2015 Uk Qualifications

UK qualifications
For entry to university or

college in 2015
This publication contains information relating to a wide

range of UK qualifications offered for undergraduate
admission in the UK.
Published by: UCAS Rosehill New Barn Lane Cheltenham GL52 3LZ
© UCAS 2014
All rights reserved.
UCAS is a registered trade mark.
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Registered charity number: 1024741 (England and Wales) and SC038598 (Scotland)
Publication reference: 130227
We have made all reasonable efforts to ensure that the information in this publication was correct at time of publication. We will not, however,
accept any liability for errors, omissions or changes to information since publication. Wherever possible any changes will be updated on the
UCAS website (www.ucas.com).
Copies of this publication can be downloaded from www.ucas.com/how-it-all-works/advisers-and-referees/guides-and-resources.
For further information about the UCAS application process for HEPs go to www.ucas.com/members-providers.
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Preface
The purpose of this guide is to provide helpful information

about pre-HE qualifications and other entry routes to
HE. It is intended primarily to be a working manual for
admissions tutors in higher education providers (HEPs).
It should also be of use and interest to staff in schools,
colleges and the FE sector.
It is organised in two main parts: the first deals with
qualifications available in England, Wales and Northern
Ireland; the second concentrates on the education
system in Scotland. It therefore contains details of a wide
range of qualifications, but concentrates on those at
National Qualifications Framework (NQF) or Qualifications
Credit Framework (QCF) levels 2 and 3 or equivalent.
Qualifications are listed alphabetically in the main body
of the guide. This structure has been adopted to promote
ease of use of the document, to provide an effective tool
for use in the admissions process.
The inclusion of any qualification does not imply
recognition or endorsement of that qualification on the
part of UCAS or HEPs, for the purposes of entry to HE in
the UK. Similarly, absence of any qualification in the guide
does not imply intended lack of recognition.
UCAS would be pleased to receive comments and
suggestions about the format and content of this
publication for the benefit of future editions. Please
address comments to:
Margaret Farragher
Policy and Research Department
UCAS
Rosehill
New Barn Lane
Cheltenham
Gloucestershire
GL52 3LZ
Tel: 01242 223 765
Email: [email protected]
UK QUALIFICATIONS 1
Contents
PAGE
List of abbreviations 10
Qualifications in England, Wales and Northern Ireland

Introduction 14
The Qualifications and Credit Framework (QCF) 16
QUALIFICATIONS CURRENTLY OFFERED 18
Baccalaureates/International Qualifications
AQA Baccalaureate 29
Cambridge International Examinations 44
Cambridge Pre-U Certificate (Principal Subject) 45
Cambridge Pre-U Certificate (Short Course) 45
Cambridge Pre-U Certificate Global Perspectives and Research (GPR) 45
Cambridge Pre-U Diploma 46
Cambridge Advanced International Certificate of Education (AICE) Diploma 46
Cambridge International GCE Advanced Subsidiary and Advanced level (AS and A level) 47
Cambridge International General Certificate of Secondary Education (Cambridge IGCSE)/Cambridge International
Certificate of Education (Cambridge ICE)/Cambridge GCE Ordinary level (Cambridge O level) 47
Cambridge International Diploma in Business 48
European Baccalaureate (EB) 65
International Baccalaureate (IB) 81
International Baccalaureate Diploma 81
International Baccalaureate Career-related Certificate 83
International Baccalaureate Middle Years Programme 84
International General Certificate of Secondary Education (IGCSE) 86
Welsh Baccalaureate Advanced Diploma 151
General Qualifications
Access to Higher Education Diploma 26
Advanced Extension Award (AEA) 28
Bedales Assessed Courses 30
Extended Project 67
Free-Standing Mathematics Qualifications (FSMQ) 67
General Certificate of Education Advanced level (GCE A level) 68
General Certificate of Education Advanced Subsidiary level (AS) 71
GCE Advanced Subsidiary/Advanced level in Applied Subjects (GCE AS/AS Double Award/A level/A level Double Award
in Applied Subjects) 73
General Certificate of Secondary Education (GCSE) 74
ICCE International Certificate of Christian Education 76
Malvern Literature Certificate 86
Sevenoaks School Certificate (SSC) 133
Music/Performing Arts Qualifications

Associated Board of the Royal Schools of Music (ABRSM) 23
ABRSM Graded Examinations in Music Performance and Music Theory 24
Diploma in the Principles of Instrumental/Vocal Teaching 25
Licentiate in Instrumental/Vocal Teaching 25
Fellowship in Music Education 25
Diploma in Music Direction 25
Licentiate in Music Direction 25
Fellowship in Music Direction 25
Diploma in Music Performance 26
Licentiate in Music Performance 26
Fellowship in Music Performance 26
English Speaking Board (ESB) 64
English Speaking Board Graded Examinations in Speech 65
2 UK QUALIFICATIONS
Trinity College London (TCL) 135
Trinity College London Awards in the Arts 135
Trinity College London Graded Examinations in Communication Skills (Grades 1 to 8) 135
Trinity College London Diploma in Dance Teaching and Learning (Children and Young People) 136
Trinity College London Associate and Licentiate Diplomas in Drama and Speech 136
Trinity College London Fellowship Diplomas in Drama and Speech 137
Trinity College London Graded Examinations in Individual Acting Skills/Acting in Pairs/Shakespeare (Individual)/
Musical Theatre (Individual)/Musical Theatre in Pairs/Performance Arts (Individual)/Performance Arts in Pairs 137
Trinity College London Diploma in Teaching in the Lifelong Learning Sector (Dance) 138
Trinity College London Associate and Licentiate Diploma in Music 138
Trinity College London Certificate for Music Educators 139
Trinity College London Fellowship Diploma in Music 139
Trinity College London Graded Examinations in Music Literacy/Theory 139
Trinity College London Graded Examinations in Music Performance 140
Trinity College London Graded Examinations in Performing Text 140
Trinity College London Award in Preparing to Teach in the Lifelong Learning Sector 141
Trinity College London Diploma in Professional Acting 141
Trinity College London National Diploma in Professional Dance (Classical Ballet or Contemporary Dance) 141
Trinity College London Diploma in Professional Acting/Dance/Music/Theatre Production Skills 142
Trinity College London Graded Examinations in Rock & Pop 142
Trinity College London Certificate in Safe and Effective Dance Practice 143
Trinity College London Graded Examinations in Speech and Drama 143
Trinity College London Diploma in Teaching English (ESOL) in the Lifelong Learning Sector 144
Trinity College London Certificate in Teaching English to Speakers of Other Languages 144
Trinity College London Licentiate Diploma in Teaching English to Speakers of Other Languages 145
Trinity College London Diploma in Teaching in the Lifelong Learning Sector (ESOL) 145
Trinity College London Fellowship Diploma in TESOL Education Studies (FTCL) 146
University of West London Qualifications/London College of Music Examinations (UWLQ/LCM) 146
UWLQ Associate of the London College of Music in Performance 147
UWLQ Associate of the London College of Music in Teaching 147
UWLQ Diploma of the London College of Music in Performance 147
UWLQ Diploma of the London College of Music in Teaching 148
UWLQ Fellowship of the London College of Music in Performance 148
UWLQ Graded Examinations in Drama 148
UWLQ Graded Examinations in Music Literacy 148
UWLQ Graded Examinations in Music Performance 148
UWLQ Graded Examinations in Speech 149
UWLQ Graded Examinations in Speech and Drama 149
UWLQ Licentiate of the London College of Music in Performance 149
UWLQ Licentiate of the London College of Music in Teaching 150
Vocational/Occupational Qualifications
ABC Qualifications 18
ABC Level 3 Award/Certificate in Advertising 18
ABC Level 3 Certificate in Anatomy, Physiology and Pathology for Complementary Therapies 18
ABC Level 3 Award/Diploma in Animation 18
ABC Level 3 Award/Certificate in Broadcasting 18
ABC Level 3 Certificate in Counselling Skills 19
ABC Level 3 Award/Certificate in Craft 19
ABC Level 3 Award/Certificate/Diploma in Fashion and Textiles 19
ABC Level 3 Award/Certificate in Fashion Retail 19
ABC Level 3 Diploma in Fashion Retail 20
ABC Level 3 Award/Diploma in Graphic Design 20
ABC Level 3 Award/Certificate in Journalism 20
ABC Level 3 Language qualifications 20
ABC Level 3 Award/Certificate/Diploma in Photography 21
ABC Level 3 Award/Certificate in Practical Animal Care Skills 21
ABC Level 3 Certificate in Practical Horticulture Skills 21
ABC Level 3 Award/Diploma in Spatial Design 22
ABC Level 3 Award/Diploma in Sustainable Energy 22
ABC Level 3 Diploma in Textile Design and Manufacture 22
UK QUALIFICATIONS 3
ABC Level 3 Award/Certificate/Diploma in Visual Art 22
ABC Level 3 Award/Certificate in Web and Multimedia 23
ABC Level 3 Award/Certificate in Youth Work Practice 23
Advanced Level Apprenticeship 27
Ascentis 30
Ascentis Level 3 Award in Education and Training 30
Ascentis Level 3 Certificate in Supporting Learning 30
Ascentis Level 3 Certificate in Understanding Substance Misuse 30
The British Horse Society Qualifications 31
EQL Level 3 Diploma in BHS Horse Knowledge and Care (QCF) 31
EQL Level 3 Certificate in Horse Care (QCF) 31
EQL Level 3 Award in the Principles of Horse Care (QCF) 31
EQL Level 3 Diploma in BHS Riding Horses (QCF) 32
EQL Level 3 Certificate in BHS Preliminary Teaching of Horse Riding (QCF) 32
BHS NQF Qualifications 32
Council for Awards in Care, Health and Education (CACHE) 32
CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) 32
CACHE Level 3 Extended Diploma for the Children and Young People’s Workforce (QCF) 33
CACHE Level 3 Diploma for Children’s Care, Learning and Development (Wales and Northern Ireland) (QCF) 34
CACHE Level 3 Extended Diploma for Children’s Care, Learning and Development (Wales and Northern Ireland) (QCF) 34
CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) (QCF) 35
CACHE Level 3 Diploma in Early Years Education (Early Years Educator) (VRQ) 35
CACHE Level 3 Diploma in Playwork (NVQ)(QCF) 36
CACHE Level 5 Diploma in Playwork (QCF) 37
CACHE Level 3 Diploma in Specialist Support for Supporting Teaching and Learning in Schools (QCF) 37
CACHE Level 3 Certificate in Learning Support (QCF) 37
CACHE Level 3 Diploma in Health and Social Care (Adults) for England (QCF) 38
CACHE Level 3 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (QCF) 38
CACHE Level 3 Diploma in Health and Social Care (Children and Young People) for Wales and Northern Ireland (QCF) 39
CACHE Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services
(England) (QCF) 39
CACHE Level 5 Diploma in Leadership for Children’s Care, Learning and Development (Management) (Wales and
Northern Ireland) (QCF) 40
CACHE Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF) 40
CACHE Level 3 Diploma in Healthcare Support Services (QCF) 40
CACHE Level 3 Diploma in Clinical Healthcare Support (QCF) 41
CACHE Level 3 Award, Certificate and Diploma in Childcare and Education 41
CACHE Level 3 Diploma in Home-Based Childcare 42
CACHE Level 3 Diploma in Pre-School Practice 43
CACHE Level 3 Certificate in Supporting Teaching and Learning in Schools 43
CACHE Level 3 Diploma in Support Work in Schools 44
CACHE Level 4 Certificate in Quality Standards in Children’s Management Services 44
CISI Level 3 Diploma in Finance, Risk and Investment 48
City & Guilds 49
City & Guilds Level 5 IVQ Advanced Technician Diploma 49
City & Guilds Level 4 Diploma 49
City & Guilds Level 3 IVQ Advanced Diploma 49
City & Guilds Level 3 IVQ Technician Diploma 50
City & Guilds Level 2 IVQ Diploma 50
City & Guilds Level 2 IVQ Technician Certificate 50
City & Guilds Level 1 IVQ Certificate 50
City & Guilds Full Technological Diploma 51
City & Guilds Higher Professional Diploma 51
Professional Recognition Awards (PRAs) 51
Award/Certificate/Extended Certificate/Diploma in Digital Applications for IT Users 51
Diploma in Foundation Studies (Art and Design) (NQF) 52
Diploma in Foundation Studies (Art and Design) (QCF) 53
EDI (Education Development International) 54
EDI Level 3 Award in Awareness of Dementia 54
EDI Level 3 Award in Awareness of End of Life Care 54
4 UK QUALIFICATIONS
EDI Level 3 Certificate in Contact Centre Operations 54
EDI Level 3 Certificate in Customer Service 55
EDI Level 4 Certificate in Delivering Learning using a Virtual Learning Environment (VLE) 55
EDI Level 4 Diploma in Education Practice: ICT Advanced 55
EDI Level 4 Certificate in Education Principles and Practice 56
EDI Level 3 Award in Food Safety Supervision for Logistics 56
EDI Level 3 Certificate in Hospitality and Catering Principles (Professional Cookery) 56
EDI Level 3 Award in Hospitality Supervision and Leadership Principles 57
EDI Level 3 Certificate in ICT Systems and Principles 57
EDI Level 3 Award in IT User Skills 57
EDI Level 3 Certificate in IT User Skills 58
EDI Level 3 Diploma in IT User Skills 58
EDI Level 3 Diploma in IT User Skills (ITQ Apprentice) 58
EDI Level 5 Diploma in Management and Leadership 58
EDI Level 3 Certificate in Management Principles 59
EDI Level 3 Award in Nutrition for Healthier Food and Special Diets 59
EDI Level 3 Certificate in Personal Training 60
EDI Level 3 Award in Practical Supervision of Food Safety in Catering 60
EDI Level 3 Award in Preparing to Teach in the Lifelong Learning Sector 60
EDI Level 4 Award in Preparing to Teach in the Lifelong Learning Sector 60
EDI Level 3 Certificate in Preparing to Work in Adult Social Care 61
EDI Level 3 Certificate/Diploma in Principles of Bus and Coach Engineering and Maintenance (Mechanical/
Electrical/Body) 61
EDI Level 3 Certificate in Principles of the Creative and Cultural Sector 61
EDI Level 3 Certificate in Principles of Sales 62
EDI Level 3 Award in Principles of Supervising Customer Service Performance in the Hospitality, Leisure, Travel and
Tourism Sector 62
EDI Level 3 Certificate for Retail Knowledge 62
EDI Level 4 Certificate in Teaching Advanced ICT 63
EDI Level 4 Certificate in Teaching ICT Skills 63
EDI Level 3 Certificate in Teaching in the Lifelong Learning Sector 63
EDI Level 4 Certificate in Teaching in the Lifelong Learning Sector 64
EDI Level 3 Certificate in Transition to Playwork (from Early Years) 64
EDI Level 3 Certificate for Working in the Health Sector 64
Institute of Commercial Management (ICM) 77
ICM Certificate/Diploma/Advanced Diploma/Graduate Diploma/Postgraduate Diploma Programmes 77
ifs University College 78
ifs Level 3 Certificate in Financial Studies (QAN 501/0049/X) 78
ifs Level 3 Diploma in Financial Studies (QAN 501/0048/8) 78
ifs Level 3 Certificate in Financial Studies (QAN 600/8537/X) 79
ifs Level 3 Diploma in Financial Studies (QAN 600/8551/4) 80
National Vocational Qualification (NVQ) 87
NCC Education 87
NCC Education International Foundation Year (IFY) 87
NCC Education Level 3 Diploma in Business (QCF) 88
NCC Education Level 3 Diploma in Computing (QCF) 88
NCC Education Level 4 Diploma in Business Information Technology (QCF) 89
NCC Education Level 5 Diploma in Business IT (QCF) 91
Pre-Master’s in Business 92
Pre-Master’s in IT 92
NCC Education Level 7 Diploma in Business Management (QCF) 92
NCC Education Level 7 Diploma in Strategic Business IT (QCF) 93
NCFE 93
NCFE Level 3 Certificate in Art and Design 94
NCFE Level 3 Certificate in Creative Craft 94
NCFE Level 3 Certificate in Interactive Media 94
UK QUALIFICATIONS 5
NCFE Level 3 Diploma in Managing a Music Business Enterprise 94
NCFE Level 3 Certificate and Diploma in Photography 94
NCFE Level 3 Diploma in Radio 95
NCFE Level 3 NVQ Diploma in Business and Administration 95
NCFE Level 4 NVQ Diploma in Business and Administration 95
NCFE Level 3 NVQ Diploma in Customer Service 95
NCFE Level 4 NVQ Diploma in Customer Service 96
NCFE Level 3 NVQ Certificate in Management 96
NCFE Level 3 Certificate in Management 96
NCFE Level 3 Certificate in Principles of Business and Administration 96
NCFE Level 3 Award in Assessing Vocationally Related Achievement 96
NCFE Level 3 Certificate in Assessing Vocational Achievement 97
NCFE Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice 97
NCFE Level 4 Certificate in Leading the External Quality Assurance of Assessment Processes and Practice 97
NCFE Level 3 Award in Preparing to Teach in the Lifelong Learning Sector 97
NCFE Level 4 Award in Preparing to Teach in the Lifelong Learning Sector 98
NCFE Level 3 Diploma in Specialist Support for Teaching and Learning in Schools 98
NCFE Level 3 Certificate in Supporting Teaching and Learning in Schools 98
NCFE Level 3 Award in Supporting Teaching and Learning in Schools 98
NCFE Level 4 Award in Understanding the Internal Quality Assurance of Assessment Processes and Practice 99
NCFE Level 3 Award in Understanding the Principles and Practices of Assessment 99
NCFE Level 3 Diploma for the Children and Young People’s Workforce 99
NCFE Level 3 Diploma in Counselling Skills 99
NCFE Level 3 Award in Counselling Skills and Theory 100
NCFE Level 3 Award in Employment and Personal Learning Skills in Health 100
NCFE Level 3 Diploma in Health and Social Care (Adults) for England 100
NCFE Level 3 Certificate in Preparing to Work in Adult Social Care 100
NCFE Level 3 Certificate in the Principles of End of Life Care 101
NCFE Level 3 Certificate in Stroke Care Management 101
NCFE Level 3 Certificate in Understanding Palliative Care 101
NCFE Level 3 Certificate for Working in the Health Sector 101
NCFE Level 3 Award in Nutrition for Physical Activity 102
NCFE Level 3 Diploma for Outdoor Learning 102
NCFE Level 3 NVQ Diploma in Outdoor Programmes 102
NCFE Level 3 Certificate in Personal Training 102
NCFE Level 3 NVQ Diploma in Personal Training 103
NCFE Level 3 NVQ Certificate in Spectator Safety 103
NCFE Level 4 NVQ Diploma in Spectator Safety Management 103
NCFE Level 3 Award in Employability Skills 103
NCFE Level 3 Award in Job Search and Interview Skills 104
NCFE Level 3 Award in Learning to Learn for Higher Level Studies 104
NCFE Level 3 Award in Managing Diversity 104
NCFE Level 3 Certificate in Logistics Operations 104
NCFE Level 3 Certificate in Retail Knowledge 104
NCFE Level 3 Certificate in Retail Skills (Management) 105
NCFE Level 3 Diploma in Retail Skills (Management) 105
NCFE Level 3 Certificate in Retail Skills (Sales Professional) 105
NCFE Level 3 Diploma in Retail Skills (Sales Professional) 105
NCFE Level 3 Certificate in Retail Skills (Visual Merchandising) 106
NCFE Level 3 Diploma in Retail Skills (Visual Merchandising) 106
Oxford, Cambridge and RSA (OCR) Examinations 106
OCR Level 3 Cambridge Technical Certificate/Introductory Diploma/Subsidiary Diploma/Diploma/Extended
Diploma (QCF) 107
OCR National Certificate/Diploma/Extended Diploma 108
OCR Level 3 Diploma for the Children and Young People’s Workforce 109
OCR Award/Certificate/Diploma for Creative iMedia 110
OCR Certificate/Diploma for IT Professionals 111
OCR Level 3 Certificate in Mathematics for Engineering 112
OCR Preparing to Teach in the Lifelong Learning Sector (PTLLS) Award 112
OCR National Award and Certificate in Science 112
OCR Level 5 Certificate in Teaching Learners with Specific Learning Difficulties 113
OCR Certificate in Teaching in the Lifelong Learning Sector 114
6 UK QUALIFICATIONS
Pearson (BTEC) 114
Pearson BTEC Level 1/Level 2 Firsts (NQF) 117
Pearson BTEC Short Courses (NQF) 117
Pearson BTEC Level 5 Higher National Certificate (NQF) 118
Pearson BTEC Level 5 Higher National Diploma (NQF) 119
Pearson BTEC Level 2 Certificate (QCF) 119
Pearson BTEC Level 2 Extended Certificate (QCF) 120
Pearson BTEC Level 2 Diploma (QCF) 121
Pearson BTEC Specialist Level 3 Award/Certificate/Diploma (QCF) 121
Pearson BTEC Level 3 Certificate (QCF) 122
Pearson BTEC Level 3 Subsidiary Diploma (QCF) 123
Pearson BTEC Level 3 90-Credit Diploma (QCF) 123
Pearson BTEC Level 3 Diploma (QCF) 124
Pearson BTEC Level 3 Extended Diploma (QCF) 125
Pearson BTEC Level 3 Nationals in Children’s Play Learning and Development (NQF) 126
Pearson BTEC Specialist courses Levels 1-3 (QCF) 127
Pearson WorkSkills Levels 1-3 (QCF) 127
Pearson BTEC Professional courses Levels 4-7 (QCF) 128
Pearson BTEC Level 4 HNC Diploma (QCF) 129
Pearson BTEC Level 5 HND Diploma (QCF) 129
Pearson LCCI 129
Pearson LCCI Level 3 Certificate in Accounting 129
Pearson LCCI Level 3 Certificate in Accounting (IAS) 130
Pearson LCCI Level 3 Certificate in Business Principles and Practice 130
Pearson LCCI Level 3 Award in Professional Ethics in Accounting and Finance 130
Pearson LCCI Level 3 Award in Computerised Accounting Skills 131
Pearson LCCI Level 3 Award in Understanding Financial Statements 131
Pearson LCCI Level 3 Award in Principles and Practice of Costing 132
Pearson LCCI Level 4 Award in Islamic Finance and Banking 132
Pearson LCCI Level 4 Award in Business Finance and Banking Operations 132
Pearson LCCI Level 4 Certificate in Applied Business Economics 133
Pearson LCCI Level 3 Award in Introduction to Business Planning and Strategy 133
Sports Leaders UK Level 3 Certificate in Higher Sports Leadership 134
Technical Certificate 134
Vocationally Related Qualifications (VRQs) 150
SKILLS/ENRICHMENT
Ascentis Level 3 Certificate in Personal Development for Progression (formerly known as the Curriculum
Enrichment Programme) 152
ASDAN Level 3 Award and Certificate in Community Volunteering 152
ASDAN Level 3 Award and Certificate in Employability 152
ASDAN Award of Personal Effectiveness (ASDAN AoPE) 153
ASDAN Certificate of Personal Effectiveness (ASDAN CoPE) 153
ASDAN Universities Award 154
Cambridge English Examinations 154
CSV Learning Together and Student Community Partnerships 154
The Duke of Edinburgh’s Award 155
Engineering Education Scheme (England and Scotland) – (EES) 155
Qualifications and Credit Framework (QCF) English and Maths qualifications 155
Essential Skills (Northern Ireland) 156
Essential Skills Wales 156
Functional Skills 157
Key Skills 157
Industrial Careers Foundation 158
Trident Trust ‘Skills for Life’ Programme 158
The Outward Bound Trust Classic Award 158
PHASED OUT QUALIFICATIONS
Ordinary level (GCE O level) 160
Alternative Ordinary level (AO level) 160
Advanced level (GCE A level) 161
Advanced Supplementary (GCE AS) 162
Special Papers (SPs) 163
Certificate of Secondary Education (CSE) 163
Joint 16+ Examinations 163
UK QUALIFICATIONS 7
Certificate of Extended Education (CEE) 163
Certificate of Extended Studies (CES) 164
Certificate of Further Studies (CFS) 164
Intermediate Certificates 164
Senior Certificate Examination 164
Diploma 164
Use of English 166
BTEC qualifications from 2002 166
Higher National Qualifications – Engineering 169
Access to HE Certificate 169
Progress File 169
Advanced General National Vocational Qualifications (Advanced GNVQ) 170
Sixth Term Examination Papers (STEP) 171
Part One General National Vocational Qualifications (Part One GNVQ) 172
Advanced Subsidiary Vocational Certificate of Education (ASVCE, three-unit VCE) 172
Advanced Vocational Certificate of Education (AVCE, six-unit AVCE) 173
Advanced Vocational Certificate of Education: Double Award (AVCE Double Award) 174
Diploma of Achievement 174
General National Vocational Qualifications (GNVQ) 174
Adult Literacy and Adult Numeracy 175
ASDAN Certificate in Career Planning 176
CACHE Level 3 Diploma in Childcare and Education 176
CACHE Level 3 Certificate in Children’s Care, Learning and Development 177
CACHE Level 3 NVQ in Children’s Care, Learning and Development 177
CACHE Level 4 NVQ in Children’s Care, Learning and Development 178
CACHE Level 3 Diploma in Early Years Care and Education (Welsh Medium) 178
CACHE Level 3 NVQ in Health and Social Care 179
CACHE Level 3 NVQ in Health and Social Care (Adults) 179
CACHE Level 3 Diploma in Playgroup Practice in Wales 179
CACHE Level 3 Diploma in Playwork 180
CACHE Level 3 NVQ in Playwork 180
CACHE Level 3 Certificate of Professional Development in Work with Children and Young People 181
CACHE Level 3 NVQ in Supporting Teaching and Learning in Schools 181
CACHE Level 3 Certificate for Teaching Assistants 181
City & Guilds Full Technological Certificate 182
Senior Awards 182
ifs Certificate in Financial Services Practice 182
NCSC National Christian Schools’ Certificate 183
OCR Asset Languages 183
OCR Certificate for Young Enterprise 184
OTHER ENTRY ROUTES TO HIGHER EDUCATION

Accreditation of Prior Learning (APL) 185
Credit for Higher and Further Education Qualifications 185
The Open University (OU) 187
WALES 188
NORTHERN IRELAND 189
Qualifications in Scotland
Introduction 191
The Scottish Credit and Qualifications Framework 191
Awarding and Accrediting Body – Scottish Qualifications Authority 192
Scottish Curriculum Reform 193
EXISTING (AND LAPSING) SCOTTISH NATIONAL QUALIFICATIONS 194

National Qualifications introduced in 1999 194
National Courses (SCQF Levels 4 to 7) 195
National Units (available at SCQF Levels 1 to 7) 196
Advanced Highers 196
Highers 197
Scottish Baccalaureate 198
8 UK QUALIFICATIONS
National 4 and 5 Courses 199
National 2 and 3 Courses 199
Intermediate 1 and Intermediate 2 200
Access 2 and Access 3 200
Core Skills 201
Standard Grades 202
Higher National Qualifications 202
Higher National Certificates (HNC) 202
Higher National Diplomas (HND) 203
OTHER SCOTTISH QUALIFICATIONS 204

Awards 204
National Certificate Group Awards 204
National Qualification Group Awards 204
National Certificates 204
National Progression Awards (NPA) 205
Professional Development Awards (PDA) 205
Scottish Progression Awards (SPA) 206
Scottish Vocational Qualifications (SVQ) 206
PHASED OUT QUALIFICATIONS
Certificate of Sixth Year Studies (CSYS) 208
General Scottish Vocational Qualifications (GSVQ) 208
National Certificate Modules 208
Scottish Group Awards (SGA) 208
Scottish Certificate of Education Highers (SCE) Highers 209
CERTIFICATES AND OTHER SUPPORTING EVIDENCE LIKELY TO BE OFFERED BY APPLICANTS
Scottish Qualifications Certificate (SQC) 210
Commemorative Certificates 210
Scottish Certificate of Education (SCE) 210
Certificate of Sixth Year Studies (CSYS) 210
Record of Education and Training (RET) 210
Certificates awarded by Scottish Vocational Education Council’s predecessor bodies 210
Progress File 210
National Record of Achievement (NRA) 210
Young Enterprise Scotland 210
Modern Apprenticeships in Scotland (MA) 211
Technical and Professional Apprenticeships 211
ROUTES INTO HIGHER EDUCATION IN SCOTLAND 212

Scottish Access to Higher Education Programmes, Courses and Pathways 213
Scottish Wider Access Programme (SWAP) 213
Access Courses run by Higher Education Providers 213
Community Education, Voluntary Organisation Routes 213
Summer Schools 213
Credit Accumulation and Transfer 213
International Foundation Programme – Scotland (IFPS) 213
Appendices
Appendix A – Contact details 214
Appendix B – The UCAS Tariff 217
Appendix C – GCSE subject availability 218
Appendix D – Discontinued GCSE subjects (last examinations 2002) 222
Appendix E – GCE A level and AS subject availability 225
Appendix F – Advanced Extension Award subject availability 229
Appendix G – AVCE/ASVCE/AVCE Double Award subject availability 230
Appendix H – Additional Admissions Tests 231
Appendix I – English language proficiency 232
Appendix J – National Courses to Support Curriculum for Excellence (CfE) 234
Appendix K – National Courses Available in Scotland until 2015 (Intermediate to Advanced Higher level) 236
Appendix L – National Qualification Group Awards (Scotland) 238
UK QUALIFICATIONS 9
List of abbreviations
A Advanced COSLA Convention of Scottish Local Authorities

AA Advanced Apprenticeship CPD Certificate of Professional Development
ABC ABC Awards CPD Continuing Professional Development
ABL Awarding Body Linkage CPE Certificate of Proficiency in English
ABRSM Associated Board of the Royal Schools of Music CQFW Credit and Qualifications Framework for Wales
Curriculum and Assessment Authority for Wales (no longer CRA Centre for Recording Achievement
ACAC
current) CSCA Cambridge Skills and Career Award
ACCAC Awdurdod Cymwysterau Cwricwlwm Ac Asesu Cymru/
CSE Certificate of Secondary Education (no longer current)
Qualifications, Curriculum and Assessment Authority for
Wales (now the Welsh Government) CSV Community Service Volunteers
ACER Australian Council for Education Research CSYS Certificate of Sixth Year Studies (no longer current)
ACGI Associate of City and Guilds Institute CTA Certificate for Teaching Assistants
ADA Advanced Double Award DABs Diploma Awarding Bodies
ADES Association of Directors of Education in Scotland DAS Diploma Aggregation Service
AEA Advanced Extension Award DCE Diploma in Child Care and Education
AEB Associated Examining Board (no longer current) DDP Diploma Development Partnership
AGNVQ Advanced General National Vocational Qualification (no DEBF Diploma in English for Banking and Finance
longer current) DENI Department of Education in Northern Ireland
AH Advanced Higher DfE Department for Education
AICE Advanced International Certificate of Education DFSM Diploma in Financial Services Management
AIDA Award in Digital Applications DIDA Diploma in Digital Applications
ALCC Associate of London Chamber of Commerce and Industry DipFS Diploma in Financial Studies
AO Alternative Ordinary level DPPW Diploma in Playgroup Practice in Wales
APEL Accreditation of Prior Experiential Learning DPW Diploma in Playwork
APL Accreditation of Prior Learning DTEP Diploma in Trust and Estate Practice
AQA Assessment and Qualifications Alliance EB European Baccalaureate
AS Advanced Subsidiary (from September 2000) ECTS European Credit Transfer System
AS Advanced Supplementary (last examination 2001) EDI Education Development International
ASC Association of Scottish Colleges EFL English as a Foreign Language
ASDA Advanced Subsidiary Double Award EQF European Qualifications Framework
ASDAN Award Scheme Development and Accreditation Network EQL Equestrian Qualifications Limited
ASVCE Advanced Subsidiary Vocational Certificate of Education ESB English Speaking Board
(last award 2006) ESOL English for Speakers of Other Languages
ATD Advanced Technician Diploma EU European Union
AVA Authorised Validating Agency FAB Federation of Awarding Bodies
Advanced Vocational Certificate of Education (last award FAD Foundation Art and Design
AVCE
2006) FC First Certificate
AVCEDA Advanced Vocational Certificate of Education Double Award FCE First Certificate in English
(last award 2006) FD First Diploma
BEC Business Education Council (no longer current) FE Further Education
BHS The British Horse Society FEFC Further Education Funding Council
BIS Department for Business Innovation and Skills FEHQ Framework for Higher Education Qualifications
BMAT BioMedical Admissions Test FEI Further Education Institution
BTEC Business and Technology Education Council FEnto Further Education National Training Organisation
CABs Component Awarding Bodies FLAW Foreign Languages at Work
CACHE Council for Awards in Children’s Care and Education FLIC Foreign Languages for Industry and Commerce
CAE Certificate of Advanced English FMP Final Major Project
CAS Creativity, Action, Service FSMQ Free-standing Mathematics Qualification
CATS Credit Accumulation and Transfer System FTC Full Technological Certificate
CBI Confederation of British Industry FTD Full Technological Diploma
CBS Cambridge Business Skills GAMSAT Graduate Medical School Admissions Test
CCEA Northern Ireland Council for the Curriculum, Examinations GC General Certificate
and Assessment
GCE General Certificate of Education
CCLC Council for Citizenship and Learning in the Community
GCGI Graduate of City and Guilds Institute
CCP Certificate in Childminding Practice
GCSE General Certificate of Secondary Education
CCP Contact Centre Professional
GD General Diploma
CEE Certificate of Extended Education (no longer current)
GLH Guided Learning Hours
CEFR Common European Framework of Reference for Languages
GNVQ General National Vocational Qualification
CeFS Certificate in Financial Studies
GOAL Global Online Assessment for Learning
CELS Certificate in English Language Skills
GSVQ General Scottish Vocational Qualification (no longer current)
CEP Curriculum Enrichment Programme
H Higher
CES Certificate of Extended Studies
HAS Headteachers’ Association of Scotland
CfE Curriculum for Excellence
HAT History Aptitude Test
CFS Certificate of Further Studies
HE Higher Education
CFSP Certificate in Financial Services Practice
HEFCE Higher Education Funding Council
CIB Chartered Institute of Bankers
HEP Higher Education Provider
CIDA Certificate in Digital Applications
HEPI Higher Education Policy Institute
CIE Cambridge International Examinations
HESA Higher Education Statistics Agency
CIOBS Chartered Institute of Bankers in Scotland
HIE Highlands and Islands Enterprise
CIT Cambridge Information Technology
HL Higher Level
CLS Community Learning Scotland
HMIE Her Majesty’s Inspectorate of Education
CNAA Council for National Academic Awards (no longer current)
10 UK QUALIFICATIONS
HNC Higher National Certificate NOCN (formerly) National Open College Network
HND Higher National Diploma NQF National Qualifications Framework
HPAT Health Professions Admission Test NRA National Record of Achievement
IAD Advanced Diploma in Computer Studies NTO National Training Organisation (now replaced by Sector
IAS International Accounting Standards Skills Council)
NUCCAT Northern Universities Consortium for Credit Accumulation
IB International Baccalaureate and Transfer
IBCC International Baccalaureate Careers-related Certificate NUS National Union of Students
IBDP International Baccalaureate Diploma Programme NVQ National Vocational Qualification
IBMYP International Baccalaureate Middle Years Programme O Ordinary level (no longer current)
IBO International Baccalaureate Organisation OCEAC Oxford and Cambridge Examinations and Assessment
ICAAE International Curriculum and Assessment Agency Council (no longer current)
Examinations OCN Open College Network
ICCE International Certificate of Christian Education OCR Oxford, Cambridge and RSA examinations
ICCS International Certificate in Computer Studies OCSEB Oxford and Cambridge Schools Examination Board
ICF Industrial Careers Foundation (no longer current)
ICM Institute of Commercial Management Ofqual Office of the Qualifications and Examinations Regulator
ICT Information and Communication Technology OIB Option Internationale du Baccalauréat
IDCS International Diploma in Computer Studies ONC Ordinary National Certificate
IELTS International English Language Testing Certificate OND Ordinary National Diploma
IFPS International Foundation Programme – Scotland OU Open University
IFS ifs School of Finance PD Professional Development
IGCSE International General Certificate of Secondary Education PDA Professional Development Award
IT Information Technology PDP Professional Development Planning
ITO Industry Training Organisation PFIG Progress File Implementation Group
IVA Integrated Vocational Assessment QA Quality Assurance
IWA Institute of Welsh Affairs QAA Quality Assurance Agency for Higher Education
JAC Joint Advisory Committee QAN Qualification Accreditation Number
QCDA Qualifications and Curriculum Development Agency
JACQA Joint Advisory Committee for Qualifications Approval
(no longer current)
JCG Joint Curriculum Group QCF Qualifications and Credit Framework
JCQ Joint Council for Qualifications QIA Quality Improvement Agency
JMB Joint Matriculation Board (no longer current) RET Record of Education and Training (no longer current)
KS Key Stage RITS Regulatory IT System (The Register of Regulated Qualifications)
LCCI London Chamber of Commerce and Industry International SACCA Scottish Advisory Committee on Credit and Access
LCGI Licentiate of City and Guilds Institute SBA Scenario-Based Assignment
LCM London College of Music (no longer current) SBS School Based Syllabus
LCMM London College of Music and Media SCAA School Curriculum and Assessment Authority (no longer
LEAG London East Anglian Group (no longer current) current)
LMC Learning Materials for Change SCAVA Standing Conference of Authorised Validating Agencies
LNAT National Admissions Test for Law SCE Scottish Certificate of Education (no longer current)
LSC Learning and Skills Council SCOP Standing Conference of Principals (now GuildHE)
LSN Learning and Skills Network (no longer current) SCOTBEC Scottish Business Education Council (no longer current)
LTSN Learning and Teaching Support Network SCOTCAT Scottish Credit Accumulation and Transfer
MCGI Member of City and Guilds Institute SCOTEC Scottish Technical Educational Council (no longer current)
MEG Midlands Examining Group (no longer current) SCOTVEC Scottish Vocational Education Council (no longer current)
MFL Modern Foreign Language SCQF Scottish Credit and Qualifications Framework
MML Modern and Medieval Languages Test SE Scottish Enterprise
MSAT Medical School Admissions Test SEB Scottish Examination Board (no longer current)
NAS National Apprenticeship Service SEC Secondary Examinations Council (no longer current)
NC National Certificate Southern England Consortium for Credit Accumulation and
SEEC
Transfer
NCEE National Council for Educational Excellence
SEED Scottish Executive Education Department
NCSC National Christian Schools’ Certificate
SEETLD Scottish Executive Enterprise, Transport and Lifelong Learning
NCSCB National Christian Schools’ Certificate Board Department
NCVQ National Council for Vocational Qualifications (no longer SEFIC Spoken English for Industry and Commerce
current)
SEG Southern Examining Group (no longer current)
ND National Diploma
SFA Skills Funding Agency
NDAQ National Database of Accredited Qualifications (replaced by
the Register of Regulated Qualifications) SFEFC Scottish Further Education Funding Council
NDTEF National Design and Technology Education Foundation SGA Scottish Group Award
NEA Northern Examining Association (no longer current) SHEFC Scottish Higher Education Funding Council
NEAB Northern Examinations and Assessment Board (no longer SIFP Scottish International Foundation Programme (no longer
current) current)
NIACE National Institute of Adult Continuing Education SL Standard Level
NICATS Northern Ireland Credit Accumulation and Transfer System SLS School Leaders Scotland
Northern Ireland Council for the Curriculum (no longer SP Special Paper (no longer current)
NICC
current) SPA Scottish Progression Award
NICCEA Northern Ireland Council for the Curriculum, Examinations SPA Supporting Professionalism in Admissions
and Assessment (often abbreviated to CCEA) SQA Scottish Qualifications Authority
NISEAC Northern Ireland Schools Examinations and Assessment SQC Scottish Qualifications Certificate
Council (no longer current)
SSAScot Sector Skills Alliance Scotland
NISEC Northern Ireland Schools Examinations Council (no longer
current) SSC Sector Skills Council
NNEB National Nursery Examination Board (no longer current) STEP Sixth Term Examination Paper
UK QUALIFICATIONS 11
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)
UAL University of the Arts, London
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
UKCES UK Commission for Employment and Skills
ULEAC University of London Examinations and Assessment Council
(no longer current)
ULSEB University of London Schools Examination Board (no longer
current)
ULSED University of London Schools Examination Department (no
longer current)
UMS Uniform Mark Scale
UODLE University of Oxford Delegacy of Local Examinations (no
longer current)
UUK Universities UK
VCE Vocational Certificate of Education
WBAD Welsh Baccalaureate Advanced Diploma
WJEC Welsh Joint Education Committee
YE Young Enterprise
YPLA Young People’s Learning Agency
Qualifications in
England, Wales and
Northern Ireland
Introduction
Welcome to the UCAS UK Qualifications Guide 2015. Further subjects will be revised for first teaching in 2016
and 2017.
The qualifications landscape is currently undergoing
significant reform. Administrations throughout the UK are Science Practical
reviewing and reforming the qualifications offered in schools From 2015 revised A levels will be taught in Biology,
and colleges, as well as reviewing vocational qualifications Chemistry and Physics. Ofqual will require the separate
and apprenticeship frameworks. Qualifications are also reporting of performance in practical assessments in these
being increasingly used for school accountability measures, subjects.
which also continue to undergo significant reform.
The overall grade will be determined by written
These reforms will present challenges for admissions tutors examinations. The written exam will include assessment
and admissions teams as they develop their understanding on the theory and application of practical experimentation
of the new qualifications and decide if, and how, to adjust and this will account for at least 15% of the total marks
their admissions policies and practice to maintain fair available in the exam.
and transparent admissions. For several years students
are likely to be seeking admission with combinations of As part of the A level programme a learner will have to
old and new qualifications. The historical evidence base carry out a minimum of 12 practical activities. The written
on which admissions policies are based may need to be exam will include questions in the context of these and
re-evaluated. other practical activities.
The qualifications landscape is made even more complex Students will receive two grades for science qualifications:
as we see greater divergence in the qualifications offered one for written exams (A*-U) and one for using practical
in England, Wales and Northern Ireland following the skills (Pass/Fail).
ending of the joint regulation of GCSEs and A levels For At the time of publication, this change is due to take place
example, from 2015 we will begin to see structurally in England only.
different A level qualifications delivered in England,
Wales and Northern Ireland. We will also see significantly GCSEs
different GCSE qualifications taught throughout the UK In England, new GCSEs in English language, English
with different grading scales and standards. literature and mathematics are being introduced from
September 2015. The following subjects are being
Below is a summary of the current policy direction in reformed for first teaching from September 2016:
relation to A levels and GCSEs. A more detailed and
wide-ranging summary of qualifications reform can Ancient languages Geography
be found on the UCAS website. These web pages Art and design History
cover A levels, and GCSEs across the UK, vocational Citizenship studies Modern foreign languages
qualifications, apprenticeships, Scottish Highers and Computer science Music
Advanced Highers, and the Access to HE Diploma, and Dance Physical education
also include a detailed timeline showing when revised Design and technology Religious studies
qualifications are first taught and when they reach HE. Drama Science
Revised GCSEs in England will be graded 1-9 (as opposed
UCAS will continue to update you on qualifications reform to A*-G). The new grades will not directly align to the
and support schools, advisers and HEPs through the current grades but it is expected that grade 4 will
provision of further high quality qualifications information. correspond to the current grade C.
ENGLAND
Vocational qualifications (VQs)
A levels VQ reforms are ongoing. The Department for Education
From September 2015, A levels in England are becoming (DfE) is committed to ensuring parity of esteem between
two-year linear qualifications with more synoptic VQs and more academic qualifications, so more rigorous
assessment and terminal examinations in the final assessment will be introduced from September 2016,
summer. The AS will be decoupled from the full A level and with more external assessment, for example BTECs
become a standalone qualification that can be co-taught and OCR Nationals will include synoptic and external
in most cases. Resit opportunities are now limited and assessment. The DfE has announced lists of Applied
January assessment opportunities ceased in 2013. General qualifications and Tech Level qualifications, which
have been endorsed by HE and employers respectively.
Ofqual has confirmed that revised versions of the following
Only these qualifications will count towards secondary Key
subjects will be first taught from September 2015:
Stage 4 performance measures.
g
Art and design
A list of qualifications which will count in the 2015 Key Stage
g
Business
4 performance tables can be found on the DfE website
g
Computer science
at www.gov.uk/government/uploads/system/uploads/
g
Economics
attachment_data/file/276664/2015_ks4_wolf_list.pdf
g
English: English language, English literature,
English language and literature WALES
g
History A levels
g
Psychology From September 2015, new A levels are being
g
Sciences: biology, chemistry, physics implemented, following the Welsh Government’s
g
Sociology acceptance of the recommendations of the Review of
14-19 Qualifications in Wales.
Introduction
A levels in Wales are retaining an AS component with an GCSEs

