possibly in conjunctionwith part-time employment. Students would normally completethis award in one year, but it may have been taken over a longer period.

The ASVCE was referred to as ‘Advanced Subsidiary (AS)’.However, while it was the same size as the GCE AS, it was not‘subsidiary’ in nature. Its units were assessed at full AVCEstandard and there was no requirement to teach them in aparticular order.




NUMBER OF UNITS/STRUCTURE:Three units

ASSESSMENT METHOD:The AVCE, ASVCE and AVCE Double Award all drew from the same pool of units and used the same assessmentarrangements: a combination of externally assessed writtenpapers (usually 30%) and internally assessed coursework/portfolio (usually 70%).



GRADING SYSTEM:For the ASVCE, an A – E grading system was used, givingcomparability with GCE AS level.


B 50

C 40

D 30

E 20

GRADING ADDITIONAL INFORMATION:U indicated an unclassified performance which was not certificated.

QUALITY ASSURANCE:The ASVCE was quality assured by the same mechanisms as theAVCE six-unit award.

Advanced Vocational Certificateof EducationQUALIFICATION ABBREVIATION:AVCE (also known as the six-unit AVCE)


BACKGROUND:New qualifications with the same AS and A2 structure as existingGCE qualifications were introduced to replace VCEs for firstteaching in September 2005. The new qualifications are knownas Advanced Subsidiary and Advanced GCEs in applied subjects,and four awards are available: AS (three AS units), AS DoubleAward (six AS units), Advanced (three AS and three A2 units) andAdvanced Double Award (six AS and six A2 units).

AVCEs were qualifications which enabled students to developskills, knowledge and understanding in the vocational area theywere studying and prepared them for both the world of work andfor progression to higher education. They were informally knownas ‘Vocational A levels’.

AVCEs were designed to be related to National OccupationalStandards in relevant sectors and to equip students with up-to-date knowledge, skills and understanding of the underpinningprinciples and processes of those sectors. Learning was expectedto be active and student-led, although directed by teachers andsupported by professional and employer input. The six-unit AVCEwas the same size as GCE A level, and the overall grade was onthe same A – E scale.

In autumn 2000, the Advanced GNVQ was replaced by the newAVCE as a part of the introduction of Qualifying for Successreforms. The AVCE was available as a series of different sizes ofaward to promote flexibility in the post-16 curriculum:

g VCE Advanced Subsidiary (ASVCE) – three unitsg AVCE – six unitsg AVCE Double Award – 12 units.

The achievement of an AVCE was not dependent on achievementof Key Skills. However, the development of Key Skills formed anintegral part of the AVCE and they were signposted in thevocational units.




NUMBER OF UNITS/STRUCTURE:AVCE was available from September 2000 as a six-unit award.The award consisted of a mixture of compulsory and optionalunits. Within individual vocational areas, there may have beenalternative models of how the AVCE was constructed, providing a measure of controlled flexibility. It could be taken over one ortwo years.

ASSESSMENT METHOD:The ASVCE, AVCE and AVCE Double Award all drew from thesame pool of units and used the same assessmentarrangements: a combination of externally assessed writtenpapers (usually 30%) and internally assessedcoursework/portfolio (usually 70%).

The broad aim of the redesign of vocational qualifications atadvanced level was to reduce the overall burden of assessmentwhilst strengthening the external element and making clearerwhat students need to learn as opposed to what is assessed.

AVCE qualifications were unit-based. Each unit clearly set out thelearning which students must cover in order to provide theassessment evidence. Assessment criteria were used to assessthe students’ ability to apply their skills, knowledge andunderstanding in a vocational context. The assessment criteriawere written for each unit, and the units were written for, and



addressed directly to, the students themselves. The exact natureof external assessment depended on the subject area, level andunit content.

Complete portfolio units were assessed by means of unit-specificcontextualised grading criteria. Evidence for assessors on the useof the criteria was given in a section of the units entitled EssentialInformation for Teachers, which suggested teaching strategies,assessment strategies and resources, and includes Key Skillssignposting.



GRADING SYSTEM:Grade UCAS Tariff PointsA 120

B 100

C 80

D 60

E 40

GRADING ADDITIONAL INFORMATION:The final grade was calculated using a points-based system.Separate points were available for each unit, and these wereaggregated to determine an overall grade for the qualification.These points should not be confused with those used on theUCAS Tariff (see above).

U indicates an unclassified performance, which was not certificated.

QUALITY ASSURANCE:For internal assessment, a moderation system designed to ensurethat entry grades are in line with national standards replaced theexternal verification system. Normally at least a third of theoverall assessment was externally set and marked by theawarding bodies.

PROGRESSION/ARTICULATION:The AVCE was designed to promote flexibility in the post-16curriculum allowing students to combine AVCE with otherqualifications, including GCE A level, GCE AS and the ASVCE.

Advanced Vocational Certificateof Education: Double AwardQUALIFICATION ABBREVIATION:AVCE Double Award


BACKGROUND:New qualifications with the same AS and A2 structure as existingGCE qualifications were introduced to replace VCEs for firstteaching in September 2005. The new qualifications are knownas Advanced Subsidiary and Advanced GCEs in applied subjects,and four awards are available: AS (three AS units), AS doubleaward (six AS units), Advanced (three AS and three A2 units) andAdvanced double award (six AS and six A2 units).

The former Advanced GNVQ (which consisted of a minimum of12 units) was replaced by the AVCE Double Award.

The AVCE Double Award was equivalent in size to two GCE A levels and would normally be taken over two years.

Students had the opportunity to supplement the AVCE DoubleAward with additional units which were graded separately. Thesewere often in the same vocational subject area, or included

language units. Where students wished to take additional studiesin a different vocational area, they may have taken a six-unitAVCE or three-unit AVCE award in that subject area.




NUMBER OF UNITS/STRUCTURE:Twelve units

According to the vocational subject area, the AVCE Double Awardwas structured within the following rules:

g a minimum of six and a maximum of eight compulsory unitsg a maximum of six optional units.

ASSESSMENT METHOD:The ASVCE, AVCE and AVCE Double Award all drew from the samepool of units and used the same assessment arrangements, thatis, through a combination of externally assessed written papers(usually 30%) and internally assessed coursework/portfolio(usually 70%).



GRADING SYSTEM:The award resulted in the student receiving two related grades onan A – E scale, ie AA, AB, BB, BC, CC, CD, DD, DE, EE. It shouldbe understood that these are paired overall grades for the wholeaward, and are not two individual grades relating to clusters ofsix units.

Grade UCAS Tariff PointsAA 240

AB 220

BB 200

BC 180

CC 160

CD 140

DD 120

DE 100

EE 80

GRADING ADDITIONAL INFORMATION:U indicated an unclassified performance which was not certificated.

QUALITY ASSURANCE:The AVCE Double award was quality assured by the samemechanisms as the AVCE six-unit award.

Diploma of AchievementBACKGROUND:OCR offered a skills-based Diploma of Achievement designed tocomplement students’ studies on post-16 courses. (This Diplomawas previously offered by OCEAC.) The Diploma course wasconcerned with the development of a wide range of life skills,including key skills, and provided evidence in the form of acertificate reporting skills attainment, together with a portfolio.The assessment was withdrawn in 2004.


General National VocationalQualificationsQUALIFICATION ABBREVIATION:GNVQ

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:level 1 = Foundation GNVQ, level 2 = Intermediate GNVQ.

BACKGROUND:GNVQs were introduced as part of the National QualificationsFramework for England, Wales and Northern Ireland in responseto the Government’s White Paper Education and Training for the21st Century (May 1991).

GNVQs are available at two levels and the following table providesan equivalence with qualifications in the general category.

Intermediate 6 units 4 GCSEs (grades A*-C)

3 units 2 GCSEs (grades A*-C)

Foundation 6 units 4 GCSEs (grades D-G)

3 units 2 GCSEs (grades D-G)

Following the GNVQ Assessment Review (November 1995) and piloting during 1996/8, GNVQs were redesigned in all areas.The redesigned GNVQ has been available since September 2000.The names of Foundation and Intermediate GNVQs remainunchanged.

The broad aim of the redesign was to reduce the overall burdenof assessment while strengthening the external element andmaking clearer what students need to learn as opposed to whatis assessed.

The achievement of a GNVQ is not dependent on achievement of Key Skills. However, the development of Key Skills forms anintegral part of the redesigned qualifications. The revised KeySkills are signposted in the vocational units to support Key Skillsachievement. Key Skills are separately certificated through theKey Skills qualifications.

The Government has decided that Foundation and Intermediatesix-unit GNVQs should be phased out, as successor qualificationsare identified. Candidates should no longer be able to register forthese qualifications although further details of when each GNVQwill be withdrawn can be found on the QCDA website,www.qcda.org.uk/



NUMBER OF UNITS/STRUCTURE:Six units

Each unit clearly sets out the learning the students must cover inorder to produce the assessment evidence.

Assessment criteria are used to assess the students’ ability toapply their skills, knowledge and understanding in a vocationalcontext. The assessment criteria are written for each unit,replacing the separate generic grading criteria. Units, includingthe assessment criteria, are written for, and addressed directly to,the students.

ASSESSMENT METHOD:Assessment is through a combination of internal and externalrequirements: namely continuously assessed portfolios and shorttest papers. The exact nature of external assessment variesdepending on the subject area, level and unit content.

Complete portfolio units are assessed by means of the unit-specific contextualised grading criteria. Assessors are guided inthe use of the criteria by a new section in the units entitled‘Essential Information for Teachers’, which suggests teachingstrategies, assessment strategies and resources, and includesKey Skills signposting.



GRADING SYSTEM:The final grade is calculated using a points-based system.Separate points are available for each unit, and these areaggregated to determine an overall grade for the qualification.Grades for Foundation and Intermediate GNVQ remain as Pass,Merit and Distinction.

QUALITY ASSURANCE:For internal assessment, a standards moderation systemdesigned to ensure that entry grades are in line with nationalstandards has replaced the external verification system.

Normally at least a third of the overall assessment is externallyset and marked by the awarding bodies.

VARIANTS:See also Advanced GNVQs and Part One GNVQs.

NCSC National ChristianSchools’ CertificateQUALIFICATION ABBREVIATION:NCSC

BACKGROUND:The NCSC provides qualifications for pupils who use theAccelerated Christian Education (ACE) programme. A relativelysmall number of pupils gain these qualifications annually, mainlyfrom small independent faith-based schools. A growing numberof pupils educated at home have opted for the NCSC Certificateprogramme. NCSC level 3 is recognised by many universities forundergraduate entry.

Since September 2004, the NCSC has been replaced by theInternational Certificate of Christian Education (ICCE). Thecurriculum content and standard have been enhanced by theaddition of coursework The designation of certificates haschanged (see separate ICCE entry). NCSC qualifications remainvalid in the UK.


PREREQUISITES:A recommended minimum of two years on the full ACEprogramme.

NUMBER OF UNITS/STRUCTURE:NCSC level 1 = 16 unitsNCSC level 2 = 23 unitsNCSC level 3 = 30 unitsNCSC Honours Certificate = 35 units.

ASSESSMENT METHOD:By unit tests, essays and externally moderated assessments(80% internal, 20% external).

EXAMINATION TIMING:Throughout the year



DATE OF RESULT PUBLICATION:Throughout the year

GRADING SYSTEM:A 100%–96%B 95%–92%C 91%–88%D 87%–84%E 83%–80%Fail below 80%

QUALITY ASSURANCE:All unit tests are moderated by external moderators. Schools arevetted by an annual assessment visit. Home educated pupilsreceive home visits and are required to submit all tests annually.

PROGRESSION/ARTICULATION:Pupils complete all levels of the certification programme over aperiod of approximately five years. Pupils must complete thelower certificates before proceeding to the next.

Progress FileENGLANDProgress File – a set of interactive materials designed to supportlearners’ goal-setting, learning and study skills, progressmonitoring and recording of achievements – has been used bymany schools and colleges since becoming nationally available inApril 2002. These materials, supplied free of charge by theDepartment for Education & Skills, addressed a range of 14-19and Skills White Paper policy objectives – for the development ofindependent learners, able to manage their own development andto make successful transitions between age phases, institutionsand into work.

The DfES ceased to make Progress File materials available inApril 2006 as the principles and processes that underpinProgress File are now well-established and have been adopted inan increasing range of other products and services. Users areencouraged to continue applying those principles and processesto their own circumstances, making use of other tools andsolutions as appropriate. To help in this transition, the DfESwaived all copyright in its Progress File materials – so that theycan be copied and adapted for local use.

The Centre for Recording Achievement, has provided thefollowing additional information.

“Progress File can help individuals record both academic andnon-academic achievements and select those most relevant totheir needs. The activities of reviewing and target setting arecentral to Progress File, which also provides detailed guidance forusers to help develop these skills. It also provides a context withinwhich Individual Learning Plans can focus on future educationaland/or vocational targets being devised and implemented. Linkscan also be made with approaches to teaching and learningbeing developed with vocationally related qualifications.”

Use in the admissions processMany institutions recognise the value in helping individualsdevelop the skills of reflection, recording and action planning.These not only help to build crucial personal organisational andself-management skills, but enable them to take ownership oftheir own development and apply their skills and achievements toa wide range of situations. Progress File can be used in a widerange of contexts and can provide useful information for the HEadmissions process. Progress File is also designed to helpindividuals link their achievements to key skills.

A good recording achievement structure supports the developmentof students’ forward plans and can help motivation and improve

choice. Several projects have shown that where such a structureis in place, applicants can enhance the quality of their applications.

The Centre for Recording Achievement, a national cross-sectornetwork organisation, works to encourage the use of records ofachievement within the HE applications process, and to supporttutors and applicants in making effective use of the recording andplanning experience and documentation in all applications. Thefollowing ways in which engagement in Progress File practice cansupport an application to HE have been identified.

g Providing a basis for the construction of the personalstatement.

g A source of additional material to support applications sent to particular institutions.

g A direct source of evidence that may be valuable inconsidering applicants in Clearing.

g A document for collection and display of evidenceaccumulated in compact arrangements, local progressionrecords or within the new Partnership for Progression initiative.

At Clearing, Progress File may enable individuals to offeradditional, clear and up-to-date information to institutions toassist decision-making at a critical time. Admission tutors mayrequest a summary copy (not the original) of information from theProgress File directly from the applicant.

Interest in recording achievement has not been confined toschools and FE. Over the last 10 years, a large number of HEIshave developed a range of practices under names like Personaland Academic Records, Personal Profiles or Learning Logs.

During 1999/2000, the QAA, CVCP (now Universities UK) andSCOP (now GuildHE) worked together to consult on the mostappropriate means of taking forward the recommendations of theDearing Enquiry into HE that all institutions should develop aProgress File (incorporating a Personal Development Record basedon a process of Personal Development Planning). A policystatement was produced in May 2000. This set a target for theimplementation of Personal Development Planning across the HEsector as a whole by 2005/6. This was confirmed in the HEStrategy Paper, The Future of Higher Education. From September2005, the Centre for Recording Achievement is supporting theHigher Education Academy in the implementation of PersonalDevelopment Planning in the HE sector.

WALESIn Wales, the Assembly has provided funding for Careers WalesOnline (CWO), which is targeted at both young people and adultsin Wales, whether in or out of formal education. Its primary aimsare to help people to initiate their lifelong learning and careerdevelopment process, and then to provide support for that process.The main portal is a gateway to dedicated pages for differenttarget groups: up to 16, 16-19, 19+, professionals and employers.

CWO contains an ‘e-progress file’ that highlights both processand product benefits: (as) ‘a process that helps you take morecontrol of your learning, your personal development and yourplans for the future. It's about making improvements, seizingopportunities and achieving more (which) enables you to:

g save all your information in one place and update itwhenever you want

g identify and value your skills and qualities, recognise yourachievements and use that information to make betterchoices for the future

g keep an up-to-date online record of all your plans, documentsand information that you can share with other people.’

For more information see www.careerswales.com/



SCOTLANDWithin Scotland, parallel developments are in train. For example,‘Assessment is for Learning’ funding has been directed to everylocal authority in Scotland to focus on three main strands,including formative assessment and personal learning planning.Progress Files are available in an editable web-enabled version atwww.ltscotland.org.uk/ and the Scottish Qualifications Authority(SQA) has developed a module on personal development planningat HNC/HND level which was launched in June 2004. Mostrecently (January 2006), in response to the Consultation on‘Assessment, Testing and Reporting 3–14’ (2003), the Scottish

Executive confirmed support for ‘the development of personallearning planning to reflect best practice, taking full account ofevaluations and concerns about manageability and workload, as away of encouraging pupils to take a fuller part in managing andevaluating their own learning’ (at www.scotland.gov.uk/).

NORTHERN IRELANDFor further information on Progress File and the NRA in NorthernIreland, contact Department of Education, Northern Ireland (DENI),or CCEA – see Appendix A for details.



Other Entry Routes To Higher Education

Accreditationof Prior Learning (APL)APL is the overall term widely used for the recognition of, andaward of, academic credit on the basis of demonstrated learningthat has occurred at some time in the past. This learning mayhave come about as the result of a course, or self-directed study,or as the result of experience either at work or in leisure pursuits.It is used in FE, adult education and HE for the purpose of:

g entry into a course or programme g advanced standing on a course or programmeg credit against some of the outcomes of a course or

programme that will count towards an award.

Prior learning capable of assessment and accreditation may takethe form of:

g uncertificated or experiential learning (APEL or Accreditationof Prior Experiential Learning)

g certificated learning (which is the form of prior learning mostusually identified as APL, and also called APCL, orAccreditation of Prior Certificated Learning. It can also betermed RPL, or Recognition of Prior, or Previous, Learning).

The main underpinning principle of APL is that credit is given forevidence of learning, not for experience alone. The resultingcredit is notionally of the same value within an award as thatgained through a taught programme. Arrangements for APL willvary from institution to institution. Full details of the process willbe found within institutions’ own guidelines, regulations andquality assurance frameworks.

Learners wishing to use APL to access HE will need to:

g identify a potential programme/awardg match previous learning against the requirements stipulated

by the institutiong provide evidence of that learning – either in writing or some

other tangible form, and/or through an interview.

The institution, meanwhile, will need to:

g ensure that the background information about the course isaccurate and clearly expressed so that it is possible forapplicants to see how they might match prior learning to its outcome1

g have people available who can advise candidates in theprocess of identifying prior learning and submitting evidence

g provide assessors who can quantify the demonstratedlearning within the context of the programme/award that thecandidate is seeking to access

g satisfy itself that the evidence offered by the applicant issufficient, authentic, current and valid in relation to therelevant learning outcomes, taking into account the level andvolume of credit sought.

If both sets of actions are successfully implemented, it is thenpossible for individual learners to negotiate the ‘terms andconditions’ that will enable them to study for the rest of theaward against which their prior learning has already beenrecognised.

Some HEIs offer taught or online modules to facilitate the APLprocess described above.

Learners wishing to take advantage of APL may do so on thebasis of many forms of learning:

g experiential learning acquired in paid work g experiential learning acquired in unpaid or voluntary work g experiential learning acquired from leisure activities g uncertificated learning from self-directed study g certificated learning from abroad g certificated learning from other UK educational institutions g certificated work-based learning.

Within the sphere of further and adult education, learners mayuse their prior learning for:

g entry into vocational programmes g entry with advanced standing onto some longer courses (for

example, direct entry into the second year of HE programmesdelivered in an FE college, such as a foundation degree, HND, etc)

g credit towards academic, vocational, occupational andcompetence-based qualifications

g entry into Access to Higher Education provision.

Within HE, prior learning may be used, upon assessment by thereceiving institution, for:

g entry into the institution g direct entry into a second or subsequent year of a

programme g advanced standing with credit towards a target award (for

example, the award of credit against specified moduleswithin a programme, which do not necessarily amount to theequivalent of a whole year).

Credit for Higher and FurtherEducation QualificationsWHAT IS CREDIT?Credit is a tool for assessing and expressing learningachievement and equivalence. It plays an important role inrewarding the incremental progress of learners, facilitatingstudent transfer and recognising prior learning, and it contributesto the definition of academic standards. The QAA document‘Academic Credit in Higher Education in England’, written toaccompany the Burgess proposals for a national credit frameworkin England, should be used as a reference for furtherunderstanding of the definitions and issues discussed here.Thefundamental principle is that credit is awarded only for evidenceof learning achievement. Two parameters are used to reflect thelearning achievement: credit value and credit level.

CREDIT VALUEThe first parameter, credit value, is the number of credits whichrepresents the amount of learning needed to achieve a set oflearning outcomes. The number of credits is derived from anestimate of the notional learning time involved. This is defined asthe total amount of time which, on average, it is expected that alearner will undertake to achieve a set of designated learning

Other entry routes to higher education

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-ratedtheir main provision and thereafter include the credit value in a publisheddescription of each of the programmes they offer”.



THE AWARD OF CREDITCredit is awarded for the assessed achievement of learningoutcomes. These are statements of what the student will know,understand or be able to do, on successful completion of thelearning experience. Each module (HE) or unit of assessment (FE)has a coherent set of formally identified learning outcomes.Normally, in order to earn credit for the module, the studentshould satisfy the assessment criteria for all (or, in HE, themajority) of the designated learning outcomes for the module orunit. The module/unit is the smallest entity for which credit maybe awarded. The number of credits awarded for successfulcompletion of the module is the credit value of the module. Thecredit value therefore defines the nominal size of the module andreflects the estimated notional learning hours. Thus all units,modules, programmes and qualifications can be specified interms of a credit value and credit level(s).

CREDITS AND QUALIFICATIONSThe Qualifications and Credit Framework (QCF) is a newframework for recognising and accrediting qualifications inEngland, Wales and Northern Ireland. The framework is at theheart of a major reform of the vocational qualifications systemdesigned to make the whole system simpler to understand anduse and more inclusive. The intention is to make both the systemand the qualifications offered far more relevant to the needs ofemployers and more flexible and accessible for learners.

QCDA is working with employers to strengthen their role ineducation and training through the development of the EmployerRecognition Programme (ERP). Employers can get their highquality in-house training nationally accredited on theQualifications and Credit Framework (QCF) through the ERP. TheQCF awards credit for qualifications and units (small steps oflearning) and enables people to gain qualifications at their ownpace along flexible routes. Following two years of tests and trialsthe QCF has now been approved for implementation.

Learners may achieve credit-based or other programmes thatconstitute acceptable evidence of their readiness to commencean HE programme, or evidence of supplementary achievement inaddition to their main qualification. Access to HE, and OCN,credits are recorded on transcripts/certificates provided by theAVA, and by NOCN.

The following table offers some guidance as to the equivalencesbetween levels and qualifications at FE levels.

QCDA Level 3 NVQ 3 AVCE GCE A level

QCDA Level 2 NVQ 2 Intermediate GNVQ GCSE A*-C

QCDA Level 1 NVQ 1 Foundation GNVQ GCSE D-G

QCDA Entry level

It is important to remember that not all UK HEIs use creditsystems. The table below, however, sets out the recommendedminimum credit values of undergraduate and associatedqualifications offered by institutions in England, Wales andNorthern Ireland. The second column indicates the qualificationlevel for each qualification.

FURTHER INFORMATIONMore information on the Qualifications and Credit Framework isawailable at www.qcda.gov.uk/8150.aspx

outcomes. Generally, in UK-based HEIs, the credit to learning timeratio is normally 1 credit: 10 notional hours of study. In the FEand adult learning sectors, Access to HE courses, validated byQAA-licensed regional Authorised Validating Agencies (AVAs),operate on the same basis of 1 credit: 10 hours. Credit using thistariff is also awarded by the National Open College Network(NOCN) and its regional Open College Networks (OCNs), generallylicensed by QAA. Before August 2005 a tariff of 1 credit: 30notional hours was used in this sector.

CREDIT LEVELThe second parameter is the credit level, which is an indicator ofthe relative academic demand on the learner in undertaking thestudy. Successively higher levels reflect increasing demand onthe learner in terms of complexity, intellectual rigour andautonomy of learning.

Credit levels are related to but are different from qualificationlevels, which indicate the principal outcomes that a studentshould be able to demonstrate following completion of awards atthe designated level. The credit levels are placed within a seriesof levels based upon upward progression. The following outlinelevel descriptors are becoming increasingly widely used.

g Entry: Employ recall and demonstrate elementarycomprehension in a narrow range of areas.

g Level 1: Employ a narrow range of applied knowledge, skillsand basic comprehension within a limited range ofpredictable and structured contexts.

g Level 2: Apply knowledge with underpinning comprehensionin a number of areas and employ a range of skills within anumber of contexts, some of which may be routine.

g Level 3: Apply knowledge and skills in a range of complexactivities demonstrating comprehension of relevant theories.Access and analyse information independently and makereasoned judgements, selecting from a wide choice ofprocedures in familiar and unfamiliar contexts.

g Level 4: Develop a rigorous approach to the acquisition of abroad knowledge base. Employ a range of specialised skillsand evaluate information using it to plan and developinvestigative strategies. Determine solutions to unpredictableproblems.

g Level 5: Generate ideas through the analysis of concepts atan abstract level with a command of specialised skills and theformulation of responses to well-defined and abstract problems.

g Level 6: Critically review, consolidate and extend asystematic and coherent body of knowledge. Criticallyevaluate new concepts and evidence from a range ofsources. Transfer and apply diagnostic and creative skills andexercise significant judgement in a range of situations.

g Level 7: Display mastery of a complex and specialised areaof knowledge and skills, employing advanced skills to conductresearch or advanced technical or professional activity.

g Level 8: Make a significant and original contribution to aspecialised field of enquiry demonstrating a command ofmethodological issues and engaging in critical dialogue with peers.

This series of nine levels spans the FE/HE sectors in England,Wales and Northern Ireland (see table in National QualificationsFramework section). Courses leading to the award of the bachelordegree with honours normally start at level 4 and culminate atlevel 6. NOCN uses an equivalent set of descriptors for Entry leveland levels 1 to 3, with some regional OCNs using levels 4 and 5.



The Open UniversityThe Open University (OU) is the world’s leading open and distanceteaching university. Established by Royal Charter in 1969, it hasbecome Britain’s largest HE institution and has an excellentresearch programme. In 2005, 2006 and 2007 the universitywas ranked top for student satisfaction in the National StudentSurvey.

The Open University began teaching undergraduates in 1971. Inits first year, the OU had 20,000 students: by 2005 there weremore than 200,000. It offers a wide range of undergraduate andpostgraduate certificates, diplomas and degrees. Mostqualifications are made up by combining free-standing courses.

OU students study part-time from home, work or wherever theychoose. They have a personal tutor to answer questions andprovide study support, including feedback and assessment ofregular pieces of written work. Many courses also includeoptional group tutorials, usually on weekday evenings orSaturdays. All students are e-connected in one of the largest online academic communities in the world.

There are two main routes to an undergraduate degree. Studentscan choose from the full range of undergraduate courses toobtain a BA or BSc tailored to meet their own requirements.Alternatively, they can choose from more than 50 honoursdegrees in different named subjects, including computing,humanities, the natural sciences, psychology and social sciences.Students need a minimum of 300 credit points for a degreewithout honours and 360 points for a degree with honours. Moststudents do no more than 60 points’ worth of courses a year andtake at least six years to complete their degrees. Some, however,study at 120 points a year, which is the equivalent of full-time.

There are no selection procedures and no entry requirements formost undergraduate-level courses and qualifications. Moststudents find it sensible to start with either a short Openingscourse or a level 4 (HE level 1) course. The Openings programmeof introductory courses has been specially designed to givestudents a chance to ‘test the water’ with a short 10-credit-pointcourse, before committing themselves to full undergraduate studyat HE level 1. They have four start dates a year – March, May,July and September – and each course lasts up to 20 weeks.

As well as introducing particular subject areas, the 30- or 60-point level 4 (HE level 1) courses develop the skills necessary toprogress to higher levels. They provide extra support, such asmore frequent optional tutorials, to help students to get used tothe OU way of studying as quickly and efficiently as possible.

Tutorials give opportunities to meet a tutor and other students.Once students are familiar with OU teaching methods anddevelop their learning skills, they should be very well prepared forfurther degree-level study, whatever their educationalbackground.

The OU has paid special attention to its level 4 (HE level 1)courses to make sure that they are accessible to a wide variety ofentrants, whether they already have knowledge of the subjectarea or not. The credit points acquired contribute towards thedegree. Level 4 (HE level 1) courses are not preparatory todegree-level study, they are part of it. Some courses at level 4(HE level 1) offer a certificate if completed successfully.

Most undergraduate courses start in February and runcontinuously for about nine months, with an examination (if thecourse has one) in October. Other undergraduate courses havedifferent start dates, mainly in May and November.

What is included in an individual course depends largely on thesubject and on how it is taught. Most courses provide several ofthe following:

g specially written textbooks or workbooksg other printed materials such as illustrations, scores, maps,

statistical tables, software guidesg equipment lent out for practical work – particularly for

science and technology coursesg audio and video recordingsg CD-ROMs and computer softwareg computer conferencing and course websites.

In most OU courses, academic performance is measured bycontinuous assessment and written examinations or examinedproject work. Continuous assessment measures performance inassignments throughout the course; these may be pieces ofwritten work marked by the tutor, or multiple-choice questionsmarked by computer. Marks are combined with those awardedfor any examined or project work at the end of the course tocalculate a student’s final result. Assessment in the OU is closelylinked to teaching. As well as marking assignments, tutors willcomment on them, pointing students in new directions,elaborating on points of difficulty or contention and giving ageneral sense of progress.

In 2006 the Open University became the first UK university tooffer learning materials free of charge under a creative commonlicence. These can be accessed at www.open.ac.uk/openlearn.These learning materials cannot be counted for an award,however.

QUALIFICATION HEQF MINIMUM OVERALL RANGE OF LEVELS/ MAXIMUM CREDITS AT QUALIFICATION CREDITS NUMBER OF CREDITS LOWEST LEVELLEVEL 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 OU has a Young Applicants in Schools Scheme which givesspecially selected students in Year 12/13 the chance to takecertain level 1 courses, either to extend beyond their AS levelstudies or to add breadth. The scheme relates to a number ofGovernment agendas, including provision for gifted and talentedstudents through the National Academy for Gifted and TalentedYouth. The young students are treated in the same way as anyother OU student. As well as undertaking the academicchallenges, they have acquired learning skills, studying alongsideadults and studying independently, while maintaining theirmotivation over a period of up to nine months. The scheme isbeing extended throughout the UK, and it is likely that moreschools will be registering small numbers of their students withthe OU. The majority of students have chosen a level 4 (HE level 1) course that gives them 30 or 60 credit points, depending

on the course taken. The OU is introducing an increasing numberof short courses that are also being offered to young studentsand which count for 10 credit points.

Some students want to use OU course credit to enter first degreeprogrammes at other institutions, and perhaps to gain exemptionfrom part of the programme. Decisions about admission andexemption are always made by the other institution. The decisionwill depend on the availability of places, the appropriateness ofthe OU courses taken, and perhaps the level of pass obtained.Many universities have signed agreements with the OU,confirming that they will take account of OU credit. In practice,almost all HEIs will consider applicants with OU credit, even ifthere is no formal agreement.



The Learning Country: Learning Pathways 14-19 Action Plan was completed in spring 2003 and set out the Welsh AssemblyGovernment’s proposals for ensuring a coherent and flexiblecurriculum for all young people from 14 to 19 in Wales. InSeptember 2004, Learning Pathways 14-19 Guidance waspublished and provides detailed guidance about delivery of thevarious elements of provision. This will continue as LearningPathways 14-19 is rolled out.

Learning Pathways 14-19 is a commitment to the transformationof learning provision for all young people in Wales. LearningPathways 14-19 addresses the need for a more flexible andbalanced approach to the education of 14-19-year-olds,providing a wider range of experiences that will suit the diverseneeds of Wales’ young people. The aim is to raise expectationsand to work towards the aspirational target of ‘95 per cent ofyoung people by the age of 25 to be ready for high skilledemployment or higher education by 2015’.

The six key elements for transforming 14-19 education in Walesare:

g individual learning pathways to meet the needs of eachlearner

g wider choice and flexibility of programmes and ways oflearning

g a learning core, which runs from 14 through to 19 whereveryoung people are learning

g learning coach supportg access to personal support g impartial careers advice and guidance.

There will be a progressive roll-out of entitlement to learningpathways. Developments will also reflect lessons learnt from theWelsh Baccalaureate Qualification (WBQ) pilots and thedevelopment of the Credit and Qualifications Framework forWales (CQFW).

The Department for Children, Education, Lifelong Learning andSkills (DCELLS) in Wales is working with Ofqual in England andCCEA in Northern Ireland on common qualifications development.

The Northern Ireland Council for the Curriculum, Examinationsand Assessment (CCEA) has completed a review of the statutorycurriculum for pupils aged 4-16 years and is currently in theprocess of implementing the revised curriculum. The revisedcurriculum focuses on the development of young people asindividuals, members of society and contributors to the economyand the environment. The result is a curriculum that encouragespupils to engage more fully in their own learning and that equipsthem with the skills and capabilities vital for success in a rapidlychanging world. The profile of skills has been raised through thedevelopment of a thinking skills and personal capabilitiesframework, which includes: managing information; thinking,problem solving, decision making; being creative; working withothers and self-management. At Key Stage 3 an additional areaof learning entitled learning for life and work (LLW) has beendeveloped to include personal development, home economics,citizenship and employability. At Key Stage 4 LLW comprisespersonal development, citizenship and employability. This area isa statutory entitlement for all young people during the years ofcompulsory schooling.

Since Key Stage 4 is the final period of compulsory education forall young people, CCEA considers it imperative that statutoryrequirements and provision should maximise motivation,participation and inclusion by offering a sufficient degree ofchoice and challenge for all students, whatever their ability. Tothis end, new applied GCSE qualifications have been developed.

These include subjects such as hospitality, journalism,construction, financial services and engineering.

CCEA would wish to ensure that, during Key Stage 4, studentskeep their post-16 options open by pursuing a broad andbalanced curriculum suitable for their individual needs and

aspirations. An important aspect of provision will be, therefore,the availability of informed career guidance for all young peoplethroughout the 14-19 phase.