examination at the end of each year. The AS will make a Revised GCSEs will begin to be taught in 2015 in English
40% contribution to the overall result of reformed A levels and maths. Further revised specifications will be taught
(as opposed to the current 50%). Resit opportunities are from 2016.
now limited and January assessment opportunities ceased
The Northern Irish Government is currently considering a
in 2014.
longer term strategy for qualifications in Northern Ireland.
GCSEs This may result in further changes to the qualifications
New GCSEs are being introduced from September 2015 system in Northern Ireland.
and the existing grading scale (A*-G) will be retained.
SCOTLAND
Two new Maths GCSEs and new GCSEs in English The Scottish Government is continuing with the roll out
Language and Welsh Language will be introduced from of Curriculum for Excellence and has introduced revised
2015. Highers for 2014 and Advanced Highers for 2015.
From 2016, “Wales only” specifications will be introduced Details of Curriculum for Excellence can be found on
for the following subjects. page 193.
QUALIFICATIONS INFORMATION REVIEW AND NEW
g
Art and design
QUALIFICATION INFORMATION SERVICE
g
Biology
g
Chemistry UCAS recognises the importance of HEPs having reliable
g
Design and technology and up-to-date information about qualifications, especially
g
Drama at a time of significant reform. Following the conclusion
g
Geography of the Qualifications Information Review (QIR), UCAS
g
History established the New Qualifications Information Service
g
Modern foreign languages: French, German, Spanish (NQIS) project to deliver the recommendations of the QIR,
g
Music namely that HE admissions staff want better information
g
PE about qualifications to help inform decision making, a
g
Physics standard means of broadly comparing qualifications and
g
Religious studies. better guidance about the use of qualifications and the
UCAS Tariff within HE admissions.
Welsh Baccalaureate
The next few years will see three variations of the Welsh The aims of the NQIS project were to deliver the following:
Baccalaureate Advanced level taught in Wales: g
a new Tariff/points system to support management
g
2014 will see the final awarding of the Welsh information requirements and, if desired, admissions
Baccalaureate with a pass/fail grading system.
g
provision of better, more detailed information about
priority qualifications on the UCAS website.
g
One of the initial recommendations of the Review
of Qualifications for 14 to 19 year olds in Wales The NQIS project has developed a new Tariff to provide
recommended that the current Welsh Baccalaureate a simpler and more transparent means of allocating
be graded, therefore 2015 (2013 first teaching) will see points to a wider range of qualifications, based on a
the first awarding of the graded Welsh Baccalaureate consistent application of a size by grade calculation. The
Advanced level. The qualification will be graded A*–C. new Tariff will be used for applications submitted for the
2017 admissions cycle onwards (i.e. for students making
g
The Review of Qualifications for 14 to 19 year olds in applications from September 2016 for full-time courses
Wales also recommended a revised and more rigorous starting from September 2017), with information and
Welsh Baccalaureate be developed for first teaching in guidance materials becoming available from autumn
2015 (first award 2017). 2014. New Tariff points for 2017 admissions will be
published in September 2014.
The new Welsh Baccalaureate Advanced level Core will
seek to develop a number of different skills, such as The NQIS project has also developed Qualification
literacy, numeracy, personal effectiveness, critical thinking Information Profiles (QIPs). The aim of the profiles is to
and problem solving through the completion of four provide objective information which HEPs can use to
challenges: make informed decisions about the admission of students.
The profiles use a common format to provide a detailed
g
The Individual Project Challenge overview of qualifications, enabling HE admissions staff
g
Global Citizenship Challenge to compare profiles of less familiar international and EU
g
Enterprise and Employability Challenge qualifications (published separately) with these more
g
Community Challenge. familiar benchmarks. QIPs are available for selected UK
NORTHERN IRELAND benchmark qualifications, Access to HE programmes and
Apprenticeship frameworks on the UCAS website at
A levels
www.ucas.com/how-it-all-works/advisers-and-referees/
New A levels will be delivered in Northern Ireland from 2016.
guides-and-resources
A levels in Northern Ireland are retaining an AS component
with an examination at the end of each year. CCEA is UCAS would welcome any feedback on the qualifications
currently reviewing the contribution that the AS grade makes guide. Any comments or questions should be sent to
to the full A level and an announcement is expected in the [email protected].
near future. Resit opportunities are now limited and January
assessment opportunities ceased in 2014.
The Qualifications and Credit Framework (QCF)
The Qualifications and Credit Framework allows learners’ IDENTIFYING QCF QUALIFICATIONS
achievement to be recognised and recorded as they Every unit and qualification has a credit value and a
progress. It allows credit to be awarded for units (small level. One credit represents 10 notional hours of learning,
steps of learning), and for the credits to be combined to showing how much time a learner working at the level of
allow for the award of a qualification. The flexibility of the unit would on average take to complete the unit or
the system allows learners to accumulate units and to qualification. Levels indicate difficulty and vary from entry
work towards the achievement of the qualification most (1) to level 8.
relevant for them.
The size of a qualification is indicated by use of one of the
Ofqual, together with its partner regulators in Wales following terms in its title:
(Welsh Government) and Northern Ireland (CCEA), is g
Award (1 to 12 credits)
responsible for regulation of the QCF. In Wales, the QCF g
Certificate (13 to 36 credits)
forms part of the Credit and Qualifications Framework for g
Diploma (37 credits or more).
Wales (CQFW). The framework is regulated to secure the
validity and reliability of the award of qualifications within Awards, certificates and diplomas can exist at any of the
it and give confidence in the range of achievements across levels and the level is included in the qualification title. The
learners, subject areas and qualification types. title of a QCF qualification follows a standard format of
DETAILS OF THE QCF the level, size and a description of the content, e.g. Level 3
Units are the building blocks of all QCF qualifications. Certificate in Mechanical Engineering Technology.
The development of units within the QCF is explicitly (Note – where there are a range of qualifications from the
separated from the development of rules of combination, same awarding organisation within the award, certificate
the accreditation of qualifications and the subsequent or diploma band covering the same content and title these
assessment of units and award of credits and will be identified by the use of “subsidiary” and “extended”,
qualifications. The qualifications system has eight main e.g. subsidiary diploma, diploma, extended diploma).
elements:
REGULATORY PROCESSES
g
Developing units Ofqual and other qualification regulators recognise
g
Placing units in the unit databank organisations that meet the regulatory requirements.
g
Developing qualifications Ofqual also monitors the performance of recognised
g
Accrediting qualifications organisations and the quality of the units and
g
Offering units and qualifications to learners qualifications they develop.
g
Assessing achievement
g
Awarding credits A list of all qualifications that have been referenced to the
g
Awarding qualifications. QCF can be found at http://register.ofqual.gov.uk/ and this
includes their unit content as well as qualification and unit
QCF UNITS credit values.
Ofqual maintains a unit databank. Recognised awarding
organisations can place units in the unit databank without RELATIONSHIP TO THE NATIONAL QUALIFICATIONS
further intervention from Ofqual. Once units are in the FRAMEWORK (NQF) AND (FHEQ) FRAMEWORK FOR HIGHER
EDUCATION QUALIFICATIONS
databank, they may be used to build qualifications.
England currently has two qualifications frameworks that
Awarding organisations use rules of combination to
non-HE qualifications may be referenced to: the QCF and
group units together and develop qualifications. At this
the NQF. The levels of the NQF and QCF use the same
point the units included in the qualification are made
descriptors and have been referenced together.
available to learners and the qualification is offered for
use. The awarding organisation is responsible for carrying The Framework for Higher Education Qualifications
out assessments of units and awarding credits and (FHEQ) describes the achievement represented by
qualifications. higher education qualifications. The framework applies
to degrees, diplomas, certificates and other academic
awards granted by a higher education provider with
degree-awarding powers. The NQF and QCF Levels 4-8 and
the FHEQ are referenced at the same levels although the
size of qualifications varies.
The Qualifications and Credit Framework (QCF)
QUALIFICATION LEVELS
The following diagram shows how the framework levels relate to each other along with examples of qualifications at
various levels.
D-
G GC
SE
Th
e
A
A *-
C
D
p
ip
lo
p
A-
ma
re
N a ti o
n al
E N T RY Qu
Lev
nt
ali
1 fic
ice
Dip
QCF
at
l
el
Ce om
io
ns
rt
ship
2
Fra
A w i fi
a
ar
ca
e wo
te
d
3
rk/ Q ual
higher education
s
Certificate of
F HE Q - Fr
ifications a
4
1 -
1
1
3
2
5
- 3
c
nd C
re
dit
6
s cr
ed r
3
educa
ed 7+
degr
i
6
its
t
Diplo
Fra
cr
am
ed
ti o n
ees &
m
its ew
ma
7
,
or
f
HND
s
o
kL
ew
u nd
o
8 e ve
f hig
s
ls
atio
her
o
n
rk
fo
Ba
ch
r
elo
H
r deg
ig
re
e
s
h
er
po
stg
rad
ua
Ed
Ma te
ste
rd
cer
tific
uc
eg ate at
ree s
s& io
Doctor
ates
n
Qu
ali
fi c a
tio ns
GCSE grades are changing for courses commencing from
September 2015. They will be replaced by grades 1–9
(9 is the highest). Lettered grades are being retained in
Wales and Northern Ireland.
ofqual.gov.uk/help-and-advice/comparing-qualifications/
Ofqual, 2014. Licensed under the Open Government Licence.
Qualifications currently offered ABC Level 3 Award/Diploma in
Animation
ABC Level 3 Award/Certificate in BACKGROUND:
Advertising These qualifications offer learners a range of pathways in

specific areas of animation. Each pathway enables learners
BACKGROUND: to develop methodological and technical skills within the
These qualifications offer learners a range of pathways specific area.
in specific areas of advertising. Each pathway enables
NUMBER OF UNITS/STRUCTURE:
learners to develop methodological and technical skills
Award – learners must achieve a minimum of eight credits
within the specific area.
from one pathway.
NUMBER OF UNITS/STRUCTURE: Diploma – learners must achieve a minimum of 64 credits
Award – learners must achieve a minimum of eight credits from one pathway.
from one pathway.
ASSESSMENT METHOD:
Certificate – learners must achieve a minimum of
Portfolio of evidence
32 credits from one pathway.
GRADING SYSTEM:
ASSESSMENT METHOD:
Award – pass
Portfolio of Evidence.
Diploma – pass/merit/distinction
GRADING SYSTEM:
QUALITY ASSURANCE:
Award – pass
Internal and external moderation of portfolio.
Certificate – pass/merit/distinction
PROGRESSION:
QUALITY ASSURANCE:
Learners can progress to further and higher education or
training through the development of specific technical
PROGRESSION: and creative skills. Progression could be through the ABC
Learners can progress to further and higher education or Awards Level 3/4 Diploma in Foundation Studies in Art,
training through the development of specific technical Design and Media.
and creative skills. Progression could be through the ABC
Awards Level 3/4 Diploma in Foundation Studies in Art,
Design and Media. ABC Level 3 Award/Certificate in
Broadcasting
ABC Level 3 Certificate in BACKGROUND:
Anatomy, Physiology and These qualifications offer learners a range of pathways in

specific areas of broadcast media. Each pathway enables
Pathology for Complementary learners to develop methodological and technical skills
Therapies within the specific area.
BACKGROUND:
The ABC Level 3 Certificate in Anatomy, Physiology and
from one pathway.
Pathology for Complementary Therapies is made up of
QCF credit rated units developed in association with Skills 32 credits.
for Health, the Sector Skills Council for the Health and
Social Care Sector. ASSESSMENT METHOD:
The qualification aims to encourage knowledge and
understanding and to provide skills for those interested in GRADING SYSTEM:
the beauty, complementary therapy and sports sectors. Award – pass
Learners must achieve a minimum of 13 credits from one QUALITY ASSURANCE:
mandatory unit. Internal and external moderation of portfolio.
ASSESSMENT METHOD: PROGRESSION:

Coursework, portfolio of evidence, practical demonstration/ Learners can progress to further and higher education or
assignment. training through the development of specific technical
GRADING SYSTEM: Awards Level 3/4 Diploma in Foundation Studies in Art,
Pass Design and Media.
QUALITY ASSURANCE:
Internal assessment, internal and external moderation of
portfolio.
PROGRESSION:
Learners can progress onto further ABC Level 3
qualifications in complementary therapies or employment
within the complementary therapy industry.
Qualifications currently offered
ABC Level 3 Certificate in NUMBER OF UNITS/STRUCTURE:

Award – learners must achieve eight credits from one
Counselling Skills pathway.
Certificate – learners must achieve 24 credits from one
BACKGROUND:
pathway.
The ABC Level 3 Certificate in Counselling Skills is made
Diploma – learners must complete 80 credits from one
up of QCF credit rated units developed in association with
Skills for Health, the Sector Skills Council for the Health and pathway. For the pathway without endorsements learners
Social Care Sector, and awarding organisation partners. must achieve a minimum of 80 credits to achieve this
pathway, this must include a minimum of 56 credits
NUMBER OF UNITS/STRUCTURE: achieved at Level 3.
Learners must complete both mandatory units to achieve
22 credits. ASSESSMENT METHOD:
ASSESSMENT METHOD:
Coursework, portfolio of evidence. GRADING SYSTEM:
Pass
GRADING SYSTEM:
Pass QUALITY ASSURANCE:
QUALITY ASSURANCE:
Internal assessment, internal and external moderation of PROGRESSION:
portfolio. These qualifications provide a good progression route to
the Skillset Fashion and Textiles Apprenticeships.
PROGRESSION:
Learners can progress onto the ABC Level 3 Diploma in
Counselling Skills. ABC Level 3 Award/Certificate in
Fashion Retail
ABC Level 3 Award/Certificate in BACKGROUND:
Craft These qualifications have been developed in association
with the Fashion Retail Academy London. The primary
BACKGROUND:
aim of the qualifications is to enable learners to acquire
These qualifications offer learners a range of pathways
the depth of skills and underpinning knowledge to support
in specific areas of craft. Each pathway enables learners
to develop methodological and technical skills within the progress into further education/training or employment
specific area. (on a management training programme) within a fashion
retail company.
Award – learners must achieve a minimum of eight credits These qualifications provide opportunities for integrated
from one pathway. learning through practical application – in-store and
Certificate – learners must achieve a minimum of academic activities. The assessment methodology
32 credits. combines both practical industry-based assessment, along
with the traditional academic methods.
ASSESSMENT METHOD:
Portfolio of evidence NUMBER OF UNITS/STRUCTURE:
Award – learners must achieve a minimum of seven
GRADING SYSTEM:
credits at Level 3.
Award – pass
30 credits at Level 3 of which 15 credits must come from
QUALITY ASSURANCE: the mandatory units in group A and a minimum of
Internal and external moderation of portfolio. 15 credits must come from the optional units in group B.
PROGRESSION: ASSESSMENT METHOD:
Learners can progress to further and higher education or Portfolio of evidence
training through the development of specific technical and
creative skills. Progression can be through the ABC Awards GRADING SYSTEM:
Level 3/4 Diploma in Foundation Studies in Art, Design and Pass
Media. QUALITY ASSURANCE:
portfolio.
ABC Level 3 Award/Certificate/
Diploma in Fashion and Textiles PROGRESSION:
Learners who successfully gain the ABC Level 3
BACKGROUND: qualifications in Fashion Retail can progress onto:
The ABC Level 3 Award/Certificate/Diploma in Fashion and
Textiles form part of a suite of qualifications in Fashion and g further ABC Level 3 and Level 4 Retail qualifications
Textiles at Levels 1, 2 and 3. They are a result of employer g employment on a management training programme
feedback identifying a demand for programmes of within a fashion retail company
learning in particular specialist areas and the development g new business start-up or other employment
of technical skills in specific occupational areas. g retail fashion management foundation degree or
honours degree or associated HE programmes.
These qualifications provide a good progression route to
the Skillset Fashion and Textiles Apprenticeships.
ABC Level 3 Diploma in Fashion Award – pass

Diploma – pass/merit/distinction
Retail QUALITY ASSURANCE:
QCF LEVEL: Internal and external moderation of portfolio.
Level 3
PROGRESSION:
BACKGROUND: Learners can progress to further and higher education or
This qualification was originally developed in association training through the development of specific technical
with the Fashion Retail Academy London. It has a and creative skills. Progression could be through the ABC
uniqueness over existing provision within this sector Awards Level 3/4 Diploma in Foundation Studies in Art,
inasmuch as there is integrated learning through practical Design and Media.
application – in-store and academic activities. This delivery
and assessment approach ensures the learners have a
fulfilling experience in developing their personal attributes ABC Level 3 Award/Certificate in
along with skills and knowledge to excel in the fashion
retail industry and harbour an entrepreneurial talent.
Journalism
BACKGROUND:
The Diploma has achieved full status within the QCF. These qualifications offer learners a range of pathways in
PREREQUISITES: specific areas of journalism. Each pathway enables learners
The Level 2 Diploma in Fashion Retail to develop methodological and technical skills within the
or specific area.
GCSE English and mathematics grades A – C or Level 2 NUMBER OF UNITS/STRUCTURE:
equivalent. Award – learners must achieve a minimum of eight credits
from one pathway.
Aptitude and enthusiasm for the fashion retail industry.
Minimum age 16 years. 32 credits, this must include 16 credits from the
mandatory units and 16 credits from the option units.
Learners must achieve a minimum of 79 credits. 47 credits ASSESSMENT METHOD:
must come from the mandatory Level 3 units in group A Portfolio of evidence
(five units) and a minimum of 32 credits from the Level 3 GRADING SYSTEM:
optional units in group B. For further details see Pass/merit/distinction
www.abcawards.co.uk/archive-qualifications/1384-3
QUALITY ASSURANCE:
The qualification equates to a minimum of 576 GLH. Internal and external moderation of portfolio.
ASSESSMENT METHOD: PROGRESSION:
Internally assessed and internally and externally moderated. Learners can progress to further and higher education or
GRADING SYSTEM:
training through the development of specific technical and
creative skills.
ABC Level 3 Diploma has been allocated UCAS Tariff
points as follows:
Grade UCAS Tariff points ABC Level 3 Language
Distinction 160
Merit 120
qualifications
Pass 80 BACKGROUND:
ABC Language qualifications are divided into three
For more information about the UCAS Tariff please see sections:
Appendix B.
g Roman Script Languages
g Non-Roman Script Languages
ABC Level 3 Award/Diploma in g British Sign Language.
Graphic Design All of these language qualifications can be tailored to suit

both individual and workforce needs due to their flexible
BACKGROUND:
unit content.
in specific areas of graphic design. Each pathway enables NUMBER OF UNITS/STRUCTURE:
learners to develop methodological and technical skills Awards in Reading and Writing in French, German, Italian
within the specific area. and Portuguese – Learners must achieve nine credits from
the three mandatory units.
Award – learners must achieve a minimum of eight credits Awards in Speaking and Listening in French, German,
from one pathway. Italian, Portuguese and Spanish – Learners must achieve
Diploma – learners must achieve a minimum of 64 credits nine credits from the three mandatory units.
from one pathway.
Awards in Reading and Writing in Greek and Japanese
ASSESSMENT METHOD: – Learners must achieve 12 credits from the three
Portfolio of evidence mandatory units.
GRADING SYSTEM:
Award in Signing and Receiving Skills in British Sign NUMBER OF UNITS/STRUCTURE:

Language – Learners must achieve 12 credits from the Award – learners must achieve a minimum of 10 credits.
three mandatory units. At least six of these credits must be from group A – Level 3
units. The remaining credits can be made up of any other
Awards in Speaking and Listening in Greek and Japanese units from either group A or group B.
– Learners must achieve 12 credits from the three
mandatory units. Certificate – learners must achieve a minimum of
30 credits; this will include four credits from group A
Certificates in Practical French, Practical German and (mandatory unit) plus a minimum of 26 credits from one
Practical Spanish – Learners must achieve 18 credits from of the groups B to G. A minimum of 16 credits must be at
the six mandatory units. Level 3. The following pathways are available:
Group B – Level 3 Certificate in Practical Animal Care Skills
ASSESSMENT METHOD: Group C – Level 3 Certificate in Practical Animal Care Skills
Portfolio of evidence (Animal Care and Welfare)
GRADING SYSTEM: Group D – Level 3 Certificate in Practical Animal Care Skills
Pass (Zoo/Wildlife Establishments)
Group E – Level 3 Certificate in Practical Animal Care Skills
QUALITY ASSURANCE: (Dog Grooming)
Internal and external moderation of portfolio. Group F – Level 3 Certificate in Practical Animal Care Skills
PROGRESSION:
(Pet Care and Retail)
Group G – Level 3 Certificate in Practical Animal Care Skills
Learners can progress to further education or employment.
(Animal Training)
Group H – Level 3 Certificate in Practical Animal Care Skills
ABC Level 3 Award/Certificate/ (Dog/Animal Wardens)
Group I – Level 3 Certificate in Practical Animal Care Skills
Diploma in Photography (Animals in Education and Entertainment).
BACKGROUND: ASSESSMENT METHOD:
These qualifications offer learners a range of pathways Portfolio of evidence
in specific areas of photography. Each pathway enables GRADING SYSTEM:
learners to develop methodological and technical skills Pass
QUALITY ASSURANCE:
from one pathway. PROGRESSION:
Certificate – learners must achieve a minimum of Learners can progress onto the Level 3 Diploma in
32 credits from one pathway. This must include 24 credits Work-Based Animal Care; into employment, or gain
from the pathway’s mandatory units and eight credits for promotion to a more senior position within existing
the pathway’s optional units. employment.
Diploma – learners must achieve a minimum of 64 credits
from one pathway.
ABC Level 3 Certificate in Practical
ASSESSMENT METHOD:
Portfolio of evidence Horticulture Skills
GRADING SYSTEM: BACKGROUND:
Award – pass This qualification has been developed in collaboration
Certificate and diploma – pass/merit/distinction with industry, providers and Lantra – The Sector Skills
Council for environmental and land-based industries. They
QUALITY ASSURANCE:
enable learners to gain appropriate skills and knowledge to
Internal and external moderation of portfolio progress to higher levels of learning or to employment in
PROGRESSION: the land-based sector.
Learners can progress to further and higher education or NUMBER OF UNITS/STRUCTURE:
training through the development of specific technical Learners must achieve a minimum of 28 credits. This will
and creative skills. Progression could be through the ABC include six credits from group A (mandatory unit) plus a
Awards Level 3/4 Diploma in Foundation Studies in Art, minimum of 22 credits from one of the groups B to G. At
Design and Media. least 16 of the credits must be at Level 3.
ASSESSMENT METHOD:
ABC Level 3 Award/Certificate in Portfolio of evidence
Practical Animal Care Skills GRADING SYSTEM:
Pass
BACKGROUND:
These qualifications have been developed in collaboration QUALITY ASSURANCE:
with industry, providers and Lantra. They will enable Internal and external moderation of portfolio.
learners to gain appropriate skills and knowledge to PROGRESSION:
progress to higher levels of learning or to employment in Learners can progress into employment, onto further study
the animal care sector. or gain promotion to a more senior position within existing
employment.
ABC Level 3 Award/Diploma in GRADING SYSTEM:

Pass
Spatial Design QUALITY ASSURANCE:
BACKGROUND: Internal and external moderation of portfolio.
PROGRESSION:
in specific areas of spatial design. Each pathway enables
Successful achievement of these Level 3 programmes
learners to develop methodological and technical skills
could enable access to related higher education
programmes such as a foundation degree in sustainable
NUMBER OF UNITS/STRUCTURE: energy. Learners would need to check with HEPs for their
Award – learners must achieve a minimum of eight credits requirements.
from one pathway.
Diploma – learners must achieve a minimum of 64 credits
from one pathway. ABC Level 3 Diploma in Textile
ASSESSMENT METHOD: Design and Manufacture
BACKGROUND:
GRADING SYSTEM: This qualification has been written to provide the
Award – pass knowledge component of the apparel, footwear and
Diploma – pass/merit/distinction leather pathways of the Skillset Advanced Fashion and
Textiles Apprenticeship Framework.
QUALITY ASSURANCE:
Internal and external moderation of portfolio. NUMBER OF UNITS/STRUCTURE:
Learners must achieve a minimum of 37 credits at Level 3.
PROGRESSION:
23 credits must come from the mandatory units in group
Learners can progress to further and higher education or
A. A minimum of 14 credits must come from the optional
training through the development of specific technical
units in group B.
Awards Level 3/4 Diploma in Foundation Studies in Art, ASSESSMENT METHOD:
Design and Media. Portfolio of evidence
GRADING SYSTEM:
ABC Level 3 Award/Diploma in Pass
Sustainable Energy QUALITY ASSURANCE:

BACKGROUND:
PROGRESSION:
These qualifications aim to develop skills/knowledge
This qualification replaces the ABC Level 3 Certificate in
specifically for the sustainable energy industry and more
Textile Technology (500/5614/1) in the Skillset Advanced
generic transferable skills/knowledge to help build capacity
Apprenticeship Framework (Textiles Pathway). It provides
to deliver the targets for growth in renewable energy as
the knowledge and understanding to support the ABC
part of the government strategy for energy in the UK.
Level 3 NVQ in Manufacturing Textile Products as part of
It is also hoped that they will increase knowledge of the new Advanced Fashion and Textile Apprenticeship
employment opportunities in the renewable energy sector. Framework for Skillset.
They build on the ABC Level 2 Award and Certificate in the
Sustainable Energy Sector, details of which can be found
on the ABC Awards website. ABC Level 3 Award/Certificate/
Diploma in Visual Art
Award – Learners must achieve a minimum of eight BACKGROUND:
credits and a maximum of 12 credits from group A and/ These qualifications offer learners a range of pathways in
or group B. Units in group B must only be completed specific areas of visual art. Each pathway enables learners
by learners who are aged 19+ due to health and safety to develop methodological and technical skills within the
considerations. Learners who are 16-18 must achieve all specific area.
their credits from group A.
Diploma (Energy from Biomass pathway) – Learners must Award – learners must achieve a minimum of eight credits
achieve a minimum of 37 credits from this pathway. This from one pathway. The pathways included are
must include 12 credits from the mandatory units. 2D Materials Exploration; 3D Materials Exploration;
Colour Theory and Practice; Context and History of Visual
Diploma (Energy from Wind pathway) – Learners must Art; Design Visualisation; Employment and Freelancing
achieve a minimum of 37 credits from this pathway, this in the Creative Industries; Exploratory Model Making;
must include 12 credits from the mandatory units. Units Life Drawing; Narrative Image Making; Studio-based
in Group B must only be completed by learners who are Printmaking; Visual Thinking.
19+. Learners who are under 19 must achieve the required Certificate – learners must achieve a minimum of
credits from Group A only. 32 credits from one pathway. The pathways included
ASSESSMENT METHOD: are 2D Art; 3D Art; Printmaking; Narrative Illustration;
Portfolio of evidence, practical demonstration/assignment. Unendorsed.
Diploma – learners must achieve a minimum of 64 credits NUMBER OF UNITS/STRUCTURE:

from one pathway. The pathways included are Illustrative Award – learners must achieve a minimum of 12 credits.
Art; Fine Art; Creative Printmaking; Unendorsed. Seven credits must come from the mandatory unit in
group A. A minimum of five credits at Level 2 or above
ASSESSMENT METHOD:
must come from the optional units in group B.
Certificate – learners must achieve 32 credits at Level 3
GRADING SYSTEM: from the units in group A.
Award – pass
ASSESSMENT METHOD:
Certificate and diploma – pass/merit/distinction
QUALITY ASSURANCE:
GRADING SYSTEM:
Pass
PROGRESSION:
QUALITY ASSURANCE:
These qualifications enable learners to progress to further
and higher education or training through the development
portfolio.
of specific technical and creative skills. Progression could be
through the ABC Awards Level 3/4 Diploma in Foundation PROGRESSION:
Studies in Art, Design and Media. Award – learners who achieve the ABC Level 3 Award
in Youth Work Practice may wish to complete additional
units to achieve the ABC Level 3 Certificate in Youth Work
ABC Level 3 Award/Certificate in Practice.
Web and Multimedia Certificate – learners who achieve the ABC Level 3
Certificate in Youth Work Practice may wish to complete
BACKGROUND: additional units to achieve the ABC Level 3 Diploma in
These qualifications offer learners a range of pathways Youth Work Practice.
in specific areas of web and multimedia. Each pathway
enables learners to develop methodological and technical
skills within the specific area. The Associated Board of the Royal
NUMBER OF UNITS/STRUCTURE: Schools of Music (ABRSM)
from one pathway. The Associated Board of the Royal Schools of Music
Certificate – learners must achieve a minimum of (ABRSM) conducts around 650,000 exams in more
32 credits from one pathway. than 90 countries around the world each year. ABRSM’s
core activity is the operation of an authoritative
ASSESSMENT METHOD: and internationally recognised system of exams and
Portfolio of evidence assessments to encourage and motivate players and
GRADING SYSTEM: singers at all levels through the provision of goals and
Award – pass measurement of progress.
Certificate – pass/merit/distinction Exams are available for more than 30 instruments, singing,
QUALITY ASSURANCE: jazz, ensembles, practical musicianship and theory of
Internal and external moderation of portfolio. music. Many students will start with the Prep Test, a
simple and positive assessment at the pre-Grade 1 level.
PROGRESSION:
Graded exams start from Grade 1 and are numbered
Learners can progress to further and higher education or progressively in order of difficulty to Grade 8. The practical
training through the development of specific technical exams require candidates to demonstrate proficiency in
and creative skills. Progression could be through the ABC set pieces, scales and arpeggios, sight-reading and aural
Awards Level 3/4 Diploma in Foundation Studies in Art, skills. Theory of music exams give students opportunities
Design and Media. to acquire: a knowledge of the notation of western music,
including the signs and terminology commonly employed;
ABC Level 3 Award/Certificate in an understanding of fundamental musical elements such
as intervals, keys, scales and chords; skill in constructing
Youth Work Practice balanced rhythmic patterns or completing given melodic
or harmonic structures; and an ability to apply theoretical
BACKGROUND:
knowledge and understanding to score analysis. For
The ABC Level 3 Award/Certificate in Youth Work Practice
students who progress beyond Grade 8 ABRSM offers
are made up of QCF credit rated units developed in
professional diplomas (DipABRSM, LRSM and FRSM) in
association with LLUK, the Sector Skills Council responsible
three subject areas: performing, directing and teaching.
for the professional development of the lifelong learning
workforce.
These qualifications are designed for people who are

already working in a youth work environment (public,
voluntary or private sector, paid or unpaid) in a supportive
role and who are supervised.
ABRSM Graded Examinations Assessment is by individual examiners appointed by

ABRSM. ABRSM uses generalist rather than specialist
in Music Performance and examiners, ie examiners are engaged for their overall
Music Theory musicianship rather than for particular instrumental/vocal
expertise.
QCF LEVEL:
Grades 1–3 = Level 1 Techniques for applying the criteria are demonstrated
Grades 4–5 = Level 2 in depth during initial examiner training and in the
Grades 6–8 = Level 3 subsequent in-service process.
BACKGROUND: The entire assessment is carried out by the examiner

ABRSM’s Graded Exams aim to provide a clear framework appointed by ABRSM at the date and time specified. As
against which to measure musical development. They each element of the exam is presented, the examiner
provide teachers and candidates with an authoritative and makes a written record on the mark form which describes
internationally recognised examination and assessment what has been heard and supports the mark awarded
system to encourage and motivate players and singers at against the criteria published for the grade.
all levels, from the earliest stages to conservatoire entry
level, through the provision of goals and the measurement The standard of the exam is set by the pass marks and
of progress. examiners add or deduct marks from that. Marks are not
awarded either by deduction from the maximum or by
In their own time and at their own pace, candidates addition from zero.
from widely diverse backgrounds and with differing
aspirations can derive benefit from ABRSM’s rigorous and Each syllabus includes an outline of what the examiner will
educationally sound structure. be looking for, e.g. for Piano candidates, the examiners will
pay attention to:
To acknowledge levels of musicianship and attainment
within grades through the award of additional marks g Accuracy of notes
leading to Merit or Distinction in recognition of higher g Accuracy of time
levels of: g Quality of touch
g Variety and gradation of tone
g Technical fluency g Choice of tempo
g Musical understanding g Observance of marks of expression
g Interpretative insight g Rhythm
Sensitivity of response
Phrasing and accent
g
g
Communication skills.
Use of practical fingering.
g
g
Grades 1–8 are available in Music Performance (piano,

EXAM TIMING:
organ, violin, viola, cello, double bass, treble recorder, flute,
oboe, clarinet, bassoon, saxophone, horn, trumpet, cornet, There are three main exam sessions a year (roughly in
flugelhorn, E flat horn, trombone, baritone, euphonium, March-April, June-July and November-December).
tuba, guitar, harp, percussion and singing); music theory. GRADING SYSTEM:
The practical exams (Music Performance) require
Grades 1–5 are available in Music Performance (descant
candidates to demonstrate proficiency in set pieces, scales
recorder, jazz piano, jazz flute, jazz clarinet, jazz saxophone
and arpeggios, sight-reading and aural skills. Assessment
(soprano, alto and tenor), jazz trumpet, jazz cornet, jazz
is given at three levels for each exam: Distinction, Merit
flugelhorn, jazz trombone).
and Pass. 130 marks are required to pass with Distinction,
Grades 4–8 are available in Music Performance 120 to pass with Merit, and 100 to achieve a Pass, out of a
(harpsichord). possible 150 marks.
Grades 6–8 are available in Music Performance (bass
Practical Grade UCAS Tariff points
trombone).
Grade 8 Distinction 75
DATE OF FIRST AWARD: Grade 8 Merit 70
1889 Grade 8 Pass 55
Grade 7 Distinction 60
PREREQUISITES: Grade 7 Merit 55
Grade 5 in Music Theory, Practical Musicianship or a solo Grade 7 Pass 40
jazz subject is required when taking Grade 6 or above in Grade 6 Distinction 45
Music Performance. Grade 6 Merit 40
Grade 6 Pass 25
ASSESSMENT METHOD:
ABRSM’s Graded Exams are assessed according to criterion- Theory Grade UCAS Tariff points
referenced methods. Assessment is based on candidates Grade 8 Distinction 30
fulfilling the syllabus requirements against published criteria Grade 8 Merit 25
for each element of the exam. The criteria are published Grade 8 Pass 20
in ABRSM’s guide These Music Exams, which is available Grade 7 Distinction 20
free of charge on request or as a downloadable PDF from Grade 7 Merit 15
http://www.abrsm.org/resources/theseMusicExams0607.pdf. Grade 7 Pass 10
Assessment is, therefore, manageable, safe and Grade 6 Distinction 15
appropriate to the needs of learners. It is based on Grade 6 Merit 10
candidates fulfilling criteria against appropriate and Grade 6 Pass 5
carefully chosen repertoire and supporting tests which
provide a logical progression through the grades.
QUALITY ASSURANCE: of individuals and/or groups are explored and assessed in