One of the most significant outcomes of the curriculum review isthe removal of the statutory requirement for all pupils to studyEnglish, mathematics and science at Key Stage 4 (age 14-16)and to replace them with a range of statutory minimum learningopportunities related to communication, using mathematics,learning for life and work, physical and religious education.

GCE qualifications entitled English or mathematics taken bypupils in Northern Ireland will be required to include learningopportunities in line with the statutory requirements for suchcourses. This will be consistent with the inclusion of Functionalskills in GCSE English, mathematics and ICT. CCEA has alsodeveloped a GCSE in learning for life and work, which buildsupon statutory requirements related to personal development,citizenship and employability.

In addition, schools must provide opportunities for breadth andbalance by enabling their pupils to access courses andqualifications related to the following learning areas:

g The arts g Environment and society g Modern languages g Science and technology.

Continuity and progression within the 14-19 phase will continueto be available through a range of GCE courses, including a GCEin learning for life and work, which builds on the GCSE of thesame name. At the same time, the original objectives ofCurriculum 2000, outlined in this document, will continue to bean important issue for schools and colleges in Northern Ireland.

Northern Ireland

Wales

Qualifications inScotland


The Scottish Credit and Qualifications Framework (SCQF) hasbeen created by bringing together all mainstream Scottishqualifications into a single unified framework – HE qualifications,including HNCs and HNDs, National Qualifications, such asHighers and Advanced Highers, and SVQs. The framework has 12levels covering a range of qualifications from Access 1 (NationalQualification) to HE Doctorate.

The aims and benefits of the SCQF include:

g increasing understanding of the qualifications system g showing the relationship of qualifications to one another g assisting learners to plan their progress from one

qualification to the next g facilitating transfers of relevant credit gained from one

qualification towards another qualification g helping employers plan training for employees g establishing links with other framework developments

across the UK and also in Europe to facilitate cross-bordercredit transfer.

The SCQF builds on and replaces the Scottish CreditAccumulation and Transfer system (SCOTCAT). The underlyingprinciple to the SCQF is that learning, defined by learningoutcomes that have been or could be assessed and externallyquality-assured, should be able to be credit-rated. Building onthis principle, the SCQF provides the context in Scotland throughwhich the transfer of appropriate specific credit can take placewithin and between HEIs and between FE colleges and HEIs.

The table shows examples of qualifications across the 12 levelsranging from Access 1 (National Qualification) to HE Doctorate.Increased demand at each level is set by factors such ascomplexity and depth of knowledge, links to associatedacademic, vocational or professional practice, and degree ofautonomy exercised by the learner. SCQF levels are not directly

related to years of study. In fact, in many programmes, studentsare likely to undertake courses at different levels in theframework and, in the course of a lifetime of learning, individualswill often move from a higher to a lower level qualification as theytake on new learning and acquire new skills. In somecircumstances, all or most of the study undertaken in a year willbe at one level and progression will be from level to level.

All qualifications awarded by Scottish degree-awardinginstitutions and those awarded or accredited by SQA are beingplaced on the levels of the SCQF. Smaller components ofqualifications (such as SQA units or university modules) are alsoallocated to levels. Larger qualifications that are made up of anumber of components (for example, group awards and degrees)are allocated a final or exit level, but will often be composed ofcomponents at a number of different levels.

SCQF credit points are used to quantify learning, to show clearlyhow large a qualification is. All required learning to achieve thelearning outcomes is taken into consideration. The SCQF workson the basis that each point is awarded for every notional 10hours of learning, which includes both programmed andindependent study. Each qualification in the framework has beenallocated a number of general SCQF points, based on the totalcredit value of the component parts of the qualification. (SCQFpoints should not be confused with UCAS Tariff points, which maybe used by some HEIs when making offers – see Note at the endof this section.)

SCQF credit points and levels are used in programme design,setting entrance requirements and as a basis for credit transfer.This approach facilitates broad comparability of achievement andshould make it easier for HEIs to award specific credit for directentry to the programme or for entry into the later stages of firstor subsequent years.

The Scottish Credit and Qualifications Framework

GUIDE FOR ADMISSIONS STAFFThis section is intended to give admissions tutors and other staffwith responsibility for admissions to Higher Education Institutions(HEIs) an overview of Scottish qualifications, particularly thosethat may be presented to them by applicants. This overviewincludes the National Qualifications (introduced in Scotland from1999) and phased out predecessor qualifications.

This section also provides a background to entry to highereducation (HE) in Scotland, including relevant information on theScottish education system and recent developments. Of particularimportance is the Scottish Credit and Qualifications Framework(SCQF), which brings all mainstream Scottish qualifications, fromScottish Qualifications Authority (SQA) Access 1 to HE Doctorate,into a single framework of 12 levels, and describes them in termsof their level and general credit value. The SCQF complementsthe Scottish Government’s strategy for promoting lifelonglearning. It is intended to make the overall system of Scottish

qualifications easier to understand by making it clearer howqualifications relate to one another and helping to clarify thevarious progression and credit transfer routes, including entry toHE.

The general topics covered are as follows.

The Scottish Credit and Qualifications below and page 135

Framework

Awarding and accrediting body – Scottish page 136

Qualifications Authority

Current Scottish qualifications pages 136

Phased out qualifications page 147

Certificates and other supporting evidence pages 148

likely to be offered by applicants

Routes into Higher Education in Scotland pages 149

Contact details Appendix A

Introduction


The Scottish Credit and Qualifications Framework

The SCQF was developed and is being established jointly by the organisations in Scotland that have prime responsibility forqualifications: QAA, Universities Scotland, SQA and the Scottishgovernment. These Development Partners were joined by theAssociation of Scotland’s Colleges in 2006. In 2000, a JointAdvisory Committee (JAC) made up of representatives of themain providers, funders and users of Scottish qualifications, wasestablished to help take forward the Framework. A NationalImplementation Plan was developed in 2003, and anImplementation Group was established to carry out theassociated activities. The implementation period ended in March2006 and the National Implementation Plan can be foundarchived on the SCQF website.

Contact information for the SCQF is given in Appendix A.Admissions tutors will find Introduction to the SCQF and NationalPlan for Implementation of the Framework useful resources(www.scqf.org.uk). The website also gives up-to-date informationon the SCQF.

JAC membership:

g Association of Directors of Education (ADES) g Association of Scotland’s Colleges (ASC) g Careers Scotland g Chartered Institute of Bankers in Scotland (CIOBS) g Communities Scotland g Confederation of British Industry Scotland (CBI Scotland) g Convention of Scottish Local Authorities (COSLA) g Headteachers’ Association of Scotland (HAS) g Highlands and Islands Enterprise (HIE) g Her Majesty’s Inspectorate of Education (HMIE) g Learndirect Scotland g National Union of Students Scotland (NUS Scotland) g Scottish Advisory Committee on Credit and Access (SACCA) g Scottish Enterprise (SE)g Scottish Further and Higher Education Funding Council (SFC) g Sector Skills Alliance Scotland (SSAScot) g Scottish Trades Unions Congress (STUC).

THE SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK

Note

g The UCAS Tariff for awarding points to qualifications for thepurposes of entry to HE includes a tariff for Scottishqualifications, which is linked to the SCQF.

g The UCAS Tariff is intended to report learner achievements ina way that allows admissions tutors to make balancedjudgements in selecting for courses. The UCAS Scottish Tariffcovers core skills at Levels 5 and 6 and National Courses atLevels 5, 6 and 7 – ie Intermediate 2, Higher and AdvancedHigher. It also covers Credit Level Standard Grade. The Tariffgives points to grades of achievement at these levels and isintended to allow points scored at different levels to beaggregated into a single score. It was introduced in 2002.For detailed information on the UCAS Tariff, see Appendix B.

g The SCQF is intended to show the relative size and level ofqualifications in the Scottish education and training system ina way that allows a wide range of users to understand thesystem better, and to track progression routes through thesystem. It is also intended to provide a nationally agreedbasis upon which credit and exemption (including advancedstanding) can be negotiated. It covers all levels and all typesof qualification and is not designed to take account of gradesor allow points to be aggregated across levels.

SCQFLevels

SQA Qualifications

Qualifications of Higher Education

Institutions

ScottishVocational

Qualifications

12Professional

Development AwardsDoctorates

11

AwardsProfessional

Development Awards

MastersPost Graduate DiplomaPost Graduate Certificate

SVQ5

10

wardsProfessional Development Awards

Honours DegreeGraduate Diploma

9Professional

Development AwardsOrdinary Degree

Graduate Certificate SVQ 4

8 Higher National DiplomaProfessional

Development AwardsDiploma of

Higher Education SVQ 4

7 Advanced Higher Higher National CertificateProfessional

Development AwardsCertificate of

Higher Education SVQ 3

6 Higher National CertificatesProfessional

Development AwardsNational Progression Awards

SVQ 3

5 Intermediate 2General Standard Grade

National Certificates National Progression Awards SVQ 2

4Intermediate 1

General Standard Grade National Certificates National Progression Awards SVQ 1

3Access 3

Foundation Standard Grade National Certificates National Progression Awards

2 Access 2 National Certificates National Progression Awards

1 Access 1


This section covers the National Qualifications introduced in 1999and all other SQA qualifications.

The information in this section is complemented by informationpublished on the SQA website. You can also contact theCustomer Contact Centre (see above).

NATIONAL QUALIFICATIONS INTRODUCED IN 1999See alphabetical qualifications listing.

The system of National Qualifications introduced in 1999 broughttogether into a single curriculum, assessment and certificationsystem, subjects traditionally regarded as academic or generaleducation and those perceived to be more vocational and work-related. These National Qualifications are based on National Unitsand National Courses. National Courses, for example, Highers andAdvanced Highers, are normally made up of three National Unitsplus an external assessment. National Certificates, introduced in2007, may be made up of National Courses, National Units andCore Skills, which fit together to make a balanced and coherentprogramme of study. As part of a phased programme, these newqualifications replaced SCE Highers, CSYS, GSVQs and someother group awards.

Levels and StandardsNational Qualifications are designed to let candidates study at thelevel that offers the appropriate challenge. There are seven levels– Access 1, Access 2, Access 3, Intermediate 1, Intermediate 2,Higher and Advanced Higher – although not all subjects areavailable at the full range of levels.

The seven levels offer all candidates increased opportunities forprogression. Standard Grades are normally completed bycandidates during S3 and S4 and National Courses wereoriginally intended for candidates in S5 and S6 to provideappropriate progression routes from the different levels ofStandard Grade. Thus, for example, a candidate attainingStandard Grade at Credit could still progress directly to a HigherCourse in the same subject in the S5. However, a candidate whohad attained a Standard Grade at General could move to anIntermediate 2 Course in S5 (see also SCQF diagram) and, finally,the Higher Course in the same subject in S6. (Years 10–13 inEngland correspond to S3–S6 in Scotland).

Some schools have started to use National Courses forcandidates in S3 and S4 in place of Standard Grades. This allowscandidates to simply progress to the next level of National Coursein S5 and S6 as appropriate.

The level of demand involved in the new National Qualificationswas benchmarked against that of a range of predecessorqualifications and Standard Grade. SQA maintains an archive ofmarked candidate assessment material, which is used to monitorthe stability of standards over time. SQA also applies a system ofnational ratings, which monitors performance between subjectsand ensures that all subjects at the same level are broadlycomparable in demand.

For National Courses with grades at Advanced Higher, Higher,Intermediate 1 and Intermediate 2, there are four grades ofaward: A, B, C and D. Full information about the award scales forNational Courses at all levels, including Highers and AdvancedHighers, is outlined below.

National Courses (SCQF levels 4to 7)National Courses are made up of National Units, usually in agroup of three 40-hour Units per Course, plus an externalassessment. Note: There is no external assessment in the newSkills for Work National Courses or the new PersonalDevelopment Courses. The number of Units will vary if 20- or 80-hour Units are used in a Course. An additional time allocation of40 hours is recommended to allow students to integrate learningacross the Course and to prepare for the external assessment.Thus the timetabling recommended for each Course is 160hours. Courses are tariffed and credit-rated accordingly. AllCourses are the same length whatever the level. The Units of aCourse are related to the learning requirements of a coherentprogramme of study in a given subject area.

The external assessment is usually a written examination orsometimes a project, product or performance, or a combination of these. The purpose of this external assessment is to test that

Awarding and Accrediting Body – Scottish Qualifications Authority

SQA was formed on 1 April 1997 and replaced both SEB andSCOTVEC. It is now the single body responsible for Scottishqualifications, apart from degrees and professional qualifications.It is also responsible for the accreditation of SVQs, otherqualifications based on National Occupational Standards andqualifications which may be specified by Industry RegulatoryBodies such as the Security Industry; and for providing advice asrequired to the Scottish Government on Scottish qualifications,and on the education, training and assessment that contribute toqualifications.

SQA qualifications are designed to increase participation rates atall levels of post-S2 (corresponding to Year 9 in England )education, including HE, and to encourage lifelong learning. TheNational Qualifications introduced in 1999 were benchmarked onpredecessor qualifications (for example, Higher against SCEHigher, Advanced Higher against CSYS) to maintain standardsvigorously. SQA regularly consults its centres and stakeholders

(including HE) on aspects of its qualifications system, and willcontinue to liaise closely with QCDA, and other bodies, on generaleducation and training issues relating to mutual recognition andparity of esteem for qualifications across the UK.

SQA has a customer contact centre to deal with enquiries fromtutors and potential applicants about new and old qualificationsand how they relate to one another. Contact details are given below.

Scottish Qualifications Authority The Optima Building58 Robertson StreetGlasgow G2 8DQ

Tel: 0845 279 1000Fax: 0845 213 5000Email: [email protected]

Current Scottish Qualifications



knowledge and skills learned have been retained and can beintegrated and contextualised by the candidate. The externalassessment also helps to assure end users of the qualificationsthat standards are being rigorously maintained.

Grade Band Range of Standardised MarksA 1 85–100

A 2 70–84

B 3 65–69

B 4 60–64

C 5 55–59

C 6 50–54

D 7 45–49

– 8 40–44 fail

– 9 Fewer than 40 fail

Reporting:

g Grades A, B, C, D reported to candidatesg Band reported to centre.

NoteGrade D was implemented from August 2004. Prior to this date,candidates who obtained Band 7 in a National Course externalassessment were awarded a grade A in the correspondingNational Course at the lower level, provided they had successfullycompleted the Units of the Course.

Scottish HEIs normally frame their conditional offers in terms ofnumbers and grades of passes in Higher Courses.

Highers have normally been taken at the end of a student’s fifthyear of secondary education. However, they can also be taken atthe end of the sixth year:

g as a resitg for candidates completing a Higher over two yearsg for candidates progressing from Intermediate 2 in fifth yearg for candidates building on the range of Higher subjects they

completed in fifth year.

(Years 12 and 13 in England correspond to the fifth and sixthyears in Scotland.)

Advanced Highers are normally taken at the end of the sixth yearof secondary education. The number of Advanced Highers thatstudents can achieve may be affected by a school’s timetablingpolicy, and by the extent to which students decide to broadentheir knowledge and skills by taking new Intermediate 2 or HigherCourses.

For entry to HE, Intermediate 1 and 2 Courses should be treatedas equivalent to Standard Grade and therefore normallyacceptable as backup to Highers in the main subjects and ascontributory to providing evidence of curriculum breadth.

National Units (available at SCQFlevels 1 to 7)National Units (these subsumed National Certificate modules andShort Courses) are notionally 40 hours in design length, thoughsome are fractions (for example, 20 hours) or multiples (forexample, 80 hours).

National Units are internally assessed by teachers and lecturers,who can draw on materials from SQA’s National AssessmentBank of Unit assessment packages to assist them with this workand ensure that national standards are applied to all Unit

assessments. Unit internal assessments are also subject to SQA’sexternal verification system. Candidates are awarded a pass in aUnit when they have achieved all of the Unit outcomes. NationalUnits are not graded.

Core SkillsThe National Qualifications system supports the development ofthe broad, generic, transferable skills (Core Skills) valued in FEand HE, employment and personal and social life.

The five Core Skills are Communication, Numeracy, Informationand Communication Technology, Problem Solving and Workingwith Others. These are available at SCQF 2–6 (Access 2/3,Intermediate 1/2 and Higher levels).

Core skills are both embedded in programmes and covered byseparate Units. They are recorded on the Scottish QualificationCertificate (SQC) as a profile.

QUALIFICATIONS WHICH CONTINUE ALONG WITH THENATIONAL QUALIFICATIONS INTRODUCED IN 1999See alphabetical qualifications listing starting on the next page

SQA continues to offer Standard Grades, HNCs, HNDs, SVQs,SPAs and PDAs. In March 2005, SQA carried out an evaluationon the future design of non-advanced Group Awards and PDAs.The new design rules for each qualification can be found in therelevant sections below.

TIMES OF EXAMINATIONS AND NOTIFICATION OFRESULTS FOR NATIONAL COURSES WITH GRADES ANDSTANDARD GRADESStandard Grade external assessments and those for NationalCourses with grades take place in May-June and lead tocertification in early August. There are also a number of externallyassessed, project-based National Courses that are available forcompletion at times other than the summer and lead tocertification on a quarterly basis. Most candidates for project-based Courses are likely to be from FE colleges.