This is provided by the Music Education Advisory increasing depth.
Committee (MEAC), which comprises up to twelve
PREREQUISITES:
members, of which four are suitably qualified
representatives from the four Royal Schools of Music in DipABRSM – ABRSM Grade 8 Practical in the instrument
the UK, and is chaired by a trustee of ABRSM (appointed taught or a permitted substitution, and ABRSM Grade 6
by the Governing Body). The Committee includes at Theory (1992 syllabus).
least four independent members representing the UK LRSM – DipABRSM (Principles of Instrumental/Vocal
music education sector, ABRSM South and East Asian Teaching) in the instrument taught or a permitted
stakeholders, pedagogy and ABRSM’s UK teacher base. substitution, and ABRSM Grade 8 Theory (1992 syllabus).
ABRSM staff members of the committee will be Chief
Executive, Director of Strategic Development, Chief FRSM – LRSM (Instrumental/Vocal Teaching) in the
Examiner, Syllabus Director and Head of Teacher Support. instrument taught or a permitted substitution.
The entire assessment process takes place under the ASSESSMENT METHOD:
supervision of MEAC which: Teaching Skills, Viva Voce, Written Submission, Quick
Study and (LRSM only) Case Study Portfolio and Video of
g ratifies the appointment and dismissal of examiners Teaching Practice.
g ratifies the appointment of examiner trainers and
EXAM TIMING:
moderators
g monitors all aspects of syllabus creation and Exams are held throughout the year.
development GRADING SYSTEM:
g monitors all examining activity. Distinction, Pass or fail. Detailed criteria outlining the
various levels of achievement and attainment descriptions
Complaints concerning the conduct of an exam or about
are included in the syllabus.
the result must in all cases be addressed to the Quality
Assurance Manager for Grades. QUALITY ASSURANCE:
MEAC oversees all matters relating to diplomas. As well as
PROGRESSION/ARTICULATION:
ratifying procedures and monitoring decisions taken by its
The syllabus structure from Prep Test to Grade 8 provides a
committees, MEAC advises on standards and considers all
carefully graded scheme which covers all levels. Each grade
matters of quality assurance.
builds progressively on the skills of the previous level to
provide a logical framework for progress.
Skills are assessed consistently across all the grades with Diploma in Music Direction
assessment components unchanged whilst demands of
repertoire, technique, knowledge, ability and independence Licentiate in Music Direction
of thought increase. ABRSM’s exams offer a framework
for progressive musical training against periodic, unbiased Fellowship in Music Direction
assessment.
QUALIFICATION ABBREVIATION:
ABRSM’s exams are listed as entry qualifications in the DipABRSM, LRSM and FRSM
music department prospectuses of many universities (eg
Durham, Bristol, Edinburgh and Birmingham), colleges of QCF LEVELS:
higher education and conservatoires. In addition, they are DipABRSM – Level 4
used to illustrate the standards required for entry to youth LRSM – Level 6
orchestras, choirs and other similar bodies. FRSM – Level 7
BACKGROUND:
Diploma in the Principles of The Music Direction diplomas are available for directors of
instrumental groups or choirs. Live and written components
Instrumental/Vocal Teaching demonstrate command of directing technique in rehearsal
and performance, understanding of the repertoire and
Licentiate in Instrumental/ knowledge of the instruments and voices within the
ensemble.
Vocal Teaching
PREREQUISITES:
Fellowship in Music Education DipABRSM – ABRSM Grade 8 Practical or a permitted
substitution.
DipABRSM, LRSM and FRSM LRSM – DipABRSM (Music Direction) or a permitted
substitution.
QCF LEVELS:
DipABRSM – Level 4 FRSM – LRSM (Music Direction) or a permitted
LRSM – Level 6 substitution.
FRSM – Level 7
ASSESSMENT METHOD:
BACKGROUND: DipABRSM and LRSM – Rehearsal and Performance (with
The Instrumental/Vocal Teaching Diplomas are designed programme notes), Viva Voce and Arrangement.
for candidates who are intending to take up, or have
already embarked upon, the teaching of an instrument or FRSM – Rehearsal and Performance, Written Submission,
instruments. At each level, skills as an instrumental teacher Viva Voce and Arrangement.
EXAM TIMING:
Exams are held throughout the year.
Access to Higher Education
GRADING SYSTEM:
Diploma
Distinction, Pass or fail. Detailed criteria outlining the QUALIFICATION ABBREVIATION:
various levels of achievement and attainment descriptions Access to HE Diploma
NQF LEVEL:
QUALITY ASSURANCE: The Access to HE Diploma stands outside the NQF
MEAC oversees all matters relating to diplomas. As well as and QCF. It is included as a Level 3 qualification in the
ratifying procedures and monitoring decisions taken by its document ‘Qualifications can cross boundaries’ and is
committees, MEAC advises on standards and considers all recognised by other qualification regulators as Level 3
matters of quality assurance. equivalent for funding purposes.
BACKGROUND:
Diploma in Music Performance The Access to Higher Education Diploma replaced the
Access to HE certificate in 2008/9. All Access to HE courses
Licentiate in Music Performance now lead to the award of the Access to HE Diploma.
Applicants who started an Access to HE course prior to
Fellowship in Music Performance 2008-09 may offer the Access to HE certificate.
QUALIFICATION ABBREVIATION: The first Access to HE courses were introduced in the late
DipABRSM, LRSM and FRSM 1970s to provide a route into HE for mature students. A
national framework for course recognition, now managed
QCF LEVELS:
by the Quality Assurance Agency for Higher Education
DipABRSM – Level 4
(QAA), has been in place since 1989. The QAA Recognition
LRSM – Level 6
FRSM – Level 7 Scheme for Access to Higher Education (the Recognition
Scheme) describes the regulatory and quality assurance
BACKGROUND: arrangements for Access to HE courses, which are
The Music Performance diplomas are designed to reflect managed at provider level by Access Validating Agencies
candidates’ day-to-day experience as performers, whether (AVAs). Full details of the Recognition Scheme are
amateur or professional. As well as demonstrating skills as available at www.accesstohe.ac.uk.
a soloist, from LRSM there is the opportunity to specialise
in one of three roles: orchestral musician, chamber AVAs act as the awarding bodies for the Access to HE
ensemble member or keyboard accompanist. Diploma and develop and validate Diplomas and courses
through partnership arrangements with HE and FE
Subjects: piano, harpsichord, organ, violin, viola, cello, institutions. There are currently 13 AVAs in England and
double bass, guitar, harp, recorder, flute, oboe, clarinet, Wales, which are licensed and regulated by QAA. Contact
bassoon, saxophone, horn, trumpet, cornet in B flat, details for AVAs are given at www.accesstohe.ac.uk
flugelhorn, E flat horn, trombone, baritone, euphonium,
tuba, percussion, singing. All recognised Access to HE Diplomas are listed on the
Access courses database, which can be accessed from the
PREREQUISITES:
Access to HE website at www.accesstohe.ac.uk
DipABRSM – ABRSM Grade 8 Practical in the instrument
presented or a permitted substitution. QAA published a new specification for the Diploma
in September 2013 to ensure that the qualification
LRSM – DipABRSM (Music Performance) in the instrument
continues to meet the needs both of the adults taking it
presented or a permitted substitution.
and the HE providers to which those adults progress. All
FRSM – LRSM (Music Performance) in the instrument Diplomas offered from September 2014 will comply with
presented or a permitted substitution. this specification. Students taking these Diplomas will be
applying for entry to higher education for the 2015-16
ASSESSMENT METHOD:
academic year. Full details of the new specification are
DipABRSM and LRSM – Instrumental/vocal recital (with
available from the publications page at
programme notes), Viva Voce and Quick Study.
www.accesstohe.ac.uk
FRSM – Instrumental/vocal recital, Written Submission, PREREQUISITES:
Viva Voce and Quick Study. Access to HE courses are intended primarily for students
EXAM TIMING: who have few, if any, formal qualifications. Some Access
Exams are held throughout the year. to HE courses may require Level 2 achievement (including
GCSE achievement) or completion of a Pre-Access
GRADING SYSTEM:
programme, but any specific prerequisites for individual
Distinction, Pass or fail. Detailed criteria outlining the courses are determined at provider level.
various levels of achievement and attainment descriptions
are included in the syllabus. NUMBER OF UNITS/STRUCTURE:
The Access to HE Diploma is a credit-based qualification
QUALITY ASSURANCE:
which requires the achievement of 60 credits. To comply
MEAC oversees all matters relating to diplomas. As well as with the 2013 specification, 45 credits must be derived
ratifying procedures and monitoring decisions taken by its from Level 3 units which are graded and concerned with
committees, MEAC advises on standards and considers all academic subject content; the remaining 15 credits are
matters of quality assurance. derived from ungraded units at Level 2 or Level 3 (the
choice of level being determined by the requirements of all Access to HE Diplomas, the number of grades achieved
the associated progression route). A course designed to by students taking different Diplomas also varies. The total
lead to the achievement of the Access to HE Diploma number of grades therefore reflects the structure of the
has a unitised structure and provides a planned, coherent particular Diploma structure and is not a reflection of the
programme of study in a defined subject area. Access to student’s standard of performance. Successful students
HE Diplomas can be developed in any subject approved by are issued with an Access to HE Diploma certificate and
a validation panel, in order to respond to student demand transcript of achievement. These transcripts record the set
and HE progression opportunities. of named units achieved by a student, together with the
credit value of each unit and the grade achieved. Grades
For each separately validated Access to HE Diploma, are not aggregated or averaged. There is no overall grade
the required 60 credits are derived from a selection of for the Diploma.
units from a specified set of units, combined in the ways
permitted by the associated rules of combination, as A set of seven generic grade descriptors, specified by QAA,
approved at an AVA validation panel. Typically, Diplomas identifies types of performance that are relevant to study
include units in several academic subjects relevant to the in HE. The descriptors provide the common definitions
particular Diploma, supported by units in academic or and a standard reference point for grading decisions on
study skills and other core subjects. Units used in Access to all Access to HE Diplomas. The award of a pass grade
HE Diplomas may vary in size (credit value) and the total confirms that all the learning outcomes of the unit have
number in different Diplomas may therefore also vary. been achieved; there are separate sets of statements which
However, the total volume of 60 credits is the same for all identify the standard of performance required for the
Access to HE Diplomas. achievement of merit and distinction grades. Full details of
the grading scheme and guidance for HE admissions staff
Titles of Access to HE Diplomas indicate the subject of study about expressing entry requirements and making offers is
in a standard format, for example, Access to HE Diploma available at is available at www.accesstohe.ac.uk.
(Nursing) or Access to HE Diploma (Business Studies).
Access to HE Diplomas may also provide preparation for QUALITY ASSURANCE:
HE progression in a number of different areas, for example, The quality assurance of Access to HE is managed at
Access to HE (Humanities) or Access to HE (Combined course level by the AVAs, with requirements specified in
Arts and Humanities). There is no prescribed or limited QAA’s Recognition Scheme. AVAs’ procedures and practices
set of titles, and details of the curriculum for Access to HE are monitored and reviewed by QAA.
Diplomas are determined through the development process PROGRESSION/ARTICULATION:
and approved as part of validation. Achievement of the The Access to HE qualification has national recognition
Diploma is recognised by certificates issued by AVAs. These and may be offered for entry to any UK HE undergraduate
carry the specific award title and include the QAA Access programme.
to HE logo, accompanied by the words ‘recognised by the
Quality Assurance Agency for Higher Education’.
ASSESSMENT METHOD: Advanced Level Apprenticeship
QAA requires assessment methods on Access to HE NQF/QCF LEVEL:
courses to provide a range of assessment experiences Advanced Level Apprenticeships (note: Intermediate Level
which are appropriate to the subject and for a preparation Apprenticeships and Higher Apprenticeships are also
for HE study in the named progression route. Student available)
achievement for the award of the Access to HE Diploma
is verified through a system of internal and external BACKGROUND:
moderation, which is overseen and regulated by the AVA, Advanced Level apprentices work towards work-based
according to requirements made by QAA. learning qualifications such as NVQ Level 3, Key Skills and,
in most cases, a relevant knowledge based certificate
EXAMINATION TIMING: such as a BTEC. To start this programme, apprentices
Determined by the provider at local level. should ideally have five GCSEs (grade C or above) or have
DATE OF RESULT PUBLICATION: completed an Intermediate Level Apprenticeship.
Determined by the AVA. Results are normally available
Apprenticeships are increasingly recognised as the gold
from AVAs by the end of the first week in August. AVAs
standard for work-based training. Over 220,000 employer
are now participating in UCAS’ Awarding Body Linkage
workplaces employed an apprentice in 2012-13 covering
system. Pass/fail results will be disseminated to higher
an extensive range of skill levels and occupations.
education providers through this mechanism from the
2015 entry cycle. Apprenticeships are key to the strategy to raise the age of
GRADING SYSTEM: participation in education or training for all young people
There is a common system for grading the Access to to 18 from 2015, with high-quality vocational training
HE Diploma, which was introduced in 2009-10 (applicants clearly recognised as a mainstream route for young people.
who achieved an Access to HE course prior to 2010 may Government is reforming apprenticeships to make them
present an ungraded qualification). The system will be more rigorous and responsive to the needs of small
based on unit grading. From the implementation of the and large employers. Trailblazers are leading the way in
2013 specification in September 2014, only Level 3 units implementing the new apprenticeships. The Trailblazers
concerned with academic subject content will be graded will pave the way for full implementation of the reforms
and this will always be for a total value of 45 credits. The during 2015-16 and 2016-17 with the aim that all new
grades available are pass, merit or distinction. Because the apprenticeship starts from 2017-18 will be on the new
size of units and therefore the number is not the same for programme.
Operational responsibility for apprenticeships in England Advanced Extension Award

lies with the National Apprenticeship Service (NAS). The
Specification of Apprenticeship Standards for England QUALIFICATION ABBREVIATION:
(SASE) outlines a standard Framework constitution for AEA
Advanced Apprenticeships (AA): NQF LEVEL:
g competence and knowledge qualifications must be Level 3
underpinned by National Occupational Standards (NOS) BACKGROUND:
g qualifications must be regulated by Ofqual to QCF AEAs were introduced for advanced level students in
Level 3 and be approved by the relevant Issuing England, Wales and Northern Ireland in summer 2002.
Authority They replaced Special (S) papers and were designed to
g to include functional skills in Mathematics and English challenge the most able advanced level students, ensuring
at Level 2, plus ICT at Level 2 where it is directly that they were tested against standards comparable with
relevant to performance in the sector the most demanding found in other countries. Candidates
g AA frameworks at minimum of 37 credits on QCF, with were assessed on their ability to apply and communicate
10+ credits from competence-based qualifications, and effectively their understanding of the subject, using the
10+ from knowledge-based qualifications. skills of critical analysis, evaluation and synthesis.
More information on apprenticeships can be found at They were available to students whatever their school or
www.apprenticeships.org.uk college and whichever specification they were studying,
APPRENTICESHIP FRAMEWORKS THROUGHOUT THE UK:
and required no extra content to be taught. They also
Further information about apprenticeships in Northern helped universities differentiate between the most able
Ireland can be found here: www.nidirect.gov.uk/ candidates, particularly in subjects with a high proportion
apprenticeshipsni of A grades at advanced level.
Following the changes made to GCE A levels in 2008,
Further information about apprenticeships in Scotland
specifically the introduction of the A* and ‘stretch and
can be found here: www.skillsdevelopmentscotland.co.uk/
challenge’, it was decided that AEAs were no longer
our-services/ and on page 211 of this guide.
required. They were therefore withdrawn after the June
Further information about apprenticeships in Wales can 2009 examinations.
be found here: wales.gov.uk/topics/educationandskills/
The exception to this is the Mathematics AEA offered by
skillsandtraining/apprenticeships/?lang=en
Edexcel, which will continue to be available until at least
PREREQUISITES: August 2015.
Sector Skills Councils (SSCs) and Sector Bodies are
responsible for determining and publishing entry criteria. For a list of the subjects in which AEAs were available,
SSCs and Sector Bodies design the content of each please see Appendix F.
Advanced Apprenticeship along with their employers. DATE OF FIRST TEACHING:
2000
Dependent upon NVQ and other qualifications in the DATE OF FIRST AWARD:
Advanced Apprenticeship framework. All advanced 2002
apprentices pursue a competence element (which can be
PREREQUISITES:
either a National Vocational Qualification or a qualification
A candidate did not have to enter for the relevant
accredited in the QCF) at a minimum of Level 3, Key Skills
awarding organisation’s corresponding GCE A level.
at a level set by each sector, and additional elements
However, AEAs were aimed at the top 10% of students
including technical certificates, defined by employers as
nationally in each subject. Teachers should have been
required in their sectors (e.g. underpinning knowledge and
confident that candidates who were entered for AEAs were
understanding as defined by relevant vocational education
likely to obtain grade A at A level in the subject concerned.
qualifications). The technical certificate is often in the form
of a BTEC or similar qualification, and is usually taken by NUMBER OF UNITS/STRUCTURE:
the apprentice on a day-release basis. One unit.
ASSESSMENT METHOD: ASSESSMENT METHOD:
See NVQ. Most technical certificates may be assessed by AEAs were 100% externally assessed. There was a single
examination. national examination available in each subject.
GRADING SYSTEM: EXAMINATION TIMING:
Pass/Fail of each element of the Advanced Apprenticeship June
framework: NVQ, Key Skills, technical certificate.
DATE OF RESULT PUBLICATION:
QUALITY ASSURANCE: August (the same time as GCE A level results).
Awarding organisation/Ofsted.
GRADING SYSTEM:
PROGRESSION/ARTICULATION: Assessment materials and mark schemes led to awards on
Progression to FE and HE, including foundation degrees. a two-point scale: Distinction and Merit, Distinction being
the higher. Candidates who did not reach the minimum
standard for Merit were recorded as ungraded.
AEAs are included in the UCAS Tariff – the points for AEAs hands-on allowing students to develop skills and
are over and above those gained from the A level grade. personal qualities such as self-reflection, initiative,
team work, commitment etc. Students must record and
Grade UCAS Tariff points
reflect on their enrichment participation and submit
Distinction 40
Merit 20
this work to AQA for verification.
ASSESSMENT METHOD:
For more information about the UCAS Tariff please see GCE A and AS levels – as per specifications.
Appendix B.
EPQ – as per specification (internally assessed and
QUALITY ASSURANCE:
externally moderated).
All the quality assurance procedures that apply to GCE
A level and AS examinations also apply to AEAs and are Enrichment activities – centres’ schemes are quality
covered in the same Code of Practice. assured by AQA. Students’ enrichment outcomes are
internally marked and externally verified. See AQA
Bacc Enrichment Guide on the AQA website for further
AEAs may be taken into account for entry to HE,
information.
particularly for high-demand courses.
EXAMINATION TIMING:
VARIANTS:
Available each summer series.
AEAs are based on GCE A level subject criteria where they
exist rather than on individual specifications. DATE OF RESULT PUBLICATION:
August
AQA Baccalaureate GRADING SYSTEM:

Prior Attainment: Candidates must have achieved
QUALIFICATION ABBREVIATION: GCSE grades A*-C in five subjects including English
AQA Bacc and Mathematics. Prior attainment requirements for
international students are agreed on a case-by-case basis.
NQF LEVEL:
Level 3 AQA Bacc attainment: Candidates must have achieved
BACKGROUND: 3 GCE A levels, the EPQ and an AS breadth subject at
The AQA Baccalaureate is an overarching qualification grade A-E. They must also meet the AQA Baccalaureate
comprising four elements which together demonstrate enrichment requirements.
that post-16 students have the depth and breadth The enrichment element is graded Pass/Fail.
of academic achievement and the skills necessary to
succeed as undergraduates. The AQA Bacc requires Overall AQA Baccalaureate grades are based on
students to develop skills in: independent research, critical/ consistency of performance and determined as follows:
analytical thinking, academic report writing/presentation,
self-reflective and self-directed learning alongside Three A levels and extended project
participation in hands-on, structured extra-curricular – each at Grade E or above = AQA Bacc
activity such as volunteering, work experience and personal – each at Grade C or above = AQA Bacc with Merit
development activity that develops skills and personal – each at Grade A or above = AQA Bacc with Distinction
qualities such as team work, initiative and perseverance. Candidates must also achieve a pass in the enrichment
The qualification was piloted by 36 schools and colleges element and a grade E or above in the AS breadth subject.
for awards in 2008, by 60 schools and colleges in 2009, The grade for the AS breadth subject is not counted in the
and was available nationally from September 2008 for first overall AQA Bacc grade.
awards in 2010. Over 320 schools and colleges are now The grades for the component parts are the final GCE
approved to deliver the AQA Baccalaureate. grades (the ones which will appear on candidates’ GCE
DATE OF FIRST TEACHING: certificates) which are available to candidates in the year
Pilot – 2007 and Main – 2008 that they are entered for the AQA Bacc (generally end
of Year 13). The grades could comprise units which have
DATE OF FIRST AWARD:
been retaken. The A levels could have been taken in more
Pilot – 2008 and Main – 2010
than one sitting.
QUALITY ASSURANCE:
Four key elements:
The constituent GCEs and EPQ meet the quality assurance
g Depth of study – Students’ three main GCE A level choices requirements associated with these qualifications.
g Broader study – one of the following at AS: Citizenship, AQA quality assures every AQA Bacc school or college’s
Critical Thinking, General Studies, Science in Society or enrichment programme and moderates student outcomes.
World Development PROGRESSION/ARTICULATION:
g Extended Project qualification (EPQ) Students will progress to higher education, training and
g Enrichment activities – at least 100 hours in two/three employment.
of the following core areas: work-related learning,
community participation, personal development.
These activities must have been undertaken during
years 12 and 13. Activities must be structured and
Ascentis DATE OF FIRST TEACHING:

2009
Ascentis is an Ofqual-accredited awarding organisation NUMBER OF UNITS/STRUCTURE:
and is also a licensed Access Validating Agency for 6 credits must be obtained from group 1. This can be
Access to Higher Education. Information on Ascentis achieved at Level 2 or 3.
and its qualifications is available on the Ascentis website
www.ascentis.co.uk and on the Register of Regulated 18 credits must be obtained from group 2. All credits
Qualifications at http://register.ofqual.gov.uk within this group must be achieved at Level 3.
6 credits must be obtained from group 3. This can be
Ascentis Level 3 Award achieved at Level 2 or 3.
in Education and Training A minimum of 30 credits is required to achieve this

qualification of which at least 18 credits must be at Level 3.
QCF LEVEL:
ASSESSMENT METHOD:
Level 3
Portfolio of evidence and practical demonstration/
BACKGROUND: assignment.
The aim of the award is to provide teachers, trainers and
GRADING SYSTEM:
tutors with an introduction to teaching and explore the
Pass/Fail
roles and responsibilities associated with the teaching role.
OBJECTIVES:
Completion of this qualification can lead to employment
g To provide an introduction to teaching as a learning support assistant.
g To develop the skills required to plan and deliver
sessions including engaging and motivating learners
g To explore the different assessment methods and the
need for record keeping.
Ascentis Level 3 Certificate
in Understanding Substance Misuse
DATE OF FIRST TEACHING:
2013 QCF LEVEL:
Level 3
This is a 12 credit qualification made up of one unit from BACKGROUND:
group 1 totalling three credits, one optional unit from This qualification aims to develop knowledge and
group 2 totalling six credits and one optional unit from understanding within the area of substance misuse. In
group 3 totalling three credits. particular, the qualification focuses on a variety of drugs,
their uses and effects. It also looks at relevant government
ASSESSMENT METHOD: legislation and advises on methods that can be used in
Portfolio of evidence. One hour of micro teaching needs to responding to substance misuse.
be completed.
GRADING SYSTEM: 2009
Pass/Fail
PROGRESSION/ARTICULATION: This is a three-unit qualification. All three units are
Students wishing to progress to a full teaching role will mandatory in order to achieve this qualification.
need to progress to the Level 4 Certificate in Education and A minimum of 13 credits is required overall.
Training or the Level 5 Diploma in Education and Training.
ASSESSMENT METHOD:
Coursework and portfolio of evidence.
Ascentis Level 3 Certificate GRADING SYSTEM:
in Supporting Learning Pass/Fail
QCF LEVEL: PROGRESSION/ARTICULATION:

Level 3 This qualification prepares the learner for more detailed
study of related issues at the same level or above. It
BACKGROUND: prepares the learner for dealing with related issues within
The aim of the certificate is to provide those who want to their employment, thus improving their employability.
be learning support practitioners with the underpinning
knowledge, understanding and skills in order to effectively
fulfil the generalist learning support practitioner role. Bedales Assessed Courses
The main purpose of this qualification is: BACKGROUND:
Bedales Assessed Courses (BACs) are exclusive to Bedales
g to provide a sound educational basis for supporting School, and were devised and introduced in 2006. They
learning in a wide range of learning institutions within replaced the school’s previous GCSE provision in 11 subject
the lifelong learning sector areas, and were a response to the perception of staff,
g to develop the necessary knowledge, skills and students and parents that GCSEs in these subjects were
attributes for supporting learning in a wide range of too restrictive, insufficiently stimulating, and too narrowly
learning institutions within the lifelong learning sector assessed. They are designed to be better preparation for
g to promote personal and professional development A level, incorporate a wider range of assessment methods,
g to promote evaluation and reflection on personal and encourage more independent learning, and stimulate
learning support practice. cross-curricular thinking.
DATE OF FIRST TEACHING: government-backed Scottish Vocational Qualifications

September 2006 and Work Based Diplomas. EQL also awards the UKCC
Endorsed Certificates in Coaching on behalf of the British
August 2008 Equestrian Federation.
PREREQUISITES: The British Horse Society has restructured its qualifications

These courses are only undertaken by students in years in line with QCF requirements and now offers “bite-sized”
10-11 of Bedales School, an independent secondary school awards and certificates as well as the “traditional”
in Hampshire. qualifications.
NUMBER OF UNITS/STRUCTURE: The qualifications listed in this section are government

There are Bedales Assessed Courses in Ancient Civilisations, recognised and are accredited on onto the QCF.
Art, Classical Music, Dance, Design, English Literature,
Geography, History, Outdoor Work, ‘Philosophy, Religion
and Ethics’, and Theatre Arts. Each student takes 2-5 BAC EQL Level 3 Diploma in BHS Horse
courses alongside a core of 5-8 GCSEs. BACs are given Knowledge and Care (QCF)
the same timetable and homework time as GCSEs. Most
Bedales students thus study and are assessed in either nine QCF LEVEL:
or 10 subjects. Level 3
ASSESSMENT METHOD: BACKGROUND:

A range of assessment methods is employed, including Holders will have demonstrated their ability to look after
coursework, terminal exams, oral assessment, performance a number of horses and offers a benchmark for the
and continuous assessment. equine industry’s accepted protocols in caring for stabled
and grass-kept horses. During the examination, they will
EXAMINATION TIMING: have shown competent use of time and will have given
There are assessment points throughout the two year practical demonstrations, as well as showing knowledge
courses. and understanding to the level required as outlined in the
DATE OF RESULT PUBLICATION: examination syllabus. The Diploma comprises the EQL
Bedales School publishes the BAC results to coincide with Level 3 Award in the Principles of Horse Care.
GCSE results in August. GRADING SYSTEM:
GRADING SYSTEM: Pass/Fail
A*-G grades are awarded, in line with the GCSE scheme.
U represents unclassified, ie of insufficient standard
to be recorded. It is intended that a grade in a BAC is EQL Level 3 Certificate in Horse
at least as difficult to achieve as the equivalent GCSE Care (QCF)
grade, though precise comparison is not possible, since
assessment objectives in BACs are tailored to the demands QCF LEVEL:
of each subject and are often more focused on creativity, Level 3
independence of thought and cross-curricular awareness BACKGROUND:
as well as the more traditional areas of knowledge, Holders will be able to fit tack and equipment to horses for
understanding and evaluation. competition and to analyse the consequences of ill-fitting
QUALITY ASSURANCE: tack. They will know procedures for travelling horses to
Each course is internally assessed and moderated, but and from competition and understand the aftercare and
final moderation is undertaken by an independent welfare of the competition horse. Holders will be able to
external specialist in the subject area. Periodically an ISI evaluate a horse’s conformation and how it may affect its
consultancy is commissioned to critique the curriculum and way of going. They will also be able to lunge a fit horse for
its delivery. exercise.
PROGRESSION/ARTICULATION: GRADING SYSTEM:

Bedales Assessed Courses are intended to be rigorous and Pass/Fail
stimulating preparation for sixth form study.
EQL Level 3 Award in the Principles

The British Horse Society of Horse Care
qualifications QCF LEVEL:
The British Horse Society (BHS) is Britain’s leading equestrian Level 3
charity. It is also the governing body for professional BACKGROUND:
qualifications for those wishing to work in the horse industry. Holders will understand the value of a balanced diet for
The specific aims of the Society centre on equine welfare horses and how to manage stock control, ordering, storage
safety, access and education. The BHS achieves these by and waste disposal of feed stuffs. They will understand
constantly striving towards improved knowledge through how to get horses fit for medium work. In addition, holders
education, training and advice. It lobbies government on will know and understand horse behaviour, care and
issues concerning equestrian-related issues. welfare of horses when stabled or turned out. They will
Equestrian Qualifications GB Limited (EQL) is a subsidiary know about stable yard design and construction and about
company of the British Horse Society and is the Awarding the management of grassland pasture for horses.
Body for Equestrian Activity. EQL awards vocational GRADING SYSTEM:
qualifications on behalf of the BHS and awards the Pass/Fail
EQL Level 3 Diploma in BHS Riding CACHE offers qualifications from Entry Level to Level 5.
Information on some of CACHE’s Level 3, 4 and 5
Horses (QCF) qualifications is listed in this publication. Further
information on the full range of qualifications is available
QCF LEVEL:
on the CACHE website www.cache.org.uk or by contacting
Level 3 CACHE’s head office as listed in Appendix A.
BACKGROUND:
Holders will have demonstrated their ability to ride a
variety of horses under a variety of circumstances on the
CACHE Level 3 Diploma for the
flat up to “Novice Dressage” level and over a course of Children and Young People’s
show jumps up to 1m/3’3” and a cross country course
up to 90cm. They will have shown they are tactful yet
Workforce (QCF)
effective riders showing a balanced seat, a feel for their QCF LEVEL:
horses and have an appreciation for any weakness, to the Level 3
level required as outlined in the examination syllabus.
BACKGROUND:
GRADING SYSTEM: This qualification has been developed to guide and assess
Pass/Fail development of knowledge and skills relating to early years
and childcare, social care and the learning development
and support services workforces. This qualification confirms
EQL Level 3 Certificate in BHS competence in these areas where appropriate and serves
as the required qualification (for all new practitioners) for
Preliminary Teaching of Horse registration and regulatory requirements in the childcare
Riding (QCF) sector.
QCF LEVEL:
Level 3 2010
BACKGROUND:
2011
Holders will have demonstrated their ability to apply
the basic principles of teaching and will have shown PREREQUISITIES:
that they are able to improve their pupil’s horsemanship There are no formal entry requirements for this qualification
using a progressive plan. They will have shown that they but learners will need to be at least 16 years of age.
understand the safety procedures and principles in the NUMBER OF UNITS/STRUCTURE:
organisation of a lesson and have the ability to give a Learners must gain a minimum of 65 credits to achieve
class lesson on the flat or over fences, and a lunge or lead the diploma. To do this they must achieve 27 credits from
rein lesson. The coach will be able to plan, deliver and mandatory Group A. Learners must select one mandatory
evaluate the coaching session. They will have discussed pathway from Groups C, D or E.
and answered questions on various topics to the level as
outlined in the examination syllabus. Learners selecting Group C (Early Learning and Childcare)
must achieve 22 credits.
GRADING SYSTEM:
Pass/Fail Learners selecting Group D (Social Care) must achieve
Holders of the Level 3 Certificate in Preliminary Teaching 13 credits.
of Horse Riding may convert this qualification to the UKCC
Endorsed EQL Level 2 Certificate in Coaching (Equine). Learners selecting Group E (Learning, Development and
Support Services) must achieve 13 credits.
BHS NQF qualifications The remaing credits must be achieved from Group F.
ASSESSMENT METHOD:
The following BHS NQF qualifications are no longer Coursework, portfolio of evidence and practical
offered. They were each allocated 35 UCAS Tariff points
demonstration/assignment.
for a Pass:
GRADING SYSTEM:
g Certificate in BHS Stage 3 Riding Pass
g Certificate in BHS Stage 3 Horse Knowledge and Care
g BHS Level 3 Preliminary Teacher’s Certificate (Equine QUALITY ASSURANCE:
Coach). Customer Quality Advisers check a sample of assessment
plans, assessor feedback to learners and a sample of
For more information about the UCAS Tariff, please see marked and internally verified assignments. They may also
Appendix B. talk to a number of learners.
Council for Awards in Care, Health Learners can also progress to the CACHE Level 3 Extended
Diploma for the Children and Young People’s Workforce
and Education (QCF) and the CACHE Level 5 Diploma in Leadership for
The Council for Awards in Care, Health and Education Health and Social Care and Children and Young People’s
(CACHE) is an internationally recognised, specialist Services (England) (QCF).
awarding organisation for Early Years, Health and Social
Care, Education, Playwork and Children’s Services.
It is anticipated that learners selecting Group C (Early ASSESSMENT METHOD:

Learning and Childcare) will progress to a relevant Level 3 Children and Young People’s Workforce Units will
Foundation/Honours Degree. be internally assessed by coursework, portfolio of evidence
and practical demonstration/assignment.
It is anticipated that learners selecting Group D (Social
Care) will progress to the Level 4/5 Diploma in Health Level 3 Extended Diploma mandatory and optional units
and Social Care or Level 4/5 Diploma for Leadership and will be internally assessed using a range of methods which
Management for Care Services or a relevant Foundation/ include direct observation within the workplace, a portfolio
Honours Degree. of evidence, written assignments. All Assessment and Tasks
are set by CACHE.
It is anticipated that learners selecting Group E (Learning,
Development and Support Services) will progress to the The Assessment Tasks set for the Extended Units are
Level 4/5 Diploma in Learning, Development and Support mandatory. The three Extended Assignments will need to
Services or a relevant Foundation/Honours Degree. be completed to achieve grades A*-D.
Dependent on the pathway chosen, learners can also All units are assessed in line with the Skills for Care and
progress to the following job roles. Development Assessment Strategy.
g Pre-school worker GRADING SYSTEM:
g Pre-school managers A* – E
g Crèche assistants and managers Learners achieving the Level 3 Diploma for the Children
g Practitioner in a children’s/family centre and Young People’s Workforce (QCF) will receive a Pass
g Practitioner in day nurseries, nursery schools or grade. Learners achieving the Extended Units using
reception classes in primary schools the Assessment Tasks provided in this qualification will
g Nanny achieve a grade E. Learners completing the three Extended
g Children’s holiday representative Assessments can achieve a grade from A*-D.
g Residential childcare workers
g Youth workers The following UCAS Tariff points are allocated to this
g Learning mentors. qualification:
CACHE Level 3 Extended Diploma A* 420

A 340
for the Children and Young People’s B 290
Workforce (QCF) C 240

D 140
E 80
QCF LEVEL:
Level 3
For more information about the UCAS Tariff, please see
BACKGROUND: Appendix B.
This qualification allows learners to work with children
QUALITY ASSURANCE:
aged from birth to 19 years. The aim and purpose of
Quality Assurance is undertaken by CACHE’s Customer
this qualification is to provide a full-time, level 3, two
Quality Advisers either during a site visit or via a remote
year qualification primarily to meet the needs of learners
monitoring activity and always includes the sampling of
between the ages of 16-19 wishing to proceed to full-time
learner work.
higher education. This qualification provides an alternative
to A levels. Centre Advisers check a sample of assessment plans,
DATE OF FIRST TEACHING: assessor feedback to learners and a sample of marked and
2011 internally verified assignments. They may also talk to a
number of learners.
2013 PROGRESSION/ARTICULATION:
Learners can progress to higher education.
PREREQUISITIES:
Learners must be aged at least 16 years of age. It is Dependent on the pathway chosen with the Level 3
recommended that learners have achieved GCSE in English Extended Diploma for the Children and Young People’s
and Mathematics. Workforce (QCF), learners can also progress to the
following job roles.
Stage 1: Learners must achieve the Level 3 Diploma for the g Pre-school worker
Children and Young People’s Workforce (QCF). g Pre-school managers
g Crèche assistants and managers
Stage 2: Learners must achieve Extended Diploma g Practitioner in a children’s/family centre
Mandatory Units – 65 credits, Extended Diploma Optional g Practitioner in day nurseries, nursery schools or
Units – 20 credits. On achievement of appropriate reception classes in primary schools
mandatory and optional units, the qualification grade will g Nanny
be grade E. g Children’s holiday representative
g Youth workers
Stage 3: Learners must achieve the three Extended g Learning mentors.
Assessments. On achievement of all three Extended
Assessment, the qualification grade will be grade A*-D.
CACHE Level 3 Diploma for CACHE Level 3 Extended Diploma

Children’s Care, Learning and for Children’s Care, Learning and
Development (Wales and Northern Development (Wales and Northern
Ireland) (QCF) Ireland) (QCF)
QCF LEVEL: QCF LEVEL:
Level 3 Level 3
BACKGROUND: BACKGROUND
This qualification is designed to help learners build the This qualification allows learners to work with children
knowledge and skills needed when working with children aged from birth to 19 years. The aim and purpose of this
and young people from birth to 19 years of age. It covers qualification is to provide a two-year, full-time qualification
a diverse range of job roles and occupational areas to meet the needs of learners aged 16 and over. It meets
working in children’s settings including early years. the requirements for work in Children’s Care, Learning and
Development in Wales and Northern Ireland, contains
additional extended units to assess, build and develop
2011
learners’ higher level skills and contains three extended
DATE OF FIRST AWARD: assessments based on knowledge which has been
2012 gained throughout the entire learning programme. This
qualification provides an alternative to A levels.
PREREQUISITES:
There are no formal entry requirements for this DATE OF FIRST TEACHING:
qualification but learners will need to be at least 16 years 2013
of age.
NUMBER OF UNITS/STRUCTURE: 2015
Learners must gain a minimum of 65 credits to achieve
PREREQUISITES:
the Level 3 Diploma for Children’s Care, Learning and
There are no formal entry requirements for this qualification
Development. To do this they must achieve 49 credits
but learners will need to be at least 16 years of age.
from Mandatory Group A. The remaining credits must be
achieved from Optional Group B. NUMBER OF UNITS/STRUCTURE:
Stage 1: Learners must achieve the Level 3 Diploma for
ASSESSMENT METHOD:
Children’s Care, Learning and Development (Wales and
Coursework, Portfolio of Evidence, Practical Demonstration/
Assignment. Northern Ireland) (QCF).
Units must be assessed in line with the Skills for Care Stage 2: Learners must achieve Extended Diploma
and Development or LLUK Assessment Strategies. This is Mandatory Units – 65 credits, Extended Diploma Optional
dependent on the units taken by the learner. Units – 20 credits. On achievement of appropriate
mandatory and optional units, the qualification grade will
GRADING SYSTEM: be grade E.
Pass
Stage 3: Learners must achieve the three Extended
QUALITY ASSURANCE:
Assessments. On achievement of all three Extended
Customer Quality Advisers check a sample of assessment
Assessment, the qualification grade will be grade A*-D.
marked and internally verified assignments. They may also ASSESSMENT METHOD:
talk to a number of learners. Level 3 Children’s Care, Learning and Development Units
will be internally assessed by coursework, portfolio of
evidence and practical demonstration/assignment.
Learners can progress to Foundation Degrees.
Level 3 Extended Diploma mandatory and optional units
Learners can also progress to the following job roles.
will be internally assessed using a range of methods which
g Pre-school worker include direct observation within the workplace, a portfolio
g Pre-school managers of evidence, written assignments. All Assessment and Tasks
g Crèche assistants and managers are set by CACHE.
g Practitioner in a children’s/family centre
g Practitioner in day nurseries, nursery schools or The Assessment Tasks set for the Extended Units are
reception classes in primary schools mandatory. The three Extended Assignments will need to
g Nanny be completed to achieve grades A*-D.
Children’s holiday representative
All units are assessed in line with the Skills for Care and
g
Youth workers
Development Assessment Strategy.
g
g Learning mentors
g Cylch Meithrin worker. GRADING SYSTEM:
A* – E
Learners achieving the Level 3 Diploma for Children’s DATE OF FIRST TEACHING:
Care, Learning and Development (Wales and Northern 2014
Ireland) (QCF) will receive a Pass grade. Learners achieving DATE OF FIRST AWARD:
the Extended Units using the Assessment Tasks provided 2015
in this qualification will achieve a grade E. Learners
completing the three Extended Assessments can achieve a PREREQUISITES:
grade from A*-D. CACHE does not set any formal entry requirements for this
qualification but learners will need to be at least 16 years
The following UCAS Tariff points are allocated to this of age. However GCSE English and maths at grade C or
qualification: above are an entry requirement for learners funded by the
Skills Funding Agency. GCSE English and maths at grade C
or above are also a requirement alongside the Early Years
A* 420
Educator qualification to count in the staff-to-child ratios
A 340
B 290
at Level 3. It is not a requirement for CACHE registration or
C 240 certification.
D 140 NUMBER OF UNITS/STRUCTURE:
E 80 Learners must gain a total of 61 credits to achieve this
qualification. To do this they must achieve 23 mandatory
For more information about the UCAS Tariff, please see units from Group A.
Appendix B.
The units have been structured around the following four
QUALITY ASSURANCE:
themes:
Quality Assurance is undertaken by CACHE’s Customer
Quality Advisers either during a site visit or via a remote g Theme 1: Health and well-being
monitoring activity and always includes the sampling of g Theme 2: Legislation, frameworks and professional
learner work. practice
g Theme 3: Play, development and learning for school
Centre Advisers check a sample of assessment plans, readiness
assessor feedback to learners and a sample of marked and g Theme 4: Professional development.
internally verified assignments. They may also talk to a
number of learners. ASSESSMENT METHOD:
All units will be internally assessed using a range of
PROGRESSION/ARTICULATION: methods. This could include direct observation within the
Learners can progress to higher education. workplace, a portfolio of evidence, written assignments or
a task set by CACHE.
The Level 3 Extended Diploma for Children’s Care, Learning
and Development (Wales and Northern Ireland) (QCF), GRADING SYSTEM:
learners can also progress to the following job roles. Pass/refer
g Pre-school worker QUALITY ASSURANCE:
g Pre-school managers Quality assurance is undertaken by CACHE’s Customer
g Crèche assistants and managers Quality Advisers either during a site visit or via a remote
g Practitioner in a children’s/family centre monitoring activity and always includes the sampling of
g Practitioner in day nurseries, nursery schools or learner work.
reception classes in primary schools
Centre Advisers check a sample of assessment plans,
Nannies
assessor feedback to learners and a sample of marked and
g
Residential childcare workers

g
g Children’s holiday representative. number of learners.

CACHE Level 3 Diploma for the Upon achievement of this qualification it is intended that
learners will be able to enter the workforce as Early Years
Early Years Workforce (Early Years Educators.
Educator) (QCF)
QCF LEVEL: CACHE Level 3 Diploma in Early
Level 3
Years Education and Care (Early
BACKGROUND
This qualification prepares learners to become Early Years Years Educator) (VRQ)
Educators, enabling them to work with children from birth QCF LEVEL:
to five years and gain knowledge of children aged five to Level 3
seven years.
BACKGROUND:
This qualification has been developed in response to This qualification prepares learners to become Early Years
the Department for Education and National College for Educators, enabling them to work with children from birth
Teaching and Leadership Policy, ‘More Great Childcare’. to five years and gain knowledge of children aged five to
The qualification has been built to meet the criteria seven years.
required for those wishing to become Early Years
Educators.
This qualification has been developed in response to PROGRESSION/ARTICULATION:

the Department for Education and National College for Learners can progress to the CACHE Level 5 Diploma in
Teaching and Leadership Policy, ‘More Great Childcare’. Leadership for Health and Social Care and Children and
The qualification has been built to meet the criteria Young People’s Services (England) (QCF) or in to higher
required for those wishing to become Early Years education.
Educators.
2014
CACHE Level 3 Diploma in Playwork
(NVQ) (QCF)
2015 QCF LEVEL:
Level 3
PREREQUISITES:
CACHE does not set any formal entry requirements for this BACKGROUND:
qualification but learners will need to be at least 16 years This qualification provides in depth information about the
of age. However GCSE English and maths at grade C or role of the Level 3 Playworker when working with children
above are an entry requirement for learners funded by the and young people between the ages of 4 to 16. It allows
Skills Funding Agency. GCSE English and maths at grade C learners to gain understanding of the management of play
or above are also a requirement alongside the Early Years environments and the line management of other staff.
Educator qualification to count in the staff-to-child ratios
at Level 3. It is not a requirement for CACHE registration or The Diploma covers the knowledge and skills needed
certification. when working unsupervised and requires the learner
to demonstrate these in the workplace. It is aimed at
experienced playworkers who have a wide knowledge and
To gain this qualification, learners must achieve all understanding of children and young people and a deep
27 mandatory units and three separate externally set
appreciation of playwork principles and practice.
and marked assessments. The units have been structured
around the following four themes: DATE OF FIRST TEACHING:
2010
• Theme 1: Health and well-being
g Theme 2: Legislation, frameworks and professional DATE OF FIRST AWARD:
practice 2011
g Theme 3: Play, development and learning for school
PREREQUISITES:
readiness
g Theme 4: Professional development.
ASSESSMENT METHOD:
Learners will need to achieve the following assessment:
The learner must achieve a total of 65 credits from
g Longitudinal study 13 mandatory units, including the 9 Award and Certificate
This will be a mandatory task set by CACHE. It will be units, plus a minimum of 19 credits from the optional units.
internally assessed. ASSESSMENT METHOD:
g Assessment 1 Coursework, Portfolio of Evidence, Practical Demonstration/
Short answer paper based on Theme 1: Health and Assignment.
well-being and Theme 2: Legislation, frameworks and
professional practice. All units must be assessed in line with the SkillsActive
g Assessment 2 Assessment Strategy.
Reflective study based on Theme 3: Play, development
GRADING SYSTEM:
and learning for school readiness
Pass
g Assessment 3
Extended essay based on Theme 3: Play, development QUALITY ASSURANCE:
and learning for school readiness. Customer Quality Advisers check a sample of assessment
Assessments 1, 2 and 3 will be externally set and externally marked and internally verified assignments. They may also
marked. Learners will also need to pass all units and prove talk to a number of learners.
competence in a real work environment. Full achievement
of the qualification will not be possible until all components PROGRESSION/ARTICULATION:
are complete. On completing this qualification, learners could work in
roles such as:
GRADING SYSTEM:
A*/A/B/C/D
g Playworker
g Worker in a holiday club
QUALITY ASSURANCE: g Playwork development officer
Quality assurance is undertaken by CACHE’s Customer g Adventure centre supervisor
Quality Advisers either during a site visit or via a remote g After school worker
monitoring activity and always includes the sampling of g Manager of any playwork provisions.
learner work.
Learners can also progress to a Foundation Degree.
Centre Advisers check a sample of assessment plans,
assessor feedback to learners and a sample of marked and
number of learners.
CACHE Level 5 Diploma in Playwork DATE OF FIRST AWARD:

2011
(QCF) PREREQUISITES:
QCF LEVEL: There are no formal entry requirements for this qualification
Level 5 but learners will need to be at least 16 years of age.
BACKGROUND: NUMBER OF UNITS/STRUCTURE:
This qualification provides in depth information about the The learner must achieve all 11 mandatory units, totalling
role of the Level 5 Playworker when working with children 32 credits, plus 12 credits from a group of 38 optional
and young people between the ages of 4 to 16. It also units, to achieve the diploma. Of the 44 credits required
delivers the higher level knowledge and skills needed when to achieve the diploma, 40 of them must be at or above
leading practice and managing staff in a playwork setting. the level of the qualification (Level 3). There are required
This includes developing professional practices, building combinations, a barred combination and an exemption
relationships and personal development. within the optional units.
DATE OF FIRST TEACHING: ASSESSMENT METHOD:
2012 Coursework, Portfolio of Evidence, Practical Demonstration/
DATE OF FIRST AWARD: Assignment.
2013
All units must be assessed in line with the TA Assessment
PREREQUISITES: Principles.
GRADING SYSTEM:
Pass
QUALITY ASSURANCE:
Learners must achieve the 10 mandatory units totalling
60 credits. Customer Quality Advisers check a sample of assessment
ASSESSMENT METHOD: marked and internally verified assignments. They may also
Portfolio of Evidence. talk to a number of learners.
All units must be assessed in line with the SkillsActive PROGRESSION/ARTICULATION:
Assessment Strategy. Foundation Degree or into the education workforce.
GRADING SYSTEM:
Pass CACHE Level 3 Certificate in
QUALITY ASSURANCE: Learning Support (QCF)
plans, assessor feedback to learners and a sample of QCF LEVEL:
marked and internally verified assignments. They may also Level 3
talk to a number of learners.
BACKGROUND:
PROGRESSION/ARTICULATION: This qualification covers the key issues relating to learning
On completing this qualification, learners could work in support practice when working with young people and
roles such as: adults, including; approaches and principles to learning
and learning support in lifelong learning contexts.
g Play Development Officer
g Playwork Setting Manager DATE OF FIRST TEACHING:
g Playwork Setting Assistant Manager 2009
g Playwork Setting Deputy Manager. DATE OF FIRST AWARD:
2010
Learners can also progress to a Foundation Degree.
DATE OF LAST AWARD:
2014
CACHE Level 3 Diploma in Specialist PREREQUISITES:
Support for Teaching and Learning There are no formal entry requirements for this
qualification but learners will need to be at least 18 years
in Schools (QCF) of age.
QCF LEVEL: NUMBER OF UNITS/STRUCTURE:
Level 3 Learners must complete one unit from group A (6 credits),
three units from group B (18 credits) and at least six credits
BACKGROUND:
(maximum 12 credits) from Group C. Learners must
This qualification provides learners with an in-depth
complete a total of 30 credits to achieve the Certificate in
understanding of the knowledge and skills needed when
Learning Support.
working directly with children and young people in
school environments. It covers all aspects of specialist ASSESSMENT METHOD:
support including planning, delivering and reviewing Practical demonstration/assignment.
assessment strategies to support learning alongside the
All units must be assessed in line with the LLUK Assessment
teacher, bilingual and special needs support and personal
Strategy.
development and reflective practice.
2010
GRADING SYSTEM: PROGRESSION/ARTICULATION:

Pass It is anticipated that learners will join the social care
workforce working in domiciliary care or in residential
QUALITY ASSURANCE:
care homes, progress to Level 5 QCF qualifications for
management or senior practitioner roles in health and
plans, assessor feedback to learners and a sample of marked
social care, or to specialist qualifications reflecting the
and internally verified assignments. They may also talk to a
context in which they work.
number of learners.
Specialist or management qualifications at Level 4 or into CACHE Level 3 Diploma in Health
the education workforce.
and Social Care (Adults) for Wales
and Northern Ireland (QCF)
CACHE Level 3 Diploma in Health
and Social Care (Adults) for England QCF LEVEL:
Level 3
(QCF) BACKGROUND:
QCF LEVEL: This qualification develops the knowledge and skills
Level 3 needed when working in a senior role with adults in health
and social care environments. It covers a wide range of
BACKGROUND: areas including supporting individuals with their physical
This qualification develops the knowledge and skills and emotional care, daily living needs and health care
needed when working in a senior role with adults in health procedures.
and social care environments. It covers a wide range of
areas including supporting individuals with their physical Learners wishing to progress to work as social workers in
and emotional care, daily living needs and health care Wales are required to take the specialist unit ‘Understand
procedures. sensory loss’.
It has three pathways: DATE OF FIRST TEACHING:

2011
g Generic Health and Social Care
g Dementia
g Learning Disability. 2012
PREREQUISITES:
2011 There are no formal entry requirements for this qualification
2012
Learners must achieve a minimum of 58 credits to gain
PREREQUISITES: the Level 3 Diploma in Health and Social Care (Adults) for
There are no formal entry requirements for this qualification Wales and Northern Ireland (QCF).
To do this they must achieve:
NUMBER OF UNITS/STRUCTURE: g 8 credits from the mandatory units in Group A
Learners must achieve a minimum of 58 credits to gain g a minimum of 2 credits and a maximum of 7 credits
the Level 3 Diploma in Health and Social Care (Adults) for from the optional units in Group B (Note: Unit
England (QCF). M/601/3467, SS MU 3.1: ‘Understand sensory loss’ is
To do this they must achieve: – 28 credits from Mandatory required for social care workers in Wales)
group A – 30 credits from Pathway Group P1, P2 or P3. –
g at least 23 credits from the optional units in Group C.
learners can claim an endorsed pathway (P2) (Dementia) ASSESSMENT METHOD:
if their achievement includes Unit DEM 301 plus unit DEM Portfolio of evidence.
304 or DEM 312 or DEM 313 – learners can claim an
endorsed pathway (P3) (Adults with Learning Disabilities) All units must be assessed in line with the Skills for Care
if their achievement includes Unit LD 201 plus unit LD 302 and Development Assessment Strategy.
or LD 303. GRADING SYSTEM:
ASSESSMENT METHOD: Pass
Portfolio of evidence. QUALITY ASSURANCE:
All units must be assessed in line with the Skills for Care Customer Quality Advisers check a sample of assessment
and Development and Skills for Health Assessment plans, assessor feedback to learners and a sample of
Strategy. marked and internally verified assignments. They may also
GRADING SYSTEM:
Pass
It is anticipated that learners will join the social care
QUALITY ASSURANCE: workforce working in domiciliary care or in residential care
Customer Quality Advisers check a sample of assessment homes, progress to Level 4 and Level 5 QCF qualifications
plans, assessor feedback to learners and a sample of for management or senior practitioner roles in health and
marked and internally verified assignments. They may also social care, or to specialist qualifications reflecting the
talk to a number of learners. context in which they work.
CACHE Level 3 Diploma in Health young people’s services. It has six pathways – three for
those working with adults and three for those working with
and Social Care (Children and children and young people – and covers a wide range of
Young People) for Wales and topics including:
Northern Ireland (QCF) g safeguarding and protection

g managing care services
QCF LEVEL: g supporting development and partnership working
Level 3 g contributing to broader activities such as change
BACKGROUND: programmes and recruitment
This qualification develops the knowledge and skills needed g complying with quality systems and continuously
when working with children and young people in health improving quality
and social care environments. It covers a wide range of g developing and carrying out policy
areas such as supporting children and young people with g promoting and developing best practice
their physical or emotional care, daily living needs and g care management.
behaviour management.
The Management pathways are most suitable for
DATE OF FIRST TEACHING: Assistant Managers and Deputy Managers working in day
2011 or domiciliary services who are looking to progress their
DATE OF FIRST AWARD: career. It is also appropriate for Managers who have not
2012 yet achieved a vocational qualification at this level.
PREREQUISITES: The Residential Services pathways are aimed at learners
There are no formal entry requirements for this qualification in similar job roles as those taking the Management
but learners will need to be at least 16 years of age. pathways but the focus is on management and care in
residential settings.
Learners must achieve a minimum of 58 credits to gain the The Advanced Practice pathways are geared towards
Level 3 Diploma in Health and Social Care (Children and senior practitioners who would like to develop their
Young People) for Wales and Northern Ireland (QCF). career but wish to remain active practitioners within the
To do this they must achieve: management framework.
g 40 credits from the mandatory units in Group A DATE OF FIRST TEACHING:
g at least 18 credits from the optional units in Group B. 2011
ASSESSMENT METHOD: DATE OF FIRST AWARD:
Portfolio of evidence. 2012
All units must be assessed in line with the Skills for Care PREREQUISITES:
and Development Assessment Strategy. There are no formal entry requirements for this qualification
GRADING SYSTEM:
Pass NUMBER OF UNITS/STRUCTURE:
QUALITY ASSURANCE:
All learners must achieve the five units from mandatory
Customer Quality Advisers check a sample of assessment group A. They must then select one of the six pathways
plans, assessor feedback to learners and a sample of and complete all units in the Core unit group (Groups C1,
marked and internally verified assignments. They may also D1, E1, F1, G1 or H1). Learners taking groups C, D, F or
talk to a number of learners. G must take a minimum of 12 credits from the Optional
Management Group (C2, D2, F2 or G2) and make up the
PROGRESSION/ARTICULATION: remainder of credits up to the 80 required to achieve the
It is anticipated that learners will join the social care Diploma from the remaining Optional Unit Groups (C3 &
workforce working in domiciliary care or in residential care 4, D3 & 4, F3 & 4 or G3 & 4). Of these remaining credits,
homes, progress to Level 4 and Level 5 QCF qualifications a maximum of 6 credits can be taken from the Optional
for management or senior practitioner roles in health and Knowledge Group (C3, D3, F3 or G3). Learners taking
social care, or to specialist qualifications reflecting the
Pathways E or H must make up the remainder of credits
context in which they work.
up to the 80 required to achieve the Diploma from the
Optional Unit Groups (E2, E3 & E4 or H2, H3 & H4). Of
CACHE Level 5 Diploma in these remaining credits, a maximum of six credits can be
taken from the Optional Knowledge Group (E3 or H3).
Leadership for Health and Social ASSESSMENT METHOD:
Care and Children and Young Coursework, Portfolio of Evidence, Practical Demonstration/
People’s Services (England) (QCF) Assignment.
QCF LEVEL: All units must be assessed in line with the Skills for Care
Level 5 and Development Assessment Strategy.
BACKGROUND: GRADING SYSTEM:

This qualification provides learners with the skills and Pass
knowledge needed to manage practice and lead others
in adult health and social care provision or in children and
QUALITY ASSURANCE: PROGRESSION/ARTICULATION:

Customer Quality Advisers check a sample of assessment This qualification is suitable for assistant managers and
plans, assessor feedback to learners and a sample of deputy managers working in children’s care, learning and
marked and internally verified assignments. They also talk development in Wales who are looking to progress their
to a number of learners. career. It is also appropriate for managers who have not
yet achieved a vocational qualification at this level.
This qualification is suitable for Assistant Managers and Learners who achieve the Diploma could progress to a
Deputy Managers working in children’s care, learning and foundation degree in a related discipline.
development in England who are looking to progress their
career. It is also appropriate for Managers who have not
yet achieved a vocational qualification at this level. CACHE Level 4 Certificate in
Learners who achieve the Diploma could progress to a Leading the Internal Quality
Foundation Degree in a related discipline. Assurance of Assessment Processes
and Practice (QCF)
CACHE Level 5 Diploma in QCF LEVEL:
Leadership for Children’s Care, Level 4
Learning and Development BACKGROUND:
(Management) (Wales and This qualification covers understanding of internally assuring

the quality of assessment, as well as planning, allocating and
Northern Ireland) (QCF) monitoring work in the learner’s own area of responsibility.
QCF LEVEL: DATE OF FIRST TEACHING:
Level 5 2010
BACKGROUND: DATE OF FIRST AWARD:
This qualification provides learners with the skills and 2011
knowledge needed to manage practice and lead
PREREQUISITES:
others in children’s care, learning and development in
Wales. It covers a wide range of subjects, including:
leading professional practice, health and safety and risk
management, safeguarding and developing professional NUMBER OF UNITS/STRUCTURE:
supervision practice. It confers occupational competence Learners must complete all the units within Group A to
to work in a management role. gain 17 credits and achieve the Certificate.
2012 Portfolio of evidence
DATE OF FIRST AWARD: This qualification must be assessed in line with the LLUK
2013 Assessment Strategy.
PREREQUISITES: GRADING SYSTEM:
There are no formal entry requirements for this qualification Pass
QUALITY ASSURANCE:
NUMBER OF UNITS/STRUCTURE: Customer Quality Advisers check a sample of assessment
Learners must gain a minimum of 90 credits to achieve this plans, assessor feedback to learners and a sample of marked
qualification. They must achieve 64 credits from mandatory and internally verified assignments. Internal quality assurance
Group A, a minimum of 12 credits from optional. strategies will be scrutinised. They may also talk to a number
of learners.
Group B and a further 14 credits from optional Groups B
and/or C. PROGRESSION/ARTICULATION:
Other Level 4 qualifications for External Quality Assurance.
ASSESSMENT METHOD:
Coursework, Portfolio of Evidence, Practical
Demonstration/Assignment. CACHE Level 3 Diploma in
All units must be assessed in line with the Skills for Care Healthcare Support Services (QCF)
and Development Assessment Strategy.
QCF LEVEL:
GRADING SYSTEM: Level 3
Pass
BACKGROUND:
QUALITY ASSURANCE: This qualification guides and assesses the development of
Customer Quality Advisers check a sample of assessment knowledge and skills relating to the Health workforce.
marked and internally verified assignments. They may also Topics include emergency first aid, communication in the
talk to a number of learners. health sector and clinical data coding.
2012
DATE OF FIRST AWARD: PREREQUISITES:

2013 There are no formal entry requirements for this qualification
PREREQUISITES:
There are no formal entry requirements for this qualification NUMBER OF UNITS/STRUCTURE:
but learners will need to be at least 16 years of age. Learners must complete a minimum of 65 credits to gain
the Level 3 Diploma in Clinical Healthcare Support (QCF).
To do this they must achieve 35 credits from Mandatory
Learners must complete a minimum of 37 credits to gain Group A and at least 30 credits from Optional Group B. At
the Level 3 Diploma in Healthcare Support Services (QCF). least 39 of the credits must be achieved at Level 3 or above.
To do this they must achieve 16 credits from Mandatory
Group A and at least 21 credits from Optional Group B. ASSESSMENT METHOD:
At least 22 of the credits must be achieved at Level 3 or Coursework, Portfolio of evidence
above.
This qualification must be assessed in line with the Skills for
ASSESSMENT METHOD: Health Assessment Strategy.
Coursework, Portfolio of evidence GRADING SYSTEM:
This qualification must be assessed in line with the Skills for Pass
Health Assessment Principles. QUALITY ASSURANCE:
GRADING SYSTEM: Customer Quality Advisers check a sample of assessment
Pass plans, assessor feedback to learners and a sample of marked
QUALITY ASSURANCE: number of learners.
plans, assessor feedback to learners and a sample of marked
It is anticipated that learners will progress to specialist
health pathways reflecting the context in which they work.
number of learners.
Learners could also progress to a job as a healthcare
assistant. Roles in this area could include: phlebotomist,
It is anticipated that learners will progress to specialist
assistant dieticians, medical laboratory assistants, newborn
health pathways reflecting the context in which they work.
hearing screeners, nursing healthcare assistants, podiatry
Learners on this qualification could also progress to the assistants (chiropody or foot-care assistants).
following job roles:
g Assistant/administrator CACHE Level 3 Award, Certificate
Caretaker/maintenance person
and Diploma in Childcare and
g
g Cleaner, customer service

g Assistant/manager Education
g Database administrator
g Gardener NQF LEVEL:
g Health records clerk Level 3
g Hospital porter BACKGROUND:
g Kitchen supervisor/manager This qualification prepares learners to work unsupervised,
g Library assistant, personal assistant (PA) or in a supervisory capacity, with children and their families
g Receptionist in a variety of settings and environments within the sector
g Records manager of Children’s Services. It covers many of the National
g Security officer/manager Occupation Standards for Children’s Care, Learning and
g Stock control/replenishment assistant Development. The qualification is split into the Award,
g Stores assistant Certificate and Diploma, with the Award and Certificate
g Technical support person building towards the Level 3 Diploma. It is expected
g Van driver. that most learners will progress through the Award and
Certificate to complete the Diploma in order to be able to
work as an early years practitioner.
CACHE Level 3 Diploma in Clinical
Throughout the Diploma level of the qualification,
Healthcare Support (QCF) learners are expected to complete recommended hours of
QCF LEVEL: professional practice in a variety of settings and specified
Level 3 age ranges in order to apply theoretical knowledge in
a practical environment. This will be assessed through
BACKGROUND: Practice Evidence Records, Professional Evidence Record
This qualification will support learners to develop the Diaries and Professional Development Profiles.
knowledge and skills required to work in a range of clinical
procedures and carry out assessment/examinations. It is recommended that some practical training be
undertaken during study for the Award and Certificate.
2012 DATE OF FIRST TEACHING:
2007
2013
DATE OF FIRST AWARD: PROGRESSION/ARTICULATION:

2008 Learners can progress to higher education to study a
degree in a related area. They can also progress to the
DATE OF LAST AWARD:
CACHE Level 5 Diploma in Leadership for Health and
2017
Social Care and Children and Young People’s Services
PREREQUISITES: (England) (QCF).
CACHE does not recommend any formal qualifications but
learners should be able to show that they can cope with Dependent on the pathway chosen, learners can also
the demands of the programme. Learners must also be at progress to the following job roles.
least 16 years of age. Training providers will set their own g Pre-school worker
entry requirements. g Pre-school managers
g Crèche assistants and managers
Award – two units (units 1-2) g Practitioner in a children’s/family centre
Certificate – five units (units 1-5) g Practitioner in day nurseries, nursery schools or
Diploma – 12 units (units 1-9 are mandatory, and reception classes in primary schools
three optional units are chosen from optional units 10-21) g Nanny
g Children’s holiday representative
ASSESSMENT METHOD: g Residential childcare workers
Assessment Tasks g Youth workers
Practice Evidence Records g Learning mentors.
Professional Development Profiles
Practice Evidence Diaries
Short Answer Test Paper-Certificate level CACHE Level 3 Diploma in
Research Task – Diploma level
Home-Based Childcare
GRADING SYSTEM: The overall grade for the CACHE Level 3
Award/Certificate/Diploma in Child Care and Education is QUALIFICATION ABBREVIATION:
awarded at Grades A – E. DHC-L3
NQF LEVEL:
Each unit assessment and external assessment is graded from
Level 3
A to E using grading criteria. To gain the Award a learner
must achieve units 1 and 2. To gain the Certificate a learner BACKGROUND:
must achieve the Award, units 3-5 and achieve the Certificate The aim of the DHC-L3 is to raise the professional skills
Short Answer Test. To gain the Diploma the learner must and the quality of childcare, offered in a home-based
achieve both the Award and the Certificate, units 7-9, three setting, including information about the legislation and
Optional Units and achieve the Research Task. regulations governing home-based childcare.
Those learners taking the Diploma must achieve unit 9 to DATE OF FIRST TEACHING:
achieve the qualification. This unit involves assessment of 2005
skills in the workplace using a competence-based approach. DATE OF FIRST AWARD:
These qualifications have been awarded UCAS Tariff 2006

points as follows: DATE OF LAST AWARD:
Award UCAS Certificate UCAS Diploma UCAS 2015
Tariff Tariff Tariff
points points points PREREQUISITES:
A 30 A 110 A 360
No formal entry requirements. However, candidates must
be aged 16 or over at the time of registering for the award.
B 25 B 90 B 300
C 20 C 70 C 240 NUMBER OF UNITS/STRUCTURE:
D 15 D 55 D 180 One unit of 12 hours and four units of 30 hours each.
E 10 E 35 E 120
Individual units are free-standing and can be separately
certificated.
Appendix B. ASSESSMENT METHOD:
Unit 1 is assessed by a multiple-choice question paper
QUALITY ASSURANCE:
marked by CACHE. Units 2–5 are assessed through an
The Certificate Short Answer Tests and the Research
assignment that is set by CACHE and marked by the centre.
Task are externally marked by CACHE and standardised
and awarded using authorised marking guidelines and EXAMINATION TIMING:
indicative content, following CACHE standardisation and September, October, November, December, February,
awarding processes. March, April, May, June, July, or as required electronically.
Customer Quality Advisers check a sample of internal DATE OF RESULT PUBLICATION:
assessments, assessor feedback to learners and a sample September, October, November, January, February, March,
of Practical Assessment Records. They may also talk to a April, May, June, July
number of learners.
GRADING SYSTEM:
Unit 1 MCQ Test: Pass/Refer
Units 2-5: A – E
QUALITY ASSURANCE: QUALITY ASSURANCE:

Customer Quality Advisers check a sample of assessment The assignment for one unit for every candidate is externally
plans, and a sample of marked and internally verified marked by CACHE and standardised using common grading
assignments. criteria. The grade boundaries are set at an award meeting
attended by the Chief Examiner and the principal Examiners
PROGRESSION/ARTICULATION: for the qualification. Scripts from previous years are kept to
Most learners will become registered childminders. Learners ensure standards are maintained year-on-year.
may also seek to progress to higher level qualifications as
appropriate, for example a Foundation Degree. Customer Quality Advisers check a sample of assessment
marked and internally verified assignments. They may also
CACHE Level 3 Diploma in talk to a number of learners.
Pre-School Practice PROGRESSION/ARTICULATION:

Most learners will become playgroup assistants, supervisors
QUALIFICATION ABBREVIATION: or managers. Candidates may also seek to progress to
DPP-L3 higher level qualifications as appropriate, for example a
foundation degree.
NQF LEVEL:
Level 3
BACKGROUND: CACHE Level 3 Certificate in
The qualification is designed primarily to prepare candidates
to work at supervisory level with pre-school groups and
Supporting Teaching and Learning
playgroups whilst taking into account the fact that children in Schools
live in families and communities. Its main focus is on the
needs of children aged from 1 to 5 years, who may be in QUALIFICATION ABBREVIATION:
sessional or, increasingly, extended full-day care. STLS-L3
DATE OF FIRST TEACHING: NQF LEVEL:
2006 Level 3
DATE OF FIRST AWARD: BACKGROUND:
2007 This qualification is aimed at people who are working with
pupils on an individual basis or with groups under the
DATE OF LAST AWARD:
supervision of a group leader in education and learning
2016 support. It is also for people who wish to work in this field.
PREREQUISITES:
CACHE does not prescribe any formal requirements in order
2009
to start a programme of study for the DPP-L3. Candidates
must be 16 years of age at the date of registration for DATE OF FIRST AWARD:
the qualification, show that they have an adequate level 2010
of general education to cope with the demands of the
programme and be working with children in a pre-school DATE OF LAST AWARD:
setting either as a volunteer or in paid employment. 2015
NUMBER OF UNITS/STRUCTURE: PREREQUISITES:

Two mandatory units of 60 hours and one mandatory Learners must be at least 16 years of age and it is
unit of 30 hours, plus a further optional unit of 30 hours recommended that they have a GCSE or equivalent at
(choice of three option units). Each unit can stand alone, grade C or above.
be individually assessed and separately certificated. NUMBER OF UNITS/STRUCTURE:
Reflective practice is required in gaining the CACHE Level 3 The CACHE Level 3 Certificate in Supporting Teaching and
Diploma in Pre-school Practice. 360 hours are required for
Learning in Schools consists of two mandatory units, with a
practical work under supervision. 240 hours are required
total of 120 GLH.
for supervised study. A total of 600 hours are required to
complete the qualification. Centres are able to include a CACHE recommends that candidates should be working
further 30 hours for practical work under supervision. in a school at Foundation Stage, or Key Stages 1-4, for a
ASSESSMENT METHOD: minimum 60 hours per unit. This can be as a paid employee,
Unit assignments: Unit 3 is externally assessed by CACHE. volunteer or as a placement organised by the centre.
All other units are marked and internally moderated within ASSESSMENT METHOD:
the centres. Coursework
EXAMINATION TIMING: GRADING SYSTEM:
September, January, June A-E
DATE OF RESULT PUBLICATION: QUALITY ASSURANCE:
November, March, July Customer Quality Advisers check a sample of assessment
GRADING SYSTEM: plans, assessor feedback to learners and a sample of
A–E marked and internally verified assignments. They may also
Most learners will seek employment in the schools’ workforce
but some will progress to a relevant Foundation Degree
CACHE Level 3 Diploma in Support DATE OF FIRST AWARD:

2005
Work in Schools DATE OF LAST AWARD:
QUALIFICATION ABBREVIATION: 2015
DSWiS-L3 PREREQUISITES:
NQF LEVEL: Learners must be at least 18 years of age and be an
Level 3 experienced or qualified practitioner at Level 3.
This qualification is aimed at people working in an Learners must successfully complete both units at Pass
unsupervised role with children and young people. For grade to achieve the Certificate.
example, school administrator, receptionist, library
ASSESSMENT METHOD:
assistant, IT support worker, learning support assistant,
Coursework
caretaker or lunch-time assistant.
GRADING SYSTEM:
Pass/refer
2009
QUALITY ASSURANCE:
The assignment for one unit for every candidate is
2010
externally marked by CACHE and standardised using
DATE OF LAST AWARD: common grading criteria. Scripts from previous years are
2016 kept to ensure standards are maintained year-on-year.
PREREQUISITES: Customer Quality Advisers check a sample of marked and
Learners must be at least 18 years of age. internally verified assignments. They may also talk to a
NUMBER OF UNITS/STRUCTURE: number of learners.
Learners taking the CACHE Level 3 Diploma in Support PROGRESSION/ARTICULATION:
Work in Schools must complete six units in total; both units The qualification will allow candidates to go on to take
from group A plus four optional units from group B1, B2, a higher level qualification such as a Foundation Degree
C4 or C5. or the CACHE Level 5 Diploma in Leadership for Health
Learners taking the Parent Support pathway must complete and Social Care and Children and Young People’s Services
six units in total; both units from Group A, the mandatory (England) (QCF).
endorsed unit from Group C4 and then three additional units The qualification can also be used to work as a
from Group B2 or C5, at least one of which must be taken child-minding network coordinator or a centre/playgroup/
from Group C5. It is possible to take both units from Group nursery manager.
C5, in which case only one unit must be taken from Group B2.
ASSESSMENT METHOD: Cambridge International
Portfolio of Evidence, Practical Demonstration/Assignment
Examinations
GRADING SYSTEM:
Pass/refer Cambridge International Examinations is the world’s
largest provider of international education programmes
QUALITY ASSURANCE: and qualifications for five to 19 year-olds. As a not-for-profit
Customer Quality Advisers check a sample of assessment organisation, Cambridge International Examinations is
plans, assessor feedback to learners and a sample of committed to making high quality education available all
marked and internally verified assignments. They may also around the world. Cambridge qualifications are available
talk to a number of learners. in over 165 countries. It is part of Cambridge Assessment,
formerly the University of Cambridge Local Examinations
Most learners will seek employment in the schools’ workforce Syndicate (UCLES). Cambridge International Examinations
but some will progress to a relevant foundation degree. operates alongside OCR, which provides examination and
assessment services in the UK, and Cambridge English
which delivers a portfolio of qualifications for people
CACHE Level 4 Certificate in learning English.
Quality Standards in Children’s Cambridge International Level 3

Management Services Pre-U Certificate (Principal Subject,
QUALIFICATION ABBREVIATION: Short Course and GPR)
CMQS-L4
NQF LEVEL:
NQF LEVEL: Level 3
Level 4
BACKGROUND:
BACKGROUND: Available in the UK since September 2008, Cambridge
This qualification is aimed at people who would like to Pre-U was developed in response to requests from
work as a qualified practitioner involved in preparing UK schools for an alternative to A Level that would
their setting for accredited quality assurance schemes or fully support successful progression from school to
statutory inspections. undergraduate study and beyond. It was developed in
DATE OF FIRST TEACHING: consultation with schools, higher education institutions
2004 and subject associations. Cambridge Pre-U is a rigorous
academic programme and qualification which has been ASSESSMENT METHOD:

accredited by Ofqual and is eligible for funding for The assessment is linear, with all examinations being taken
teaching in UK state schools. An alternative to the UK at the end of the one-year study period.
A Level, Cambridge Pre-U is designed to help students
GRADING SYSTEM:
gain an in-depth knowledge of the subjects studied and to
Cambridge Pre-U
develop the skills needed for university study. Grading Short Course
Band Subjects Grade UCAS Tariff points
Further information on Cambridge Pre-U, including Distinction D1 To be confirmed
syllabuses, may be found on the Cambridge website at D2 To be confirmed
www.cie.org.uk. Should you require further information D3 60
on Cambridge Pre-U, please contact the awarding body, Merit M1 53
Cambridge International Examinations, at [email protected] M2 46
M3 39
Pass P1 32
Cambridge International Level 3 P2 26
Pre-U Certificate (Principal Subject) P3 20
There are 25 individual Cambridge Pre-U Principal

Subjects, certificated separately and assessed at the end Cambridge International Level 3
of a two-year programme of study. Students may choose
to combine subjects to form part of the Cambridge Pre-U
Pre-U Certificate Global
Diploma (see section on Cambridge Pre-U Diploma). The Perspectives and Research (GPR)
Cambridge Pre-U Certificate (Principal Subject) has been
NQF LEVEL:
assigned 380 Guided Learning Hours by Ofqual.
Level 3
BACKGROUND:
2008
Global Perspectives and Research (GPR) constitutes the
DATE OF FIRST AWARD: compulsory core of the Diploma, and can also be taken as
2010 a stand-alone qualification and certificated separately. It is
ASSESSMENT METHOD: comprised of Global Perspectives (a taught course) and an
The assessment is linear, with all examinations being taken independent Research Report.
at the end of the two-year study period. Global Perspectives encourages breadth across the
GRADING SYSTEM: curriculum through the interdisciplinary study of a number
Cambridge Pre-U
of themes of global relevance, developing critical thinking
Grading Principal Subjects and a range of study and research skills. A unique feature
Band Grade UCAS Tariff points of Global Perspectives is the Critical Path (deconstruction,
Distinction D1 To be confirmed reconstruction, reflection and communication). This
D2 145 approach to analysing and evaluating different
D3 130
perspectives helps students develop essential thinking and
Merit M1 115
reasoning skills.
M2 101
M3 87 The Research Report promotes the application and
Pass P1 73 development of the skills taught in Global Perspectives
P2 59
and helps prepare students to cope with the demands of
P3 46
university study. It is a single piece of extended writing
(between 4,500 and 5,000 words) in the form of a report
based on an investigation or field study.
Cambridge International Level 3
Global Perspectives and Research (GPR) has been
Pre-U Certificate (Short Course) accredited by Ofqual and has been assigned 320 Guided
NQF LEVEL: Learning Hours, 200 of which are for Global Perspectives
Level 3 and 120 for the independent Research Report.
BACKGROUND: Although Cambridge Pre-U Principal Subjects are primarily

Cambridge Pre-U Short Courses (one-year course) are taken in the UK, Global Perspectives and Research (GPR)
available for Modern Languages, Mathematics, Further was introduced to specifically selected non-UK schools in
Mathematics and Global Perspectives. A Short Course can 2009. The non-UK schools currently offering pre-U GPR are
be taken in the first or second year of study and is offered situated in nine countries around the globe.
in order to encourage students to develop a broad subject
portfolio. The Cambridge Pre-U Certificate (Short Course)
2008
has been accredited by Ofqual and has been assigned
180 Guided Learning Hours. DATE OF FIRST AWARD:
2010
2008 ASSESSMENT METHOD:
Global Perspectives is assessed through three compulsory
2009
components: written paper, essay and a presentation all of
which are taken at the end of the first year of study. The
Research Report is assessed at the end of the second year
of study. Each part, Global Perspectives and the Research are given a maximum of 24 marks, Global Perspectives
report, contributes 50% towards the final mark. and the Research Report (GPR) a maximum of 12 each,
or 24 in total. The scores for all four elements are then
GRADING SYSTEM: aggregated to create a single score out of 96 for the
Grading Cambridge Pre-U Cambridge Pre-U Diploma as a whole.
Band GPR Grade UCAS Tariff points
Distinction D1 To be confirmed Contribution to each element to the diploma score:
D2 140
Principal
D3 126 Grade Subject GPR
Merit M1 112 D1 24 24
M2 98 D2 22 22
M3 84 D3 20 20
Pass P1 70 M1 18 18
P2 56 M2 16 16
P3 42 M3 14 14
P1 12 12
The first-year course, Cambridge Pre-U Global Perspectives, P2 10 10
is also available at Cambridge International AS Level. P3 8 8
Cambridge Pre-U Global Perspectives and Research (GPR)

can also count as two credits towards the award of a
Cambridge AICE Diploma. Cambridge Advanced International
Certificate of Education (AICE)
Cambridge Pre-U Diploma Diploma
BACKGROUND: QUALIFICATION ABBREVIATION:
Students who have passed four components comprised of Cambridge AICE
three Cambridge Pre-U Certificates (Principal Subjects) plus BACKGROUND:
the core component, Global Perspectives and Research (GPR), Cambridge AICE offers an international pre-university
can obtain a Cambridge Pre-U Diploma. Students will receive curriculum and examination system which emphasises the
a certificate for individual Principal Subjects, GPR and Short value of broad and balanced study for academically able
Courses and an additional certificate for the Cambridge students. It is a group award that requires the study of
Pre-U Diploma if they have met the necessary requirements. subjects drawn from three curriculum areas (mathematics
Up to two A Levels can be substituted for Cambridge Pre-U and science; languages; and arts and humanities).
Certificates (Principal Subjects). There is a fourth curriculum area for Global Perspectives
which includes Cambridge International AS Level Global
DATE OF FIRST TEACHING: Perspectives and Cambridge Pre-U Global Perspectives
2008 and Research (GPR). Either of these can count towards the
DATE OF FIRST AWARD: Cambridge AICE Diploma, providing all other requirements
2010 for the diploma have been met.
NUMBER OF UNITS/STRUCTURE: Cambridge AICE draws upon the full portfolio of
Students qualify for the Cambridge Pre-U Diploma if they Cambridge’s post-16 provision Cambridge International
achieve at least a pass grade in the following four elements: (AS and A level). The individual choice of subjects
g three Cambridge Pre-U Principal Subject Certificates within these areas is intended to provide a flexible,
g Cambridge Pre-U Global Perspectives and Research comprehensive and integrated curriculum programme.
Report (GPR). ASSESSMENT METHOD:
A candidate needs to take and pass subjects equivalent
Cambridge Pre-U Global Perspectives and Research (GPR)
to a minimum of six credits to obtain the Cambridge
is also available as a stand-alone qualification.
AICE Diploma. The credit rating of counting qualifications
ASSESSMENT METHOD AND GRADING SYSTEM: is Cambridge International A level (and Cambridge
The Cambridge International Level 3 Pre-U Certificates in Pre-U GPR) = 2 credits and Cambridge International
the Principal Subjects are qualifications in their own right. AS Level = 1 credit.
Each individual Principal Subject is graded separately on a
scale of nine grades: D1 (Distinction 1), D2, D3, M1 (Merit Three levels of the Cambridge AICE Diploma are awarded:
1), M2, M3, P1 (Pass 1), P2, P3. Distinction, Merit and Pass.
These grades are reported on a separate certificate to the Where a student takes more than the minimum number of
Cambridge Pre-U Diploma itself. subjects for the Cambridge AICE Diploma, the best results
which satisfy the subject group requirements will count
The Cambridge Pre-U Diploma is scored separately, by
towards the award.
aggregation of results in three Principal Subjects and the
core component (GPR) (the two components of the core
each having half the weight of a Principal Subject).
Each element or component of the Diploma is awarded
a score, as shown in the table below: Principal Subjects
Cambridge International GCE Cambridge International General

Advanced Subsidiary and Certificate of Secondary Education
Advanced level (AS and A level) (Cambridge IGCSE)/Cambridge
QUALIFICATION ABBREVIATION: International Certificate of
Cambridge International AS and A level Education (Cambridge ICE)/
BACKGROUND:
Cambridge International AS and A level qualifications are
Cambridge GCE Ordinary level
part of the Cambridge Advanced stage. They are taken (Cambridge O level)
in over 130 countries and offer a wide choice of over
50 subjects, and are typically for 16 and 19 year olds
Cambridge IGCSE/Cambridge ICE/Cambridge O level
preparing for study at university and higher education
level. Cambridge International AS and A level qualifications BACKGROUND:
are recognised by universities as equivalent in value to UK Cambridge IGCSE is part of the Cambridge Secondary
®
AS and A levels and may be accepted at grades A* – E in 2 stage and is taken in over 4,000 schools in over
lieu of the UK GCE A and AS level on a subject for subject 140 countries worldwide, including more than 1,500
and grade for grade basis. The A* grade is not awarded at schools in the UK. It is a linear qualification which provides
AS level. an international curriculum for 14-16 year olds, and is
equivalent in standard to the UK GCSE and the Cambridge
Cambridge International A levels are linear in structure; O Level. It also provides a strong foundation for higher-level
however, students can choose from a range of assessment courses such as Cambridge International AS and A levels
options: they can take all papers of the Cambridge and Cambridge Pre-U. Cambridge IGCSE is assessed on an
International A level course in the same examination eight-point scale of grades: A* – G, with A* being highest; it
session, usually at the end of the second year of study may be considered acceptable at grades A*, A, B or C in lieu
or take a ‘staged’ assessment route – that is, take the of the UK GCSE on a subject for subject basis.
Cambridge International AS level in Year 1 and complete
the Cambridge International A level in Year 2. 21 Cambridge IGCSE syllabuses have been approved
by Ofqual and are eligible for funding for teaching in
Students can also take the Cambridge International state schools in England and Northern Ireland. A full
AS level only. The syllabus content for Cambridge list of Qfqual-approved syllabuses is available on the
International AS level is half of the Cambridge Cambridge website. When a Cambridge IGCSE is approved
International A level programme. Students who take by Ofqual, it appears on the Register of Regulated
Cambridge International AS level first and then want Qualifications as a Cambridge International Level 1/Level
to retake it, must generally retake the whole of the 2 Certificate. This is the official title for all Cambridge
Cambridge International AS level. IGCSEs approved by Ofqual. With a few exceptions, the
Cambridge International AS and A level examination content of the Cambridge International Level 1/Level 2
sessions occur twice a year, in June and November, with Certificate is identical to the Cambridge IGCSE. Cambridge
results issued in August and January respectively. Cambridge International Level 1/Level 2 Certificates are assessed in
International AS and A Level final certificates are entitled the same way as Cambridge IGCSEs, using an eight-point
‘General Certificate of Education’ and include a list of the scale of grades: A*-G, with A* being highest.
subjects and grades achieved by the Cambridge student. Cambridge IGCSE English as a First Language and
Cambridge International Examinations has launched a Cambridge IGCSE English as a Second Language
new Cambridge International AS and A level in Global qualifications may satisfy the English language proficiency
Perspectives & Research (GPR)(Syllabus code 9239), a requirements of many universities in the UK and other
skills-based qualification to complement the existing suite anglophone countries.
of A levels. Previously available as Global Perspectives at If a student passes seven Cambridge IGCSE or Cambridge
AS level only, students can now study Global Perspectives International Level1/Level2 Certificate examinations
& Research (GPR) as a full A level, with the second year from five different IGCSE subject groups, including two
focusing on the Cambridge Research Report. The first different languages, they will qualify for the Cambridge
examination for the AS level will be in June 2015 with the International Certificate of Education (ICE). Cambridge
first A level examination scheduled for June 2016. GPR ICE is awarded at Distinction, Merit and Pass.
teaches students the ability to undertake independent
and self-directed learning and to think laterally, critically Cambridge O Level is an internationally recognised
and creatively through the tackling of global issues (Global qualification equivalent to the UK GCSE and may be
Perspectives), as well as encouraging focused personal considered acceptable at grades A*, A, B or C in lieu of the
exploration and increased depth of study (Research UK GCSE on a subject for subject basis. Passing grades
Report). Further details can be found on the CIE website at Cambridge O level are A* – E, with A* being highest.
at Cambridge-international-as-and-a-level-global- Cambridge O levels are also part of the Cambridge
perspectives-and-research-9239/ Secondary 2 stage and are typically for 14-16 year olds.
They continue to be taken in approximately 70 countries
around the world.
Full information is available from Cambridge International