NOTIFICATION OF RESULTS FOR NATIONAL COURSESWITHOUT GRADESThere is now a small but growing group of National Courseswithout grades that are made up of internally assessed Units andhave no external assessment. These are the Skills for Work andPersonal Development Courses. Although most candidate resultsfor these Courses will continue to be reported in August alongwith results for National Courses with grades, they can bereported in any month of the year, depending on when thecandidate completes the Course.

DATE OF NOTIFICATION TO UCASSQA issues the results of summer examinations for StandardGrade and National Courses at Intermediate 1 and 2, Higher andAdvanced Higher in early August. The exact timing of the issue ofresults is notified in an annual circular to UCAS correspondents.

TARIFF POINT SCORESSince 2002 entry, Graded National Courses at Advanced Higher,Higher and Intermediate 2 levels along with Standard GradeCredit level and Core Skills have been part of the UCAS Tariff. Thescores to be used are as follows.

Grade Advanced Higher Higher Intermediate 2A 120 72 42

B 100 60 35

C 80 48 28

D 72 42 not tariffed


Band Standard Grade

1 38

2 28

Core Skills Level Points Score

Higher 20

Int 2 10

If a student is taking a qualification and then proceeding to take ahigher level qualification in the same subject, the points score willbe subsumed by the higher level points score.

The core skills scores relate to each of the five core skills. If astudent achieves a core skill at Intermediate 2 (SCQF Level 5),and subsequently achieves it at Higher (SCQF Level 6), the scorefor Intermediate 2 will be subsumed into the score for Higher.More detailed information about the UCAS Tariff is given inAppendix B.

Double counting of more than one qualification in the samesubject area will not be permitted. The points score will bederived from the highest grades achieved.

Full details of qualifications in the following pages can be foundat www.sqa.org.uk

Access 2 and Access 3QUALIFICATION ABBREVIATION:

Access 2 and Access 3

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORKLEVEL:

Access 2 – Level 2 Access 3 – Level 3

BACKGROUND:

See ‘The System in Scotland’ introductory paragraphs.

DATE OF FIRST TEACHING:

1999

DATE OF FIRST AWARD:

2000

PREREQUISITES:

There is no age restriction on the use of Access 2 and 3 Coursesbut they are normally taken by candidates in S3 and above.

NUMBER OF UNITS/STRUCTURE:

Normally three 40-hour National Units. The number of Units willvary if 20-hour Units are used in the Course.

ASSESSMENT METHOD:

The Units that comprise the Course are internally assessed andexternally verified.

DATE OF RESULT PUBLICATION:

Mainly August, but can be issued in any month of the year.

QUALITY ASSURANCE:

Subject to SQA’s system of quality assurance. See Guide toAssessment, which is available on SQA’s website atwww.sqa.org.uk


Access 2 and 3 Courses will be used for a variety of purposes,including progression to National Courses at the same levels andat higher levels.

Advanced HighersQUALIFICATION ABBREVIATION:

AH

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORKLEVEL:

Level 7

BACKGROUND:

See ‘The System in Scotland’ introductory paragraphs.

DATE OF FIRST TEACHING:

2000

DATE OF FIRST AWARD:

2001

PREREQUISITES:

AH are National Courses normally taken at the end of a student’ssixth year of secondary education. Many students will havestudied the subject at Higher but a few applicants may havebypassed Higher and moved directly to AH. AH can also be takenby adults.

NUMBER OF UNITS/STRUCTURE:

Normally, three 40-hour National Units, plus an externalassessment. The number of Units will vary if 20- or 80-hour Unitsare used in the Course. An additional 40 hours is recommendedto allow students to integrate learning across the Course and toprepare for the external assessment.

ASSESSMENT METHOD:

The Units that comprise the Course are internally assessed andexternally verified. The external assessment is usually anexamination or sometimes a project, product or performance, or acombination of these.

EXAMINATION TIMING:

May/June

DATE OF RESULT PUBLICATION:

August

GRADING SYSTEM:

From August 2004 candidates have received a grade A – D. Forinformation on the grading system prior to August 2004 seesection on National Courses.

TARIFF POINTSGrade UCAS Tariff Points UCAS Tariff Points

(until 2009) (2010 onwards)

A 120 130

B 100 110

C 80 90

D 72 72

QUALITY ASSURANCE:

Subject to SQA’s system of quality assurance. See Guide toAssessment, which is available on SQA’s website atwww.sqa.org.uk


AH is used for a variety of purposes, including entry to highereducation. The number of AHs that students can achieve may beaffected by a school’s timetabling policy and by the extent towhich students decide to broaden their knowledge and skills bytaking new Courses at Intermediate 2 or Higher levels. ScottishHEIs normally frame their offers in terms of numbers and gradesof pass in Higher Courses. Some HEIs offer direct entry to secondyear on particular Courses for candidates with Advanced Highers.




Core SkillsSCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORKLEVEL:Up to and including level 6

BACKGROUND:The five Core Skills are Communication, Numeracy, Informationtechnology (IT), Problem solving and Working with others. Theyare recorded on the Scottish Qualifications Certificate (SQC) as aprofile. Candidates for Scottish Group Awards (SGAs) are requiredto achieve at least three of the five Core Skills at the levelsdetermined for the particular award. SGAs finish in July 2010, asmore National Certificates are made available - see section belowon National Qualification Group Awards.



NUMBER OF UNITS/STRUCTURE:Core Skills are both embedded in some National Courses andcovered by discrete National Units.

ASSESSMENT METHOD:See above

EXAMINATION TIMING:May/June for National Courses. Flexible for National Units.

DATE OF RESULT PUBLICATION:Profile appears on SQC, which is normally issued in August forcandidates taking National Courses. For other candidates, groupaward results are issued weekly.

GRADING SYSTEM:Core Skills are not graded, but the level at which they have beenachieved is shown as a profile on the SQC.

Level UCAS Tariff PointsHigher (SCQF level 6) 20

Int 2 (SCQF level 5) 10

QUALITY ASSURANCE:Subject to SQA’s system of quality assurance. See Guide toAssessment, which is available on SQA’s website atwww.sqa.org.uk

PROGRESSION/ARTICULATION:The National Qualifications system supports the development ofthe Core Skills valued in FE and HE, employment and personaland social life.

Scottish Baccalaureate

Scottish Baccalaureate inLanguagesSCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORKLEVEL: Level 7

BACKGROUND:The Scottish Baccalaureate in Languages has been designed toprovide a challenging and rewarding experience for learners infifth and sixth year of secondary education who are able to copewith the demands of study at Higher and Advanced Higher level.

The Scottish Baccalaureate is made up of Highers, AdvancedHighers and the Interdisciplinary Project (IP). The InterdisciplinaryProject is the defining feature of the Scottish Baccalaureatebringing added value to the Scottish Baccalaureate as a whole

INTERDISCIPLINARY PROJECT: Key features of the Interdisciplinary Project:

g application or extension of subject knowledge in a relevantcontext

g focus on generic and cognitive skills development, eg g collaborative workingg information management g communication and presentation

g opportunity to access different learning environmentsg learner negotiation of context within one of following broad

themes: employability, enterprise, citizenship, sustainabledevelopment or economic development.



PREREQUISITES:Entry to the Scottish Baccalaureate in Languages is at thediscretion of the centre. However, the Baccalaureate is intendedfor candidates who, in fifth and sixth years of secondaryeducation, are working at Higher and Advanced Higher level intwo different, eligible languages, together with English or Gàidhligor ESOL. Two of the subjects must be at Advanced Higher level.

NUMBER OF UNITS/STRUCTURE:The Scottish Baccalaureate in Languages requires two, differenteligible modern or classical Language Courses, at least one ofwhich must be at Advanced Higher level.

The mandatory components of the Scottish Baccalaureate inLanguages are:

One of the above courses must be English (or ESOL or Gàidhlig*)and this may be at Higher or Advanced Higher level.

The Interdisciplinary Project Unit will be graded A, B or C andcarries UCAS Tariff points as follows:

Grade Tariff Points A 65

B 55

C 45

ASSESSMENT METHODThese course components are either externally assessed (oftenthrough a question paper) or internally assessed and externallyverified, depending on the nature of the assessment involved andthe skills/knowledge being assessed.

CERTIFICATIONA Scottish Baccalaureate is not intended to be a full programmeof study. It is expected that learners who take a Baccalaureatewill also take other courses in S5 and

S6. Their choice of subjects is likely to be based around interest,career choice and the entrance requirements specified by theuniversities where they wish to study.

In addition to their Scottish Qualification Certificate showingStandard Grade, Intermediate, Higher and Advanced HigherCourse achievement, learners who take a Baccalaureate and aresuccessful will receive a commemorative Certificate for theirBaccalaureate showing either a Pass or Distinction.

Interdisciplinary

Project UnitAdvanced Higher SCQF level 7 (16 SCQF points)

2 Courses Advanced Higher SCQF level 7 (64 SCQF points)

1 Course Higher SCQF level 6 (24 SCQF points)

* Learners who have Gàidhlig as their first language may count bothEnglish and Gàidhlig


GRADING SYSTEM:Candidates who achieve a Pass in all mandatory components andwho do not meet the criteria for Distinction will be awarded aPass in the Scottish Baccalaureate in Languages.

The Scottish Baccalaureate in Languages with Distinction will beawarded to candidates who achieve:

g Grade A in one Advanced Higher eligible courseg Grade A in one other componentg Grade B or above in all other components.

QUALITY ASSURANCE: All national courses are subject to external marking and/orverification. External markers, visiting examiners and verifiers aretrained by SQA to apply national standards.

The units of all courses are subject to internal verification andmay also be chosen for external verification. This is to ensure thatnational standards are being applied across all subjects.

Courses may be assessed by a variety of methods. Wheremarking is undertaken by a trained marker in their own time,markers meetings are held to ensure that a consistent standardis applied. The work of all markers is subject to scrutiny by theprincipal assessor.

The Interdisciplinary Project will be internally assessed andsubject to external quality assurance by SQA.

External quality assurance of the interdisciplinary projectcontinues through external verification of centres’ internalassessment decisions via subject specific quality forums.

Quality forums will bring together staff with an overview of theassessment and internal verification processes from a group ofcentres delivering the Interdisciplinary Project Unit.

PROGRESSION/ARTICULATION Candidates who achieve a Scottish Baccalaureate in Languagesmay progress to:

g further or higher educationg employment/training.

Scottish Baccalaureate inScience SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORKLEVEL :Level 7

BACKGROUND:The Scottish Baccalaureate in Science has been designed toprovide a challenging and rewarding experience for learners infifth and sixth year of secondary education who are able to copewith the demands of study at Higher and Advanced Higher level.

The Scottish Baccalaureate is made up of Highers, AdvancedHighers and the Interdisciplinary Project(IP). The InterdisciplinaryProject is the defining feature of the Scottish Baccalaureatebringing added value to the Scottish Baccalaureate as a whole.

INTERDISCIPLINARY PROJECT Key features of the Interdisciplinary Project:

g application or extension of subject knowledge in a relevantcontext

g focus on generic and cognitive skills development egg collaborative workingg information management g communication and presentation

g opportunity to access different learning environments

g learner negotiation of context within one of following broadthemes: employability, enterprise, citizenship, sustainabledevelopment or economic development.



PREREQUISITES:Entry to the Scottish Baccalaureate in Science is at the discretionof the centre. However, the Baccalaureate is intended forcandidates who, in fifth and sixth years of secondary education,are working at Higher and Advanced Higher level in two different,eligible science subjects, together with mathematics. Two of thesubjects must be at Advanced Higher level.

NUMBER OF UNITS/STRUCTURE:The Scottish Baccalaureate in Science requires two, differenteligible science courses, at least one of which must be atAdvanced Higher level.

The mandatory components of the Scottish Baccalaureate inScience are:

One of the above courses must be mathematics (Higher orAdvanced Higher level) or applied mathematics (Advanced Higherlevel).

The Interdisciplinary Project Unit will be graded A, B or C andcarries UCAS Tariff points as follows

Grade Tariff Points A 65

B 55

C 45

CERTIFICATIONA Scottish Baccalaureate is not intended to be a full programmeof study. It is expected that learners who take a Baccalaureatewill also take other courses in S5 and S6. Their choice ofsubjects is likely to be based around interest, career choice andthe entrance requirements specified by the universities wherethey wish to study.

In addition to their Scottish Qualification Certificate showingStandard Grade, Intermediate, Higher and Advanced HigherCourse achievement, learners who take a Baccalaureate and aresuccessful will receive a commemorative Certificate for theirBaccalaureate showing either a Pass or Distinction.

GRADING SYSTEM:Candidates who achieve a Pass in all mandatory components andwho do not meet the criteria for Distinction will be awarded aPass in the Scottish Baccalaureate in Science.

The Scottish Baccalaureate in Science with Distinction will beawarded to candidates who achieve:

g Grade A in one Advanced Higher eligible courseg Grade A in one other componentg Grade B or above in all other components.

UCAS TARIFF POINTS: To be confirmed


Interdisciplinary

Project UnitAdvanced Higher SCQF level 7 (16 SCQF points)

2 Courses Advanced Higher SCQF level 7 (64 SCQF points)

1 Course Higher SCQF level 6 (48 SCQF points)



QUALITY ASSURANCE: All national courses are subject to external marking and/orverification. External markers, visiting examiners and verifiers aretrained by SQA to apply national standards.

The units of all courses are subject to internal verification andmay also be chosen for external verification. This is to ensure thatnational standards are being applied across all subjects.

Courses may be assessed by a variety of methods. Wheremarking is undertaken by a trained marker in their own time,markers meetings are held to ensure that a consistent standardis applied. The work of all markers is subject to scrutiny by theprincipal assessor.

The Interdisciplinary Project will be internally assessed andsubject to external quality assurance by SQA.

External quality assurance of the interdisciplinary projectcontinues through external verification of centres’ internalassessment decisions via subject specific quality forums.

Quality forums will bring together staff with an overview of theassessment and internal verification processes from a group ofcentres delivering the Interdisciplinary Project Unit.

PROGRESSION/ARTICULATION: Candidates who achieve a Scottish Baccalaureate in Science mayprogress to:

g further or higher educationg employment/training.

HighersQUALIFICATION ABBREVIATION:Higher

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORKLEVEL:Level 6

BACKGROUND:See ‘The System in Scotland’ introductory paragraphs.



PREREQUISITES:Highers are National Courses normally taken at the end of astudent’s fifth year of secondary education. They are alsocommonly taken at the end of the sixth year. (Years 12 and 13 inEngland correspond to the fifth and sixth years in Scotland.)Highers can also be taken by adults.

NUMBER OF UNITS/STRUCTURE:National Courses with grades normally have three 40-hourNational Units, plus an external assessment. The number of Unitswill vary if 20- or 80-hour Units are used in the course. Anadditional 40 hours is recommended to allow students tointegrate learning across the course and to prepare for theexternal assessment.

National Courses without grades – Skills for Work and PersonalDevelopment Courses – normally have four 40-hour NationalUnits and do not have an external assessment. The number ofUnits will vary if 20-, 60- or 80-hour Units are used in thecourse.

ASSESSMENT METHOD:The Units that comprise the course are internally assessed andexternally verified. Where courses contain an externalassessment, it is usually an examination or, less commonly, aproject, product or performance, or a combination of these.

EXAMINATION TIMING:May/June (for National Courses with grades)

DATE OF RESULT PUBLICATION:August

GRADING SYSTEM:From August 2004, candidates have received a grade A – D. Forinformation on the grading system prior to August 2004, seeNational Courses section.

TARIFF POINTS

Grade UCAS Tariff Points UCAS Tariff Points (until 2009) (2010 onwards)

A 72 80

B 60 65

C 48 50

D 42 36

Note: National Courses without grades are awaiting the allocationof Tariff points.


PROGRESSION/ARTICULATION:Highers are used for a variety of purposes, including entry tohigher education. Scottish HEIs normally frame their conditionaloffers in terms of numbers and grades of Higher passes. Somestudents will have passed four, five or, in exceptional cases, sixHighers by the end of fifth year and may well have obtained therequired grades for entry to a Scottish HEI or college. However,they may stay at school for a further year to undertake somecombination of AH and additional Highers and/or free-standingNational Units. The number of Highers that students can achievemay be affected by a school’s timetabling policy.

Higher National CertificatesQUALIFICATION ABBREVIATION:HNC


BACKGROUND:HNCs are advanced HE group awards covering broadoccupational areas and are offered by colleges and some HEIs.



PREREQUISITES:Entry is at the discretion of the centre. However, applicants fromschool are normally expected to have a range of NationalQualifications, including some at SCQF Level 6, eg Highers. Non-school leavers will enter with a variety of qualifications and/orexperience.

NUMBER OF UNITS/STRUCTURE:HNCs developed under 1988 design rules comprise 12 SQAcredits. Prior to modernising all HNCs, five subject areas werereviewed using pilot design rules. These HNCs were validatedwith 15 SQA credits, two of which are Integrated Assessments.All HNCs are now in the process of being revised using the 2003design principles and these will comprise 12 SQA credits (96SCQF credit points), one of which will be a Graded Unit (8 SCQFcredit points at SCQF level 7). In the revised HNCs, Core Skillsmay be signposted and/or embedded.

ASSESSMENT METHOD:HNCs are internally assessed and externally verified.

EXAMINATION TIMING:Flexible, but full-time college students normally complete HNCs in June.

DATE OF RESULT PUBLICATION:Flexible, but full-time college students normally receive results inJuly. Group award results are also issued weekly.

GRADING SYSTEM:HNC Group Awards developed under the 1988 design rulescomprise Units which are awarded at Pass or Merit. HNCsdeveloped under the pilot design rules contain two credits ofIntegrated Assessments, which are Graded A, B or C. HNCsdeveloped under the 2003 design principles contain one gradedunit worth eight SCQF credits at SCQF level 7, which will begraded A, B or C. It should be noted that initially some applicantswho present these new HNCs may offer a mix of old Units(graded Pass or Merit) and revised (ungraded) HN Units.


PROGRESSION/ARTICULATION: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 begranted and many articulation agreements exist between FEcolleges and HEIs.

Higher National DiplomasQUALIFICATION ABBREVIATION:HND


BACKGROUND:HNDs are advanced HE group awards covering broadoccupational areas and are offered by colleges and some HEIs.



PREREQUISITES:Entry is at the discretion of the centre. However, applicants fromschool are normally expected to have a range of NationalQualifications, including some at SCQF Level 6, eg Highers. Non-school leavers will enter with a variety of qualifications and/orexperience.

NUMBER OF UNITS/STRUCTURE:HNDs developed under 1988 design rules comprise 30 credits.Prior to modernising all HNDs, a few were developed under pilotrules. These comprise 30 SQA credits, four of which areIntegrated Assessments. All HNDs are now in the process ofbeing revised using the 2003 design principles and these willcomprise 30 SQA credits (240 SCQF credit points). Three ofthese SQA credits will be for Graded Units – one worth eightSCQF credit points at SCQF level 7 plus 16 SCQF credits atSCQF level 8 (the 16 credits can comprise one double creditGraded Unit or two single credit Graded Units). In the revisedHNDs, Core Skills may be signposted and/or embedded.

ASSESSMENT METHOD:HNDs are internally assessed and externally verified.

EXAMINATION TIMING:Flexible, but full-time college students normally complete HNDs in June.

DATE OF RESULT PUBLICATION:Flexible, but full-time college students normally receive results in July. Group award results are also issued weekly.

GRADING SYSTEM:HND Group Awards developed under the 1988 design rulescomprise Units which are awarded at Pass or Merit. HNCsdeveloped under the pilot design rules contain four credits ofintegrated assessments, which are graded A, B or C. HNDsdeveloped under the 2003 design principles contain GradedUnits – one worth eight SCQF credit points at SCQF level 7 plus16 SCQF credits at SCQF level 8 (the 16 credits can compriseone double credit Graded Unit or two single credit Graded Units)each of which will be graded A, B, or C. It should be noted thatinitially some applicants who present these new HNDs are likelyto offer a mix of old Units (graded Pass or Merit) and new(ungraded) HN Units.


PROGRESSION/ARTICULATION:HNDs are designed and validated at SCQF level 8. As such,students may progress to degree courses or employment. HEIsmake their own decisions on the specific credit to be granted and many articulation agreements exist between FE colleges and HEIs.

Intermediate 1 and Intermediate 2QUALIFICATION ABBREVIATION:Int 1 and Int 2

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORKLEVEL:Int 1 – level 4, Int 2 – level 5.

BACKGROUND:See ‘The System in Scotland’ introductory paragraphs.



PREREQUISITES:Int 1 and Int 2 are National Courses available to students normallyin 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 StandardGrades.

NUMBER OF UNITS/STRUCTURE:National Courses with grades normally have three 40-hourNational Units, plus an external assessment. The number of Unitswill vary if 20-, 60- or 80-hour Units are used in the course. Anadditional 40 hours is recommended to allow students tointegrate learning across the course and to prepare for theexternal assessment.

National Courses without grades – Skills for Work and PersonalDevelopment Courses – normally have four 40-hour NationalUnits and do not have an external assessment. The number ofUnits will vary if 20-, 60- or 80-hour Units are used in theCourse.

ASSESSMENT METHOD:The Units that comprise the course are internally assessed andexternally verified. Where courses contain an externalassessment, it is usually an examination, or sometimes a project,product or performance, or a combination of these.

EXAMINATION TIMING:May/June (for National Courses with grades)

DATE OF RESULT PUBLICATION:August for National Courses with grades. Results for NationalCourses without grades are also normally issued in August, butcan be issued in any month of the year.

GRADING SYSTEM:From August 2004, candidates have received a grade A – D. Forinformation on the grading system prior to August 2004, seesection on National Courses.

TARIFF POINTSGrade UCAS Tariff Points

Int 2 A 42

B 35

C 28

D not tariffed


PROGRESSION/ARTICULATION:Intermediate Courses will be used for a variety of purposes,including progression to Higher in subsequent years. For entry toHE, they should be treated as equivalent to Standard Grade.

National Certificate Group AwardsSCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORKLEVEL:Level is dependent on the component parts of the award.

BACKGROUND:National Certificate Group Awards validated by SQA are stillavailable in a limited number of subjects. Of particular interest toadmissions tutors are National Certificate Group Awards inEngineering and Engineering Practice and PharmaceuticalSciences. These qualifications are designed to provide nationalrecognition for specified groupings of Units which form coherentprogrammes of study.

DATE OF FIRST TEACHING:First introduced in session 1991/2


PREREQUISITES:Entry is at the discretion of the centre.

NUMBER OF UNITS/STRUCTURE:The number of Units in a National Certificate Group Award issubject to the specific qualification.

ASSESSMENT METHOD:Subject to the requirements of the component parts of the award,but normally internally assessed and externally verified.

EXAMINATION TIMING:Assessment is ongoing throughout the year.

DATE OF RESULT PUBLICATION:Ongoing throughout the year on a weekly basis.


PROGRESSION/ARTICULATION:National Certificate Group Awards offer progression to SVQs,SGAs and HNCs/HNDs.

National Qualification GroupAwardsTwo types of non-advanced Group Awards – small, flexibleNational Progression Awards and larger, fixed-credit NationalCertificates.

National Certificates at levels 4, 5 and 6 have a credit value of 72SCQF credit points (12 units) and those at levels 2 and 3 have acredit value of 54 SCQF credit points. They are principally aimedat 16-18-year-olds and adults in full-time education, usually in afurther education college, and are linked to National OccupationalStandards, as appropriate to the Group Award area. Theynormally provide opportunities for candidates to develop all fiveCore Skills.

National Progression Awards have a minimum credit value of 12SCQF credit points (at least two units). They are designed toassess a defined set of skills and knowledge in specialistvocational areas, and are mainly used by colleges for shortprogrammes of study. They are aligned to National OccupationalStandards or other professional or trade body standards, asappropriate to the Group Award.

Scottish Credit and QualificationsFrameworkLEVEL:SCQF levels 2–7



NUMBER OF UNITS/STRUCTURE:National Certificates at levels 4, 5 and 6 have a credit value of 72SCQF credit points (12 units) and those at levels 2 and 3 have acredit value of 54 SCQF credit points. NPAs have a minimumcredit value of 12 SCQF credit points (two units).




ASSESSMENT METHOD:Subject to the requirements of the component parts of the award,but normally internally assessed and externally verified.

EXAMINATION TIMING:Assessment is ongoing throughout the year.



PROGRESSION/ARTICULATION:National Certificates and National Progression Awards offerprogression to employment, SVQs, and HNCs/HNDs.

Professional DevelopmentAwardsConsultation on new design rules for PDAs is now complete andthe following has been agreed.

PDAs will be:

g available at SCQF levels 6–12g made up of a minimum of two units with a minimum credit

value of 12 SCQF credit points at level 6, and 16 SCQFcredit points at levels 7–12. There is no mandatoryrequirement for graded assessment or Core Skills

g based on National Occupational Standards, or otherprofessional body standards, as appropriate to the GroupAward area.

The PDA Modernisation Project began in January 2007 and willrun to December 2010, where all existing PDAs will be revisedaccording to the new design principles. All new PDAs will bedeveloped to the same principles. The first new PDAs werevalidated in March 2007.

QUALIFICATION ABBREVIATION:PDA

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORKLEVEL:SCQF levels 6–12 for all new and revised PDAs. Existing PDAsunder the old design rules will be revised under the new designprinciples or phased out by December 2010. The old awardsoperate under the titles Certificate, Advanced Certificate, Diploma,and Advanced Diploma and in many cases have not been SCQFcredit rated.

The SCQF level is subject to the level of the Units that comprisethe PDA.

BACKGROUND:Professional Development Awards (PDAs) are developed inpartnership with key stakeholders and designed to ensure thatthey are more flexible in terms of size, delivery and assessment.They maintain a fitness for purpose that attends to the needs ofrapidly evolving industrial practice and employer and employeeskills needs. They are delivered in Scotland’s Colleges, by privateeducation and training providers (ETPs), in some higher educationinstitutions (HEIs) and can also be delivered by employers withSQA approval status. PDAs are also being developed at SCQFlevel 9 and above, to offer industry high-level CPD for current andprospective staff; specialised enskilling for graduates; andalternative – work-related/based – higher education progressionfor successful HND and Modern Apprenticeship (SVQ level 4)candidates.



NUMBER OF UNITS/STRUCTURE:PDAs comprise a coherent group of National Units, HigherNational Units, SVQ Units or a combination of these.

ASSESSMENT METHOD:Normally continuous assessment, but increasingly work-based.

EXAMINATION TIMING:Subject to requirements of component parts of the PDA.


GRADING SYSTEM:Mostly ungraded, but where grading is involved, subject torequirements of component parts of the PDA.


PROGRESSION/ARTICULATION:PDAs are designed to help career entry, career development orcareer enhancement, or they may help facilitate career change.However, HE generally considers them for entry – particularlythose designed for post-HND progression, along with theexperience and other qualifications held by the applicant.

Scottish Group AwardsScottish Group Awards (SGAs) are gradually being replaced withnew National Progression Awards (NPAs) and National Certificates– see above. SGAs will not be available after July 2010.

SGAs PRE–2007:

QUALIFICATION ABBREVIATION:SGA

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORKLEVEL:Levels 2–7

BACKGROUND:SGAs are made up of National Courses, National Units and CoreSkills, which fit together to make a balanced and coherentprogramme of study, normally lasting a year for full-time studentsand longer for part-time students. Untitled or general SGAs areavailable at all levels. At Int 2 and Higher, named SGAs (eg Arts,Sciences, Business,Technology) are also available.



PREREQUISITES:SGA specifications give information on recommended entryprofiles appropriate to each individual award (seewww.sqa.org.uk).

NUMBER OF UNITS/STRUCTURE:A minimum credit and Core Skills requirement is laid down for allnamed and general SGAs. SGAs at AH require 20 credits, plusCore Skills Profile at specified levels; SGAs at Higher require 20credits, plus Core Skills Profile at specified levels; SGAs at Int 1and Int 2 require 16 credits, plus Core Skills Profile at specifiedlevels (see www.sqa.org.uk).


ASSESSMENT METHOD:Subject to the requirements of the component parts of the SGA.

EXAMINATION TIMING:Subject to the requirements of the component parts of the SGA.

DATE OF RESULT PUBLICATION:Subject to the requirements of the component parts of the SGA.

GRADING SYSTEM:There is no overall grade for an SGA in addition to the gradesawarded for the individual courses within it.


PROGRESSION/ARTICULATION:SGAs have been designed to provide progression to FE and HEand employment. Higher and AH SGAs will be of particularinterest to admissions tutors as they show that candidates haveachieved success over a coherent programme of subjects and inthe five Core Skills.

Scottish Progression AwardsSPAs and SGAs are gradually being replaced with new NationalProgression Awards (NPAs) and National Certificates (NCs).

QUALIFICATION ABBREVIATION:SPA

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORKLEVEL:Normally, levels 3–8. SCQF level is subject to the level of theUnits which comprise the SPA.

BACKGROUND:Designed to provide the underpinning knowledge and enableprogression to Scottish Vocational Qualification (SVQ).



NUMBER OF UNITS/STRUCTURE:The number of Units in a SPA is subject to the specificqualification. SPAs can comprise a group of SVQ Units, a group of National or Higher National Units, or a combination of these.Assessment is subject to Units that comprise the qualification.

ASSESSMENT METHOD:Subject to the requirements of the component parts of the SPA.

EXAMINATION TIMING:Assessment flexible to meet candidate needs.

DATE OF RESULT PUBLICATION:Ongoing throughout the year.


PROGRESSION/ARTICULATION:Candidates normally progress to a full SVQ or other trainingprogramme.

Scottish Vocational QualificationsQUALIFICATION ABBREVIATION:SVQ

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORKLEVEL*:SVQ 1 – level 4, SVQ 2 – level 5, SVQ 3 – level 6, SVQ 4 – level8, SVQ 5 – level 11.

* The notional positioning of SVQs on the SCQF gives a broadindication of their place within it. As in most group awards, SVQsare likely to be made up of Units at a number of levels. As theirposition on the SCQF is refined, it is likely that some SVQs will bealigned to more than one SCQF level. A pilot project to allocateSCQF levels to 22 SVQs was completed in June 2006 and is nowbeing extended to other SVQs.

BACKGROUND:SVQs are at five levels based on skills and competences requiredto do a job or range of jobs in a specific industry, from basicoperative to senior management. They are analogues of NVQs inthe rest of the UK.

DATE OF FIRST TEACHING:First introduced in 1990

PREREQUISITES:Appropriate workplace experience

NUMBER OF UNITS/STRUCTURE:SVQs are Unit-based and are assessed in the workplace or insimulated workplace conditions.

ASSESSMENT METHOD:SVQs incorporate national occupational standards identified bySector Skills Councils (previously National Training Organisations(NTOs)). Although the focus is on performance, the importance ofunderpinning knowledge and understanding, particularly at thehigher levels, is now well recognised and, following major reviews,steps have been taken to make these requirements more explicit.

EXAMINATION TIMING:Assessment flexible to meet candidate needs.


GRADING SYSTEM:Not graded

QUALITY ASSURANCE:Accredited by SQA and offered by a range of bodies, includingSQA. See Guide to Assessment, which is available on SQA’swebsite at www.sqa.org.uk

PROGRESSION/ARTICULATION:Levels 3 and 4 are used for entry to HE with or without advancedstanding, sometimes in association with Accreditation of PriorExperiential Learning (APEL). SVQs at levels 4 and 5 might be usedfor entry to higher degrees and are sometimes offered in HE aspart of postgraduate programmes. Some HEIs in Scotland combineHNC/HND, degree and postgraduate programmes with SVQs atvarious levels to ensure students have a broader experience ofboth academic and work-based activities. SVQ 3 is one of thethree components of a Modern Apprenticeship in Scotland.



Standard GradesQUALIFICATION ABBREVIATION:S Grade

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORKLEVEL:Levels 3–5

BACKGROUND:S Grades were first certificated in 1986 with the former OrdinaryGrade finally being discontinued in 1994. (Since 2002, someschools have offered students the opportunity to takeIntermediate Courses in place of S Grade.)



PREREQUISITES:S Grades are normally studied over the third and fourth years ofsecondary education.

ASSESSMENT METHOD:In most subjects, a combination of internal and externalassessment.

EXAMINATION TIMING:May/June

DATE OF RESULT PUBLICATION:August

GRADING SYSTEM:1–6 pass grades, with 1 being the highest grade. S Gradeachievement is described on 3 levels: Foundation Level coversgrades 5 and 6 (SCQF Level 3), General Level grades 3 and 4(SCQF Level 4), and Credit Level grades 1 and 2 (SCQF Level 5).

TARIFF POINTSBand UCAS Tariff Points1 38

2 28


PROGRESSION/ARTICULATION:S Grades are used for a variety of purposes including entry toemployment or progression to Intermediate, Higher and AdvancedHigher National Courses. For entry to HE, grades 1–3 at S Gradeare normally acceptable in combination with Highers in the main subjects.




As part of a phased programme, National Qualifications havereplaced SCE Highers, CSYS, GSVQs and other Units andgroupings of Units and modules. A number of applicants will onlyoffer the new National Qualifications, while others will offer somecombination of old and new qualifications.

Certificate of Sixth Year Studies The final sitting of examinations for the CSYS was summer 2001,except for CSYS English, which was summer 2002.

CSYS was intended to encourage pupils who had obtained aHigher pass in a subject in fifth year to pursue independent studyin selected areas of that subject in sixth year. However, theuptake of CSYS was limited. In most subjects, there was a fairlywide range of options, and candidates were required to work onindividual projects and lines of enquiry.

There were five grades: A, B, C, D and E, which were broadlycomparable to the same grades at GCE A level. Some pupils withfour or five good Highers studied up to three CSYS subjects insixth year, with many combining CSYS and additional Highers.