Examinations: www.cie.org.uk/programmes-and-
qualifications/cambridge-secondary-2/
Cambridge International Diploma Candidates will need to demonstrate that they can
manipulate and interpret economic and financial data and
in Business evaluate risk and uncertainty in decision making.
BACKGROUND:
Investment, Decision Making, Accounting and Governance
The Cambridge International Diploma in Business This unit requires candidates to demonstrate a thorough
(formerly Cambridge Skills and Career Award) assesses understanding of the structure of a company and the
the practical application of career-based knowledge implications of limited liability for risk appetite as well
across a range of business-focused areas. The Cambridge as the difference between assets, profit and cash flow.
International Diploma in Business at Advanced Level is They will be required to demonstrate that they can use
equivalent to A level, and the Cambridge International this knowledge to assess and compare different sets of
Diploma in Business at Standard Level is equivalent to accounts and to appraise investment proposals using
GCSE. The Cambridge International Diploma in Business payback and discounted cash flow techniques.
(Advanced Level) satisfies university matriculation
requirements in lieu of A level. Introduction to Securities & Investment
This unit provides an overview of all areas of investment
The Diploma is modular in structure, and to achieve a full and the role of financial services in the UK. Typically, the
Diploma at a given level, candidates need to pass both syllabus is taught over one academic year. This unit is
the compulsory core modules and the requisite number of assessed through a one-hour exam of 50 multiple-choice
optional modules. questions.
The assessment methods include written examinations Extended Project

and assignments, all externally assessed by Cambridge. The unit requires students to produce a 3,000-4,000
word report plus a 500 word evaluation. The report will
Successful Diploma candidates are awarded Pass, Merit be based on topic titles provided by the CISI. It provides
or Distinction, where at Advanced Level, Distinction may students with the opportunity to demonstrate a range
be taken as performance equivalent to the award of of competencies in collecting, analysing, managing and
A level grade B, Merit to grade C and Pass to grade D. evaluating information.
Three types of certification can be awarded – Full Diploma, DATE OF FIRST TEACHING:
Core Module and Optional Module. Institutions are advised 2013
to accept only those applicants presenting a Full Diploma.
The Cambridge International Diploma in Business is in the 2015
process of being withdrawn. Entries from new candidates
PREREQUISITES:
for the Cambridge International Diploma in Business are
None
no longer being accepted. Entries will only be accepted up
to and including the October 2015 examination session. NUMBER OF UNITS/STRUCTURE:
This is a four-unit qualification developed specifically for
schools and further education institutes. Candidates must
CISI Level 3 Diploma in Finance, achieve a pass grade in each of the four units in order to
be awarded the qualification. The minimum number of
Risk & Investment QCF credits required to achieve the overall qualification
is 38.
QCF LEVEL:
Level 3 ASSESSMENT METHOD:
Coursework, multiple choice examination and two
BACKGROUND: narrative examinations.
The Chartered Institute for Securities & Investment (CISI)
GRADING SYSTEM:
is the largest professional body for those who work in the
securities and investment industry in the UK. The Institute A/B/C/D/E
offers a range of qualifications to suit those aspiring to This qualification carries UCAS Tariff points for entry to
work in the industry, right through to the most experienced higher education from 2015 as follows:
professionals.
The Institute is a registered charity and one of its key A 120
initiatives is to promote financial services as a career to B 100
young people. The CISI Level 3 Diploma in Finance, Risk C 80
& Investment has been specifically designed to be taught D 60
in schools and colleges, to develop students’ financial E 40
awareness and boost their CVs with an industry recognised
award. For more information about the UCAS Tariff, please see
Appendix B.
The Diploma in Finance, Risk & Investment is divided into
four units: QUALITY ASSURANCE:
Supported by the Financial Skills Partnership (formerly the
Money, Economies and Uncertainty Financial Services Skills Council), Aston Business School,
This unit explores the characteristics and functions Canterbury Christ Church University, Henley Business
of money, requiring candidates to demonstrate a School and the University of Kent. Accredited by Ofqual.
practical grasp of macro-economics and apply detailed
knowledge of the various policy prescriptions available
The Diploma develops essential analytical and reporting
to governments both in the UK and around the world.
skills which will prepare students for study at university
level. The opportunity to earn UCAS points and achieve ASSESSMENT METHOD:
a professional qualification will enhance applications to Written examinations: set and marked by City & Guilds
study at a higher level. Written/ practical assignments: set by City & Guilds,
marked by the centre, externally verified by City & Guilds
In addition, CISI qualifications are recognised within the
industry and achieving the Diploma will give students a GRADING SYSTEM:
distinct competitive advantage when looking for a job in Written examinations: Distinction, Merit, Pass
financial services. Practical assignments: Pass
QUALITY ASSURANCE:
City & Guilds Internal and external verification
City & Guilds offers qualifications at nine levels, as follows:
Degrees/employment
8 Fellowship (FCGI)
7 Membership (MCGI)/Postgraduate Diploma (Engineering)/Level 5
NVQ/SVQ City & Guilds Level 4 Diploma
6 Graduateship (GCGI)/Associateship (ACGI)/Graduate Diploma
(Engineering) NQF/QCF LEVEL:
5 Affiliateship (AfCGI)/Level 5 Vocational/IVQ Advanced Technician Level 4
Diploma/Full Technological Diploma (FTD)
BACKGROUND:
4 Licentiateship (LCGI)/Level 4 Vocational/Higher Certificate/Higher
Level Study Skills
Candidates at this level develop a rigorous approach to the
3 Level 3 NVQ/SVQ/Vocational/IVQ Technician D iploma/IVQ acquisition of a broad knowledge base. They can employ
Advanced Diploma a range of specialised skills and are able to evaluate
2 Level 2 NVQ/SVQ/Vocational/IVQ Technician Certificate/IVQ information using it to plan and develop investigative
Diploma strategies. They have the skills and knowledge to
1 Level 1 NVQ/SVQ/Vocational/IVQ Certificate determine solutions to unpredictable problems.
Entry Entry Level Vocational
Skills Proficiency/Skills Foundation Available in a range of subjects.
ASSESSMENT METHOD:
City & Guilds has a portfolio of over 500 qualifications
Written examinations: set and marked by City & Guilds
covering 28 industry areas. City & Guilds qualifications
Practical assignments: set by City & Guilds, marked by the
are available at nine different levels, offering progression
centre, externally verified by City & Guilds
into employment, higher and professional education.
Several qualifications in the City & Guilds portfolio have GRADING SYSTEM:
been developed for use in the UK but are also delivered Written examinations: Distinction, Merit, Pass
internationally, while other qualifications have been Practical assignments: Pass
designed for a global audience. Qualifications listed in the
QUALITY ASSURANCE:
table above are examples of the most commonly used
Internal and external verification.
City & Guilds qualifications.
Degree/employment.
City & Guilds Level 5 IVQ Advanced
Technician Diploma City & Guilds Level 3 IVQ Advanced
IVQ ATD
Diploma
NQF/QCF LEVEL:
IVQ AD
Level 5
NQF/QCF LEVEL:
BACKGROUND:
Level 3
Candidates at this level are able to apply skills and a
significant range of fundamental principles across a BACKGROUND:
wide and often unpredictable variety of contexts. They Candidates at this level have competence in a broad range
can take significant responsibility for the work of others of varied work activities performed in a wide variety of
and the allocation of substantial resources. They can act contexts, most of which are complex and non-routine.
with substantial autonomy and personal accountabilities They can take considerable responsibility and autonomy
typically include analysis and diagnosis, design, planning, and are able to undertake supervisory roles. This level
execution and evaluation. They have competence in represents an advance or specialisation within a given
managing and training others. Qualifications at this occupation beyond the usual accepted minimum standard
level are appropriate for people working as higher grade and can attract further formal industrial recognition.
technicians, professionals or managers.
Available in a range of subjects.
Available in a range of engineering and related subjects.
ASSESSMENT METHOD:
Written examinations: set and marked by City & Guilds
Practical assignments: set by City & Guilds, marked by the
centre, externally verified by City & Guilds
GRADING SYSTEM: QUALITY ASSURANCE:

Written examinations: Distinction, Merit, Pass Internal and external verification
Practical assignments: Pass
QUALITY ASSURANCE: Level 3 qualifications/employment
Internal and external verification
Degrees/employment
City & Guilds Level 2 IVQ
Technician Certificate
City & Guilds Level 3 IVQ QUALIFICATION ABBREVIATION:
IVQ TC
Technician Diploma NQF/QCF LEVEL:
QUALIFICATION ABBREVIATION: Level 2
IVQ TD
BACKGROUND:
NQF/QCF LEVEL: Candidates at this level have competence in a significant
Level 3 range of varied work activities, performed in a variety of
contexts, some of which are complex or non-routine. They
BACKGROUND: can take a degree of individual responsibility and autonomy.
Candidates at this level have competence in a broad range They are able to collaborate with others, for example, as
of varied work activities performed in a wide variety of part of a work group or team.
contexts, most of which are complex and non-routine.
They can take considerable responsibility and autonomy Available in a range of subjects.
and are able to undertake supervisory roles. This level
ASSESSMENT METHOD:
represents an advance or specialisation within a given Written examinations: set and marked by City & Guilds
occupation beyond the usual accepted minimum standard Practical assignments: set by City & Guilds, marked by the
and can attract further formal industrial recognition. centre, externally verified by City & Guilds
Available in a range of subjects. GRADING SYSTEM:
ASSESSMENT METHOD: Written examinations: Distinction, Merit, Pass
Written examinations: set and marked by City & Guilds Practical assignments: Pass
Practical assignments: set by City & Guilds, marked by the QUALITY ASSURANCE:
centre, externally verified by City & Guilds Internal and external verification
Written examinations: Distinction, Merit, Pass Level 3 qualifications/employment
Practical assignments: Pass
QUALITY ASSURANCE:
Internal and external verification City & Guilds Level 1 IVQ Certificate
PROGRESSION/ARTICULATION: QUALIFICATION ABBREVIATION:
Degrees/employment/ATD IVQ C
NQF/QCF LEVEL:
Level 1
City & Guilds Level 2 IVQ Diploma
BACKGROUND:
QUALIFICATION ABBREVIATION: Candidates at this level are able to perform a range of
IVQ D varied work activities, most of which may be routine and
NQF/QCF LEVEL:
predictable. They can understand and communicate basic
Level 2 information about the target subjects in spoken, written
and computer form and by means of diagrams, charts
BACKGROUND: and statistics. This level provides the broad foundation for
Candidates at this level have competence in a significant progression.
range of varied work activities, performed in a variety of
contexts, some of which are complex or non-routine. They Available in a range of subjects.
can take a degree of individual responsibility and autonomy. ASSESSMENT METHOD:
They are able to collaborate with others, for example as part Written examinations: set and marked by City & Guilds
of a work group or team. Practical assignments: set by City & Guilds, marked by the
Available in a range of subjects. centre, externally verified by City & Guilds
ASSESSMENT METHOD: GRADING SYSTEM:

Written examinations: set and marked by City & Guilds Written examinations: Distinction, Merit, Pass
Practical assignments: set by City & Guilds, marked by the Practical assignments: Pass
centre, externally verified by City & Guilds QUALITY ASSURANCE:
GRADING SYSTEM: Internal and external verification
Written examinations: Distinction, Merit, Pass PROGRESSION/ARTICULATION:
Practical assignments: Pass Level 2 qualifications/employment
City & Guilds Full Technological The target audience is candidates in work or with access to
work placement who:
Diploma g require the vocational knowledge and skills within the
QUALIFICATION ABBREVIATION: qualifications to enable them to work effectively at a
FTD managerial level in their sector
g require a qualification which validates, confirms and
NQF/QCF LEVEL: consolidates their professional expertise
Level 5 g are seeking a progression route which will facilitate
BACKGROUND: entry to a related degree programme.
Candidates at this level are able to apply skills and a PREREQUISITES:
significant range of fundamental principles across a wide Level 3 qualification.
and often unpredictable variety of contexts. They can
ASSESSMENT METHOD:
take significant responsibility for the work of others and
allocation of substantial resources. They can act with Centre-devised assignments which are externally
moderated by City & Guilds.
substantial autonomy and personal accountabilities
typically include analysis and diagnosis, design, planning, GRADING SYSTEM:
execution and evaluation. They have competence in Distinction, Merit, Pass
managing and training others. Qualifications at this QUALITY ASSURANCE:
level are appropriate for people working as higher grade External moderation
technicians, professionals or managers.
The Full Technological Diploma is available for the Foundation degree/degree/employment
following qualifications:
g IVQs in Engineering (2565) Professional Recognition Awards
IVQs in Telecommunication Systems (2730)
(PRAs)
g
g IVQs in Motor Vehicle Engineering (3905)

g Technician IVQs in the Construction Industry (6165) QUALIFICATION ABBREVIATION:
g IVQs in Applied Information Technology (7235) PRA
g IVQs in Electrical and Electronic Engineering
(8030-2000). NQF/QCF LEVEL:
Licentiateship (LCGI): Level 4
PREREQUISITES: Affiliateship (AfCGI): Level 5
In order to obtain an FTD, the candidate must hold both an Graduateship (GCGI): Level 6
IVQ Technician Diploma and an IVQ Advanced Technician Membership (MCGI): Level 7
Diploma in the relevant subject, have a job role of a BACKGROUND:
supervisory nature and provide a portfolio of evidence which The Professional Recognition Awards (PRAs) are
documents at least two years’ appropriate work experience. competence-based awards which recognise the
practical application of professional skills, knowledge
Holders of the FTC who wish to obtain an FTD must sit and
and understanding in employment. They offer an
be successful in the relevant IVQ Technician Diploma and
employment-based route to higher level qualifications.
IVQ Advanced Technician Diploma assessments and also
satisfy the practical portfolio element. To achieve an award, candidates must provide evidence
that they have met the six standards which are based
around the following topics:
Level 6 qualification/degree/employment
g
Commitment to professional standards
Communication and information management
Higher Level Qualifications
g
g
Leadership
g
Professional development
g
Working with others
City & Guilds Higher Professional g
Managing customer relationships.
Diploma Award/Certificate/Extended
HPD
Certificate/Diploma in Digital
NCQ/QCF LEVEL:
Applications for IT Users
Level 4 QUALIFICATION ABBREVIATION:
BACKGROUND: DIDA
Equivalent to first year of a degree and available through CIDA
part-time or full-time delivery. ECIDA/CIDA+
AIDA
Qualifications provide the opportunity for candidates to
select both higher level technical units and those focusing NQF LEVEL:
on management. Level 2

g Successor to GNVQ ICT (Foundation and Intermediate) FAD (not used by WJEC)
g Mapped against the e-Skills National Occupational
NQF LEVEL:
Standards for IT Users and the National Curriculum
Programme of Study in ICT Level 3
g Practical approach used to develop a body of skills BACKGROUND:
and knowledge The FAD programme was created in the 1960s to prepare
g Promotes creative use of digital applications students for degree-level study in art and design. It has
g Work submitted for moderation in an e-portfolio. traditionally been viewed as a post-school qualification
Pearson Edexcel Qualifications in Digital Applications for IT that is normally taken in sixth form colleges, FE colleges
Users are part of the levels 1 and 2 provision of the NQF. and HEPs. The qualification was redesigned in 2000, and
from September 2000 has been accredited by QCDA
They are designed to: and offered as a progression qualification for HE and/or
g develop students’ ability to select and use digital employment. It has consistently been a most successful
applications appropriately and produce high quality route for entry to degree-level studies in studio-based art
outcomes and design.
enable students to demonstrate their knowledge and
Three awarding bodies offer the Level 3 FAD: ABC Awards
g
skills through purposeful application.

(ABC), Pearson and the Welsh Joint Education Committee
Their broad objectives are to: (WJEC).
g give students the technical knowledge, skills and A high proportion of FADs are located in FE colleges,
understanding they need to use digital applications although it is also available in some HEPs and a small
competently number of schools and sixth form colleges.
g equip students with some of the skills they will need in
the workplace or in further education or training The programme is normally offered as a one-year full-time
g promote learning through work-related contexts programme, or as a two-year part-time programme.
g use e-portfolios as tools for learning and assessment
g develop an awareness of ethical, social, economic and It is designed to:
political consequences of the use of and access to g enhance students’ capacity to learn and develop those
digital applications for individuals, organisations and faculties and skills which lead to self-reliant learning
society. g develop students’ critical awareness of the
DATE OF FIRST TEACHING: contemporary visual world and related contexts and
September 2005, following pilot 2004 the relationship of contemporary practice to historical,
cultural, environmental and social influences
DATE OF FIRST AWARD: g develop students’ intellectual curiosity through
2006 (one-year programmes) critical understanding and advanced learning using
NUMBER OF UNITS/STRUCTURE: appropriate methods such as a reflective journal and
Award in Digital Applications is equivalent to one GCSE. interaction between self and others
The Award consists of one compulsory unit (Using ICT). g develop students’ ability in methods of creative
production by maintaining an open mind towards the
Certificate in Digital Applications is equivalent to two exploration of new ideas through risk taking
GCSEs. The Certificate consists of one compulsory unit g connect to the workplace and employers through
(Using ICT) and a further unit chosen from a list of four.
the encouragement of participation in ‘live projects’
Extended Certificate in Digital Applications is equivalent wherever relevant to the specification
to three GCSEs. The Extended Certificate consists of one g provide a context in which students are able to identify
compulsory unit (Using ICT) and two optional units chosen and interpret their strengths and direction through
from a list of four. a continuous diagnostic and progressive exploration
of skills and concepts central to art, design, craft and
Diploma in Digital Applications is equivalent to four GCSEs. communication practice
The Diploma consists of one compulsory unit (Using ICT) g develop students’ understanding and awareness
and three optional units chosen from a list of four.
of the opportunities and demands of study in art,
GRADING SYSTEM: design, craft and communication in order to translate
Distinction, Merit and Pass potential and ability into realisable goals within higher
education, chosen employment or industry liaison
opportunity.
Diploma in Foundation Studies DATE OF FIRST TEACHING:
2000
(Art and Design) (NQF)
Note: These qualifications are being replaced by versions 2001
in the QCF. For more information on the new Diploma in
Foundation Studies qualifications, please see below. DATE OF LAST AWARD (FOR NQF VERSIONS):
2013
Individual awarding bodies’ titles are as follows –
PREREQUISITES:
ABC Awards: Diploma in Foundation Studies in Art, Design Although not mandatory, the majority of students have
and Media. at least two A levels. This requirement does not apply to
Pearson: BTEC Foundation Diploma in Art and Design. mature students who are assessed according to individual
WJEC: Diploma in Foundation Studies (Art, Design circumstances.
and Media).
ABC: 8 units including at least one at Level 4
Diploma in Foundation Studies
Pearson: 9 units including two at Level 4 (Art and Design) (QCF)
WJEC: 3 units including one at Level 4
Note: individual awarding organisations’ titles are as
ASSESSMENT METHOD: follows –
All FAD programmes are externally assessed. ABC and
ABC Awards: Level 3 Foundation Diploma in Art, Design
Pearson operate an external assessment model hosted
and Media (QCF)
through the confirmatory stage, WJEC operates through
the FMP (Final Major Project). Throughout the programme, Level 4 Foundation Diploma in Art, Design
a student’s progress is benchmarked through internal and Media (QCF)
assessment. Pearson: BTEC Level 3 Foundation Diploma in Art
and Design (QCF)
EXAMINATION TIMING:
Summer term. BTEC Level 4 Foundation Diploma in Art
and Design (QCF)
UAL: Level 3 Foundation Diploma in Art and
Certificates can be released from mid-July. Design (QCF)
GRADING SYSTEM: Level 4 Foundation Diploma in Art and
Distinction, Merit and Pass Design (QCF)
Final stage only is graded in the ABC and Pearson WJEC: Level 3 Diploma in Foundation Studies Art
specifications. WJEC weights each unit at 25%, with and Design (QCF)
clear assessment strands and descriptors for each unit Level 4 Diploma in Foundation Studies Art
culminating in a final assessment, weighted 50%. and Design (QCF)
FAD has been allocated UCAS Tariff points as follows:. QUALIFICATION ABBREVIATION:
FAD (not used by WJEC)
Distinction 285 QCF LEVEL:
Merit 225 Level 3 and Level 4
Pass 165 BACKGROUND:
This diploma is designed as a successor to the NQF
For more information about the UCAS Tariff, please see qualification of the same name. Its main aim is to help
Appendix B. learners make informed decisions to facilitate progression
to higher education in the areas of art, design and media,
QUALITY ASSURANCE:
or into related employment. The diploma builds on learners’
ABC Awards
prior experience. It links skills already acquired with ideas
All Centres offering the qualification will receive an external
and challenges, extending learners’ critical independence
moderation visit, on a date of their choice, by an expert
and providing them with a full understanding of the career
external moderator. Centre staff will also be able to attend
opportunities in art, design and the media.
free annual standardisation events and conferences.
An annual Chief Examiner’s report will confirm national DATE OF FIRST TEACHING:
benchmarks and present other data and analysis. 2010
Pearson DATE OF FIRST AWARD:
Pearson external examiners review the statements of 2011
intent eight weeks prior to the examination visit and
provide the centre with a feedback report. Examination
Learners must achieve a minimum of 120 credits. The
visits to review the final major projects take place by
number of units in the qualification varies between
negotiation with the centres.
awarding organisations, as indicated below. Learners take
WJEC mandatory units from group A, and optional units from
WJEC external assessment takes place in June each year. groups B1 and group B2. Group B2 consists of units at level
Moderator-examiner reports are returned to centres and 4. Units from one awarding organisation can be used to
the issues are carried forward to annual Boards of Study provide exemption for another awarding organisation’s
attended by all centres. qualification.
PROGRESSION/ARTICULATION: ABC Awards: Level 3 FAD: 120 credits required, including
Progression is largely into higher education and employment. a maximum of 12 credits at Level 4 from
VARIANTS:
optional units
ABC can offer a Certificate of Unit Credit to students who Level 4 FAD: 120 credits required, including
complete units 1 to 7. 44 at Level 3
Pearson: Level 3 FAD: 120 credits required, including
Pearson can offer a Certificate of Unit Credit for any of the
completed units 1 to 7. a maximum of 10 at Level 4
Level 4 FAD: 120 credits required, including
50 at Level 3
UAL: Level 3 FAD: 120 credits required, including
40 at Level 4
Level 4 FAD: 120 credits required, including
40 at Level 3
WJEC: Level 3 Diploma in Foundation Studies Art PROGRESSION/ARTICULATION:

and Design: 120 credits required including The qualification will allow learners to progress onto the
50 at Level 4 EDI Level 3 Diploma in Health and Social Care or EDI
Level 4 Diploma in Foundation Studies Art Level 3 Certificate in Dementia Care.
and Design: 120 credits required including
40 at Level 3
EDI Level 3 Award in Awareness of
ASSESSMENT METHOD:
Portfolio of evidence. End of Life Care
GRADING SYSTEM: QCF LEVEL:
Pass/Merit/Distinction Level 3
PROGRESSION/ARTICULATION: BACKGROUND:
Degree-level study, or employment in the relevant sector. This qualification provides an opportunity to develop
understanding of different perspectives of death
and dying, aims and principles of end of life care,
EDI (Education Development communication factors in end of life care, and how to
access a range of support services in end of life care.
International)
It is aimed at all learners in health and social care with an
Education Development International (EDI) has an
interest in end of life care and the impact on individuals.
extensive range of tests and qualifications that are
accredited by the UK regulatory bodies. EDI’s vision DATE OF FIRST TEACHING:
is to offer progressive assessments and qualifications 25 April 2012
throughout a learner’s academic life and on into their
PREREQUISITES:
professional career.
None
EDI was formed by the merger of Goal and LCCIEB NUMBER OF UNITS/STRUCTURE:
(London Chamber of Commerce and Industry To achieve the full Level 3 Award in Awareness of End of
Examinations Board) in December 2002. EDI also offers Life Care , learners must achieve a minimum of 21 credits.
a range of LCCI International Qualifications, specialising The learner must achieve all 15 credits from the mandatory
in Finance, English Language and Business Skills (see
units and a further six credits must be achieved from the
Appendix I for English language proficiency tests).
optional units.
For information about LCCI qualifications please see ASSESSMENT METHOD:
pages 129 to 133. Portfolio of evidence
GRADING SYSTEM:
EDI Level 3 Award in Awareness of Pass/Fail
Dementia PROGRESSION/ARTICULATION:
The qualification offers the opportunity to develop
QCF LEVEL: knowledge around supporting individuals in end of life care
Level 3 and could add further knowledge to the contextualised
BACKGROUND: learning gained through the Health and Social Care
The qualification is aimed at those who are already Diploma.
working in care roles with individuals with dementia and
provides an opportunity to have their knowledge and There is opportunity to progress to Level 3 Certificate
skills recognised through the achievement of a nationally in Working in End of Life Care, Level 5 Certificate in
accredited qualification. It assesses learners’ competence, Leading and Managing Services to Support End of Life
ie their ability to competently perform a range of tasks and Significant Life Events and/or the Level 3 Diploma in
in areas of practice such as person-centred working, Health and Social Care.
communication and interaction, equality and diversity,
individuals’ rights and choices.
EDI Level 3 Certificate in Contact
1 September 2010 Centre Operations
PREREQUISITES: QCF LEVEL:
None Level 3
NUMBER OF UNITS/STRUCTURE: BACKGROUND:
To achieve the full Level 3 Certificate in Dementia Care, This Level 3 Certificate in Contact Centre Operations is a
learners must achieve a minimum of 21 credits. The flexible qualification aimed at individuals working within
learner must achieve all 15 credits from the mandatory contact centre environments.
units and a further six credits must be achieved from the
optional units. It has been designed to cater for a diverse range of job
roles and to reflect the depth of knowledge to work within
ASSESSMENT METHOD: the sector including: problem solving; improving customer
Portfolio of evidence and/or multiple choice tests. satisfaction; team leading; improving customer loyalty;
GRADING SYSTEM: gathering and analysing customer feedback; navigating
Pass/Fail software; processing complaints; maintaining reliable
customer service and communication technology.
DATE OF FIRST TEACHING: EXAMINATION TIMING:

2011 Paper-based on demand or online
PREREQUISITES: DATE OF RESULT PUBLICATION:
There are no formal entry requirements for this Four weeks for paper-based tests
qualification. Online: 24 hours
NUMBER OF UNITS/STRUCTURE: GRADING SYSTEM:
The minimum credit value for the Level 3 Certificate in Pass/Fail
Contact Centre Operations is 16, of which at least 10 credits
must be at Level 3. To do this the learner must achieve:
To progress a career or improve the understanding to
g three mandatory units from Group A (nine credits) support that career; progress towards the NVQ Level 3
g a minimum of seven credits from Group B. Diploma in Customer Service; enter customer service roles
ASSESSMENT METHOD: that carry a significant degree of responsibility; gain an
Internally assessed and internally verified unit workbooks, Advanced Apprenticeship.
externally moderated by EDI.
GRADING SYSTEM: EDI Level 4 Certificate in Delivering
Pass/Fail
Learning using a Virtual Learning
Learners who achieve the EDI Level 3 Certificate in Environment (VLE)
Contact Centre Operations can progress to higher level QCF LEVEL:
vocational qualifications including the Level 4 NVQ Level 4
Diploma in Contact Centre Operations (part of the Higher
Apprenticeship framework) and/or higher management BACKGROUND:
and leadership qualifications. In addition, learners may This qualification is designed for teachers, tutors, trainers
use achievement of the qualification to gain or advance and learning support staff for any curriculum area, who
employment in the sector. want to be able to use a VLE or other online learning
platform to provide online learning resources and
assessment for their learners.
EDI Level 3 Certificate in Customer
Service 2010
QCF LEVEL:
PREREQUISITES:
Level 3
Learners need to be teachers, trainee teachers, or trainers,
BACKGROUND: or in a learning support position. They need to have initial
This qualification is intended to give learners a broader skills in word processing, data handling, using presentation
understanding of the principles and background to software, e-mail and the internet.
providing customer service and how they can be applied to
typical situations. It is suitable for: NUMBER OF UNITS/STRUCTURE:
Learners complete three mandatory units.
g those wishing to gain knowledge and understanding of
the concept of customer service at a more advanced level ASSESSMENT METHOD:
g use as a development tool, building on previously gained Assessment is through internal assessment of the
knowledge and experience in providing customer service assignment for each mandatory unit. Internal assessment is
g progression towards an NVQ, such as the EDI Level 3 internally moderated and then externally moderated by EDI.
NVQ Diploma in Customer Service
EXAMINATION TIMING:
those wishing to gain the knowledge and
Not applicable.
g
understanding necessary for taking some degree

of responsibility for supervising or leading staff at DATE OF RESULT PUBLICATION:
lower levels Results are published approximately eight weeks after the
g learners wishing to gain an Advanced Apprenticeship end of course date.
in Customer Service.
GRADING SYSTEM:
This qualification is relevant to all occupational areas. The overall result is either Pass or Referred.
DATE OF FIRST TEACHING: PROGRESSION/ARTICULATION:
2010 More advanced use of a VLE in teaching and learning.
PREREQUISITES:
There are no formal entry requirements for this
qualification.
EDI Level 4 Diploma in Education
Practice: ICT Advanced
Two units: QCF LEVEL:
Unit 1 – Principles of Customer Service Delivery Level 4
Unit 2 – Developing and Improving the Customer
BACKGROUND:
Service Process
This qualification is designed for those who want to gain
ASSESSMENT METHOD: a certificate for teaching Advanced/Level 3 ICT or need
Unit 1 will be assessed through a multiple choice text. Unit certification for their ability to teach Level 3 ICT.
2 is assessed through internally assessed workbook.

2006 Assessment is through an examination and observation,
and assessment of three hours of the teaching practice.
PREREQUISITES:
Learners need to hold the EDI Certificate in Education EXAMINATION TIMING:
Practice: ICT Skills or have an equivalent qualification Examinations are available on demand.
and experience to provide a reasonable basis for entry
to an advanced course. They should also hold a teaching
Results are published approximately eight weeks after the
qualification or have carried out 40 hours of ICT training
examination date.
during the past year.
GRADING SYSTEM:
The overall result is either Pass or Referred.
Learners complete the six mandatory units, plus the
Applied Principles of Education if they do not hold the PROGRESSION/ARTICULATION:
Education Practice: ICT Skills qualification. To higher level teaching qualifications.
ASSESSMENT METHOD:
Assessment for Units 1–3 is as for the Certificate in
Education Practice: ICT Advanced. (Learners who already
EDI Level 3 Award in Food Safety
hold this certificate are exempted from the assessments Supervision for Logistics
for these units).
QCF LEVEL:
Assessment for Units 4, 5 and 6 is through internal Level 3
assessment of two ICT teaching resources and
BACKGROUND:
documentation for and delivery of an advanced ICT
This qualification covers those aspects of the supervision
course. Learners would also complete the Applied Principles
of food hygiene and safety which enable learners to
of ICT Education teaching project, if applicable. Internal
identify problem areas and to recommend solutions. The
assessment is internally moderated and then externally
aim is to provide a broad knowledge of food safety and
moderated by EDI.
food hygiene. Learners who achieve the qualification will
Additionally, for Unit 4, learners devise teaching resources have the appropriate knowledge and understanding to
for Database and Spreadsheet in controlled conditions and be able to take responsibility for food safety monitoring
these are externally assessed by EDI. procedures, to identify hazards to food safety, take
appropriate action in the light of these hazards and
EXAMINATION TIMING: contribute to improvements in food safety practice.
Controlled assessments are carried out on a date
determined by the centre and in advance of a final date DATE OF FIRST TEACHING:
specified by EDI. 2010
DATE OF RESULT PUBLICATION: PREREQUISITES:
Results are published approximately eight weeks after the None
end of course date. NUMBER OF UNITS/STRUCTURE:
GRADING SYSTEM: Learners must achieve one mandatory unit of three credits.
The overall result is either Pass, Referred or Incomplete. ASSESSMENT METHOD:
PROGRESSION/ARTICULATION: Multiple choice tests
To higher level generic teaching qualifications or a degree
programme.
Six weeks for paper-based tests; 24 hours for online tests.
GRADING SYSTEM:
EDI Level 4 Certificate in Education Pass/Fail
Principles and Practice PROGRESSION/ARTICULATION:
Achievement of this qualification will contribute to learners’
QCF LEVEL:
career progression in the logistics industry, for example by
Level 4 applying for positions at supervisory level.
BACKGROUND:
This qualification is designed for those who want to gain
an introductory teaching certificate or need confirmation EDI Level 3 Certificate in
of their ability to teach. Hospitality and Catering Principles
DATE OF FIRST TEACHING: (Professional Cookery) (QCF)
2010
QCF LEVEL:
PREREQUISITES:
Level 3
Learners need to have five GCSEs or their equivalent, plus a
Level 3 qualification, or a Level 2 qualification and skills BACKGROUND:
and experience in their specialist area. The Level 3 Certificate in Hospitality and Catering Principles
(Professional Cookery) contributes to the underpinning
knowledge and understanding requirements of the Level 3
Learners complete the two mandatory units, plus four
NVQ Diploma in Professional Cookery. It provides the learner
hours of teaching practice.
with a relevant foundation of knowledge as preparation for
a rewarding career in the hospitality industry.
The knowledge and understanding of the identified

National Occupational Standards have been used to direct
EDI Level 3 Certificate in ICT
the assessment of this qualification. Systems and Principles
DATE OF FIRST TEACHING: QCF LEVEL:
2009 Level 3
PREREQUISITES: BACKGROUND:
There are no formal entry requirements for this The aim of the EDI Level 3 Certificate in ICT Systems
qualification. and Principles is to meet the underpinning knowledge
and understanding requirements in IT network,
telecommunications and systems and data security.
Learners must achieve eight mandatory units.
They have been designed for individuals who already
ASSESSMENT METHOD: possess knowledge and understanding of ICT systems and
Multiple choice test principles, and are suitable for those who are working or
aspiring to work within the IT professional sector.
EXAMINATION TIMING:
On demand DATE OF FIRST TEACHING:
2011
GRADING SYSTEM:
Pass/Fail PREREQUISITES:
qualification.
This qualification is appropriate for those who wish to
gain underpinning knowledge and understanding of NUMBER OF UNITS/STRUCTURE:
professional cookery skills and techniques. To achieve the EDI Level 3 Certificate in ICT Systems and
Principles, learners must achieve a minimum of 25 credits.
A minimum of 19 credits must at Level 3.
EDI Level 3 Award in Hospitality ASSESSMENT METHOD:
Supervision and Leadership Multiple choice tests
Principles (QCF) GRADING SYSTEM:
Pass/Fail
QCF LEVEL:
Level 3 PROGRESSION/ARTICULATION:
Learners who achieve the EDI Level 3 Certificate in ICT
BACKGROUND:
Systems and Principles can progress to higher level
This qualification is designed to prepare learners for vocational qualifications, including the Level 4 Diploma
employment in supervision and leadership roles in the in ICT Professional Competence (PROCOM), part of the
hospitality sector, as Advanced Apprenticeship framework. Higher Apprenticeship framework. In addition, learners
It will provide learners with the knowledge required for may use achievement of the qualification to gain or
a supervision and leadership role within the hospitality advance employment in the sector.
industry, covering the make up of the hospitality industry,
communication in the hospitality industry, leading a
team, the supervision of customer service, stock control EDI Level 3 Award in IT User Skills
and the effective use of resources, as well as providing the
knowledge component for the Hospitality Supervision and QCF LEVEL:
Leadership apprenticeship. Level 3
DATE OF FIRST TEACHING: BACKGROUND:
2011 This qualification is suitable for candidates who are using
IT within their job. Units can be taken at a variety of levels
PREREQUISITES: which gives flexibility to enable the qualification to match
There are no formal entry requirements for this job roles. The qualification will allow candidates to apply
qualification. knowledge, understanding and skills to a level recognised
NUMBER OF UNITS/STRUCTURE: by employers, thus proving competency in their job role.
Learners must achieve three mandatory units. This qualification is suitable for candidates using IT
ASSESSMENT METHOD: systems in a wide range of job roles.
Multiple choice test DATE OF FIRST TEACHING:
EXAMINATION TIMING: 2010
On demand PREREQUISITES:
GRADING SYSTEM: None
Pass/Fail NUMBER OF UNITS/STRUCTURE:
PROGRESSION/ARTICULATION: There are no mandatory units. Learners will take desired
This qualification is appropriate for those who wish to gain optional units to meet the credit threshold.
underpinning knowledge and understanding of supervision ASSESSMENT METHOD:
and leadership within the hospitality sector. Portfolio of evidence
GRADING SYSTEM:
Pass/Fail
PROGRESSION/ARTICULATION: PROGRESSION/ARTICULATION:
This qualification is appropriate for those who wish to This qualification is appropriate for those who wish to
gain underpinning knowledge and understanding through gain underpinning knowledge and understanding through
off-the-job learning. off-the-job learning.
EDI Level 3 Certificate in IT User EDI Level 3 Diploma in IT User

Skills Skills (ITQ Apprentice)
Level 3 Level 3
BACKGROUND: BACKGROUND:
This qualification is suitable for candidates who are using The level 3 Diploma in IT User Skills (ITQ Apprentice)
IT within their job. Units can be taken at a variety of levels has been designed to meet the skills and knowledge
which gives flexibility to enable the qualification to match requirements of the Advanced Apprenticeship for IT Users.
job roles. The qualification will allow candidates to apply
knowledge, understanding and skills to a level recognised This qualification is suitable for learners who are using IT
by employers, thus proving competency in their job role. within their job. Units can be taken at a variety of levels,
which gives flexibility to enable the qualification to match
This qualification is suitable for candidates using IT job roles. The qualification will allow learners to apply
systems in a wide range of job roles. knowledge, understanding and skills to a level recognised
by employers, thus proving competence in their job role.
2011
PREREQUISITES:
None PREREQUISITES:
There are no formal entry requirements for this qualification.
One mandatory unit of Improving Productivity Using IT, NUMBER OF UNITS/STRUCTURE:
plus optional units to meet the credit threshold. To achieve the Level 3 Diploma in IT User Skills (ITQ
Apprentice), the learner will need to complete units to gain
ASSESSMENT METHOD: a minimum of 39 credits.
The credit total will be made up of three mandatory units
GRADING SYSTEM:
(17 credits) from mandatory group A:
Pass/Fail
g Improving Productivity Using IT
PROGRESSION/ARTICULATION: g Understanding the Potential of IT
This qualification is appropriate for those who wish to g Developing Personal and Team Effectiveness Using IT.
gain underpinning knowledge and understanding through
off-the-job learning. And an additional minimum of 22 credits will also be
achieved from optional Group B and must include at least
five credits at Level 3 or above. Only one unit from each
EDI Level 3 Diploma in IT User optional unit group (e.g. Audio Software Level 1, 2 or 3)
can contribute to the credit total.
Skills ASSESSMENT METHOD:
QCF LEVEL: Portfolio of evidence.
Level 3
GRADING SYSTEM:
BACKGROUND: Pass/Fail
This qualification is suitable for candidates who are using
IT within their job. Units can be taken at a variety of levels
which gives flexibility to enable the qualification to match This qualification is appropriate for those who wish to
job roles. The qualification will allow candidates to apply gain underpinning knowledge and understanding of the
knowledge, understanding and skills to a level recognised principles of IT technology that underpins performance.
by employers, thus proving competency in their job role.
This qualification is suitable for candidates using IT EDI Level 5 Diploma in
systems in a wide range of job roles.
Management and Leadership
2009 QCF LEVEL:
Level 5
PREREQUISITES:
None BACKGROUND:
The suite of EDI Level 5 qualifications in Management
NUMBER OF UNITS/STRUCTURE: and Leadership are designed to contribute to the
One mandatory unit of Improving Productivity Using IT, knowledge, understanding and performance requirements
plus optional units to meet the credit threshold. of management and leadership roles. Their purpose is to
ASSESSMENT METHOD: provide in-depth knowledge and understanding around key
Portfolio of evidence management and leadership principles and processes, all
of which underpin effective performance.
GRADING SYSTEM:
Pass/Fail
Each qualification is suitable for those who operate NUMBER OF UNITS/STRUCTURE:

autonomously within a management and leadership role, Three units assessed through multiple-choice papers.
and/or for those who wish to extend their knowledge and Unit 1 – Managing Self Development
understanding to support career progression.
Unit 2 – Responsibilities as a Manager
Learners may choose to extend their learning through a Unit 3 – Objective Setting and Communicating to
complementary competency- based qualification such as Support Teams
the EDI Level 5 NVQ Diploma in Management.
ASSESSMENT METHOD:
DATE OF FIRST TEACHING: 100% external assessments.
2012
EXAMINATION TIMING:
PREREQUISITES: On demand and online.
Whilst there are no formal entry requirements, the suite of
EDI Level 5 qualifications in Management and Leadership DATE OF RESULT PUBLICATION:
are linked to the learner’s understanding around the Four weeks for paper-based tests; 24 hours for online.
principles of management and leadership that underpin GRADING SYSTEM:
a range of tasks connected to their work. To successfully Pass/Fail for each unit.
achieve these qualifications, learners are expected to be
working at an appropriate level, and have the autonomy to PROGRESSION/ARTICULATION:
apply their learning towards management and leadership The Level 3 Certificate in Management Principles has been
responsibilities. designed to enable as many progression opportunities as
possible. Suggested progression routes include, but are not
NUMBER OF UNITS/STRUCTURE: limited to occupational qualifications such as the EDI
To achieve the EDI Level 5 Diploma in Management Level 3 NVQ Certificate/Diploma and Level 5 NVQ Diploma
and Leadership, learners must achieve a minimum of in Management.
40 credits. The learner must achieve 10 credits from the
mandatory unit and a minimum of 30 credits from the
optional units. EDI Level 3 Award in Nutrition for
ASSESSMENT METHOD: Healthier Food and Special Diets
Internally assessed and internally verified assignments,
QCF LEVEL:
externally verified by EDI.
Level 3
GRADING SYSTEM:
BACKGROUND:
Pass/Fail
This qualification aims to provide learners with knowledge
PROGRESSION/ARTICULATION: of the principles of nutrition, healthier foods and special
This qualification aims to improve management and diets. Learners will develop their knowledge of the
leadership skills, sharpen awareness of best practice, principles of balanced diets, nutritional information and
enhance overall management performance and progress their understanding of special dietary needs.
careers. It offers progression to the EDI Level 5 and Level 7
NVQ Diploma in Management.
2010
PREREQUISITES:
EDI Level 3 Certificate in There are no formal entry requirements for this
Management Principles qualification.
QCF LEVEL:
Learners must achieve one mandatory unit.
Level 3
ASSESSMENT METHOD:
BACKGROUND:
Multiple choice test
The EDI Level 3 Certificate in Management Principles aims
to allow learners to: EXAMINATION TIMING:
g develop the essential, generic background knowledge On demand
and understanding for a range of middle management GRADING SYSTEM:
roles Pass/Fail
g develop the background knowledge and understanding
of the personal and interpersonal skills required for an PROGRESSION/ARTICULATION:
effective middle manager Learners can progress onto other sector-related
g support the learner in acquiring the knowledge and qualifications, for example the Level 3 Award in Practical
understanding for the level 3 NVQ Certificate/Diploma Supervision of Food Safety in Catering or the Level
in Management. 3 Certificate in Hospitality and Catering Principles
(Professional Cookery). Completion of this qualification
DATE OF FIRST TEACHING: also enhances the employment prospects of those
2010 employed in the catering and caring professions or those
PREREQUISITES: seeking to gain employment in these areas.
qualification. However, learners should have achieved
a level of knowledge and understanding equivalent to
a Level 2 qualification in Team Leading, through either
previous learning or experience.
EDI Level 3 Certificate in Personal PROGRESSION/ARTICULATION:

Candidates may use achievement of this qualification
Training towards other qualifications at Level 3 within the sector
and may progress onto related food safety qualifications
QCF LEVEL:
and/or related hospitality and catering qualifications.
Level 3
BACKGROUND:
This qualification will allow learners to apply knowledge, EDI Level 3 Award in Preparing
understanding and skills to a level recognised by employers to Teach in the Lifelong Learning
as providing entry into the exercise and fitness industry as
personal trainers at Level 3. Sector
This qualification has been designed for fitness instructors QCF LEVEL:
wishing to further their knowledge and skills to work Level 3
as personal trainers and for learners with some prior BACKGROUND:
knowledge of fitness instructing who wish to work in the This qualification is designed for those who are new to
industry as personal trainers. teaching, training or tutoring in the lifelong learning
DATE OF FIRST TEACHING: sector, who want to be a teacher or trainer in the lifelong
January 2012 learning sector or who want to update their underpinning
knowledge and teaching or training skills.
PREREQUISITES:
Level 2 qualification in fitness instructing, or equivalent. DATE OF FIRST TEACHING:
2012
Learners must achieve seven mandatory units. PREREQUISITES:
Learners need to have the skills and abilities to achieve an
ASSESSMENT METHOD: initial teaching qualification at Level 3.
Portfolio of evidence and multiple choice test.
GRADING SYSTEM: Learners complete one mandatory unit and at least two
Pass/Fail. other optional units.
PROGRESSION/ARTICULATION: ASSESSMENT METHOD:
Learners may progress to the Level 3 Diploma in Personal Assessment is through internal assessment of the
Training NVQ, to additional units/qualifications at Level 3 assessment pro forma.
e.g. exercise referrals, and to Level 4 units/qualifications
e.g. cardiac rehabilitation. Internal assessment is internally moderated and then
externally moderated by EDI.
EDI Level 3 Award in Practical EXAMINATION TIMING:

Not applicable.
Supervision of Food Safety in DATE OF RESULT PUBLICATION:
Catering Results are published approximately eight weeks after the
end of course date.
QCF LEVEL:
Level 3 GRADING SYSTEM:
BACKGROUND:
The purpose of this qualification is to provide candidates PROGRESSION/ARTICULATION:
with the knowledge and skills in the practical supervision To the Level 3 or Level 4 Certificate in Teaching in the
of both staff and food safety operations in food handling Lifelong Learning Sector for the associate teacher role or
environments, specifically those in hospitality and the Level 5 Diploma in Teaching in the Lifelong Learning
catering establishments. Candidates will develop skills Sector for those in the full teaching role.
and knowledge which will enable them to meet their
supervisory responsibilities and enable their businesses to
meet statutory requirements for supervising food handlers. EDI Level 4 Award in Preparing
DATE OF FIRST TEACHING: to Teach in the Lifelong Learning
2009 Sector
PREREQUISITES:
QCF LEVEL:
There are no formal entry requirements for this Level 4
qualification.
BACKGROUND:
This qualification is designed for those who are new to
Learners must achieve one mandatory unit. teaching, training or tutoring in the lifelong learning sector,
ASSESSMENT METHOD: want to be a teacher or trainer in the lifelong learning
Assignments sector or want to update their underpinning knowledge
and teaching or training skills.
GRADING SYSTEM:
Pass/Fail DATE OF FIRST TEACHING:
2012
PREREQUISITES: ASSESSMENT METHOD:

Learners need to have the skills and abilities to achieve an Portfolio of evidence and/or multiple choice tests.
initial teaching qualification at Level 4.
GRADING SYSTEM:
NUMBER OF UNITS/STRUCTURE: Pass/Fail
Learners complete one mandatory unit and at least two
additional units making a total of 12 credits.
The qualification will allow learners to progress onto the
ASSESSMENT METHOD: EDI Level 3 Diploma in Health and Social Care.
Assessment is through internal assessment of the
assessment pro forma.
EDI Level 3 Certificate/Diploma
Internal assessment is internally moderated and then
externally moderated by EDI. in Principles of Bus and Coach
EXAMINATION TIMING: Engineering and Maintenance
Not applicable. (Mechanical/Electrical/Body)
QCF:
Level 3
end of course date.
BACKGROUND
GRADING SYSTEM:
These qualifications are technical certificates covering the
knowledge and competence required to carry out routine
PROGRESSION/ARTICULATION: and complex maintenance and repair of passenger-carrying
To the Level 3 or Level 4 Certificate in Teaching in the vehicles. Learners will gain a thorough understanding of
Lifelong Learning Sector for the associate teacher role or the technical principles underpinning the way engine and
the level 5 Diploma in Teaching in the Lifelong Learning electrical systems operate as well as the construction of
Sector for those in the full teaching role. vehicle chassis and mechanical components.
2011
EDI Level 3 Certificate in Preparing
to Work in Adult Social Care PREREQUISITES:
None, but learners may benefit from having completed the
QCF LEVEL: Level 2 qualifications beforehand.
Level 3 NUMBER OF UNITS/STRUCTURE:
BACKGROUND: Learners must complete common mandatory units as
The EDI level 3 Certificate in Preparing to Work in Adult well as choose optional units relating the specialist areas
Social Care is aimed at learners interested in, or new to, in which they want to study. Separate qualifications are
working in adult social care in England. It aims to develop available for mechanical, electrical and body work.
knowledge around the following areas relating to working ASSESSMENT METHOD:
in adult social care: This qualification is assessed through centre-devised
g communication question papers and practical assignments.
g equality, diversity and inclusion
EXAMINATION TIMING:
g personal development
g role of the social care worker Set by the delivery centre.
g handling information GRADING SYSTEM:
g health and safety Pass/Fail
g safeguarding
g duty of care
g person centred approaches. This qualification is recognised as a technical certificate
in the Advanced Apprenticeship framework. It is also
It does not confirm competence but relates to the appropriate for those wishing to gain underpinning
knowledge elements covered in the mandatory units of knowledge and understanding and can be used as a
the Health and Social Care Diploma at Level 3. Learners stepping stone for foundation degrees.
progressing to the Health and Social Care Diploma at
Level 3 will therefore be able to have their achievement
of the knowledge recognised in these units through EDI Level 3 Certificate in Principles
Recognition of Prior Learning. of the Creative and Cultural Sector
QCF LEVEL:
27 January 2011
Level 3
PREREQUISITES:
BACKGROUND:
None
This qualification aims to provide learners with the
NUMBER OF UNITS/STRUCTURE: underpinning knowledge required to work in the Creative
To achieve the full EDI Level 3 Certificate in Preparing and Cultural Sector.
to Work in Adult Social Care qualification learners must
achieve a minimum of 21 credits. To achieve this, learners
June 2011
must achieve all nine mandatory units.
PREREQUISITES: DATE OF FIRST TEACHING:

None 2009
NUMBER OF UNITS/STRUCTURE: PREREQUISITES:
To achieve the EDI Level 3 Certificate in Principles of There are no formal entry requirements for this
the Creative and Cultural Sector, learners must achieve qualification.
a minimum of 15 credits. Learners must achieve two
mandatory units plus units from their chosen pathway.
Learners must achieve one mandatory unit.
ASSESSMENT METHOD:
ASSESSMENT METHOD:
Portfolio of evidence and multiple choice tests.
Multiple choice test
GRADING SYSTEM:
EXAMINATION TIMING:
Pass/Fail
On demand
GRADING SYSTEM:
Learners may progress onto a related higher level
Pass/Fail
vocational qualification or use achievement of the
qualification to gain employment in the sector. PROGRESSION/ARTICULATION:
Learners can progress onto other sector-related
qualifications, for example the Level 3 Award in Practical
EDI Level 3 Certificate in Principles Supervision of Food Safety in Catering or the Level 3
of Sales Certificate in Hospitality and Catering Principles
(Professional Cookery). Completion of this qualification
QCF LEVEL: also enhances the employment prospects of those
Level 3 employed in the catering and caring professions or those
seeking to gain employment in these areas.
BACKGROUND:
This is a knowledge-based qualification designed to
provide learners with an in-depth understanding of the
principles of sales, including the regulatory requirements
EDI Level 3 Certificate in Retail
and issues, sales techniques and processes, marketing Knowledge
principles, competitor analysis, principles of online
QCF LEVEL:
commerce and organisational targets.
Level 3
BACKGROUND:
2009
The EDI Level 3 Certificate in Retail Knowledge is a
PREREQUISITES: knowledge-based qualification designed to provide learners
There are no formal entry requirements for this qualification. with an in-depth understanding of the principles of retail,
delivered through a range of core and specialist options. It
is aimed at learners who are working or aspiring to work in
16 credits are required – four mandatory units and at least
senior roles; supervisory, team leader and/or department
two further optional units from a choice of specialist areas.
lead within the retail sector and wish to develop their
ASSESSMENT METHOD: knowledge and understanding further.
Knowledge- based workbooks
Learners may choose to extend their learning through
GRADING SYSTEM: a complementary competency- based qualification
Pass/Fail such as the Level 3 Certificate and/or Diploma in Retail
Skills (Visual Merchandising, Sales Professional and
Management).
This qualification is recognised as a technical certificate
in the Advanced Apprenticeship framework. It is also DATE OF FIRST TEACHING:
appropriate for those wishing to gain underpinning 2009
knowledge and understanding and can be used as a
PREREQUISITES:
stepping stone for foundation degrees.
There are no formal entry requirements for this qualification.
EDI Level 3 Award in Principles To achieve the Level 3 Certificate in Retail Knowledge
of Supervising Customer Service learners must achieve a minimum of 16 credits.
Performance in the Hospitality, ASSESSMENT METHOD:

Multiple choice tests
Leisure, Travel and Tourism Sector GRADING SYSTEM:
QCF LEVEL: Pass/Fail
Level 3
BACKGROUND: Learners who achieve the EDI Level 3 Certificate in Retail
This qualification will provide in-depth knowledge of Knowledge can progress to higher level knowledge-based
how to manage customer service performance in the qualifications, for example the Level 5 Certificate/Diploma
sector. The unit will be appropriate for supervisory and in Management and Leadership.
management staff to enable them to support their staff in
providing excellent customer service in the workplace.
EDI Level 4 Certificate in Teaching ASSESSMENT METHOD:

The nine-credit Planning and Preparing to Teach ICT unit
Advanced ICT is assessed by three assignments which are found within
the specification. The six-credit Teaching ICT Skills unit is
QCF LEVEL: assessed through a teaching project and teaching practice,
Level 4 details of which are found within the specification.
BACKGROUND: EXAMINATION TIMING:
The EDI Level 4 Certificate in Teaching Advanced ICT is Case study assessments are carried out on a date
suitable for teachers who want to teach ICT in a school, determined by the centre and in advance of a final date
college or training organisation at a post-introductory specified by EDI.
level. The Certificate is also appropriate for those who have
completed, or are in the process of completing, an initial DATE OF RESULT PUBLICATION:
teacher training qualification, and who wish to teach Results are published approximately eight weeks after the
Level 2 ICT. end of course date.
DATE OF FIRST TEACHING: GRADING SYSTEM:
2010 The overall result is either Pass or Referred.
PREREQUISITES: PROGRESSION/ARTICULATION:
Learners need to hold the EDI Certificate in Education To higher level generic or ICT teaching qualifications.
Practice: ICT Skills or have an equivalent qualification
and experience to provide a reasonable basis for entry
to an advanced course. They should also hold a teaching EDI Level 3 Certificate in Teaching
qualification or have carried out 40 hours of ICT teaching
during the past year.
in the Lifelong Learning Sector
QCF LEVEL:
Level 3
Learners complete two mandatory units.
BACKGROUND:
ASSESSMENT METHOD:
This qualification is designed for those who are new to
The 12 credit Developing ICT Teaching Materials and
Techniques unit is assessed by nine assignments. Internal teaching, training or tutoring in the lifelong learning sector,
assessment is internally moderated and then externally want to be a teacher or trainer in the lifelong learning
moderated by EDI. The six credit Teaching ICT Skills unit is sector or want to update their underpinning knowledge
assessed through a teaching project and teaching practice. and teaching or training skills.
EXAMINATION TIMING: DATE OF FIRST TEACHING:

Controlled assessments are carried out on a date 2012
determined by the centre and in advance of a final date PREREQUISITES:
specified by EDI. Learners need to have the skills and abilities to complete
DATE OF RESULT PUBLICATION: a teaching qualification for the associate teacher role at
Results are published approximately eight weeks after the Level 3.
end of course date. NUMBER OF UNITS/STRUCTURE:
GRADING SYSTEM: Learners complete two mandatory units and option units
The overall result is either Pass or Referred. to the value of 30 credits.
PROGRESSION/ARTICULATION: ASSESSMENT METHOD:

To higher level generic or ICT teaching qualifications Assessment is through internal assessment of teaching
practice, an evidence of practice file and reflective journal.
Internal assessment is internally moderated and then
EDI Level 4 Certificate in Teaching externally moderated by EDI.
ICT Skills EXAMINATION TIMING:
QCF LEVEL: Not applicable.
Level 4 DATE OF RESULT PUBLICATION:
BACKGROUND: Results are published approximately eight weeks after the
This qualification is designed for those who want to gain end of course date.
an ICT teaching certificate or need certification for their GRADING SYSTEM:
ability to teach ICT. The overall result is either Pass or Referred.
PREREQUISITES:
Learners need to have five GCSEs or their equivalent, plus a To the Level 5 Diploma in Teaching in the Lifelong
Level 3 qualification in ICT, or a Level 2 qualification in ICT Learning Sector for those in the full teaching role.
and ICT skills and experience.
Learners complete the two mandatory units plus two hours
of teaching practice.
EDI Level 4 Certificate in Teaching EDI Level 3 Certificate for Working

in the Lifelong Learning Sector in the Health Sector
Level 4 Level 3
This qualification is designed for those who are new to The EDI Level 3 Certificate for Working in the Health
teaching, training or tutoring in the lifelong learning sector, Sector is mapped to the Knowledge and Skills Framework
want to be a teacher or trainer in the lifelong learning at Level 2. It is relevant to all individuals working or
sector or want to update their underpinning knowledge planning to work in the health sector.
and teaching or training skills.
PREREQUISITES:
PREREQUISITES: There are no formal entry requirements; this qualification
Learners need to have the skills and abilities to complete is open to all candidates who are preparing to work, or who
a teaching qualification for the associate teacher role at already work, in a health sector environment.
Level 4.
NUMBER OF UNITS/STRUCTURE: Learners complete six mandatory units.
Learners complete two mandatory units and option units
ASSESSMENT METHOD:
to the value of 30 credits.
The assessment for this qualification is through
ASSESSMENT METHOD: centre-devised assessment material, which is internally
Assessment is through internal assessment of teaching marked and externally moderated.
practice, an evidence of practice file and reflective journal.
Internal assessment is internally moderated and then Results are published approximately eight weeks after the
externally moderated by EDI. end of course date.
Not applicable. The EDI certificate is awarded to learners who pass
all units. There are no further categories of pass; the
certificate is not graded.
end of course date. PROGRESSION/ARTICULATION:
Achievement of the core requirements of the NHS
GRADING SYSTEM:
Knowledge and Skills Framework is an essential part of
induction into work in the health sector, therefore completion
PROGRESSION/ARTICULATION: of this qualification allows further progression to a wide
To the Level 5 Diploma in Teaching in the Lifelong range of further training/qualifications and/or employment.
Learning Sector for those in the full teaching role.
The English Speaking Board (ESB)

EDI Level 3 Certificate in Transition
The English Speaking Board was founded in 1953 to
to Playwork (from Early Years) promote and assess effective, confident and constructive
QCF LEVEL:
oral communication skills for all levels and all ages.
Level 3 ESB assessment focuses on the ability of candidates to
communicate their knowledge, developed opinions and
BACKGROUND: understanding, as well as their skills in performance of
This qualification is targeted towards early years workers a range of world literature and drama. ESB has been
who have completed an early years CCLD Level 3 developing its unique profile as an assessor of spoken
qualification and want to move into working in playwork. English skills for over 50 years, for all ages, skills and
backgrounds, in all kinds of educational environments,
November 2011 including junior and senior schools, further and higher
education, Special schools, prisons and commercial
PREREQUISITES: establishments. ESB offers assessments and qualifications
Learners must have successfully completed a Level 3 NVQ in speech, communication, drama, ESOL and EFL,
in Children’s Care, Learning and Development. throughout the UK, Europe and across the world.
NUMBER OF UNITS/STRUCTURE: ESB assessments cater for candidates from all levels and
Learners must achieve two mandatory units to achieve the walks of life, from pre-Entry and foundation, through
award. 8 Graded Exams and beyond, to professional diplomas.
ASSESSMENT METHOD: Accredited examinations at Grade 6-8 attract UCAS Tariff
Portfolio of evidence points.
GRADING SYSTEM: ESB is an awarding organisation recognised in the UK by the

Pass/Fail Office of Qualifications Examinations Regulation (Ofqual),
the Welsh Assembly Government, and the Northern Ireland
Council for Curriculum Framework. ESB’s qualifications are
The qualification will allow learners to progress onto accredited by these organisations within the QCF.
the EDI Level 3 Diploma in Playwork (NVQ) and other
Level 4/Level 5 Playwork qualifications.
English Speaking Board Graded European Baccalaureate

Examinations in Speech QUALIFICATION ABBREVIATION:
EB
ESB BACKGROUND:
The European Baccalaureate (EB) is a group diploma
QCF LEVEL:
awarded only by the 14 European Schools of the
Grades 1-3 = Level 1 European Union (EU), which provide free education for
Grades 4-5 = Level 2 children of its staff. There are currently around 24,000
Grades 6-8 = Level 3 pupils in the system as a whole, and approximately 1,500
BACKGROUND: pupils take the final examination each year.
ESB graded examinations in speech provide a planned The EB examines the final two years of a seven-year
programme of assessment, enabling candidates and secondary education cycle. A significant element of
their tutors or parents to monitor progress towards study is always undertaken in the first foreign language,
progressive mastery of spoken English communication including history and geography from Year 3 (Year 9 in
skills. The qualifications require candidates to be able to the UK). The syllabuses in the 14 language sections are,
demonstrate their ability to communicate information, with the exception of the mother tongue, identical, and
ideas and opinions in a variety of contexts, dealing with the same standards of attainment are required of all.
complex concepts critically and analytically. They must also Not all schools are able to offer all language options. If
demonstrate their engagement with a variety of verse and an option course cannot be offered in Language I, it may
prose, to communicate it effectively. be offered in either the working language of the student
concerned, or in the language of the school’s host
DATE OF FIRST TEACHING: country. See table on page 66.
1953
g Students must choose all subjects in column 1.
DATE OF FIRST AWARD: g Biology, history, geography and philosophy must be
1953 chosen in either column 2 or 3.
g Biology is compulsory unless physics or chemistry is
PREREQUISITES:
chosen in column 3.
No prerequisites. However, all grades are cumulative and Students must choose a minimum of two and a
entry for a grade assumes mastery of skills and knowledge
g
maximum of four four-period subjects from column

in previous grades.
3 to ensure their weekly timetable consists of at least
NUMBER OF UNITS/STRUCTURE: 31 periods.
Single unit per grade. g In addition students may choose subjects from
column 4 and a maximum of two subjects from
ASSESSMENT METHOD: column 5. The maximum number of periods per week
100% external practical assessment by ESB-trained is 35 (36 if a column 4 subject is chosen).
assessors
The EB should not be confused with the Option
EXAMINATION TIMING: International du Baccalauréat (OIB) which is part of the
Examinations are available all year round. French Baccalauréat designed for bilingual candidates, or
DATE OF RESULT PUBLICATION: the International Baccalaureate.
Results are confirmed by certification from ESB within DATE OF FIRST TEACHING:
6 weeks of assessment. 1953
GRADING SYSTEM: DATE OF FIRST AWARD:
Distinction, Merit, Pass or Unsuccessful. The syllabuses 1959
include Learning Outcomes and assessment criteria for
PREREQUISITES:
each grade and articulation within grades.
Promotion to the EB Year (Year 13 in the UK).
QUALITY ASSURANCE:
Reports/results are quality checked and analysed by
Between eight and 12 subjects are likely to be taken in
ESB Head Office, and 10% are further moderated by the
the EB.
standardisation team before results are issued. These are
confirmed by issue of certificates. GRADING SYSTEM:
Candidates are awarded a final overall mark expressed as
All examiners undergo annual standardisation and training. a percentage.
There are regular scheduled standardisation observations
for each examiner. 10% of all reports from each assessment The pass level is set at 60%.
are monitored by the standardisation team. A proportion of
all assessments are recorded and monitored.
Candidates also receive a mark out of ten for each Final written and oral exams are jointly assessed by
individual subject. This is calculated as a weighted average teacher and external examiner.
of all the assessed components of the subject.
Complementary subjects cannot be offered in the final
No examinations can be retaken to improve marks. written or oral examinations; they contribute only to
internal assessment. At least two of the four orals are in
Final written and oral exams are jointly assessed by one of the candidate’s foreign languages. There are no
teacher and external examiner. individual subject pass certificates but individual subject
EXAMINATION TIMING: marks are calculated at all stages, and are indicated on the
June final Baccalaureate certificate. Students must pass each
year – if not they must repeat the year, and ultimately
DATE OF RESULT PUBLICATION: leave the school if they fail the same year twice. Students
July receive the Diploma, which is their formal record of
ASSESSMENT: achievement, and the marks for each subject at about the
The EB is a group diploma and candidates are awarded a same time in early July. The subject results are in simple
final overall mark expressed as a percentage and a mark tabular form.
out of ten for each individual subject. Candidates who
The average score across the European Schools is around
achieve an overall mark of 60% or above are awarded the
75%. it is extremely difficult to score 90% or more.
Baccalaureate. The final mark is the result of:
QUALITY ASSURANCE:
a) Internal assessment of all subjects studied during The European Schools are administered by a Board of
Year 7 (Year 13 in the UK) by means of: Governors which consists of representatives of the member
internal school examinations – 30%
g
states, and a representative of the European Commission.
continuous assessment – 20%.
g
The EB is administered and directly supervised by an
b) Five final written exams set by the Examining
external examining board appointed annually by the
Board, in the mother tongue, first foreign language,
Board of Governors. The examining board is chaired by
mathematics and two elective subjects – 35%.
a university professor and is composed of examiners
c) Three final oral exams set by the teacher and an external
from each of the European Union countries. These
examiner appointed by the examining board, in:
representatives must meet the requirements laid down in
mother tongue
g
their home countries for appointment to the examining

first foreign language, history or geography
g
board.
a fourth compulsory or elective subject – 15%.
g
COMPLEMENTARY
COMPULSORY SUBJECTS OPTIONAL SUBJECTS
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 Lab physics**
Language II (3 periods) History Ancient Greek* Advanced language II Lab chemistry**
Mathematics (3 periods) Geography Geography Advanced mathematics^ Lab biology**
or Philosophy Philosophy Computing
Mathematics (5 periods) Language III Elementary economics ∫
Religion/Ethics (1 period) Language IV Sociology
Sport (2 periods) History Art ∫
Economics Music ∫
Physics Theatre Studies
Chemistry Politics
Biology Language V
Art
Music
Column 2 courses are compulsory unless chosen from column 3. Biology from column 2 is compulsory unless Biology, Physics or Chemistry is taken from column 3.
* 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.
** Only allowed if corresponding science option is chosen from column 3.
For more information on pass rates, average scores and the university performance of EB students, please see the
Department for Education’s publication, ‘Information on the European Baccalaureate: www.gov.uk/government/
publications/information-on-the-european-baccalaureate.
Extended Project The extended project is a qualification equivalent in size to

one half of an A level and may be taken in year 1, year 2
NQF LEVEL: or spanning the two years.
Level 3
EXTENDED PROJECT AND THE DIPLOMA
BACKGROUND: Following Diploma reforms in 2010 and 2011, the Diploma
The 14-19 White Paper of February 2005 called for the has not been available to new students from September
introduction of an extended project to test a wide range 2012 (following decisions by awarding organisations to
of higher level skills such as research and autonomous stop offering it). The Diploma qualification has now been
working. The extended project was a required component withdrawn, although some of the qualifications that made
of Level 3 Diplomas. Diplomas were taught in schools and up the Diploma, for example the extended project, are still
colleges from 2008 to 2014. Students taking A levels and available.
other Level 3 programmes often have the opportunity
EXTENDED PROJECT AND THE TECHNICAL BACCALAUREATE
of undertaking an extended project as part of their (TECHBACC) MEASURE
programme, but it is not compulsory. The TechBacc is a performance table measure. It
The extended project should offer opportunities for recognises the attainment of students taking advanced
candidates to: (Level 3) programmes which include a DfE approved Tech
Level qualification, a Level 3 maths qualification and an
g have a significant input to the choice and design of the extended project. It will be introduced for courses starting
project, and take responsibility for either an individual in September 2014.
task or a defined task within a group project
g develop and improve their own learning and
2008 (pilots in 2006-7 and 2007-8)
performance as critical, reflective and independent
learners DATE OF FIRST AWARD:
g develop and apply decision-making and, where 2009 (pilot students 2007 and 2008 entries)
appropriate, problem-solving skills
ASSESSMENT METHOD:
g extend their planning, research, critical thinking,
Internal with external verification.
analysis, synthesis, evaluation and presentation skills
g develop, where appropriate, as e-confident learners DATE OF RESULT PUBLICATION:
and apply new technologies in their studies August
g develop and apply skills creatively, demonstrating
GRADING SYSTEM:
initiative and enterprise
The extended project is graded A* to E.
g use their learning experiences to support their personal
aspirations for HE and career development. UCAS Tariff points have been allocated to the extended
project taken as a stand-alone qualification as follows:
The project is likely to take a variety of forms, for example
a piece of research, a performance or an artefact. In Grade UCAS Tariff points
each case, it will be necessary for the student to provide A* 70
evidence of the organisation, research, evaluation and A 60
outcomes of the project. B 50
C 40
Guidance from HEPs will assist students in choosing D 30
appropriate projects in the light of their aspirations for E 20
progression to HE.
Students will have a wide range of choice of extended Appendix B.
project – the project could relate closely to one or more
of their A level subjects or vocational qualifications or QUALITY ASSURANCE:
could be in another area in which the student has an The criteria for the extended project qualification is
interest and aptitude. It has been suggested that for some available at the following link: http://ofqual.gov.uk/
students the extended project might replace the fourth AS documents/criteria-for-the-extended-project/
or General Studies.
It is likely that students will be free to decide on the Free-Standing Mathematics
nature of the extended project undertaken (dissertation,
investigation, performance, artefact), but schools and Qualifications
colleges will give guidance to their students in deciding QUALIFICATION ABBREVIATION:
the scope of their projects to ensure that they meet the FSMQ
criteria. It is possible that the requirements or preferences
of HEPs may be an influence on the choice of extended NQF LEVEL:
project, and it would greatly help students, and those who Levels 1, 2, 3
advise them in schools and colleges, if HEPs could publish BACKGROUND:
any requirements or preferences. However, it should be FSMQs (formerly referred to as Free-Standing Mathematics
noted that the success of the extended project will depend Units) can be used to support a variety of academic,
on students being engaged with a topic which sparks their vocational or work-placed qualifications. The aim of FSMQs
imagination. The more the student has a major input to is to encourage students to use appropriate mathematics
the selection of the topic the more creative the outcome is as part of their course. They became part of the NQF from
likely to be. Students will develop useful generic skills aiding September 2000.
progression to HE, whatever the project undertaken.
The qualifications are available at three levels: DATE OF FIRST TEACHING:

2001
g Level 1 (Foundation) – includes mathematics at grades
D – G standard of GCSE Mathematics DATE OF FIRST AWARD:
g Level 2 (Intermediate/Higher) – includes mathematics at 2002
grades A* – C standard of GCSE Mathematics PREREQUISITES:
g Level 3 (Advanced) – includes mathematics equivalent Generally GCSE mathematics (not at levels 1 and 2).
to that found in GCE AS courses.
At Advanced level, each free-standing qualification is Varies, generally one.
similar in size and demand to a unit of GCE AS, but cannot
be aggregated to those qualifications. However, a choice ASSESSMENT METHOD:
of two of the three FSMQs forms components of the GCE Generally external and portfolio.
AS in Use of Mathematics, for which teaching started in EXAMINATION TIMING:
September 2001. June, some examinations in January.
Each FSMQ: DATE OF RESULT PUBLICATION:
g is a qualification in its own right August, some results published in March.
g requires 60 guided learning hours GRADING SYSTEM:
g allows students to study principles and develop Most FSMQs are assessed by equally weighted elements of
applications of specific aspects of mathematics to portfolio evidence and external examinations.
some depth, drawing upon and enhancing other areas
of their work studies or interests Only Level 3 FSMQs in Additional Mathematics, Using and
g encourages the use of ICT tools to analyse real data Applying Statistics, Working with Algebraic and Graphical
associated with a range of realistic contexts Techniques, and Modelling with Calculus carry Tariff
g is graded A – E or U (Higher level FSMQs are graded points.
A*-E).
FSMQs have been designed to meet a range of student A 20
B 17
needs, eg for:
C 13
g students wanting to gain some mathematics D 10
equivalent in demand to GCSE mathematics E 7
g students who already have GCSE mathematics at grade
C or above, who can use the units to reinforce or extend PROGRESSION/ARTICULATION:
particular areas of mathematics to support other areas GCE mathematics, HE.
of study
GCE A level or equivalent students who are taking
General Certificate of Education
g
non-mathematical subjects but who would like to

continue to study some mathematics or who need
mathematical back-up to their post-16 programme
Advanced level
g students on Access to HE or Foundation courses QUALIFICATION ABBREVIATION:
g students in HE who might use them as revision units GCE A level or A level
g apprentices and National Trainees
NQF LEVEL:
g employees, including those taking NVQs.
Level 3
The following FSMQs are available: BACKGROUND:
Foundation/Level 1 The GCE A level was first introduced in 1951 to replace
Money management the Higher Schools Certificate. The earlier history of
Using data the qualification and its grading systems, including the
Using spatial techniques arrangements up to and including programmes started
Intermediate/Level 2 before September 2000, is outlined in the section on
Algebra and graphs phased out qualifications on page 161.
Data handling
GCE A level is an advanced (Level 3) qualification normally
Financial calculations
Foundations of advanced mathematics taken in schools and colleges in England and Wales in
Shape and space Year 12 (for AS) and Year 13 (for A2) (Year 14 in Northern
Ireland), i.e. two years after GCSE examinations.
Advanced/Level 3
Additional mathematics The effect of Lord Dearing’s Review of Qualifications
Calculus (pilot) for 16-19- year-olds in 1996, and the Government’s
Data analysis (pilot) subsequent Qualifying for Success consultation in 1997,
Decision mathematics (pilot) was to create a flexible post-16 system, which allows the
Dynamics (pilot) opportunity for a broader curriculum and greater choice
Hypothesis testing (pilot) without sacrificing depth or reducing the standard of
Mathematical principles for personal finance (pilot) GCE A level.
Modelling with calculus
Using and applying decision mathematics
Using and applying statistics
Working with algebraic and graphical techniques
In order to achieve these aims, the following major In a small number of cases, GCE A level qualifications
changes were implemented in schools and colleges from have had fewer than six units. This applies to the
September 2000. small number of minority foreign languages in order
to guarantee continued provision of the qualifications
The GCE Advanced Subsidiary (AS) was introduced,
(new specifications for minority foreign languages were
g
both as the first year of GCE A level and as a

introduced in September 1999). These are:
substantive qualification in its own right
g The structure of GCE A level was revised – modular AQA: Bengali, Modern Hebrew, Panjabi, Polish
system introduced Pearson Edexcel: Arabic, Chinese, Japanese, Modern Greek
g The Advanced Supplementary qualification was OCR: Biblical Hebrew, Dutch, Gujarati, Persian, Portuguese,
phased out. Turkish.
Candidates, in conjunction with schools/colleges, choose The following four-unit awards were added:
how many GCE A level and AS examinations they take and
there is considerable flexibility in the way in which post-16 From 2005:
programmes can be constructed. Students can also study OCR: Critical thinking
a combination of vocational and general qualifications if
From 2006:
they wish.
AQA: Critical thinking
GCE A levels are awarded by AQA, CCEA, Pearson Edexcel, Pearson Edexcel: Art & design, design & technology,
OCR and WJEC. Awarding bodies developed both GCE A religious studies
level and AS specifications for all subjects for use from OCR: Accounting, law
September 2000. The specifications reflect the structural WJEC: Psychology, world development, sociology
changes for GCE A level and AS qualifications.
CHANGES FROM SEPTEMBER 2008
All specifications are based on the requirements of the Revised A level criteria were incorporated into new
published: specifications first taught in 2008. All A levels became
g common criteria four-unit awards, with the exception of biology, chemistry,
g GCE criteria electronics, environmental science, geology, mathematics,
g subject criteria, where applicable. music, physics, some minority languages and A levels in
applied subjects.
The regulators in England, Wales and Northern Ireland
considered individual specifications against the criteria, The revisions were designed to ensure that A levels
and those that met all the requirements were accredited are more challenging and that the highest levels of
to the NQF. achievement are recognised. The revised A levels were
available for first teaching in September 2008. The
Opportunities for developing and, where possible, generating changes include:
evidence for the assessment of one or more of the six
Key Skills are clearly indicated in all GCE AS and A level g fewer units of study (from six to four) without a
specifications. Where a Key Skill is deemed to be integral to reduction in content
a subject, it is assessed through the GCE A level and this is g fewer structured questions, and more open-ended
clearly stated in the specification. questions which require extended essay responses
g more questions which require a synoptic overview of
Further details are provided by the regulators and the the subject
awarding bodies. g the introduction of an extended project
DATE OF FIRST TEACHING: g the introduction of an A* grade which recognises very
2000 high achievement.
DATE OF FIRST AWARD: CHANGES FROM SEPTEMBER 2015
2002 A levels are being reformed in England, Northern Ireland
PREREQUISITES:
and Wales from 2015 onwards.
Normally, candidates take the GCE AS level in their first The first new A levels in England will be in place from
year of study and then take A2 units in their second September 2015. For more information please see
year of study to make it up to the full A level. However, Ofqual’s website at www.ofqual.gov.uk/qualifications-and-
it is possible to sit all of the AS and A2 units in the same assessments/qualification-reform/a-level-reform/ or
session at the end of the course. There is therefore no
the Department for Education website at
requirement to have certificated AS before moving on to
www.education.gov.uk/childrenandyoungpeople/
the full A level.
youngpeople/qandlearning/alevels
From 2000-2007, most GCE A level qualifications were New A level specifications will be introduced in Northern
based on six units of approximately equal size. Ireland for first teaching from September 2016. For more
information please see page 189 of this guide and CCEA’s
g Three of these units constitute the GCE AS website at www.rewardinglearning.org.uk
qualification, representing the first half of the full
A level In Wales some A levels are being revised for first teaching
g The other three constitute the second half of the GCE in September 2015. For more information please see page
A level, and are known collectively as A2. The A2 units 188 of this guide and www.qualificationswales.org
contribute only to the full GCE A level and do not
constitute a separate qualification.
ASSESSMENT METHOD: Double counting of qualifications in the same subject area

The majority of GCE AS and A2 level specifications is not permitted. The points score will be derived from the
currently consist of both external and internal assessment. highest grade achieved.
g The GCE AS units are assessed and graded to match There is no limit to the total points achievement from GCE
the level of attainment expected from students in the or any other qualifications.
first half of an advanced course of study.
More detailed information about the UCAS Tariff is given
The more demanding A2 units are assessed at the full
in Appendix B.
g
A level standard.
UCAS Tariff points allocated to the GCE A level are as
GCE AS units focus on skills, knowledge and understanding follows:
developed during the first half of an advanced course
of study. The conceptually less demanding material Grade UCAS Tariff points
is assessed in AS units and the conceptually more A* 140
demanding material assessed in A2 units. Where subjects A 120
B 100
emphasise the development of skills rather than the
C 80
learning of specific content, the focus on particular skills
D 60
may differ in the AS and A2 units. In all subjects, there E 40
will usually be some differences between the types of
questions used in AS and A2 examinations. There may, UCAS Tariff points are allocated to the GCE A level with
for example, be a greater proportion of open-ended and additional AS as follows:
essay-style questions within A2 papers.
There will be differences in the style of questions and A*A 200
examination papers between subjects, and, where it is AA 180
appropriate, between specifications in the same subject. AB 170
BB 150
Synoptic assessment was introduced as a requirement for BC 140
all modular GCE A levels to help ensure that the standard CC 120
of GCE A level continues to be maintained. Candidates are CD 110
examined on their ability to make connections between DD 90
DE 80
the different elements of the subject at the end of the full
EE 60
GCE A level. The synoptic element contributes at least 20%
of the overall assessment and appears in one or more of
UCAS Tariff points are allocated to the GCE A level Double
the A2 units. The nature of the synoptic assessment varies Award as follows:
according to the nature of the particular subject. The GCE
A level specifications permit a maximum of 30% internal Grade UCAS Tariff points
assessment. A*A* 280
A*A 260
EXAMINATION TIMING: AA 240
There is a common examinations timetable across AB 220
awarding bodies, with examinations taking place mid-May BB 200
to end of June. BC 180
CC 160
DATE OF RESULT PUBLICATION: CD 140
August DD 120
DE 100
The exact timing of publication of GCE A level and AS EE 80
examination results is notified in an annual circular to UCAS
correspondents. Results from each awarding body are U indicates an unclassified performance, which is not
normally available in mid-August via the UCAS Awarding certificated.
Body Linkage (ABL) process, which provides them to HEPs
several working days before the official publication date, The final result of the A level is based on the sum
on the understanding that the results will not be revealed of individual unit results. A2 units are graded using
directly or indirectly to the candidates themselves. The judgements about what might be reasonably expected of
efficient operation of this service depends upon UCAS being all students at the end of the course.
able to match information on the UCAS application about An A* is awarded to candidates who have achieved an
the applicant with the records of the awarding body or A grade overall in their A level, and 90% of the maximum
bodies concerned. marks on the Uniform Mark Scale (UMS) at A2. Candidates
GRADING SYSTEM: who achieve an A can have higher UMS marks than
Graded on a scale of A* – E. those who achieve an A*, where better performance is
concentrated in the AS units (see example below):
Note: A new grade of A* was introduced for A level in Candidate AS Unit 1 AS Unit 2 A2 Unit 3 A2 Unit 4 Total UMS Grade
2008. 1 90 85 95 92 362 A*
2 100 100 95 83 378 A
GCE A level and AS qualifications are allocated UCAS Tariff
points.
For more information on UMS marks, please refer to the
If a student is taking the GCE AS and then proceeding to Ofqual website at www.ofqual.gov.uk.
take the full GCE A level in the same subject, the AS point The standards of the revised GCE A levels are the same as
score will be subsumed into the A level point score. those of the previous qualifications.
QUALITY ASSURANCE: BACKGROUND:

All GCE AS and A level examinations are subject to quality GCE AS level is normally taken over one year of
assurance procedures. The regulators (Ofqual, Welsh full-time study. It has been designed as a free-standing
Government and CCEA) are responsible for keeping under qualification, or to contribute the first half of a full GCE
review all aspects of school examinations and assessments. A level.
They publish The Statutory Regulation of External
Qualifications which includes the common criteria for all Where the normal pattern is for GCE AS to be taken over
qualifications and the GCE A level qualification criteria. one year of study, followed by a further year of study for
GCE A level, it is possible that some students may take one
These comprise the essential requirements for GCE or more GCE AS qualifications over two years. It is possible
AS/A level specifications in all subjects. They help to for GCE A level to be taken over one year and a minority
ensure uniformity of standards and subject content of students may take advantage of this. It should also be
between awarding body specifications, and to clarify the understood that GCE AS is not restricted to the first year
relationship between GCE A level and AS. They also help of sixth form studies, and that it is possible to take one or
HE to know what has been studied and assessed in the more further GCE AS qualifications in the second year of
qualifications. post-16 study.
The subject criteria outline the: In order to be awarded an overall AS grade and a
g aims certificate, it is necessary for the candidate to ask
g core content at AS and A2 specifically to ‘cash-in’ units. This normally takes place
g assessment objectives (and their relative weightings at at the time the entry is made for the final units for the
AS and A2) qualification, although a student may cash in at a later
g scheme of assessment series. Certificates will only be issued on two occasions in the
g grade descriptions. year, following the June examination series and, for many
specifications, following the January examination series.
All GCE AS and A level specifications are accredited
by Ofqual, Welsh Government and/or CCEA. All new Students who have cashed in for an AS award must give
specifications must comply with the requirements of the the grade in their UCAS application.
common criteria, GCE A level qualification criteria and, Candidates who have accepted and have been awarded
where they exist, the subject criteria. an AS certificate can resit AS units, in which case the better
The regulators also publish the GCSE, GCSE in vocational result counts towards the full A level. However, candidates
subjects, GCE, Applied GCE and GNVQ Code of Practice are not issued with a new AS certificate unless they resit all
which: the AS units, in which case it is based solely on their resits
because the earlier AS units are ‘used up’ for AS purposes
lays down detailed procedures to promote accuracy,
by the original act of AS certification.
g
fairness, quality and consistency across all awarding

bodies Summer 2007 was the last session in which candidates
g represents an enhanced measure of national were able to decline certification. From the January 2008
uniformity of procedures and quality assurance. examination series, a candidate wishing to improve a
grade is no longer required, nor able, to decline the original
The awarding bodies operate their own detailed quality
award. This means, that after certification, candidates
assurance procedures conforming to the Code of Practice.
do not have to retake the whole qualification to improve
Ofqual and Welsh Government carry out scrutinies, probes,
performance but can do so through
five-yearly reviews and comparability studies to monitor
re-sitting individual units.
the quality of GCE A level and AS examinations to ensure
the fairness, consistency and comparability of standards. Students are not normally able to combine the AS units
Ofqual also works with the regulators of A levels in Wales taken on one specification with the AS units taken on
(Welsh Government) and Northern Ireland (CCEA) to a different specification. However, students completing
ensure consistency across the three countries. a full AS in one centre and then having to move to a
new centre for A2, may be allowed to transfer an AS of
A list of GCE A level and AS specifications with agreed
one specification to the A level of another specification.
subject titles is given in Appendix E.
Such arrangements are at the discretion of the receiving
PROGRESSION/ARTICULATION: awarding body. Permission is likely to be granted in the
Information on areas such as recommended prior learning, vast majority of cases, but will depend on the compatibility
overlap of qualifications, progression opportunities, of the two specifications.
sequencing of units and opportunities for developing
CHANGES FROM SEPTEMBER 2015:
and gathering evidence for the assessment of key skills is
A levels are being reformed in England, Northern Ireland
clearly indicated in all specifications. Commonly, students
and Wales from 2015 onwards.
go on to higher education, training and employment.
The first new A levels in England will be in place from
September 2015. As the new A levels will be linear, the
General Certificate of Education AS will be entirely decoupled from the A level, so that
Advanced Subsidiary level the marks do not count towards the final A level grade.
For more information please see Ofqual’s website at
QUALIFICATION ABBREVIATION: www.ofqual.gov.uk/qualifications-and-assessments/
AS level, GCE AS qualification-reform/a-level-reform/ or the Department
for Education website at www.education.gov.uk/
NQF LEVEL:
childrenandyoungpeople/youngpeople/qandlearning/
Level 3
alevels
The AS will continue to contribute to the overall A level The majority of AS qualifications are assessed by means of
in Wales and Northern Ireland. For more information externally assessed written papers and internally assessed
on reforms to qualifications in Northern Ireland, please coursework/practicals of normally up to 30%.
see page 189 of this guide and CCEA’s website at www.
EXAMINATION TIMING:
rewardinglearning.org.uk
There is a common examinations timetable across
For more information about reforms to qualifications awarding bodies, with examinations taking place in June.
in Wales, please see page 188 of this guide and
www.qualificationswales.org AS/A levels in applied subjects were introduced for first
teaching in 2005 to replace VCEs. The first awards of the
DATE OF FIRST TEACHING: applied AS qualifications were in summer 2006.
2000
DATE OF FIRST AWARD: Results from each awarding body are normally available in
2001 mid-August.
Although there had not previously been a formal Graded on a scale of A–E.
requirement that a candidate must have taken a subject at
GCSE before attempting the same subject at GCE A level, GCE A level and AS qualifications are allocated UCAS Tariff
recommended prior learning has been a feature of new points.
GCE specifications from September 2000.
If a student is taking the GCE AS and then proceeding to
NUMBER OF UNITS/STRUCTURE: take the full GCE A level in the same subject, the AS point
From 2000-2007 most GCE A level qualifications were score will be subsumed into the A level point score.
based on six units of approximately equal size: the first
three of these units constituted the GCE AS qualification, Double counting of qualifications in the same subject area
representing the first half of the full A level. In a small is not permitted. The points score will be derived from the
number of cases, GCE A level qualifications had fewer highest grade achieved.
than six units. This applies to the small number of minority
foreign languages in order to guarantee continued There is no limit to the total points achievement from GCE
provision of the qualifications (new specifications for or any other qualifications.
minority foreign languages were introduced in More detailed information about the UCAS Tariff is given
September 1999).
in Appendix B.
These are:
UCAS Tariff points allocated to the AS level are as follows:
AQA: Bengali, Modern Hebrew, Panjabi, Polish.
Pearson Edexcel: Arabic, Chinese, Japanese, Modern Greek. Grade UCAS Tariff points
OCR: Biblical Hebrew, Dutch, Gujarati, Persian, Portuguese, A 60 Highest grade awarded
Turkish. B 50
C 40
The following four-unit awards have since been added: D 30
E 20
From 2005:
OCR: Critical thinking UCAS Tariff points are allocated to the AS Double Award
From 2006: as follows:
AQA: Critical thinking Grade UCAS Tariff points
Pearson Edexcel: Art & design, design & technology, AA 120
religious studies AB 110
OCR: Accounting, law BB 100
WJEC: Psychology, world development, sociology BC 90
CC 80
Revised AS criteria have been incorporated into new CD 70
specifications first taught in 2008. All AS have become DD 60
two-unit awards, with the exception of biology, chemistry, DE 50
electronics, environmental science, geology, mathematics, EE 40
music, physics, the languages listed above and AS in
applied subjects. U indicates an unclassified performance which is not
ASSESSMENT METHOD:
certificated.
GCE AS units focus on skills, knowledge and understanding
Examiners grade the AS by judging the performance that
developed during the first half of an advanced course
of study. The conceptually less demanding material might reasonably be expected of advanced level students
is assessed in AS units and the conceptually more halfway through the course, unlike the former Advanced
demanding material assessed in A2 units. Where subjects Supplementary examination in which judgements were
emphasise the development of skills rather than the made about performance that might be expected at the
learning of specific content, the focus on particular skills end of the full A level.
may differ in the AS and A2 units. There is no synoptic
assessment in the GCE AS.
The AS grade is based on students’ attainments in the two GCE Advanced Subsidiary/
AS units; for those who go on to complete the full
A level, their grade will be based on attainment in the two Advanced level in Applied Subjects
AS and two A2 units combined. For candidates who sit QUALIFICATION ABBREVIATION:
all assessment units of A level at the end of the course, AS, AS Double Award, A level, A level Double Award
grades will be awarded for the AS and the full A level.
NQF LEVEL:
QUALITY ASSURANCE: Level 3
All GCE AS level examinations are subject to quality
BACKGROUND:
assurance procedures. The regulators (Ofqual, CCEA and A levels in applied subjects are qualifications that enable
Welsh Government) are responsible for keeping under students to develop skills, knowledge and understanding
review all aspects of school examinations and assessments. in the area they are studying and prepare them for both
They have published, in conjunction with the awarding the world of work and for progression to higher education.
bodies, the GCSE, GCSE in vocational subjects, GCE, VCE They have replaced the Advanced Vocational Certificate of
and GNVQ Code of Practice 2002/3 which: Education that used to be informally known as ‘Vocational
A levels’ or AVCEs. They have a structure that is similar to
g lays down detailed procedures to promote accuracy,
the GCE AS/A2 model and were available for first teaching
fairness, quality and consistency across all awarding
in 2005/6 academic year. At the same time, the formal
bodies
distinction between GCEs and the old AVCEs has been
represents an enhanced measure of national
dropped and both applied and academic qualifications
g
uniformity of procedures and quality assurance.

are known as GCEs. However, a small number of subjects
PROGRESSION/ARTICULATION: – art & design, business, ICT and science – were previously
GCE A level, Advanced Apprenticeship, training and available as both GCEs and AVCEs. In order to distinguish
employment. between the two qualifications, the term “applied” has
been introduced into the revised VCE qualification in these
VARIANTS: subjects: for example, the old VCE in art & design is known
Since 2000, there has been a small number of as the GCE A level in applied art & design.
free-standing AS qualifications, for which there is no
A levels in applied subjects are designed to be related to
equivalent GCE A level. The list is given in Appendix E. National Occupational Standards in relevant sectors and
to equip students with up-to-date knowledge, skills and
The GCE AS in Use of mathematics was introduced in understanding of the underpinning principles and processes
September 2001, with first awards in summer 2002. This of those sectors. Learning is expected to be active and
AS is designed to meet the needs of students who do student-led, although directed by teachers and, where
not intend to take the subject to A level, but who would appropriate, supported by professional and employer input.
welcome an opportunity to study some mathematics to
AS level with an emphasis on how mathematics is used to A levels in applied subjects are available as a series of
model a wide range of real-world problems. different sizes of award to promote flexibility in the
post-16 curriculum:
This AS is of comparable demand to GCE AS mathematics, g AS – three units (three AS units)
but concentrates less on the mastery of additional content g AS double award – six units (six AS units)
and more on the process skills of reasoning, understanding g A level – six units (three AS and three A2 units)
the way in which mathematics is used to model reality, g A level double award – 12 units (six AS and six A2 units).
and communication. The AS is designed to be more
Students should be aware that not all awarding bodies
applications orientated and to stress the use of ICT for
offer the full range of subjects and awards.
working with large data sets and studying the graphical
behaviour of functions. As with all GCE AS/A levels, the achievement of an
AS/A level in applied subjects is not dependent on
The AS has three components, two of which are Advanced achievement of Key Skills. However, the development of
Free-standing Mathematics Qualifications (FSMQs) (see Key Skills forms an integral part of the award and they are
section on FSMQs above). All students have to study the signposted in all units.
Advanced FSMQ Working with algebraic and graphical
techniques and one of using and applying statistics or
2005
modelling with calculus. In addition, all students study a
terminal unit – Applying mathematics – which is unique to DATE OF FIRST AWARD:
this qualification. AS and AS double award – 2006
Students not obtaining the full AS in Use of mathematics A level and A level double award – 2007
qualification will gain credit for each of the FSMQs NUMBER OF UNITS/STRUCTURE:
successfully completed. Applied AS/A levels were introduced in September 2005.
The awards consist of a mixture of mandatory and
The AS in Use of mathematics acts as a full proxy optional units. Within individual sector areas, there may be
qualification for the award of Level 3 of the Key Skill of alternative models of how the award may be constructed,
Application of Number. providing a measure of controlled flexibility. In the VCEs,
the mandatory units were common to all specifications.
However, with the applied A levels, criteria were developed
to inform the development by the awarding bodies of
their own mandatory units. The A levels may be taken over
one or two years. (The first A2 awards were not available There is no limit to the total points achievement from GCE
until 2007 and so any students studying a one-year A level or any other qualifications.
programme in 2005/6 would have taken the old VCE).
More detailed information about the UCAS Tariff is given
From summer 2008, a new award was available to reward in Appendix B.
achievement of candidates who have achieved nine units
in an AS/A level in an applied subject. The title of the GCE A levels and AS applied subjects are allocated UCAS
award is: Tariff points as follows:
Advanced GCE with Advanced Subsidiary (Additional) in Grade UCAS Tariff points
[subject] – 9 units (six AS and three A2). AS A level
A* n/a 140
It is not expected that many candidates will receive this A 60 120
award. It has been created to reward candidates who B 50 100
for some reason were unable to complete the full double C 40 80
award A level. D 30 60
ASSESSMENT METHOD: E 20 40
The four awards (outlined earlier) all draw from the same
AS A level
pool of units and use the same assessment arrangements: Double Double
a combination of externally assessed written papers Award Award
(usually one-third) and internally assessed coursework/ A*A* n/a 280
portfolio (usually two-thirds). A*A n/a 260
AA 120 240
The broad aim of the redesign of vocational qualifications AB 110 220
at advanced level was to give the qualifications the BB 100 200
same AS/A2 structure and A – E grading system as the BC 90 180
GCE AS/A levels. CC 80 160
CD 70 140
The qualifications are unit based. Each unit clearly sets out DD 60 120
the learning which students must cover in order to provide DE 50 100
the assessment evidence. Assessment criteria are used to EE 40 80
assess the students’ ability to apply their skills, knowledge
and understanding in a vocational context. The assessment The final grade is calculated using a points-based system.
criteria are written for each unit, and the units are written Separate points are available for each unit, and these
for, and addressed directly to, the students themselves. are aggregated to determine an overall grade for the
The exact nature of external assessment varies depending qualification. These points should not be confused with
on the subject area, level (ie AS or A2) and unit content. those used on the UCAS Tariff (see above).
Evidence for assessors on the use of the criteria is given in U indicates an unclassified performance, which is not
a section of the units entitled ‘Essential Information for certificated.
Teachers’ which suggests teaching strategies and
resources, and includes Key Skills signposting. QUALITY ASSURANCE:
For internal assessment, a moderation system designed to
EXAMINATION TIMING: ensure that entry grades are in line with national standards
June. has replaced the external verification system. Normally at
DATE OF RESULT PUBLICATION: least a third of the overall assessment is externally set and
August. marked by the awarding bodies.
GRADING SYSTEM: A subject listing of GCE A/AS levels in applied subjects is
Note: A new grade of A* was introduced for A level in 2008. given in Appendix G.
AS level is reported on a five-grade scale from A – E where PROGRESSION/ARTICULATION:
A is the highest. The awards have been designed to promote flexibility in
the post-16 curriculum allowing students to incorporate
A level is reported on a six-grade scale from A* – E where them into their programmes and in particular to combine
A* is the highest. them with other GCE AS and A2s.
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 General Certificate of Secondary
scale: A*A*, A*A, AA, AB, BB, BC, CC, CD, DD, DE, EE, EU
Education
GCE A level and AS qualifications are allocated UCAS Tariff
points.
GCSE
If a student is taking the GCE AS and then proceeding to NQF LEVEL:
take the full GCE A level in the same subject, the AS point Levels 1, 2
score will be subsumed into the A level point score.
BACKGROUND:
Double counting of qualifications in the same subject area The General Certificate of Secondary Education (GCSE)
is not permitted. The points score will be derived from the is a qualification which is normally taken in schools at
highest grade achieved. approximately age 16. It was created by the merging of
the former General Certificate of Education (GCE) Ordinary PREREQUISITES:

(O) level and the Certificate of Secondary Education (CSE) None
to form a single system of examining at 16+. NUMBER OF UNITS/STRUCTURE:
Currently, the majority of pupils take GCSEs at the end of Most GCSEs are offered at two tiers, foundation and
Key Stage 4, the last two years of compulsory education. higher, corresponding with Level 1 and Level 2 of the NQF.
GCSEs are available in a wide range of academic and
GCSEs were generally linear in structure, with some
applied subjects.
modular courses in some subjects, but no set number of
GCSE qualifications are available in three sizes: units.
GCSE ASSESSMENT METHOD:
This is the main form of the qualification and is sometimes GCSE assessment used to be at the end of the course for
referred to as a single award. the majority of subjects and consist of both external and
internal assessment. The number of examination papers
Short Course GCSE
and the exact proportion of internal assessment varied
GCSE awarding bodies have offered short course GCSEs
from subject to subject.
since September 1996, the first examinations having taken
place in summer 1997. These qualifications cover half the Internal assessment often accounted for 20% of the total, the
subject content of a GCSE and are usually taught in half remainder being external, although this varied across subjects.
the time. Internal assessment included coursework and practical
investigations, depending on the balance allowed by the
Double Award GCSE subject criteria.
The Double Award GCSE exists in certain, mainly applied
subjects. The qualification usually occupies two option blocks From September 2009 coursework was replaced by
in school timetables and students are awarded two grades, controlled assessment in most subjects. Controlled
e.g. AA, CD. assessment is internal assessment that takes place under
controlled conditions in schools and is normally set by an
awarding body. The balance of controlled assessment
GCSE was first introduced in 1986, with first examinations to external examinations varies between subjects,
in 1988. Specifications have been revised periodically, ranging from 100% external examination, to 25% or 60%
most recently for first teaching in 2009 in most subjects, controlled assessment. At least 40% of the assessment
except English, Welsh, mathematics and ICT (revised for must be terminal.
first teaching in 2010), and the sciences (revised for first
teaching in 2011). Applied GCSEs were developed for first Further changes to GCSE assessment in England took
teaching in September 2002. place from September 2012, following the Government’s
commitment to reform GCSEs set out in the Schools
DATE OF FIRST AWARD: White Paper ‘The importance of teaching’, published
1988; most recently revised specifications in 2011 (most in November 2010. All external assessment on current
subjects except the following), 2012 (English, Welsh, GCSEs now takes place at the end of the course for GCSEs
mathematics and ICT), and 2013 (the sciences). certificating from 2014; and specific marks for accurate
NEW GCSE TITLES IN KEY SUBJECTS spelling, punctuation and grammar were restored to
The suite of GCSEs available in key subjects has changed external examinations in key subjects requiring extended
in recent years. written responses from January 2013. Resitting of
individual unit examinations is no longer allowed, although
In science, since 2006, students take Science GCSE and it will still be possible to resit the whole qualification. The
Additional or Additional Applied Science GCSE – covering reform to examinations taken at 16 reflects the newly
biology, chemistry and physics – or the three separate reviewed national curriculum.
science GCSEs.
There is currently an ongoing reform programme in
In England, from 2010, students have been able to take hand in England with the aim that new GCSEs in English
either English GCSE, which covers both language and language, English literature and mathematics will be in
literature, or separate English Language and English place for first teaching from 2015 and the following new
Literature GCSEs. In Wales, students may take either GCSEs to be in place for first teaching from 2016 with
or both English Language and English Literature GCSEs other GCSE subjects to follow:
but may not take English GCSE. In Northern Ireland g Modern foreign languages
candidates may take GCSE English Language and GCSE g Ancient languages
English Literature together but GCSE English may not be g Physics
taken with either GCSE English Language or GCSE English g Chemistry
Literature. g Biology
g Double award science
In mathematics, in addition to the single award GCSE, the g History
UK and Welsh Governments are funding a pilot of a linked g Art and design
pair of mathematics GCSEs which started in 2010. The g Drama
mathematics linked pair aims to improve pupils’ attitudes g Dance
towards and engagement with mathematics and inspire g Religious studies
more young people to study maths beyond GCSE. The two g Physical education
GCSEs are Methods in Mathematics and Applications of g Citizenship studies
Mathematics, both of which must be taken since together g Music
they cover the Programme of Study plus some additional g Design and technology
content. First awards of the pilot qualifications were in g Computer science
2012. g Geography.
The changes to GCSEs which took effect in England from the three-tier system from September 2006; first awards
September 2012 are not required in Wales. Candidates were in summer 2008.
in Wales may continue to follow both linear and modular
specifications. Although not a Welsh Government A number of GCSE titles are untiered.
requirement, marks for accurate spelling, punctuation and
grammar will also be awarded in key subjects in Wales as
in England. ICCE International Certificate of
In the Northern Ireland, following public consultation,
Christian Education
the Education Minister decided schools would be free QUALIFICATION ABBREVIATION:
to choose between the linear and unitised modes of ICCE
assessment. For unitised GCSEs, there will continue to be
only one resit opportunity for each unit. There will also BACKGROUND:
be a small number of additional marks (5%) available in The ICCE provides qualifications for pupils who use the
English literature, geography, history and religious studies Accelerated Christian Education (ACE) programme in
for Spelling, Punctuation and Grammar (SPaG). independent faith-based schools and homeschools. ICCE
Advanced Certificate is accepted by many universities for
EXAMINATION TIMING: undergraduate entry. A UK NARIC assessment in 2011
GCSEs are taken in the summer, normally from mid-May carried out in both school and homeschool environments
to the end of June, in November and in winter/spring. stated that the General Certificate can be considered
From 2014 GCSE examinations will only be available in the comparable to Cambridge International Examinations
summer examination series, except for GCSEs in English, O levels and the Advanced Certificate can be considered
English language and mathematics for which there will also comparable to CIE A levels.
be an assessment opportunity in November (for students
who were at least 16 on the preceding 31 August). In Since September 2004, the ICCE has replaced the National
Northern Ireland there will be assessment opportunities in Christian Schools’ Certificate (NCSC). The curriculum
January and the summer for GCSE candidates. content and standard have been enhanced by coursework
at the four highest levels.
In Wales, assessment opportunities continue to be
available in January as well as in the summer. DATE OF FIRST AWARD:
2005
GCSE results are normally available in late August, NUMBER OF UNITS/STRUCTURE:
one week later than A level/AS results. HEPs can make ICCE Foundation = 7.5 credits
conditional offers to students incorporating a GCSE ICCE Vocational = 16 credits
requirement in addition to A level/AS. The process of ICCE General = 16 credits plus coursework
confirming the offer is likely to be delayed pending the ICCE Intermediate = 23 credits plus coursework
issue of the GCSE results. ICCE Advanced = 29 credits plus coursework
ICCE Advanced Plus = 34 credits plus coursework
GRADING SYSTEM:
A* – C are the levels of attainment normally required ASSESSMENT METHOD:
for entry to HE (level 2 in the NQF). The A* grade was By unit tests, essays and practical science projects, all
introduced from 1994 to reflect a level of performance externally moderated (80% internal, 20% external).
above grade A, and to reward outstanding achievement.
EXAMINATION TIMING:
Grades D – G are lower levels of attainment (level 1 in
Throughout the year.
the NQF). U represents unclassified, ie judged to be of
insufficient standard to be recorded. DATE OF RESULT PUBLICATION:
Throughout the year.
GCSE Double Awards are equivalent to two GCSEs in size,
and result in the award of full grades, A*A* – GG, with U GRADING SYSTEM:
for unclassified. A* 100%–98%
A 97.99%–96%
QUALITY ASSURANCE:
B 95.99%–92%
GCSEs are accredited, monitored and scrutinised by Ofqual.
C 91.99%–88%
Since December 2000, all GCSE examinations have been D 87.99%–84%
governed by the joint regulators’ GCSE, GCE, GNVQ and E 83.99%–80%
AEA Code of Practice. Fail below 80%
GCSE specifications are developed in accordance with QUALITY ASSURANCE:

GCSE regulations, GCSE qualifications criteria, and, where All unit tests are moderated by internal trained moderators
relevant, subject-specific criteria. and verified by external moderation. Schools are vetted
by an annual assessment visit. Home educated pupils
PROGRESSION/ARTICULATION: are required to submit all tests annually for external
Recommended prior learning at GCSE level has been a moderation.
feature of new GCE specifications from September 2000.
Students can also progress to Applied GCE, Advanced PROGRESSION/ARTICULATION:
Apprenticeships, NVQ, training and employment. Students complete each level of the certification
programme over a period of, typically, five years. Pupils
VARIANTS: must complete the lower certificates before proceeding to
GCSE Double Award and Short Course the next. The credits are accumulative.
GCSE mathematics has two tiers of entry: foundation
(grades C – G) and higher (grades A* – D). This replaced
Institute of Commercial Diplomas (Level 5 Diplomas)

Diploma programmes are designed for business students
Management (18+) and working adults. The programmes are normally
delivered over one to two years of full-time study or two to
The Institute of Commercial Management (ICM) offers three years of part-time study. Diploma programmes equate
educational and vocational qualifications which are to NQF level 5 qualifications. Relevant ICM Diploma awards
recognised throughout the UK and worldwide. ICM is are considered acceptable by many universities for direct
an accredited awarding organisation offering awards entry to the second year of Honours degree programmes.
on the NQF and the QCF. ICM works in partnership with
universities, commerce, industry, governments and higher ICM Diploma holders demonstrate competence in the
education and training providers. In its capacity as a application of knowledge in a broad range of varied work
course developer, and an examining and awarding board, activities performed in a wide variety of contexts. Learning
the Institute provides a wide range of professional and at this level involves obtaining detailed knowledge and
vocational qualifications in business and management skills and is appropriate for people working independently,
studies and related areas. or providing basic supervision and training of others in their
field of work and people wishing to go to university.
ICM programmes are designed to address the wide variety
of personal development and training needs of those Advanced Diplomas (Level 6 Diplomas)
wishing to enter the commercial sector and to support the Advanced Diploma programmes are designed for
continued development and workplace flexibility of those advanced level business students, supervisors, managers
already in employment. and mature working adults with existing business
qualifications. Advanced Diplomas are normally completed
ICM’s global services include the: in two years of full-time study or at least three years of
part-time study and are designed to provide a level of
g design, development and certification of business business knowledge equal to that obtained after two years
education and training programmes for education of undergraduate study.
providers
g development and certification of tailored education The Advanced Diploma is accredited as an NQF level 6
and training programmes for the corporate sector, qualification and involves specialist learning and detailed
emerging industries and the global workforce analysis of information and knowledge in a specified area of
g examination, assessment and certification of students work or study. Students demonstrate an increased depth of
undertaking business, management and training knowledge and understanding of an area of work or study
programmes that enables them to formulate solutions and responses to
g provision of technical assistance and consultancy complex problems and situations.
services in the fields of business management, tourism ICM Advanced Diploma qualifications are appropriate for
and personal development. people working as higher grade supervisors, professionals
or managers who wish to demonstrate high levels of
The Institute offers qualifications at certificate, diploma,
knowledge, a high level of work expertise in appropriate
advanced diploma, graduate and postgraduate diploma
job roles and competence in managing and training
levels.
others.
Qualifications are awarded in a wide range of subjects
These qualifications are considered to be equivalent to
including business, management, marketing, finance,
UK intermediate HE awards. Most Advanced Diploma
human resource management, tourism, hospitality, law, programmes are taken as an end in themselves, but they
computing, maritime, professional sales, journalism and can also be used for entry to the final year of bachelor’s
media. degree programmes.
The Institute is a professional body for commercial and Graduate Diplomas (Level 6 Diplomas)
business development managers and supports career The Graduate Diploma qualifications equate to NQF level
and personal development. Associate and professional 6 and involve further study and analysis (incorporating
membership is open to those who complete the relevant a dissertation/project). The ICM Graduate Diploma is
degree-level qualifying examinations. considered to be at final year degree level and may be
used as an entry level qualification for postgraduate study.
ICM Certificate/Diploma/ Postgraduate Diplomas (Level 7 Diplomas)
The Postgraduate Diplomas (at level 7 on the NQF)
Advanced Diploma/Graduate consist of 120 credits of Masters level work and enable
Diploma/Postgraduate Diploma successful students to enter with advanced standing onto
appropriate Masters programmes such as the MBA.
Programmes
ASSESSMENT METHODS:
BACKGROUND
ICM Certificate units focus on the development of
Certificates (Level 4 Diplomas) knowledge and understanding of conceptually less
Certificates are foundation programmes designed for demanding material whilst higher level awards such
post-secondary education and open access programmes as Advanced Diploma units assess the conceptually
for adults with little or no formal academic qualifications. more demanding material. Many units test candidates’
The course duration is normally up to one year of full-time accumulated understanding of the domain as a whole and
study. Certificate programmes are accredited at NQF level their ability to integrate and apply their skills, knowledge
4. ICM certificates are used as entry level qualifications for and understanding in appropriate contexts. All units
relevant degree programmes. equate to 200-hour (20-credit) courses and are assessed
by means of externally assessed and moderated written
papers. Assessment is generally by 100% examination.
All ICM programmes are multi-subject and candidates are NUMBER OF UNITS/STRUCTURE:
required to undertake formal, externally set and marked Three units:
examinations in all subjects within any programme. Unit 1: Why money matters
Alternatively, candidates may be able to study single Unit 2: Risk and reward in personal finance
subjects. Unit 3: Making personal financial judgements
GRADING SYSTEM: ASSESSMENT METHOD:
Examination grades are as follows. Electronic and paper-based examination
A 70% and above Unit 1: Why money matters
B 60% to 69% Tested electronically or by paper-based examination. The
C 50% to 59%
exam consists of fifty multiple-choice questions in a one-
D 40% to 49%
hour examination. The examination score contributes 25%
F 39% and under
to the overall qualification score.
QUALITY ASSURANCE: Unit 2: Risk and reward in personal finance
In order to maintain global standards, examination papers Tested electronically or by paper-based examination.
for all standard ICM programmes are set by the Institute’s The examination consists of two sections. Section A:
Examiners and all candidates’ work is returned to ICM for five multiple-choice questions. Section B: six case studies
marking, assessment and moderation and the issue of of five questions each in a one-hour examination.
results and certificates. Many major ICM qualifications are The examination score contributes 35% to the overall
recognised by Ofqual. qualification score.
NUMBER OF UNITS/STRUCTURE: Unit 3: Making personal financial judgements
A standard full-time Advanced Diploma course Tested by a written examination. The examination
(incorporating the Certificate and Diploma stages) consists consists of one question from a choice of two in a one-
of 12 units equivalent to 240 credits. hour 30 minute examination. The questions are based
PROGRESSION/ARTICULATION on case studies with a number of short answer questions.
On successful completion of ICM Certificates/Diplomas/ The examination score contributes 40% to the overall
Advanced Diplomas, students may progress to further qualification score.
professional qualifications or to appropriate levels of EXAMINATION TIMING:
honours degree courses. An ICM Graduate Diploma may On demand for electronic examinations. Unit 3 assessment
allow access to postgraduate study such as Masters degree is offered three times a year.
programmes.
Unit 1 and 2 results are available via the web within
ifs University College 72 hours of receipt of the examination papers. Unit 3
results should be available within one calendar month of
ifs University College is the university for financial the examination date.
education. It is a registered charity, incorporated by Royal
Charter, and a recognised awarding body by Ofqual. GRADING SYSTEM:
Students can study with ifs University College throughout Graded A – E and U for ungraded. CeFS has been allocated
their career from GCSE equivalent right up to Master’s level. the following UCAS Tariff points:
ifs Level 3 Certificate in Financial A 60

B 50
Studies (QAN 501/0049/X) C 40
D 30
QUALIFICATION ABBREVIATION: E 20
CeFS
QCF LEVEL:
Appendix B.
Level 3
BACKGROUND:
CeFS provides underpinning knowledge for, and a pathway
The ifs Level 3 Certificate in Financial Studies (CeFS) has
into, study for other ifs University College qualifications.
been designed to encourage individuals to be inspired to
CeFS also aids entry into higher education and provides a
meet their lifestyle aspirations. This will be achieved by
good basis from which to pursue a career in the financial
teaching them to apply the appropriate solution(s) from
services industry.
the wide range available within the evolving financial
services marketplace. Learners who wish to make informed
and confident decisions regarding their finances should
consider the Certificate in Financial Studies.
ifs Level 3 Diploma in Financial
Studies (QAN 501/0048/8)
2001 QUALIFICATION ABBREVIATION:
DipFS
2002 QCF LEVEL:
Level 3
DATE OF LAST AWARD:
2014
BACKGROUND: EXAMINATION TIMING:

The ifs Level 3 Diploma in Financial Studies (DipFS) On demand for units 1, 2, 4 and 5; the assessment for
consists of the ifs Level 3 Certificate in Financial Studies unit 3 is offered three times a year and the assessment for
(CeFS) units and three additional units. The additional unit 6 is offered twice a year.
units apply learners’ knowledge to the broader financial
environment: the financial planning element introduced
Unit 1, 2, 4 and 5 results are available via the web within
in the CeFS units becomes more dynamic and flexible,
72 hours of receipt of the examination papers. Unit 3 and
as the learners become more aware of the (financial)
6 results should be available within one calendar month of
environment within which they live.
the examination date.
GRADING SYSTEM:
2004
Graded A – E and U for ungraded. DipFS has been
DATE OF FIRST AWARD: allocated the following UCAS Tariff points:
2005
NUMBER OF UNITS/STRUCTURE: A 120
Six units: B 100
Unit 1: Why money matters C 80
Unit 2: Risk and reward in personal finance D 60
Unit 3: Making personal finance judgements E 40
Unit 4: Financing the future
Unit 5: Financial services from the providers’ perspective Please note that the QCF version of the Diploma includes
Unit 6: Enhancing financial capability. the content of the Certificate. Therefore Tariff points
cannot be counted for both qualifications.
ASSESSMENT METHOD:
Electronic and paper-based examination. For more information about the UCAS Tariff, please see
Appendix B.
Unit 1: Why money matters
Tested electronically or by paper-based examination. The PROGRESSION/ARTICULATION:
examination consists of fifty multiple-choice questions in a DipFS provides underpinning knowledge for, and a
one-hour examination. The examination score contributes pathway into, study for other ifs University College
25% to the overall qualification score. qualifications. DipFS also aids entry into higher education
and provides a good basis from which to pursue a career in
Unit 2: Risk and reward in personal finance the financial services industry.
Tested electronically or by paper-based examination.
The examination consists of two sections. Section A:
five multiple-choice questions; Section B: six case studies ifs Level 3 Certificate in Financial
of five questions each in a one-hour examination.
The examination score contributes 35% to the overall
Studies (QAN 600/8537/X)
qualification score. QUALIFICATION ABBREVIATION:
CeFS
Unit 3: Making personal financial judgements
Tested by a written examination. The examination consists QCF LEVEL:
of one question from a choice of two in a one-hour Level 3
30 minute examination. The questions are based on BACKGROUND:
case studies with a number of short/part questions. The ifs Level 3 Certificate in Financial Studies (CeFS) has
The examination score contributes 40% to the overall been designed to provide students with a challenging
qualification score. qualification covering the core disciplines of financial
capability and the ability to apply specialised, current
Unit 4: Financing the future
knowledge of financial choices and issues. This will be
Tested electronically or by paper-based examination. The
achieved by teaching them to apply the appropriate
examination consists of two sections. Section A: seven
solution(s) from the wide range available within the
multiple-choice questions; Section B: seven case studies
evolving financial services marketplace. Learners who
of five questions in a one-hour 15 minute examination.
wish to make informed and confident decisions regarding
The examination score contributes 30% to the overall
their finances should consider the Certificate in Financial
qualification score.
Studies.
Unit 5: Financial services from the providers’ perspective DATE OF FIRST TEACHING:
Tested electronically or by paper-based examination. 2013
The examination consists of two sections. Section A: 21
multiple-choice questions; Section B: three case studies DATE OF FIRST AWARD:
of seven questions in a one-hour 15 minute examination. 2014
The examination score contributes 30% to the overall NUMBER OF UNITS/STRUCTURE:
qualification score. Two units:
Unit 6: Enhancing financial capability Unit 1: Financial Capability for the Immediate and Short
Tested by a written examination. The examination consists Term
of one question from a choice of two in a one-hour Unit 2: Financial Capability for the Medium and Long
30 minute examination. The questions are based on Term
pre-released case studies with a number of short/part
questions. The examination score contributes 40% to the
overall qualification score.
ASSESSMENT METHOD:
Electronic and paper-based examination.
ifs Level 3 Diploma in Financial
Studies (QAN 600/8551/4)
Unit 1: Financial Capability for the Immediate and Short
Term. QUALIFICATION ABBREVIATION
Tested electronically or by paper-based examination. DipFS
The assessment consists of two components. Part A – QCF LEVEL:
thirty-five multiple-choice questions in a forty-five minute Level 3
examination. This component of the examination is worth
thirty-five marks. Part B – pre-release case study requiring BACKGROUND:
essay responses to five questions. This component is worth The ifs Level 3 Diploma in Financial Studies (DipFS)
sixty marks and will be a one hour and forty-five minute consists of the ifs Level 3 Certificate in Financial Studies
examination. Part B will also assess spelling, punctuation (CeFS) units and two additional units. The additional
and grammar. This component is worth five marks, bringing units apply learners’ knowledge to the broader financial
the total marks for Part B to sixty-five. environment: the financial planning element introduced
in the CeFS units becomes more dynamic and flexible,
Unit 2: Financial Capability for the Medium and Long Term. as the learners become more aware of the (financial)
Tested electronically or by paper-based examination. environment within which they live and the importance of
The assessment consists of two components. Part A – financial sustainability.
thirty-five multiple-choice questions in a forty-five minute
examination. This component of the examination is worth DATE OF FIRST TEACHING:
thirty-five marks. Part B – pre-release case study requiring 2013
essay responses to five questions. This component is worth DATE OF FIRST AWARD:
sixty marks and will be a one hour and forty-five minute 2015
examination. Part B will also assess spelling, punctuation
and grammar. This component is worth five marks, bringing NUMBER OF UNITS/STRUCTURE:
the total marks for Part B to sixty-five. Four units:
Unit 1: Financial Capability for the Immediate and Short
EXAMINATION TIMING: Term
Examinations for each unit will take place at the end Unit 2: Financial Capability for the Medium and Long Term
of study of the respective unit. Part A examinations will Unit 3: Sustainability of an Individual’s Finances
be held during a one week period at a set time. Part B Unit 4: Sustainability of the Financial Services System
examinations will be held on one day during the week
following the Part A examinations. ASSESSMENT METHOD:
Electronic and paper-based examination.
The results for Part A of Unit 1 and 2 results available via Unit 1: Financial Capability for the Immediate and
the web within 72 hours of receipt of the examination Short Term
papers. Part B results should be available within one The assessment consists of three components. Part A –
calendar month of the examination date. thirty-five multiple-choice questions in a forty-five minute
GRADING SYSTEM: thirty-five marks. Part B – pre-release case study requiring
Graded A* – E essay responses to five questions. This component is worth
The ifs Level 3 Certificate in Financial Studies has been sixty marks and will be a one hour and forty-five minute
allocated UCAS Tariff points as follows: examination. Part B will also assess spelling, punctuation
and grammar. This component is worth five marks,
Grade UCAS Tariff points bringing the total marks for Part B to sixty-five.
A* 70
A 60 Unit 2: Financial Capability for the Medium and Long Term
B 50 The assessment consists of three components. Part A –
C 40 thirty-five multiple-choice questions in a forty-five minute
D 30 examination. This component of the examination is worth
E 20 thirty-five marks. Part B – pre-release case study requiring
essay responses to five questions. This component is worth
For more information on the UCAS Tariff, please see sixty marks and will be a one hour and forty-five minute
Appendix B. examination. Part B will also assess spelling, punctuation
PROGRESSION/ARTICULATION: and grammar. This component is worth five marks,
CeFS provides underpinning knowledge for, and a pathway bringing the total marks for Part B to sixty-five.
into, study for other ifs qualifications including the Level 3 Unit 3: Sustainability of an Individual’s Finances
Diploma in Financial Studies and the ifs higher education The assessment consists of three components. Part
degree programmes. CeFS also aids entry into other higher A – thirty-five multiple-choice questions in a one hour
education programmes and provides a good basis from examination. This component of the examination is worth
which to pursue a career in the financial services industry. thirty five marks. Part B – pre-release case study requiring
essay responses to five questions. This component is worth
sixty marks and will be a two hour examination. Part B
will also assess spelling, punctuation and grammar. This
component is worth five marks, bringing the total marks for
Part B to sixty-five.
Unit 4: Sustainability of the Financial Services System

The assessment consists of three components. Part
International Baccalaureate
A – thirty-five multiple-choice questions in a one hour Diploma
thirty five marks. Part B – pre-release case study requiring
essay responses to five questions. This component is worth IB
sixty marks and will be a two hour examination. Part B NQF LEVEL:
will also assess spelling, punctuation and grammar. This Level 3
component is worth five marks, bringing the total marks for
Part B to sixty five. BACKGROUND:
The International Baccalaureate Diploma Programme
EXAMINATION TIMING: is an international academic qualification administered
Examinations for each unit will take place at the end by the International Baccalaureate (IB). It is a two-year
of study of the respective unit. Part A examinations will academically rigorous pre-university programme
be held during a one week period at a set time. Part B designed, amongst a variety of broader aims, to promote
examinations will be held on one day during the week international mindedness.
following the Part A examinations.
All students, irrespective of their particular interests, are
DATE OF RESULT PUBLICATION: required to follow six subjects in a range of disciplines.
The results for Part A of each Unit are available via the At least three and not more than four of these must be
web within 72 hours of receipt of the examination papers. at Higher level (HL) and three (or two if four HL courses
Part B results should be available within one calendar are completed) at Standard level (SL). The recommended
month of the examination date. minimum classroom contact time for each HL is 240 hours,
and for each SL, 150 hours over the two-year period of
GRADING SYSTEM:
the programme. The examined subjects must include two
Graded A* – E languages, one subject from Individuals and societies, an
The ifs Level 3 Diploma in Financial Studies has been Experimental science, Mathematics and one further option.
allocated UCAS Tariff points as follows: All subjects are designed to incorporate international
perspectives. The IB has three working languages, English,
Grade UCAS Tariff points French and Spanish, and almost all examination papers
A* 140 are available in each of these languages.
A 120
B 100 The six subjects are bound together in a coherent form by
C 80 the 100-hour theory of knowledge course followed by all
D 60 students, and by an extended essay which demonstrates
E 40 research skills. A further requirement is that candidates
be involved in 150 hours of creativity, action and service
Please note that the new QCF version of the Diploma (CAS), which supports the philosophy of a holistic
includes the content of the Certificate. Therefore Tariff international education.
points cannot be counted for both qualifications as they
could for the NQF versions. Only an authorised IB World School that meets the IB’s
standards and practices can enter candidates for IB
For more information on the UCAS Tariff, please see qualifications. The Diploma programme is designed as a
Appendix B. two-year course of study, although in exceptional cases a
maximum of two SL subjects may be taken as one year
courses. All HL courses, at least one SL course and the core
DipFS provides underpinning knowledge for, and a
must be completed over two years.
pathway into, study for other ifs qualifications including
the ifs higher education degree programmes. DipFS also DATE OF FIRST AWARD:
aids entry into other higher education programmes and 1970
provides a good basis from which to pursue a career in the
financial services industry.
Candidates choose six subjects, at least three and not
more than four at higher level and three (or two if four
International Baccalaureate HL courses are completed) at standard level. Candidates
choose their programmes of six subjects by selecting
The International Baccalaureate (IB) is a non-profit one each from the following six groups, Alternatively a
educational organisation that was established in 1968. candidate may offer, instead of a Group 6 subject, a third
modern language, a second subject from Individuals and
The IB offers programmes to a wide variety of schools societies, a second subject from experimental sciences or
located throughout the world, including: further mathematics HL or computer science. Students
g the Diploma Programme, for students aged 16-19 in therefore study all subject areas, gaining a depth at Higher
the final two years of school before university Level similar to that at A level. In most cases, standard
g the Career-related Certificate, for students aged 16-19 level subjects maintain similar depth to those at Higher
in the final two years of school before university or level, but with reduced course content.
employment Group 1 – Studies in language and literature
g the Middle Years Programme, for students aged 11 to 16 These courses are designed for students’ best language for
g the Primary Years Programme (PYP), for students aged academic work. Courses available in this group are:
three to 12. g Language A: Literature Higher level
There are 3,717 schools (IB World Schools) that g Language A: Literature Standard level
are authorised to offer International Baccalaureate g Language A: Language and Literature Higher level
programmes in 146 countries. g Literature and Performance Standard level.
Group 2 – Language Acquisition Group 6 – Arts