Grade (previously known as Ranking) BandA 1

B 2

C 3

D 4

E 5

No award 6

Reporting:

g Grades A, B, C (pass grades) reported to both centres andcandidates.

General Scottish VocationalQualificationsGSVQs were replaced by SGAs. SGAs began to replace GSVQsfrom the start of session 1999/2000 with no further certificationof GSVQs after 30 September 2004.

GSVQs were broadly based group awards leading to employmentand to FE and HE. Level 3 awards were designed to giveprogression to HE and were of particular interest to admissions tutors.

These group awards were made up of specified numbers ofmandatory and optional National Units (previously NationalCertificate Modules), with the balance between mandatory andoptional varying according to the award area. The mandatoryelement included core skills (the analogue of key skills in the restof the UK). GSVQ candidates were also required to pass anintegrated assessment, which was used to distinguish two levelsof achievement: Pass and Merit.

National Certificate ModulesNational Certificate Modules were replaced by, or converted into,National Units.

National Certificate Modules were introduced in 1984/5 whennon-advanced vocational qualifications in Scotland weremodularised. Modules were offered in schools, colleges,community education and training centres. Candidates wereassessed against outcomes and performance criteria to ensurenational standards, and all centres were subject to externalmoderation and other quality assurance requirements.

Some modular programmes count towards the general entrancerequirements of some HEIs. In particular, certain groups of modulesare recognised as alternatives to Standard Grades and Highers andthese recognised groupings are detailed in Recognised Groupingsof National Certificate Modules, published by SQA.

National Certificate Modules were used by the three ScottishWider Access Programme (SWAP) consortia to build accessprogrammes tailored to meet the admissions requirements of HE.Some institutions also have agreements with local schools andcolleges recognising particular groupings of modules for entry tospecified HNC, HND and degree programmes.

Scottish Certificate of EducationHighersThe final sitting of examinations for SCE Highers was summer2001, with the exception of SCE Higher English, where the finaldiet of examinations for resit/two-year candidates was 2002.

Bands and grades for SCE Highers are as follows.

Grade (previously Band (previously Scaled Markknown as Band) known as Range) A 1 90 –100

A 2 85–89

A 3 80–84

A 4 75–79

A 5 70–74

B 6 65–69

B 7 60–64

C 8 55–59

C 9 50–54

D 10 45–49

D 11 40–44

- 12 35–39

- 13 30–34

- 14 0–29

Reporting:

g Grades A, B, C (pass grades) and D reported to candidatesg Band reported to centre.



Relevant contact information is given in Appendix A.

Scottish Qualifications CertificateThe SQC is a candidate’s record of achievement in GroupAwards, National Courses, National Units, Core Skills, HigherNational Units, Workplace-assessed Units and SCQF credits. FromJanuary 2000, the SQC has replaced the SCE, CSYS and RETissued by SQA's predecessor bodies SEB and SCOTVEC.

The SQC package includes:

g Summary of Attainment – a cumulative record of all GroupAwards, Courses and stand-alone Units a candidate hasachieved since 1994

g Detailed Record of Attainment – lists all the qualifications acandidate has achieved since last issued with a certificate

g Profiles – this section shows a candidate’s currentachievements in Core Skills and SCQF credits.

Qualifications of particular interest to admissions tutors, such asStandard Grade, Intermediate 1 and 2, Higher, Advanced Higherand CSYS, are recorded on the SQC. In the case of NationalQualifications, the Detailed Record of Attainment, which listscurrent achievements linked to each examination diet, may proveparticularly helpful.

Commemorative Certificates Commemorative certificates are issued marking the completion ofgroup awards. Thus, for example, a candidate completing a groupaward such as National Certificate, NPA, HNC, HND or SVQreceives a commemorative certificate recognising thatachievement. In each case, details of all component Units of theCourses or group awards are listed on the SQC.

Scottish Certificate of EducationThis has been replaced by the SQC. The SCE recordedcandidates’ achievements in Standard Grades, Highers and ShortCourses prior to January 2000.

Certificate of Sixth Year StudiesThis has been replaced by the SQC. It recorded successes inCSYS Courses prior to January 2002.

Record of Education and TrainingThis has been replaced by the SQC. The RET recorded allNational Certificate Modules, Higher National Units and WorkplaceAssessed Units, and group awards based on these modules andUnits, prior to January 2000.

Certificates awarded by ScottishVocational Education Council’spredecessor bodies: ScottishBusiness Education Council andScottish Technical EducationCouncilInformation on certificates issued by SCOTBEC and SCOTEC isavailable from SQA.

SUPPORTING EVIDENCE FOR ENTRY TO HIGHEREDUCATIONAt interview and in correspondence, applicants may refer to someof the following.

Progress FileThe Progress File replaced the National Record of Achievement(NRA), which was introduced in February 1991 to provide onecommon, nationally recognised format to summarise individuals’experiences and achievements and help them plan futuredevelopments. The Progress File is designed to support lifelonglearning and help people to plan their personal development andfuture education and career. For updated information about theProgress File in Scotland, please refer to the entry for ‘ProgressFile’ in the ‘Phased Out Qualifications’ section for England, Walesand Northern Ireland.

National Record of AchievementThe NRA was replaced by the Progress File.

Young Enterprise Scotland Young Enterprise Scotland develops the enterprise skills of studentsaged 15 to 19, providing them with the opportunity of formingand running their own companies. The Young Enterprise Scotlandexamination is an assessment of competence in work experience,with questions related to the business excellence model.

Modern Apprenticeships inScotlandIn Scotland, MAs were first developed in 1994. They continue tobe developed and reviewed by employer-led partnerships. MAs aredesigned to meet skill requirements of all sectors and prepareworkers for a highly skilled environment. They are aimed at thosewho are capable of achieving an SVQ at level 3 or above.

There are three components to a Scottish MA: vocationalqualifications to SVQ level 3 or above; core skills; and industry-specificcomponents, which might include Units to develop knowledge andunderstanding of the core vocational area. The development offlexibility within the workplace is an additional feature.

The final apprenticeship certificate is presented by theappropriate SSC.

Currently, the body responsible for approving MA frameworks inScotland is MAIG. MAIG comprises members of SE, HIE, ScottishEnterprise network, SSAScot, Careers Scotland, ScottishGovernment and SQA.

Certificates and other supporting evidence likely to be offered by applicants


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

INTRODUCTIONThis section describes the main routes into HE in Scotland andrelated topics, including credit accumulation and transfer usingthe developing SCQF.

APPLICANTS FROM SCHOOLSMost applicants from schools will offer some combination ofHighers, Advanced Highers and Scottish Group Awards. Somecandidates may offer Intermediate 1 and 2 instead of Generaland Credit Standard Grades.

The entrance requirements of Scottish HEIs are generallyformulated in terms of passes in Highers. Institutions haveadapted their admissions policies to recognise the AdvancedHigher, but the recognition given to individual qualifications isdecided by individual institutions and will vary depending on thecourse or faculty to which entry is sought.

Scottish applicants applying direct from school to HEIs andcolleges may have taken seven or eight Standard Grades (or anumber of Intermediate Courses) in the fourth year and four orfive Highers in fifth year. A few applicants may have bypassedStandard Grade and moved directly to Highers. (Variations willdepend in part on the ability of the pupil and in part on the schoolcurriculum policy.) Generally, these pupils enter HE at 18 after sixyears of secondary education, but a significant minority enter at17 after only five years in secondary school. Pupils who remain atschool for a sixth year may undertake some combination ofAdvanced Highers and additional Highers, Intermediate Coursesand/or free-standing National Units.

NOTE ON AGE AND STAGE REGULATIONSIn March 2004, as part of the National Debate on Education,the Scottish Executive consulted on the future of Age and Stageregulations. As a result of that consultation, the Scottish Executivedecided to replace the Age and Stage regulations with guidance.The document, Guidance on the appropriate age and stage when young people can be presented for externally assessedqualifications (Circular 3/2005, Scottish Executive, 2005), outlineskey principles that should guide decisions about when a youngperson is ready to be presented for a formal qualification.

MATURE APPLICANTS AND APPLICANTS FROM FURTHEREDUCATION COLLEGESHEIs in Scotland recognise the importance and value of makingtheir provision more accessible in a wide variety of ways, andhave welcomed mature applicants and applicants from FEcolleges with a wide range of qualifications. FE collegescontribute significantly to the provision of HE in Scotland, with arange of HNC and HND programmes from which many progressto degrees in the HE sector.

Mature candidates and applicants from colleges are likely to offera mixture of old and new Highers, SGAs, National Units, NationalCertificate Modules, HNCs, HNDs and SVQs. Traditionally, certaingroupings of National Certificate Modules have been recognisedas an alternative to Standard Grades and Highers for thepurposes of entry to certain courses at Scottish HEIs. Detailedinformation is available from SQA. Contact information is given in Appendix A.

Routes into Higher Education in Scotland

EXAMPLES OF POSSIBLE PROGRESSION ROUTES FOR SCHOOL CANDIDATES


Routes into Higher Education in Scotland

Scottish Access to HigherEducation Programmes, Coursesand PathwaysOver the years, access programmes have played an importantrole in increasing participation in HE in Scotland. In the past, themajority of Scottish Access Programmes were run under theauspices of SWAP and continuing education departments inScottish HEIs. In recent years, a wider range of institutions,including community education and voluntary organisations, havebecome involved in provision to create additional pathways to HE.Lifelong learning, social inclusion and increased participation inHE are Scottish Goverment priorities. Additional pathways to HEhave been and are continuing to be developed.

Scottish Wider AccessProgrammeSWAP Access programmes are specifically for adults returning tohigher education. They are one-year programmes developedusing National Qualification units which allow entry to a numberof degree courses. Students can undertake programmes inHumanities including Primary Education, Science and Technology,Nursing, Health and Medical Studies.

SWAP students who successfully complete their programmes areguaranteed progression to an HNC, HND or degree course. SWAPAccess Programmes are delivered mainly in Colleges and arerecognised by the receiving Higher Education Institutions throughthe local consortium arrangements.

A directory of all SWAP programmes and progression routes isavailable from partner HEIs. Further information can be obtainedfrom members of the SWAP consortia – SWAP: West and CentralAccess Consortium, SWAP: East and SWAP: North. Contactinformation is given in Appendix A.

Access Courses Run by HigherEducation InstitutionsA wide variety of access courses are run by individual HEIs andthere is rapid development in this area. For example, there areprogrammes which offer a bridge to degree-level study for adultswhose earlier education has been disrupted or adversely affected.In addition, some credit-bearing part-time/short courses offeredby HEIs can be used as a route into HE. Summer Schools (seebelow) provide access for both school-leavers and maturestudents whose formal qualifications are not a true reflection oftheir potential. Successful completion in some cases mayguarantee a place at the HEI. For details of courses, contact theadmissions office at the institution concerned.

Community Education, VoluntaryOrganisation Routes Some HEIs and FE colleges have links with informal community-based learning organisations. Many of the informal learningopportunities can be used as access courses for CommunityLearning and Development-endorsed qualifications. For furtherdetails, contact Communities Scotland. Community Learningwork-based routes into HE are also available. For further details,contact Youth Link Scotland. Contact information for CommunitiesScotland and Youth Link Scotland is given in Appendix A.

Summer SchoolsA number of Scottish HEIs operate special entry Summer Schoolsin order to support greater participation in HE and to assistaccess for disadvantaged students generally. Special partnershiparrangements between institutions and education authorities seekto encourage applications from young people who have thepotential to succeed in HE. Some Scottish HEIs have alsoestablished Science Enhancement Summer Schools to widenaccess to Science and Engineering to able students with non-standard entrance qualifications. Information about SummerSchools may be obtained direct from the institutions.

Credit Accumulation and TransferThe SCQF is the national credit and qualifications framework inScotland. The SCQF builds on and replaces SCOTCAT.

International FoundationProgramme – Scotland(Prior to September 2003 the Scottish International Programme (SIP))

The programme is an established and recognised course foroverseas students hoping to enter Scotland’s unique system ofhigher education.

The purpose of the Foundation Programme is to enable overseasstudents to obtain the grades needed to enter their chosencourses, by way of the Scottish Qualifications Authorityqualifications and Foundation examinations.

Prospective university students sit SQA Highers and theFoundation English examination during the Academic Summer Programme.

Students who do not achieve all the required Higher grades havethe opportunity to take the Foundation examinations. Theseexaminations are accepted by the Scottish institutions of highereducation as the equivalent of Highers, and give Foundationstudents a second opportunity to achieve the necessary grades.Foundation students can enter higher education with acombination of Higher and Foundation results.

The opportunity to upgrade Higher grade results through theFoundation examinations is a special feature of the FoundationProgramme, and is available only to Programme students. Ineffect, it allows Programme students to resit their examinations inthe same year as they attempt Highers.

Contact information for IFPS is given in Appendix A.


ABC AwardsRobinswood HouseRobinswood RoadAspleyNottinghamshireNG8 3NH

t: 0115 854 1616w: www.abcawards.co.uk

Assessment and QualificationsAllianceStag Hill HouseAllianceGuildfordSurrey GU2 7XJ

t: 01483 506 506e: [email protected]: www.aqa.org.uk

31-33 Springfield AvenueHarrogateNorth YorkshireHG1 2HW


Devas StreetManchester M15 6EX


Associated Board of the RoyalSchools of Music24 Portland PlaceLondon W1B 1LU

t: 020 7636 5400f: 020 7637 0234w: www.abrsm.org

Award Scheme Development andAccreditation NetworkWainbrook HouseHudds Vale RoadSt GeorgeBristol BS5 7HY

t: 0117 941 1126f: 0117 935 1112e: [email protected]: www.asdan.co.uk

British Horse SocietyStoneleigh Deer ParkKenilworthWarwickshireCV8 2XZ

t: 0844 848 1666f: 01926 707 800e: [email protected]: www.bhs.org.uk

Cambridge Assessment (formerlyUniversity of Cambridge LocalExaminations Syndicate)1 Hills RoadCambridge CB1 2EU

t: 01223 553 311f: 01223 460 278e: [email protected]: www.cambridgeassessment.org.uk

Centre for Recording Achievement104-108 WallgateWiganLancashireWN3 4AB

t: 01942 826 761f: 01942 323 337e: [email protected]: www.recordingachievement.org

City and Guilds1 Giltspur StreetLondon EC1A 9DD

t: 020 7294 2800f: 020 7294 2400w: www.cityandguilds.co.uk

4th Floor144 West George StreetGlasgow G2 2HG

t: 0141 341 5700f: 0141 341 5725e: [email protected]: www.cityandguilds.co.uk/scotland

Chartered Institute of Bankers inScotlandDrumsheugh House38b Drumsheugh GardensEdinburgh EH3 7SW

t: 0131 473 7777f: 0131 473 7788e: [email protected]: www.charteredbanker.com

Communities ScotlandThistle House91 Haymarket TerraceEdinburgh EH12 5HE

t: 0131 313 0044f: 0131 313 2680e: [email protected]: www.communitiesscotland.gsi.gov.uk

Council for Awards in Children’s Careand EducationCACHE Head OfficeApex House81 Camp RoadSt. AlbansHertfordshireAL1 5GB

t: 0845 347 2123e: [email protected]: www.cache.org.uk

Council for the CurriculumExaminations and Assessment (CCEA)29 Clarendon RoadClarendon DockBelfastBT1 3BG

t: 028 9026 1200f: 028 9026 1234e: [email protected]: www.ccea.org.uk

Community Service Volunteers (CSV)237 Pentonville RoadLondon N1 9NJ

t: 020 7278 6601e: [email protected]: www.csv.org.uk

Community Service Volunteers (CSV)ScotlandWellgate House200 CowgateEdinburgh EH1 1NQ

t: 0131 622 7766f: 0131 622 7755e: [email protected]: www.csv.org.uk/Scotland

Community Service Volunteers (CSV)WalesCSV HouseWilliams WayCardiff CF10 5DY

t: 029 2041 5717e: [email protected]: www.csv.org.uk/Wales

Appendix A – Contact Details



Department for Children, Schools andFamilies (DCSF)Sanctuary BuildingsGreat Smith StreetLondonSW1P 3BT

t: 08700 000 2288f: 01928 794 248e: [email protected]: www.dcsf.gov.uk

DCSF European Schools TeamLevel 2cCaxton HouseTothill StreetLondonSW1H 9NA

t: 020 7340 4385/6f: 020 7340 4121w: www.dcsf.gov.uk

ApprenticeshipsMoorfootSheffield S1 4PQ

t: 0114 259 3829f: 0114 259 1206w: www.apprenticeships.org.uk

PublicationsPO Box 5050AnnesleyNottingham NG15 0DJ

t: 0845 602 2260e: [email protected]: www.dcsf.gov.uk/publications

School & College Qualifications DivisionSanctuary BuildingsGreat Smith StreetWestminsterLondon SW1P 3BT

t: 0870 000 2288e: [email protected]: www.dcsf.gov.uk/qualifications

Department for Children, Education,Lifelong Learning and Skills (DCELLS)Qualifications and Curriculum GroupCastle BuildingsWomanby StreetCardiff CF10 1SX

t: 029 2037 5400w: http://wales.gov.uk/about/departments/dcells

Department for Innovation,Universities and Skills Address for all written correspondence: Castle View HouseEast LaneRuncorn WA7 2GJHead Office Location:Kingsgate House66-74 Victoria StreetLondon SW1E 6SW

t: 020 7215 5555e: [email protected]: www.dius.gov.uk

Department of EducationNorthern IrelandRathgael HouseBalloo RoadBangorBT19 7PR

t: 028 9127 9279e: [email protected]: www.deni.gov.uk

Duke of Edinburgh’s AwardThe Higher and Further Education UnitGulliver HouseMadeira WalkWindsor SL4 1EU

t: 01753 727 400f: 01753 810 666e: [email protected]: www.DofE.org

Thain House226 Queensferry Road,EdinburghEH4 2BP

t: 0131 343 0920f: 0131 332 9920e: [email protected]: www.DofE.org/scotland

EdexcelHead Office190 High HolbornLondon WC1V 7BH

t: 0870 240 9800w: www.edexcel.org.uk

Education Development InternationalInternational HouseSiskin Parkway EastMiddlemarch Business ParkCoventry CV3 4PE

t: 024 7651 6500f: 024 7651 6505e: [email protected]: www.ediplc.com

Engineering Education Scheme inEnglandWeltech CentreRidgewayWelwyn Garden CityHerts AL7 2AA

t: 01707 393 323e: [email protected]: www.thescheme.org.uk

Engineering Education Scheme inScotlandScottish Engineering105 West George StreetGlasgow G2 1QL

t: 0141 221 3181f: 0141 204 1202e: [email protected]: www.scottishengineering.org.uk

Industrial Careers Foundation8 Nightingale PlaceBuckingham MK18 1UF

t: 01280 812 547e: [email protected]: www.icf.org.uk

Institute of Commercial ManagementThe Fusee20a BargatesChristchurchDorset BH23 1QL

t: 01202 490555f: 01202 490666e: [email protected]: www.icm.ac.uk

ifs School of Finance8th Floor Peninsular House36 Monument StreetLondonEC3R 8LJ

t: 0207 444 7111f: 0207 444 7115e: [email protected]: www.ifslearning.com

International Baccalaureate Peterson HouseMalthouse AvenueCardiff GateCardiff CF23 8GL

t: 029 2054 7777w: www.ibo.org


International Baccalaureate (cont.)

Route des Morillons 15Grand-SaconnexGeneva CH-1218Switzerland

t: +41 22 791 7740f: +41 22 791 0277e: [email protected]: www.ibo.org

International Foundation Programme– Scotland77 Southpark AvenueGlasgow G12 8LE

t: 0141 357 0123f: 0141 357 0199e: [email protected]: www.ifps.ac

LCM ExaminationsThames Valley UniversityWalpole House18-22 Bond StreetLondon W5 5AA

t: 020 8231 2364f: 020 8231 2433e: [email protected]: www.tvu.ac.uk

Learning and Skills CouncilCheylesmore HouseQuinton RoadCoventry CV1 2WT

t: 0845 019 4170f: 02476 823675e: [email protected]: www.lsc.gov.uk

Learning and Skills NetworkFifth FloorHolborn Centre120 HolbornLondonEC1N 2AD

t: 020 7297 9000f: 020 7297 9001e: [email protected]: www.lsneducation.org.uk

Learning Materials for Change (LMC)ProjectGLADE – Centre for Global andDevelopment EducationThe GLADE CentreFrog LaneIlminsterSomerset TA19 0AP

t: 01460 55755f: 01460 55753e: [email protected]: www.glade.org

National Assembly for WalesCardiff BayCardiff CF99 1NA

t: 0845 010 5500w: www.wales.gov.uk

National Christian Schools’ CertificateBoardMaranatha HouseUnit 5Northford CloseShrivenhamSwindon SN6 8HL

t: 01793 783 783f: 01793 783 775e: [email protected]: www.christian-education.org

National Open College Network(NOCN)The QuadrantParkway Business Park99 Parkway AvenueSheffield S9 4WG

t: 0114 227 0500f: 0114 227 0501e: [email protected]: www.nocn.org.uk

NCC Education LtdThe TowersTower Business ParkWilmslow RoadDidsburyManchester M20 2EZ

t: 01614 386 200f: 01614 386 240e: [email protected]: www.nccedu.com

NCFECitygateSt James’ BoulevardNewcastle upon Tyne NE1 4JE

t: 0191 239 8000f: 0191 239 8001e: [email protected]: www.ncfe.org.uk

Northern Ireland Council for theCurriculum, Examinations andAssessment29 Clarendon RoadClarendon DockBelfast BT1 3BG

t: 028 9026 1200f: 028 9026 1234e: [email protected]: www.ccea.org.uk

OCNWWest LodgeQuernmore RoadLancaster LA1 3JT

t: 01524 845046f: 01524 388467e: [email protected]: www.ocnw.com

Office of the Qualifications andExaminations Regulator (Ofqual) Spring PlaceCoventry Business ParkHerald AvenueCoventry CV5 6UB

t: 0300 303 3344f: 0300 303 3348e: [email protected]: www.ofqual.gov.uk

Open UniversityWalton HallMilton Keynes MK7 6AA

t: 01908 274 066w: www.open.ac.uk

Open University in Scotland10 Drumsheugh GardensEdinburgh EH3 7QJ

t: 0131 226 3851f: 0131 220 6730e: [email protected]: www.open.ac.uk/near-you/Scotland

Oxford, Cambridge and RSAExaminations1 Hills RoadCambridge CB1 2EU

OCR Customer Contact CentreVocational Qualifications:

t: 02476 851 509f: 02476 421 944e: [email protected]: www.ocr.org.uk

General Qualifications:

t: 01223 553998f: 01223 552627e: [email protected]: www.ocr.org.uk

Prince’s Trust VolunteersHead OfficeThe Prince’s Trust18 Park Square EastLondon NW1 4LH

t: 020 7543 1234f: 020 7543 1200e: [email protected]: www.princes-trust.org.uk




The Prince’s Trust – ScotlandHead OfficeFirst FloorThe Guildhall57 Queen StreetGlasgow G1 3EN

t: 0141 204 4409f: 0141 221 8221e: [email protected]: www.princes-trust.org.uk

The Prince’s Trust – CymruHead OfficeBaltic HouseMount Stuart SquareCardiff CF10 5FH

t: 029 2043 7000f: 029 2043 7001e: [email protected]

The Prince’s Trust – Northern IrelandHead OfficeBlock 5Jennymount CourtNorth Derby StreetBelfast BT15 3HN

t: 028 9074 5454f: 028 9074 8416e: [email protected]

Qualifications and CurriculumDevelopment Agency83 PiccadillyLondon W1J 8QA

t: 020 7509 5555f: 020 7509 6666e: [email protected]: www.qcda.org.uk

Quality Assurance Agency for HigherEducationSouthgate HouseSouthgate StreetGloucester GL1 1UB

t: 01452 557000f: 01452 557070e: [email protected]: www.qaa.ac.uk

183 St Vincent StreetGlasgow G2 5QD

t: 0141 572 3420f: 0141 572 3421e: [email protected]: www.qaa.ac.uk

Quality Improvement AgencyFriars HouseManor House DriveCoventry CV1 2TE

t: 0870 2113 434f: 0870 1620 633w: www.qia.org.uk

Scottish Credit and QualificationsFramework39 St Vincent PlaceGlasgowG1 2ER

t: 0845 270 7371f: 0845 270 7372e: [email protected]: www.scqf.org.uk

Scottish GovernmentEducation DepartmentVictoria QuayEdinburgh EH6 6QQ

t: 0845 774 1741f: 01397 795 001e: [email protected]: www.scotland.gov.uk

Enterprise, Transport and LifelongLearningMeridian CourtCadogan StreetGlasgow G2 6AT

t: 0845 774 1741f: 01397 795 001e: [email protected]: www.scotland.gov.uk

Scottish Qualifications AuthorityCustomer Contact CentreThe Optima Building58 Robertson StreetGlasgow G2 8DQ

t: 0845 279 1000f: 0845 213 5000e: [email protected]: www.sqa.org.uk

Ironmills RoadDalkeithMidlothian EH22 1LE

t: 0845 279 1000f: 0845 213 5000e: [email protected]: www.sqa.org.uk

Scottish Wider Access ProgrammeSWAP: West300 Cathedral StreetGlasgowG1 2TA

t: 0800 731 0949e: [email protected]: www.scottishwideraccess.org

SWAP: East25 Buccleuch PlaceEdinburghEH8 9LN

t: 0800 731 0949e: [email protected]: www.swap2highereducation.com

SWAP: NorthNorth ForumRoom G07Regent BuildingKing’s CollegeUniversity of AberdeenAberdeen AB24 3FX

t: 01224 273 008e: [email protected]: www.scottishwideraccess.org

SEECc/o PO Box 26South Bank Technopark 90 London Road London SE1 6LN

For current contact details, refer to:t: 0845 217 7749e: [email protected]: www.seec.org.uk

TOEFLETS Europe UK707 High RoadLondon N12 0BT

t: 020 8446 9944f: 08700 940 654w: www.uk.etseurope.org/

Trident Trust190 High HolburnLondon WC1V 7BH

t: 0845 034 5200w: www.trident-edexcel.co.uk

Trinity College London89 Albert EmbankmentLondon SE1 7TP

t: 020 7820 6100f: 020 7820 6161e: [email protected]: www.trinitycollege.co.uk



UK Commission for Employment andSkills3 Callflex Business ParkGolden Smithies LaneWath-upon-DearneSouth Yorkshire S63 7ER

t: 01709 774 800f: 01709 774 801e: [email protected]: www.ukces.org.uk

Universities Scotland53 Hanover StreetEdinburgh EH2 2PJ

t: 0131 226 1111f: 0131 226 1100e: [email protected]: www.universities-scotland.ac.uk

Welsh Joint Education Committee245 Western AvenueCardiff CF5 2YX

t: 029 2026 5000e: [email protected]: www.wjec.co.uk

Young Enterprise ScotlandSuite 222Baltic Chambers50 Wellington StreetGlasgowG2 6HJ

t: 0141 5484 930f: 0141 5484 940w: www.yes.org.uk

Youth Link ScotlandRosebery House9 Haymarket TerraceEdinburgh EH12 5EZ

t: 0131 313 2488f: 0131 313 6800e: [email protected]: www.youthlink.co.uk


Admission to higher education courses is generally dependentupon an individual’s achievement in level 3 qualifications, such asGCE A levels. Did you know that there are currently over 3,000level 3 qualifications available in the UK alone?

As if the number of qualifications available was not confusingenough, different qualifications can have different gradingstructures (alphabetical, numerical or a mixture of both). Findingout what qualifications are needed for different higher educationcourses can be very confusing.

The UCAS Tariff is the system for allocating points toqualifications used for entry to HE. It allows students to use arange of different qualifications to help secure a place on anundergraduate course.

Universities and colleges use the UCAS Tariff to makecomparisons between applicants with different qualifications.Tariff points are often used in entry requirements, although otherfactors are often taken into account. Entry Profiles provide a fullerpicture of what admissions tutors are seeking.

The tables on the following pages show the qualifications coveredby the UCAS Tariff. There may have been changes to these tablessince this book was printed. You should visit www.ucas.com toview 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 aparticular HE course. The achievement of a points score thereforedoes not give an automatic entitlement to entry, and many otherfactors are taken into account in the admissions process.

The Course Search facility at www.ucas.com is the best source ofreference to find out what qualifications are acceptable for entryto 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 thesecases only the qualification with the higher Tariff score will becounted. This principle applies to:

g GCE Advanced Subsidiary level and GCE Advanced levelg Scottish Highers and Advanced Highersg Key Skills at level 2, 3 and 4g 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 andSpecialist Learning (ASL) Tariff points. Please see theappropriate qualification in the Tariff tables to calculate theASL score.

g The Extended Project Tariff points are included within theTariff points for Progression and Advanced Diplomas.

Extended Project points represented in the Tariff only countwhen the qualification is taken outside of these Diplomas.

g Where the Tariff tables refer to specific awarding bodies, onlyqualifications from these awarding bodies attract Tariffpoints. Qualifications with a similar title, but from a differentqualification awarding body do not attract Tariff points.

How do Universities and collegesuse the tariff?The Tariff provides a facility to help universities and collegeswhen expressing entrance requirements and when makingconditional offers. Entry requirements and conditional offersexpressed as Tariff points will often require a minimum level ofachievement in a specified subject (for example ‘300 points toinclude grade A at A level chemistry’, or ‘260 points includingSQA Higher grade B in mathematics’).

Use of the Tariff may also vary from department to department atany one institution, and may in some cases be dependent on theprogramme being offered.

Appendix B – The UCAS Tariff



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 relevantsection of the Tariff table.

1 AAT NVQ level 3 in Accounting2 Advanced Diploma3 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 Certificate7 BTEC Early Years 8 BTEC National Award, National Certificate and National Diploma9 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 Project16 Free-standing Mathematics qualifications 17 GCE AS, AS Double Award, A level, A level Double Award and A level with additional AS18 Higher Sports Leader Award 19 Institute of Financial Services, Certificate and Diploma in Financial Studies 20 International Baccalaureate Diploma 21 International Baccalaureate Certificate22 iMedia Users (iMedia) Certificate and Diploma 23 IT for Professionals (iPRO) Certificate and Diploma24 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 Project30 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.



ADVANCED EXTENSION AWARDS

GRADE TARIFF POINTS

DISTINCTION 40

MERIT 20

Points for Advanced ExtensionAwards are over and above thosegained form the A level grade

3

ADVANCED PLACEMENTPROGRAMME (US & CANADA)

GRADE TARIFF POINTS

Group A

5 120

4 90

3 60

Group B

5 50

4 35

3 20

4

BRITISH HORSE SOCIETY

GRADE TARIFF POINTS

Stage 3 Horse Knowledge & Care

PASS 35

Stage 3 Riding

PASS 35

Preliminary Teacher’s Certificate

PASS 35

Awarded by EquestrianQualifications (GB) Ltd (EQL) onbehalf of British Horse Society

6

AAT NVQ LEVEL 3 IN ACCOUNTING

GRADE TARIFF POINTS

PASS 160

1

ADVANCED DIPLOMA

Advanced Diploma = ProgressionDiploma plus Additional &Specialist Learning (ASL). Pleasesee the appropriate qualification tocalculate the ASL score. ASL hasa maximum Tariff score of 140.Please see the ProgressionDiploma (Table 28) for Tariff scores

2

BTEC EARLY YEARS

GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS

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

7

ASSET LANGUAGES ADVANCED STAGE

GRADE TARIFF POINTS GRADE TARIFF POINTS

Speaking Listening

GRADE 12 28 GRADE 12 25



Reading Writing




Points for Asset Languages come into effect for entry into highereducation from 2010 onwards

5

8

UCAS TARIFF TABLES



CERTIFICATE OF PERSONAL EFFECTIVENESS (COPE)

GRADE TARIFF POINTS

PASS 70

Points are awarded for the Certificate of PersonalEffectiveness (COPE) awarded by ASDAN and CCEA

11

DIPLOMA IN FASHION RETAIL

GRADE TARIFF POINTS

DISTINCTION 160

MERIT 120

PASS 80

Awarded by ABC Awards

12

DIPLOMA IN FOUNDATION STUDIES (ART & DESIGN, AND

ART, DESIGN & MEDIA)

GRADE TARIFF POINTS

DISTINCTION 285

MERIT 225

PASS 165

Points are awarded for EdexcelLevel 3 BTEC Diploma inFoundation Studies (Art & Design)and Level 3 Diploma in FoundationStudies (Art, Design & Media)awarded by ABC Awards andWJEC

13

EDI LEVEL 3 CERTIFICATE INACCOUNTING AND CERTIFICATE

IN ACCOUNTING (IAS)

GRADE TARIFF POINTS

DISTINCTION 120

MERIT 90

PASS 70

14

9

EXTENDED PROJECT(STAND ALONE)

GRADE TARIFF POINTS

A* 70

A 60

B 50

C 40

D 30

E 20

Points for the Extended Projectcannot be counted if taken as partof Progression/Advanced Diploma

15

FREE-STANDING MATHEMATICS

GRADE TARIFF POINTS

A 20

B 17

C 13

D 10

E 7

Covers free-standing Mathematics- Additional Maths, Using andApplying Statistics, Working withAlgebraic and GraphicalTechniques, Modelling withCalculus

16

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

10

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

UCAS TARIFF TABLES



GCE

GRADETARIFFPOINTS

GRADETARIFFPOINTS

GRADETARIFFPOINTS

GRADETARIFFPOINTS

GRADETARIFFPOINTS

GCE Double AwardA level with additional AS

(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

17

HIGHER SPORTS LEADERAWARD

GRADE TARIFF POINTS

PASS 30

18

INSTITUTE OF FINANCIAL SERVICES


Certificate in Financial Studies(CeFS)

Diploma in Financial Studies(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 UCASTariff points

19

INTERNATIONAL BACCALAUREATE (IB) DIPLOMA


45 768 34 512

44 744 33 489

43 722 32 466

42 698 31 422

41 675 30 419

40 652 29 396

39 628 28 373

38 605 27 350

37 582 26 326

36 559 25 303

35 535 24 280

20

INTERNATIONAL BACCALAUREATE (IB) DIPLOMA (REVISED FOR 2010 ENTRY ONWARDS)


45 720 34 479

44 698 33 457

43 676 32 435

42 654 31 413

41 632 30 392

40 611 29 370

39 589 28 348

38 567 27 326

37 545 26 304

36 523 25 282

35 501 24 260

UCAS TARIFF TABLES



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 levelmusic examinations

26

IRISH LEAVING CERTIFICATE


Higher Ordinary

A1 90 A1 39

A2 77 A2 26

B1 71 B1 20

B2 64 B2 14

B3 58 B3 7

C1 52

C2 45

C3 39

D1 33

D2 26

D3 20

24

KEY SKILLS

GRADE TARIFF POINTS

LEVEL 4 30

LEVEL 3 20

LEVEL 2 10

25

INTERNATIONAL BACCALAUREATE (IB) CERTIFICATE


Higher Level Standard Level Core

7 130 7 70 3 120

6 110 6 59 2 80

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

21

iMEDIA USERS(iMEDIA)

GRADE TARIFF POINTS

DIPLOMA 66

CERTIFICATE 40

Awarded by OCR

22

UCAS TARIFF TABLES

IT PROFESSIONALS(iPRO)

GRADE TARIFF POINTS

DIPLOMA 100

CERTIFICATE 80

Awarded by OCR

23



OCR NATIONALS


National Extended Diploma National Diploma National Certificate

D1 360 D 240 D 120

D2/M1 320 M1 200 M 80

M2 280 M2/P1 160 P 40

M3 240 P2 120

P1 200 P3 80

P2 160

P3 120

27

SCOTTISH QUALIFICATIONS


Advanced Higher Higher

A 120 A 72

B 100 B 60

C 80 C 48

D 72 D 42

29

SCOTTISH QUALIFICATIONS (REVISED FOR 2010 ENTRY ONWARDS)


Advanced Higher Higher

A 130 A 80

B 110 B 65

C 90 C 50

D 72 D 36

Ungraded Higher NPA PC Passport

PASS 45 PASS 45

PROGRESSION DIPLOMA

GRADE TARIFF POINTS

A* 350

A 300

B 250

C 200

D 150

E 100

Points for the Progression Diplomacome into effect for entry to highereducation from 2010 onwards.

Advanced Diploma = ProgressionDiploma plus Additional &Specialist Learning (ASL). Pleasesee the appropriate qualification tocalculate the ASL score.

28

WELSH BACCALAUREATE CORE

GRADE TARIFF POINTS

PASS 120

These points are for the Core andare awarded only when acandidate achieves the WelshBaccalaureate Advanced Diploma

31

SPEECH & DRAMA EXAMINATIONS

GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS

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 NationalQualifications Framework. A full list of the subjects covered is available on the UCAS website.

30

UCAS TARIFF TABLES

SCOTTISH INTERDISCIPLINARY PROJECT

GRADE TARIFF POINTS

A 65

B 55

C 45


Appendix C – GCSE Subject Availability

Details about individual specifications are available from the relevant awarding bodies.

Title Awarding BodyAdditional 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 BodyManufacturing 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 BodySociology 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




The following are the subjects for which the General Certificate of Secondary Education (GCSE) examinations were available forexamination until 2002.

A GCSE Combined Subject Syllabus consists of two related constituent subjects, which provide the basis for a single award GCSE. Someawarding bodies offered more than one syllabus in certain subjects.

Qualification Title Notes Awarding BodyAccounting 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

Appendix D – Discontinued GCSE Subjects (Last Examinations 2002)



Qualification Title Notes Awarding BodyOffice 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 COURSEQualification Title Notes Awarding BodyDesign & 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 COURSEQualification Title Notes Awarding BodyArt 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)

Subject Awarding Body

No of Units

AS DbleAwdAS A Level 9-Unit

AwardDbleAwdA 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-

based Media) AQA 2 4

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


Appendix E – GCE Advanced Subsidiary/Advanced subject availability


No of Units


AwardDbleAwdA 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

TechnologyAQA 2 4

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


AwardDbleAwdA Level

Engineering Edexcel 3 6English Language Edexcel 2 4

OCR 2 4

WJEC 2 4

English Language A AQA 2 4

English Language B AQA 2 4English 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 4English 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 4French 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


AwardDbleAwdA 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


AwardDbleAwdA 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


The following is a list of the Advanced Extension Awards available for 2009 entry to HE. A single awarding body will offer the relevantexamination on behalf of all the awarding bodies. Candidates do not have to enter for the corresponding A level with that awarding body.

Subject Awarding BodyBiology 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 F – Advanced Extension Award Subject Availability


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 fromSeptember 2000 (six- and 12-unit awards). First awarded in 2001 for the six-unit AVCE and in 2002 for the 12-unit AVCE, AVCEs havebeen replaced by A levels and AS in applied subjects for first teaching from September 2005. Final teaching of two-year AVCEqualifications began September 2004, and one-year AVCE qualifications began September 2005. Last resits for AVCE qualifications wereheld in January 2007.

Title ASVCE AVCE AVCE Double AwardArt & 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


Additional Admissions Testscurrently in use for progressionto HE in the United KingdomBIOMEDICAL ADMISSIONS TEST (BMAT)

Used for entry to Medicine and Veterinary SchoolEntry method: via Cambridge AssessmentEntry deadline: 30 September 2009Test date: 4 November 2009Duration of test: 2 hoursFurther information: www.bmat.org.uk

GRADUATE MEDICAL SCHOOL ADMISSIONS TEST(GAMSAT)

Used for graduate entry to MedicineEntry method: online via www.gamsatuk.orgEntry deadline: 14 August 2009Test date: 18 September 2009Duration of test: 51/2 hoursResults available: approximately 6-7 weeks after test dateFurther information: www.gamsatuk.org

HEALTH PROFESSIONS ADMISSION TEST (HPAT)

Used for entry into Health Professions courses at the University of UlsterEntry method: online via HPAT website www.hpat.org.uk/Entry deadline: January 2010Test date: February 2010Duration of test: 3 hoursFurther information: www.hpat.org.uk/

HISTORY APTITUDE TEST (HAT)

Used for entry into all courses that include History at OxfordUniversityEntry method: automatic when UCAS application arrives at OxfordEntry deadline: N/ATest date: 4 November 2009Duration of test: Approximately 2 hoursFurther information: http://www.history.ox.ac.uk/prosundergrad/applying/hat_introduction.html

MODERN AND MEDIEVAL LANGUAGES TEST (MML)

Used for entry to Modern and Medieval Languages at theUniversity of CambridgeEntry method: colleges will inform applicants of admissionrequirementsEntry deadline: N/ATest date: at interviewDuration of test: 45 minutesFurther information: www.mml.cam.ac.uk andwww.cam.ac.uk/admissions/undergraduate/courses/mml/tests.html

THE NATIONAL ADMISSIONS TEST FOR LAW (LNAT)Used for entry to Law for the following Universities:University of Birmingham, University of Bristol, University ofCambridge, Durham University, University of Exeter, University ofGlasgow, King’s College, London, University of Nottingham,University of Oxford, University College, LondonEntry method: registration and test booking via LNAT websitewww.lnat.ac.ukRegistration for test starts: August 2009Test starts: September 2009 Entry deadlines: Oxford University and the University ofCambridge – October 2009; on-time applications to other LNATuniversities – January 2010; late applications to other LNATuniversities – June 2010Test date: Oxford and Cambridge applicants – November 2009;other on-time applicants – January 2010; other late applicants –June 2010Duration of test: 2 hoursFurther information: www.lnat.ac.uk

SIXTH TERM EXAMINATION PAPERS (STEP)Used for entry to Mathematics at the University of CambridgeEntry method: via applicant’s school or college, in the same wayas GCE A LevelsEntry deadline: N/ATest date: the dates of STEP papers are immediately after thosefor GCE A Level examinationsDuration of test: 3 hoursFurther information:www.maths.cam.ac.uk/undergrad/admissions/step/

THINKING SKILLS ASSESSMENT (TSA)Used for entry mainly to Computer Science, Natural Sciences,Engineering and Economics at the University of CambridgeEntry method: the University of Cambridge will inform applicantsof all admission requirementsEntry deadline: N/ATest date: at interviewDuration of test: 90 minutesFurther information: http://tsa.ucles.org.uk/index.html

UK CLINICAL APTITUDE TEST (UKCAT)

Used for entry to Medical and Dental SchoolsEntry method: via UKCAT websiteEntry deadline: 25 September 2009Test dates: 7 July 2009 – 9 October 2009 Duration of test: 2 hoursFurther information: www.ukcat.ac.uk

Appendix H – Additional Admissions Tests


Appendix I – English Language Proficiency

In the case of a candidate whose mother tongue is other thanEnglish, the following may be acceptable as evidence ofproficiency in English.

ANGLIA EXAMINATION SYNDICATE

g Proficiency – Pass or better

BRITISH INSTITUTES CERTIFICATESContact the university or college direct.

CAMBRIDGE ENGLISH FOR SPEAKERS OF OTHERLANGUAGES (ESOL)g First Certificate in English – National Qualifications

Framework (NQF) level 1g Certificate in Advanced English – NQF level 2g Certificate in Proficiency in English – NQF level 3g Business English Certificate Vantage – NQF level 1g Business English Certificate Higher – NQF level 2g Skills for Life (NQF Levels 1 and 2) – A three-mode

qualification covering Writing, Reading, and Speaking andListening, based on the ESOL Core Curriculum and the AdultLiteracy Standards. There is one passing grade: Pass.

UNIVERSITY OF CAMBRIDGE INTERNATIONALEXAMINATIONS (CIE)g GCE O Level English Language (Syllabus numbers 1119,

1120, 1123, 1124, 1125, 1126) – Grade C or betterg IGCSE English as a Second Language (Syllabus number

0510) – Grade C or betterg IGCSE First Language English (Syllabus number 0500) –

Grade C or better.

UNIVERSITY OF CENTRAL LANCASHIRE ENGLISHLANGUAGE EXAMINATIONSExaminations have reading, writing, listening, speaking and use ofEnglish components graded separately from the overall grade onthe transcript. Each examination is graded pass, merit ordistinction.

g Certificate in English (Council of Europe Level B2) Level 2 -Independent User- pass or above sufficient for someundergraduate programmes

g Certificate in English (Council of Europe Level B1) Level 2 -Independent User

CERTIFICATE IN ESOL SKILLS FOR LIFEOffered by Cambridge ESOL, City and Guilds, Edexcel, EducationDevelopment International plc, English Speaking Board, NationalOpen College Network, Open College of the North West andTrinity College London. The Levels are set to equivalent NQFLevels.

CITY AND GUILDSg English for Business Communication– level 2 First Class

Pass, or level 3 Pass for more linguistically exacting coursesg International ESOL and International Spoken ESOL – Expert

Level (NQF level 2).

EDEXCEL g International GCE O level English Language – Grade C

or betterg IGCSE English as a Second Language – Grade C or betterg IGCSE English Language – Grade C or betterg GCSE English Language – Grade C or better.

EDUCATION DEVELOPMENT INTERNATIONAL (EDI)CERTIFICATES IN ENGLISH LANGUAGE SKILLS (ESOL)g EDI Entry Level Certificate in ESOL International (Entry 1) g EDI Entry Level Certificate in ESOL International (Entry 2)

g EDI Entry Level Certificate in ESOL International (Entry 3) g EDI Level 1 Certificate in ESOL International g EDI Level 2 Certificate in ESOL International

ENGLISH SPEAKING BOARDg English as an Acquired Language (EAL/ESOL) Spoken

Communication and Presentation – Level 3 (NQF level 3) –Level 2 (Step 1) and Level 2 (Step 2) (NQF level 2)

g Schools EAL– Advanced 1 and Advanced 2 (NQF level 2).

HONG KONG EXAMINATIONS AND ASSESSMENTAUTHORITYg Hong Kong Advanced Level Examination: Use of English –

Grade E or betterg Hong Kong Advanced Supplementary Level Examination: Use

of English – Grade E or betterg Hong Kong Certificate of Education (HKCEE) prior to 2007:

English Language (Syllabus B) – Grade C or better. 2007onwards: English Language Level 3 or better.

INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM(IELTS)Regulated by Cambridge ESOL, the British Council and theInternational Development Program Education Australia. Most UKHEIs require an overall score of 5.0-7.5 depending on the contentof the course. The test report form is recommended as valid fortwo years, and candidates receive a band score for each of thefollowing skill areas: reading, writing, listening and speaking.Applicants should offer academic rather than general trainingreading and writing modules.

INSTITUTE OF LINGUISTSg Diploma in English for International Communication tests

English language skills at degree-equivalent level. Lastawarded 2004.

LONDON CHAMBER OF COMMERCE AND INDUSTRYINTERNATIONAL QUALIFICATIONSg English for Business (EFB) – Pass at level 3g English for Commerce (EFC) – Pass at level 3 g Spoken English for Industry and Commerce (SEFIC) –

Pass at level 3g English Language Skills Assessment (ELSA) Reading &

Listening Test – Score of 383/500.

MALAYSIAN UNIVERSITY ENGLISH TEST (MUET)For further information, please contact:Malaysian Examinations CouncilBangunan MPM, Persiaran 1Bandar Baru Selayang, 68100 Batu Caves,Selangor Darul Ehsan, Malaysiat: +60 (0)3 6136 9663 f: +60 (0)3 6136 1488 e: [email protected] w: www.mpm.edu.my

MICHIGAN ENGLISH LANGUAGE ASSESSMENT BATTERY(MELAB)A score of 80 or above for admission to higher education in theUK, and 90 or above should be required for programmes withhigh literary content.

OCNWOCNW ESOL International Level 3 (QCF Level 3, CEFR Level C2)OCNW ESOL International Level 2 (QCF Level 2, CEFR Level C1)

THE PASSWORD TESTPassword is the new online English language test designed forstudents joining English for Academic Purposes, internationalfoundation, long pre-sessional, pre-Masters and other pathwayprogrammes before enrolling onto a university course. The test


Appendix I – English Language Proficiency

discriminates effectively between CEFR levels A2 to B2 and isBALEAP accredited. Password takes one hour to complete, issecurely delivered online, and gives instantaneous test results.

Further information, including the location of Password TestCentres is available at: www.englishlanguagetesting.co.uk

PEARSON LANGUAGE TESTSLondon Tests of English: consisting of two parts: a writtenpaper and an oral exam. The written paper tests listening,reading, comprehension and writing skills. Both parts areexternally assessed. Universities and colleges may accept Level 3(Council of Europe Level B2), Level 4 (Council of Europe Level C1)or Level 5 (Council of Europe Level C2) for entry at anundergraduate or postgraduate level.

Pearson Test of English (PTE) Academic (available October2009): A computer-based test assessing international academicEnglish language proficiency. Candidates receive an overall scoreand sub scores for reading, writing, speaking, and listening.Additional scores are provided for enabling skills: grammar, oralfluency, pronounciation, spelling, vocabulary, and writtendiscourse. Most institutions will require a PTE Academic score inthe range of 50-64. Some institutions may list a higher or lowerscore depending on the course.

TRINITY COLLEGE LONDONGraded 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).

TEST OF ENGLISH AS A FOREIGN LANGUAGE (TOEFL)In the paper-based test, a score of 550 or above (600 or above is recommended for degrees with a literary content). Comparablescores for the computer-based test are 213 or above, and 250and above. Comparable scores for the internet-based test are 79 or above, and 100 and above.

UNIVERSITY OF READINGg Test in English for Educational Purposes (TEEP) – Reading,

Listening and Writing reported on the performancecertificate, both as independent scores and as an overallcomposite score. An additional Language Knowledge paper is taken into account when estimating the overall compositescore for Band Scores 5.0-6.5. Scores above and below thisrange are not affected.

WARWICK ENGLISH LANGUAGE TESTA test of language proficiency consisting of three papers, whichtogether predict candidate's language ability at either a pre-university (foundation) or university (undergraduate and graduate)level. The skills tested are English grammar and usage, writingand reading. There is no speaking or listening test. Grades arereported on a formal certificate with information on the reverseabout level of achievement.

Further information is available from: The WELT Administrator,CELTE, University of Warwick, Coventry, CV47AL


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 HigherAccounting 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 J – National Courses available in Scotland (Intermediate to Advanced Higher Level)


Title Intermediate 1 Intermediate 2 Higher Advanced HigherLeading 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

Appendix L – National Courses available in Scotland (Intermediate to Advanced Higher Level)

Accounting and Finance

Administration

Art and Design

Biology

Business Management

Chemistry

Classical Greek

Classical Studies

Computing Studies

Contemporary Social Studies

Craft and Design

Drama

Economics

English

English – Spoken

French

Gaelic (Learners)

Gàidhlig

Geography

German

Graphic Communication

History

Home Economics

Italian

Latin

Mathematics

Modern Studies

Music

Physical Education

Physics

Religious Studies

Russian

Science

Social and Vocational Skills

Spanish

Technological Studies

Urdu


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

Documents

UCAS Qualifications