Language B Higher level and Language B Standard level: Music
A foreign language course for students with previous Theatre
experience of learning the language. The main focus of Visual arts
the programme is on language but a variety of texts also Film
forms part of the course. Classical Greek and Latin can also Literature and Performance (interdisciplinary)
be studied as a group 2 course.
All Diploma Programme candidates will also undertake:
Or
A) Theory of knowledge – a 100-hour course taught
Ab initio: over two years, which is an interdisciplinary requirement
A foreign language learning course over two years at SL for intended to stimulate critical reflection on knowledge and
students with no previous experience of learning the target issues.
language.
B) Extended essay – a substantial piece of independent
Group 3 – Individuals and societies research work about 4,000 words long. It must be written
Business and management in a Diploma Programe subject. 50 hours.
Economics
Environmental system and societies (SL) (this is an C) Creativity,action, service (CAS) – the CAS programme is
interdisciplinary subject and can be taken through group 3 provided by the school and monitored by the IB. 150 hours.
and group 4)
ASSESSMENT METHOD:
Geography
Assessment in the IB varies widely across the disciplines
History
and includes multiple choice, essay, data analysis, short
Information technology in a globalsociety
answer and structured questions. In most subjects the
Philosophy
teachers contribute 20% of the marks through internal
Psychology
assessment which are then moderated by external
Social and cultural anthropology
examiners. Students are assessed on the whole course
Group 4 – Experimental sciences in final examinations held at the end of the two years.
Biology The courses are not modular. Candidates not completing
Chemistry all the requirements for a Diploma may be awarded
Computer Science certificates for individual subjects. Assessment procedures
Design technology are kept constantly under review to ensure both integrity
Environmental system and societies (SL only) and quality. Their validation includes, amongst other
Environmental system and societies (SL) (interdisciplinary) activities, question paper and marking scheme review by
Physics external advisers, standardisation of examiners, marking,
Sports, exercise and health science (SL) moderation, grade awarding and arbitration procedures,
an enquiry upon results service, and public reporting of
Group 5 – Mathematics statistics.
Mathematical studies SL – for students with varied
EXAMINATION TIMING:
backgrounds and abilities who do not anticipate a need for
mathematics in their future studies. May and November.
Mathematics SL – for students who already possess
Early July and early January.
knowledge of basic mathematical concepts, and who
are equipped with the skills needed to apply simple GRADING SYSTEM:
mathematical techniques correctly. The majority of Each subject is graded 1–7 (7 being the highest).
these students will expect to need a sound mathematical
background as they prepare for future studies in subjects The recommendation for the award of the final grade
such as chemistry, economics, psychology and business in each subject is normally the responsibility of the Chief
administration. Examiner. A grade will not normally be awarded to a
candidate in any subject for which any of the required
Mathematics HL – for students with a good background in assessment components have not been completed.
mathematics who are competent in a range of analytical
and technical skills. The majority of these students will be All assessment components for each of the six subjects
expecting to include mathematics as a major component and the additional Diploma requirements must be
of their university studies, either as a subject in its own completed in order to qualify for the award of the
right or within courses such as physics, engineering and Diploma.
technology. The Diploma will be awarded to a candidate whose total
Further mathematics HL – for students with a good score is 24, 25, 26 or 27 points, provided all the following
background in mathematics who have attained a high requirements have been met:
degree of competence in a range of analytical and (a) numeric grades have been awarded in all six subjects
technical skills. Most of these students intend to study registered for the diploma
mathematics at university, either as a subject in its own (b) all CAS requirements have been met
right or as a major component of a related subject. The (c) at least a grade D has been awarded for both theory
course is designed specifically to allow students to learn of knowledge and the extended essay
about a variety of branches of mathematics in depth and (d) there is no grade 1 in any subject
also to appreciate practical applications. (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 The IB Diploma Programme has been allocated the
(h) at least 12 points have been gained on HL subjects following UCAS Tariff points:
(candidates who register for four HL subjects must
gain at least 16 points at HL) Grade UCAS Tariff points
(i) at least nine points have been gained on SL subjects 45 720
44 698
(candidates who register for two SL subjects must gain
43 676
at least six points at SL)
42 654
(j) the candidate has not been found guilty of
41 632
malpractice by the IB organisation 40 611
The Diploma will be awarded to a candidate whose total 39 589
38 567
score is 28 points or above, provided all the following
37 545
requirements have been met:
36 523
(a) numeric grades have been awarded in all six subjects 35 501
registered for the diploma 34 479
33 457
(b) all CAS requirements have been met
32 435
(c) grades A (highest) to E (lowest) have been awarded for
31 413
both theory of knowledge and an extended essay, with
30 392
a grade of at least D in one of them 29 370
(d) there is no grade 1 in any subject 28 348
(e) there is no more than one grade 2 at HL 27 326
(f) there are no more than two grades 2 at SL 26 304
(g) overall, there are no more than three grades 3 or below 25 282
(h) at least 11 points have been gained on HL subjects 24 260
(candidates who register for four HL subjects must
gain at least 14 points at HL) For more information on the UCAS Tariff, please see
(i) at least eight points have been gained on SL subjects Appendix B.
(candidates who register for two SL subjects must gain
at least five points at SL) International Baccalaureate (IB) courses*
(j) the candidate has not been found guilty of Higher Level Standard Level Core requirements**
malpractice by the IB organisation Grade Tariff points Grade Tariff points Grade Tariff points
7 130 7 70 3 120
A maximum of three examination sessions is allowed in 6 110 6 59 2 80
which to satisfy the requirements for the award of the IB 5 80 5 43 1 40
Diploma. 4 50 4 27 0 10
3 20 3 11
Award of International *Points for IB courses come into effect for entry into higher
Baccalaureate Courses education from 2010 onwards.
**Students who register for an IB Diploma but do not
A candidate who is not registered for the full Diploma may
successfully complete all elements can achieve UCAS
register for examination in one or more subjects.
Tariff points from their achievement in individual courses
Such a candidate is classified as a Diploma Programme and the core requirements of the Diploma curriculum.
(DP) course student and receives a certificate recording the Certificates in extended essay and theory of knowledge
result(s) obtained in each subject. Candidates who have have now been individually accredited by IBO and have
registered for the full Diploma, but who have not fulfilled been allocated Tariff points in their own right. These are
all the requirements for the award, will receive a certificate awarded when the certificates are taken individually.
indicating the results obtained in individual DP courses. A
For more information on the UCAS Tariff, please see
Diploma candidate who wishes to register for more than
Appendix B.
the six subjects required for the Diploma may register for
one or more additional subjects at HL.
The IB Diploma Programme is recognised by Ofqual as an International Baccalaureate
accredited qualification. The IB is recognised by UK HEPs Career-related Certificate
as fulfilling the minimum matriculation requirements for
entry. The IB recommends that institutions make offers QUALIFICATION ABBREVIATION:
to applicants based on a total points acquisition by the IBCC
candidate. Offers to IB students that are expressed in
NQF LEVEL:
terms of gaining the Diploma and with specific grades,
Level 3
usually in HL subjects, should not be made by equating
IB grades to GCE A level grades. No formal equivalence BACKGROUND:
exercise has been conducted on IB higher level courses and The IBCC (International Baccalaureate Career-related
A levels, therefore, it is not possible to make comparisons Certificate) is an IB programme designed to be taken over
on the basis of any external evidence. This approach also two years, and to complement career-related/vocational
does not take account of, and give credit to, the breadth of courses. It is the school’s responsibility to determine
study required in the IB Diploma Programme. the appropriate career-related/vocational course that
is linked to the IBCC, and should be determined by the
local context and aligned with student needs, whether DATE OF RESULT PUBLICATION:
they are used to support further studies or to assist direct Early July and early January.
employment opportunities. The IB is not responsible GRADING SYSTEM:
for the choice and administration of the career-related/ Each Diploma course is graded 1-7 (see the information
vocational course offered to students; however, schools on IB Diploma Courses above). The recommendation for
need to ensure that the course is recognised by local, the award of the final grade in each subject is normally
national or international authorities, and that it is usually the responsibility of the Chief Examiner. A grade will not
taken over a two year period. normally be awarded to a candidate in any subject for
The IBCC: which any of the required assessment components have
not been completed.
g provides flexibility to allow for local differences
g is relevant and creative The Reflective Project is marked out of 30 and graded A-E.
g sets appropriate and achievable attainment All assessment components for the IBCC core must be
requirements completed in order to qualify for the award of the IBCC.
g encourages significant school and student input in the
curriculum and assessment The Career-related Certificate of the International
g provides breadth and balance Baccalaureate and the statement of results will be issued
subject to satisfactory completion of the following
requirements by a student.
May 2009
g A level 3 or above in two Diploma courses.
A level D or above in the Reflective Project.
The IBCC is a framework that consists of three key
g
Satisfactory completion of the internally assessed

elements:
g
aspects of the IBCC core (Language development,

1: Candidates choose a minimum of two IB Diploma Community and Service and Approaches to Learning).
Programme courses from any of the six Diploma
Students must also complete a concurrent course of study
groups, at Higher Level (HL), Standard Level (SL) or a
in a recognised career-related field of choice. This must be
combination of both.
a Level 3 course for UK-based students.
2: In addition to the Diploma courses requirements,
students must also complete the IBCC core which Where a student does not satisfy the requirements for the
consists of an internally assessed Approaches award of the Career-related Certificate of the International
to Learning course and Community and Service Baccalaureate, they will be eligible to receive only the
programme as well as an internally assessed and statement of results.
externally moderated Reflective Project. Students must
also complete a language development course relevant UCAS Tariff points are currently available for the individual
to their needs. IB subject components and the vocational elements of
3: The above requirements must all be studied concurrent the IBCC but are not currently available for the IBCC
with a career-related course of study. core. However, HEPs are encouraged to consider the
skills students develop on the core, including the graded
ASSESSMENT METHOD: Reflective Project.
With regard to the Diploma courses, assessment in the IB
varies widely across the disciplines and includes externally
The IBCC prepares students for flexibility and mobility in a
assessed multiple choice, essay, data analysis, short answer
range of employment opportunities as well as continuing
and structured questions. In most subjects the teachers
lifelong learning. Employers have as an emphasis, the
contribute 20% of the marks through internal assessment
importance of work ethic and values, maturity and
which is then moderated by external examiners. Students
responsibility, linguistic proficiency and critical-thinking
are assessed on the whole course in final examinations held
skills, as well as job-specific skills. These ‘life skills’ ensure
at the end of the two years. The courses are not modular.
adaptability in a society whereby jobs are created and
Assessment procedures are kept constantly under review to
eliminated annually. Further Education institutions
ensure both integrity and quality. Their validation includes, including universities place emphasis on academic
amongst other activities, question paper and marking strength, curriculum fit and reading and writing skills – all
scheme review by external advisers, standardisation of of which IBCC students experience during their two years
examiners, marking, moderation, grade awarding and of study. This blend of learning styles ensures that multiple
arbitration procedures, an enquiry upon results service, and pathways are enabled for more students.
public reporting of statistics.
The Approaches to Learning and Community and Services
aspects of the IBCC are internally assessed and can take International Baccalaureate Middle
the form of either formative or summative assessment. Years Programme (MYP)
The Reflective Project is internally assessed and externally
moderated against rigorous assessment criteria. In the QUALIFICATION ABBREVIATION:
case of the language development course, schools can MYP
offer a wide range of provision, e.g. an externally assessed BACKGROUND:
course or an internally assessed module. The requirement The Middle Years Programme (MYP) offered by the
is that students must fulfill the minimum requirements as International Baccalaureate (IB) provides a framework
set out in the Guide. of academic and life skills for students aged 11–16. The
EXAMINATION TIMING: five-year programme follows on from the IB’s Primary
May and November. Years Programme and serves as a preparation for the IB’s
Diploma Programme.
The MYP provides a framework of concepts, skills, the culmination of a detailed self-study process. The IB
objectives and assessment criteria in eight subject standards and practices provide the framework towards
groups and a pedagogy aimed at engaging students authorisation and programme evaluation.
in disciplinary understanding by exposure to authentic
ASSESSMENT:
connections, as well as developing their awareness of the
Teachers assess students’ work with guidance from IB
relationships between disciplines.
according to prescribed, published criteria which state final
The MYP is guided by the following three fundamental levels of achievement in each discipline for the final year
concepts, rooted in the IB mission statement: of the programme. All schools must assess their students
communication, intercultural awareness and holistic with the published assessment criteria in the final year.
learning. The IB also provides recommended interim assessment
criteria based on the objectives for each of the subject
The ’areas of interaction’ are at the core of the programme, groups for years 1 and 3 of the five-year programme.
providing the contexts for curriculum planning and an Schools can opt for the MYP certificate, accompanied by a
opportunity for teachers’ and students’ interaction with record of achievement issued by the IB. These are formal
authentic situations. Students develop an understanding of documents limited to schools that offer the last year
each through contribution in all subjects. They are grouped of the programme and elect to have their own student
as: approaches to learning, community and service, health assessment validated by IB through a rigorous and quality
and social education, environments and human ingenuity. assured process of external moderation.
These pervade and recur throughout the five years of the
MYP, through the eight subject groups, and also through The IB will issue an MYP certificate to each student who
interdisciplinary teaching and projects, whole-school satisfies the following conditions. The student must:
activities and the MYP personal project. The areas of
be registered, and have gained at least a grade 2 in at
interaction are not directly assessed nor awarded individual
g
least one subject per subject group of the MYP. (Please

grades, since they are perspectives rather than subjects.
note that a second language A may be taken instead
In the last year of the MYP, students complete the of a language B.)
personal project, a significant body of work, the product g have gained at least a grade 3 for the personal project
of the student’s own initiative and creativity. The personal g have participated in the programme for at least the
project must reflect a personal understanding of the areas final two years
of interaction and the application of skills acquired through g have met the expectations of community and service
approaches to learning. MYP students are expected to to the satisfaction of the school
choose their project, which can take many forms, and g have gained a grade total of at least 36 from the eight
take the process to completion with the supervision of subject groups and the personal project combined,
an adult in the school. The personal project forms part of out of a possible maximum of 63. (This total and the
the assessment scheme of the MYP. It involves planning, maximum will be different in the case of the mother-
research and a high degree of personal reflection. tongue language option or if a student has gained an
exemption due to special educational needs.) If more
All schools are expected to develop their own written than one subject has been entered in a given subject
curriculum following the guidelines provided by the IB and group, only the single best grade will count towards
ensuring students will be able to meet the objectives for
certification, although all subject results will appear on
the final year of the programme. In doing so, schools may
the MYP record of achievement.
need to consider any national or local requirements about
mandated curricula, provided the integrity of the MYP is The IB also provides all schools with a portfolio of
respected at all times. achievement for each student. This allows the school
to document the student’s accomplishments at the end
The MYP subject groups:
of the course. The portfolio includes papers from the IB
g Arts – visual arts and performing arts describing the programme. The school may add its own
g Humanities – studies of individuals, societies and certificates, academic results and awards, a self-evaluation
environment including subjects such as history, by the student, information about community and
geography, economics, politics, civics, sociology, service, the personal project and any other achievements.
anthropology and/or psychology Schools not applying for MYP certificates are required to
g Language A – student’s best language, usually the regularly submit samples for the process of monitoring of
school’s language of instruction
assessment to ensure they comply with the assessment
Language B – a modern foreign language learned at
requirements of the programme.
g
school
g Mathematics – course includes the five branches GENERAL GRADE DESCRIPTORS:
of mathematics: number, algebra, geometry and Grade 1 – Minimal achievement in terms of the objectives.
trigonometry, probability and statistics, and discrete
mathematics Grade 2 – Very limited achievement against all the
g Physical Education – course includes health and fitness, objectives. The student has difficulty in understanding the
individual and team sports required knowledge and skills and is unable to apply them
g Sciences – biology, chemistry, physics fully in normal situations, even with support.
Technology – computer and design technology.
Grade 3 – Limited achievement against most of the
g
MYP authorisation and programme evaluation of schools: objectives, or clear difficulties in some areas. The student
all schools undergo an authorisation visit, following demonstrates a limited understanding of the required
a minimum of one year as a candidate school. Four knowledge and skills and is only able to apply them fully in
years after authorisation and then every five years, the normal situations with support.
school receives a programme evaluation visit, which is
Grade 4 – A good general understanding of the required further their study by taking GCE AS and A levels or other
knowledge and skills, and the ability to apply them equivalent qualifications such as Pearson BTECs or the
effectively in normal situations. There is occasional International Baccalaureate.
evidence of the skills of analysis, synthesis and evaluation.
GRADING SYSTEM:
Grade 5 – A consistent and thorough understanding of The International GCSE is graded A*-G, and is considered
the required knowledge and skills, and the ability to apply to be comparable to GCSE on a subject for subject basis.
them in a variety of situations. The student generally
shows evidence of analysis, synthesis and evaluation where
appropriate and occasionally demonstrates originality and Malvern Literature Certificate
insight.
Grade 6 – A consistent and thorough understanding MLC
of the required knowledge and skills, and the ability to BACKGROUND:
apply them in a wide variety of situations. Consistent This is Malvern College’s own English literature GCSE
evidence of analysis, synthesis and evaluation is shown equivalent that was developed in response to frustrations
where appropriate. The student generally demonstrates with the existing qualifications. The aims were to offer its
originality and insight. students a broader literary experience in preparation for
Grade 7 – A consistent and thorough understanding of both A level and IB literature courses and to allow greater
the required knowledge and skills, and the ability to apply freedom to choose from a wider range of literature. This
them almost faultlessly in a wide variety of situations. was done whilst retaining a core of conventional literary
Consistent evidence of analysis, synthesis and evaluation study that would be expected to be at the heart of any
is shown where appropriate. The student consistently literature GCSE. We continue to require that all students
demonstrates originality and insight and always produces complete English Language IGCSE.
work of high quality. DATE OF FIRST TEACHING:
September 2009
International General Certificate DATE OF FIRST AWARD:
of Secondary Education (IGCSE)/ August 2011
International Certificate of PREREQUISITES:

Any student considered capable of tackling GCSE English
Education (ICE)/Ordinary Level would be eligible to take the Malvern Literature Certificate.
(O Level) NUMBER OF UNITS/STRUCTURE:
Unit 1: Coursework essay on prose fiction
The International General Certificate of Secondary
Unit 2: Coursework essay on drama other than
Education (IGCSE) is offered by two awarding
Shakespeare
organisations, International Examinations and Pearson
Unit 3: Coursework essay on a Shakespeare play
Edexcel. Since September 2010 a range of IGCSE subjects
Unit 4: Coursework essay on poetry or prose
have been accredited by Ofqual and currently receive
Unit 5: Individual oral commentary on poetry or prose
funding for teaching in state schools.
Unit 6: Unseen poetry commentary examination
Unit 7: Completion of a reading and writing journal
Cambridge International ASSESSMENT METHOD:
All work is internally marked and moderated. The
Examinations assessment criteria have been developed in order that the
Further information on Cambridge International demands of the course are at least equivalent to those
Examinations IGCSE, ICE and O level can be found on of a conventional English Literature GCSE. A selection
page 47. of completed folders from across the mark range are
externally moderated. The external moderation is currently
done by the Head of English at another school that does
Pearson Edexcel its own GCSE equivalent literature course.
EXAMINATION TIMING:
BACKGROUND:
Pearson Edexcel’s International GCSE qualifications were All work has to be completed by the end of June.
developed in order to provide recognition and progression DATE OF RESULT PUBLICATION:
opportunities for international students. First teaching Same day as GCSE results.
took place in September 2003. Revised specifications
GRADING SYSTEM:
were developed for first teaching in September 2009. The
revised International GCSE qualifications replace legacy Same as GCSE: A* to U
O levels and existing IGCSEs, incorporating the best QUALITY ASSURANCE:
features of both. They aim to be modern, relevant and The work for the examination is externally moderated.
academically rigorous. There is a full suite of 40 subjects.
The following subjects are now also available for teaching
in UK state schools: English Language A, English Literature, The course content is regularly assessed and reviewed. A
Science (Double Award), Biology, Chemistry, Physics, significant proportion of those who took the certificate last
Mathematics A, History, Geography, Modern Foreign summer have gone on to study English literature in the
Languages (Chinese, French, German and Spanish) These sixth form, either at A level, or at Standard or Higher level
are accredited as Level 1/Level 2 Certificates. On successful for the International Baccalaureate.
completion of these qualifications students can choose to
a high level of self-reliance.

National Vocational Qualification
g
A large number of candidates already in the workplace

(NVQ) will have gained NVQs. These qualifications may therefore
QUALIFICATION ABBREVIATION: be useful in supplying accreditation of achievement,
NVQ which would otherwise need to be judged through the
Accreditation of Prior Experiential Learning.
NQF LEVEL:
Levels 1–5 (some NVQs have not revised their levels NVQs also often form part of the content of Apprenticeships.
according to the new QCF framework) DATE OF FIRST AWARD:
QCF LEVEL: 1992
Levels 1-7 NUMBER OF UNITS/STRUCTURE:
BACKGROUND: All NVQs are unit-based and allow candidates to
National Vocational Qualifications (NVQs) are work-related, accumulate unit certification until the complete NVQ
competence-based qualifications. They reflect the skills award is achieved. Each unit is written in the form of
and knowledge needed to do a job effectively and show outcomes describing what a candidate must be able to
that a candidate is competent in the area of work the NVQ do, know and understand, and the context in which the
framework represents. assessment should take place.
NVQs are based directly on the National Occupational ASSESSMENT METHOD:
Standards (NOS) defined by Sector Skills Councils and Competence-based assessment, mainly within the
other recognised Standards-Setting Bodies. These workplace.
standards are statements of performance that describe
Assessment of NVQs is independent of any learning
what competent people in a particular occupation are
involved or the time taken.
expected to be able to do. They cover all the main aspects
of an occupation, including current best practice, the GRADING SYSTEM:
ability to adapt to future requirements and the knowledge As NVQs define competence, candidates are either
and understanding that underpin competent performance. ‘competent’ or ‘not yet competent’ to perform at the
NVQs assess occupational competence against the required level. They are therefore generally graded Pass/Fail.
requirements of the NOS. Assessment is mainly through
QUALITY ASSURANCE:
performance in the workplace, but may also include oral
Internal and external verification.
and written questioning, according to whatever is most
appropriate to demonstrate that the individual can PROGRESSION/ARTICULATION:
perform the task to the required standard. NVQs are now Single units may be certificated.
available for almost all occupations in the UK. NVQs must
include an element of assessment which is demonstrably
independent of anyone who may have a vested interest in NCC Education
the outcome.
NCC Education is a global provider of British higher
Since December 2010, most NVQs have been replaced education and a recognised UK awarding body. NCC
by qualifications which are accredited within the QCF. Education has been providing programmes in Business and
The QCF regulations state that the term ‘NVQ’ can be IT, ranging from foundation to master’s level since 1966.
used in the title of QCF qualifications to help indicate that Today students are able to study for qualifications at one
assessment was competency based. Some Sector Skills of over 200 Accredited Partner Centres, either in their
Councils are retaining the word ‘NVQ’ in the titles of these home country or in the UK.
new QCF qualifications, but others are not.
NCC Education is accredited by Ofqual in England to award
For more details on NVQs, visit www.gov.uk/browse/ diplomas in the computing and business fields within the
education QCF at levels equivalent to foundation, undergraduate and
Details of the titles and constituent units of all accredited postgraduate qualifications in the university system.
NVQs can be found in the Register of Regulated NCC Education provides programmes which are designed
Qualifications (http://register.ofqual.gov.uk). to maximise students potential, by equipping them
The NQF and QCF establish parity of esteem between with the required skills and knowledge to pursue further
NVQs, regardless of which awarding organisation awards academic study or enter a career of their choice.
them.
Applicants to HE with NVQs as main entry qualifications NCC Education International
are likely to offer NVQ at Level 3. These applicants
should be judged on their merits alongside those with
Foundation Year
qualifications such as GCE A and AS level. Such applicants QUALIFICATION ABBREVIATION:
are likely to offer, in particular: IFY
g a high level of technical competence in their specialist NQF LEVEL:
areas Level 3
g practical experience of work and the associated
BACKGROUND:
maturity
A one-year programme for speakers of English as
g high skills levels
a foreign language who are seeking entrance to a
g portfolios of evidence
university bachelor’s programme or the NCC Education
g ability to assimilate knowledge and apply it in practice
Level 4 Diplomas in Business, Computing or Business IT.
The programme covers English language, study skills, DATE OF FIRST TEACHING:
mathematical technique, culture studies and introduces 2009
students to the world of business IT. NUMBER OF UNITS/STRUCTURE:
PREREQUISITES: The programme consists of five compulsory modules as
Students must have successfully completed secondary follows: Study and Communication Skills, Mathematical
education in an appropriate range of subjects and Techniques, IT Skills, Introduction to Business, Introduction
have a valid score of 4.5 or above in the International to Accounting and Economics. Students must pass all five
English Language Testing System (IELTS), or the required compulsory modules to be awarded the qualification.
minimum result in the Standard English Language ASSESSMENT METHODS:
Placement Test (SEPT). Assessed by assignment and examination.
EXAMINATION TIMING:
2005 December, March, June, September
GRADING SYSTEM:
The programme consists of the following six compulsory Pass, Merit or Distinction
modules: Developing English Language Skills, Advanced
English Language Skills, English for Academic Purposes, PROGRESSION/ARTICULATION:
Study Skills, Culture Studies, Foundation Mathematics. A Successful graduates will be eligible for entry onto the
further two modules are chosen from the following four NCC Education Level 4 Diploma in Business or Business IT
electives: Introduction to Computing, Introduction to programmes.
Programming, Introduction to Business, Introduction to
Accounting and Economics.
NCC Education Level 3 Diploma in
Students must pass all eight modules to be awarded the
qualification. Computing (QCF)
ASSESSMENT METHODS: QUALIFICATION ABBREVIATION:
Assessed by assignment and examination. L3DS
EXAMINATION TIMING: QCF LEVEL:

January, April, June, September Level 3
GRADING SYSTEM: BACKGROUND:

Pass, Merit or Distinction (percentage marks available for An introduction to computing which provides students
each module). with a broad but secure foundation in the fundamental
concepts of computing and the essential study skills
PROGRESSION/ARTICULATION: needed to succeed at undergraduate level. Students will be
Students can continue their NCC Education International introduced to programming and mathematical techniques
Degree journey with the Level 4 Diploma in Business, which will assist them in their understanding of computing
Level 4 Diploma in Business IT or Level 4 Diploma in and their future studies.
Computing.
PREREQUISITES:
Alternatively students can apply to over 40 universities Students must be able to demonstrate that they have
which accept NCC Education IFT graduates onto the first previously studied English at secondary school or have a
year of their degree programmes. valid score of 5.5 or above in the International English
Language Testing System (IELTS).
NCC Education Level 3 Diploma in DATE OF FIRST TEACHING:

2012
Business (QCF)
QUALIFICATION ABBREVIATION: The programme consists of the following five compulsory
L3DB modules: Study and Communication Skills, Mathematical
Techniques, IT Skills, Introduction to Computing and
QCF LEVEL:
Introduction to Programming. Students must pass all five
Level 3
modules to be awarded the qualification.
BACKGROUND:
ASSESSMENT METHODS:
An introduction to business which equips students with
Assessed by assignment and examination.
the necessary skills for entry to NCC Education’s Level 4
Diploma in Business programme. The Level 3 Diploma in EXAMINATION TIMING:
Business (L3DB) provides students with a broad but secure December, March, June, September
foundation in the fundamental concepts of business,
GRADING SYSTEM:
effective and practical IT skills and the essential study skills
necessary to succeed at undergraduate level. Pass, Merit or Distinction
PREREQUISITES:
Students must be able to demonstrate that they have The programme allows progression to the NCC Education
previously studied English at secondary school level, or Level 4 Diploma in Computing or Business IT programmes.
have a valid score of 5.5 or above in the International
English Language Testing System (IELTS).
NCC Education Level 4 Diploma in Alternatively students can apply to one of the universities
which accept NCC Education graduates onto the second
Computing (QCF) year of their degree programmes.
L4DC
QCF LEVEL:
Level 4
Business Information Technology
BACKGROUND:
(QCF)
A one-year, classroom-based academic programme, which QUALIFICATION ABBREVIATION:
equips students with fundamental skills and knowledge L4DBIT
in computing. Upon completion of the programme
QCF LEVEL:
students will be competent in the development, testing
and maintenance of software and database systems. The Level 4
programme is aimed at students seeking undergraduate BACKGROUND:
entry onto the NCC Education International Degree A one-year, classroom-based academic programme, which
Journey in computing or those wishing to progress to study provides students with a comprehensive understanding
at universities with which NCC Education has articulation of computing, communication and business skills. Upon
agreements. Alternatively, the programme helps those completion of the programme students will be able to
who are looking to improve their career prospects or gain demonstrate a clear understanding of computing systems.
employment within the IT sector. Students will also gain a solid foundation and breadth of
PREREQUISITES
knowledge in business.
On entry students must have one of the following: The programme is aimed at students seeking
g NCC Education International Foundation Year (IFY) undergraduate entry onto the NCC Education
or Level 3 Diploma in Computer Studies (L3DCS) International Degree Journey in Business IT or those
qualification wishing to progress to study at universities with which NCC
g A local or international qualification deemed to be of Education has articulation agreements. Alternatively, the
a similar level to the IFY or L3DCS programmes. These programme helps those who are looking to improve their
shall be agreed in advance with NCC Education career prospects or gain employment within the IT sector.
g At least one A level pass or 80 points on the UCAS PREREQUISITES
Tariff for relevant qualifications On entry students must have one of the following.
g Mature students need to demonstrate over two years’
relevant work experience and also hold an O level/ g NCC Education International Foundation Year (IFY),
GCSE English and mathematics or equivalent. Level 3 Diploma in Computer Studies (L3DCS) or
Level 3 Diploma in Business (L3DB) qualification
Applicants who are not NCC Education graduates or whose g A local or international qualification deemed to be of
first language is not English need to obtain a valid score of a similar level to the IFY, L3DCS or L3DB programme.
5.5 or above in the International English Language Testing These shall be agreed in advance with NCC Education
System (IELTS) examination or equivalent. g At least one A level pass or 80 points on the UCAS
Tariff for relevant qualifications
2011
g Mature students need to demonstrate over two years’
relevant work experience and also hold an O level/
NUMBER OF UNITS/STRUCTURE: GCSE English and mathematics or equivalent.
The programme consists of a total of eight core modules:
skills for Computing, Computer Networks, Computer Applicants who are not NCC Education graduates, or whose
Systems, Designing and Developing a Website, Databases, first language is not English, will need to obtain a valid
Designing and Developing Object-oriented Computer score of 5.5 or above in the International English Language
Programmes, Software Development Techniques, Office Testing System (IELTS) examination or equivalent
Solutions Development. Students must pass all eight DATE OF FIRST TEACHING:
modules to be awarded the qualification. 2011
ASSESSMENT METHODS: NUMBER OF UNITS/STRUCTURE:
Assessed by assignment and examination. The programme consists of a total of eight core modules:
EXAMINATION TIMING: Skills for Computing, Computer Networks, Computer
March, June, September, December Systems, Designing and Developing a Website, Databases,
eBusiness, Essentials of Management, Understanding
GRADING SYSTEM: Business Organisations.
Pass, Merit or Distinction
Students must pass all eight modules to be awarded the
qualification.
Upon successful completion, students can use the
qualification to secure employment in the IT sector, ASSESSMENT METHODS:
or continue their studies on to the Level 5 Diploma in Assessed by assignment and examination.
Computing (L5DC). EXAMINATION TIMING:
December, March, June, September
GRADING SYSTEM: ASSESSMENT METHODS:

Pass, Merit or Distinction Assessed by either examination or assignment.
PROGRESSION/ARTICULATION: EXAMINATION TIMING:
Upon successful completion, students can use the March, June, September, December
qualification to secure employment in the IT sector or
GRADING SYSTEM:
continue their studies on to the Level 5 Diploma in
Business IT (L5DBIT)
Alternatively students can apply to one of the universities Upon successful completion, students can use the
which accept NCC Education graduates onto the second qualification to secure employment in the business sector
year of their degree programmes. or continue their studies on to the Level 5 Diploma in
Business (L5DB).
NCC Education Level 4 Diploma in Alternatively students can apply to one of the universities
Business (QCF) which accept NCC Education graduates onto the second
year of their degree programmes.
L4DB
QCF LEVEL:
Level 4 Computing (QCF)
A one-year, classroom-based academic programme, which L5DC
provides students with a broad introduction to the many
QCF LEVEL:
aspects of international business in today’s world. Upon
Level 5
completion of the programme students will be able to
demonstrate a clear understanding of business principles BACKGROUND:
and concepts. Students will also gain a solid foundation A one-year, classroom-based academic programme,
and breadth of knowledge in business management, which equips students with a critical understanding of the
economics and eBusiness. established principles of computing. Students will develop
new skills relevant to the IT industry and build upon the
The programme is aimed at students seeking knowledge gained from the Level 4 Diploma in Computing.
undergraduate entry onto the NCC Education
International Degree Journey in Business, or those The programme is aimed at students seeking to progress to
wishing to progress to study at universities with which the second year of a three-year NCC Education International
NCC Education has articulation agreements. Alternatively, Degree Journey in Computing, or those wishing to progress
the programme helps those who are looking to improve to study at universities with which NCC Education has
their career prospects or gain employment within the articulation agreements. Alternatively, the programme helps
Business sector. those who are looking to improve their career prospects or
gain employment within the IT sector.
PREREQUISITES:
On entry students must have one of the following: PREREQUISITES:
On entry you must have one of the following:
g NCC Education International Foundation Year (IFY) or
Level 3 Diploma in Business (L3DB) qualification g NCC Education Level 4 Diploma in Computing (L4DC)
g A local or international qualification deemed to be of a g A local or international qualification which is deemed
similar level to the IFY or L3DB programme. These shall to be of a similar level to the NCC Education Level
be agreed in advance with NCC Education 4 Diploma in Computing programme. This must be
g At least one A level pass or 80 points on the UCAS agreed in advance with NCC Education.
Tariff for relevant qualifications
g Mature students need to demonstrate over two years’ Applicants who are not NCC Education graduates, or
relevant work experience and also hold an O level/ whose first language is not English, will need to obtain a
GCSE English and mathematics or equivalent. valid score of 5.5 or above in the International English
Language Testing System (IELTS) examination or
Applicants who are not NCC Education graduates, or whose equivalent.
first language is not English, will need to obtain a valid
score of 5.5 or above in the International English Language
2011
Testing System (IELTS) examination or equivalent.
The programme consists of a total of eight core
2004
modules: Professional Issues in IT, Network Security and
NUMBER OF UNITS/STRUCTURE: Cryptography, Information Systems Analysis, Dynamic
The programme consists of a total of eight core modules: Websites, Analysis, Design and Implementation, Database
Essentials of Management, Fundamentals of Economics, Development and Design, Agile Development, Computing
Communications for Business, Understanding Business Project.
Organisations, Business Mathematics, Introduction to
Finance, eBusiness, Principals of Marketing. Students must Students must pass all eight modules to be awarded the
pass all eight modules to be awarded the qualification. qualification.
ASSESSMENT METHODS: GRADING SYSTEM:

Assessed by assignments and examination. Pass, Merit or Distinction
EXAMINATION TIMING: PROGRESSION/ARTICULATION:
March, June, September and December The qualification allows entry to either NCC Education’s
final year top-up programme in Business IT (further entry
GRADING SYSTEM:
requirements may apply).
Students can apply to the final year of a degree programme
The qualification allows entry to either NCC Education’s at one of the universities which accept NCC Education
final year top-up programme in IT (further entry graduates onto the third year of their degree programmes.
requirements may apply). Students can apply to the final
year of a degree programme at one of the universities
which accept NCC Education graduates on to the third NCC Education Level 5 Diploma in
year of their degree programmes. Business (QCF)
NCC Education Level 5 Diploma in L5DB
Business IT (QCF) QCF LEVEL:

Level 5
L5DBIT BACKGROUND:
A one-year, classroom-based academic programme,
QCF LEVEL: which equips students with a critical understanding of
Level 5 the established principles of business and management.
BACKGROUND: Students develop new skills relevant to the business industry
A one-year, classroom-based academic programme, and build upon the knowledge gained from the L4DB.
which equips students with a critical understanding of the The programme is aimed at students seeking to progress
established principles of computing relevant to the IT and to the second year of a three-year NCC Education
business industry. Students will develop new skills relevant to International Degree Journey in Business, or those wishing
the IT industry and build upon the knowledge gained from
to progress to study at universities with which NCC
the L4DBIT.
Education has articulation agreements. Alternatively, the
The programme is aimed at students seeking to progress programme helps those who are looking to improve their
to the second year of a three-year NCC Education career prospects or gain employment within the business
International Degree Journey in Business IT, or those sector.
wishing to progress to study at universities with which NCC PREREQUISITES:
Education has articulation agreements. Alternatively, the On entry you must have one of the following:
programme helps those who are looking to improve their
career prospects or gain employment within the IT sector. g NCC Education Level 4 Diploma in Business (L4DB).
PREREQUISITES:
g A local or international qualification which is deemed
On entry students must have one of the following: to be of a similar level to the NCC Education Level 4
Diploma in Business programme. This must be agreed
g NCC Education Level 4 Diploma in Business IT (L4DBIT) in advance with NCC Education.
g A local or international qualification which is deemed
to be of a similar level to the NCC Education Level 4 Applicants who are not NCC Education graduates, or
Diploma in Business IT programme. This must be whose first language is not English, will need to obtain a
agreed in advance with NCC Education. valid score of 5.5 or above in the International English
Language Testing System (IELTS) examination or
Applicants who are not NCC Education graduates, or whose equivalent.
first language is not English, will need to obtain a valid
score of 5.5 or above in the International English Language
Testing System (IELTS) examination or equivalent. 2004
2011 The programme consists of eight core modules: Business
Economics, Advanced Business Mathematics, Marketing
NUMBER OF UNITS/STRUCTURE: in Business, Human Resources in Business, Understanding
The programme consists of a total of eight core Consumer Behaviour, Principles of Business Operations,
modules: Professional Issues in IT, Information Systems Financial Management, Information Systems and
Analysis, Dynamic Websites, Database Development and Organisations.
Design, Business IT Project, Information Systems and
Organisations, Principles of Business Operations, Office Students must pass all eight modules to be awarded the
Solutions Development. qualification.
ASSESSMENT METHODS: ASSESSMENT METHODS:
Assessed by assignment and examination. Assessed by assignment and examination.
EXAMINATION TIMING: EXAMINATION TIMING:
December, March, June, September December, March, June, September
GRADING SYSTEM:
Pre-Master’s in IT
The qualification allows entry to either NCC Education’s PMIT
final year top-up programme in Business (further entry BACKGROUND:
requirements may apply). This programme is designed to enable students to quickly
bridge the gap between their existing qualifications and a
Students can apply to the final year of a degree
master’s programme. Students will upgrade their English
programme at one of the universities which accept NCC
language ability to a level suitable for master’s entrance,
Education graduates onto the third year of their degree
while also being introduced to studying IT subjects through
programmes.
the medium of English.
PREREQUISITES:
Pre-Master’s in Business If applicants hold a non-honours degree or Chinese Da
Zhuan (or equivalent) in a relevant subject, they can
QUALIFICATION ABBREVIATION: enter the Pre Master’s in IT directly. Applicants who hold
PMB a full honours degree can take a shorter version of the
programme: Master’s Preparation in IT.
BACKGROUND:
This programme is designed to enable students to quickly Students must also have a minimum English language
bridge the gap between their existing qualifications and a level of IELTS 5.0 (or equivalent). Applications holding
master’s programme. Students will upgrade their English higher IELTS scores may also be eligible for exemptions
language ability to a level suitable for master’s entrance, from programme modules, meaning they can complete
while also being introduced to studying business subjects the programme more quickly.
through the medium of English. DATE OF FIRST TEACHING:
PREREQUISITES: 2010
If applicants hold a non-honours degree or Chinese Da NUMBER OF UNITS/STRUCTURE:
Zhuan (or equivalent) in a relevant subject, they can enter Pre-Master’s in IT: English Language Level 4, English
the Pre-Master’s in Business directly. Applicants who hold Language Level 5, English for Academic Purposes 1 and
a full honours degree can take a shorter version of the 2, Developing Study Skills for Postgraduate Learning,
programme: Master’s Preparation in Business. Databases, Object-Oriented Modelling, Strategic Business
Management.
Students must also have a minimum English language
level of IELTS 5.0 (or equivalent). Applicants holding higher Master’s Preparation in IT: English Language Level 4,
IELTS scores may also be eligible for exemptions from English Language Level 5, English for Academic Purposes
programme modules, meaning they can complete the 1 and 2, Developing Study Skills for Postgraduate Learning
programme more quickly. and one of the three IT modules.
ASSESSMENT METHODS:
2010 Assessed by assignment and examination.
GRADING SYSTEM:
Pass, Merit or Distinction (Percentage marks available for
Pre-Master’s in Business: English Language Level 4, English each module).
Language Level 5, English for Academic Purposes 1 and 2,
Developing Study Skills for Postgraduate Learning, Finance PROGRESSION/ARTICULATION:
and Accounting, Global Marketing Strategies and Strategic Students can continue their NCC Education Postgraduate
Business Management. Degree Journey with the Level 7 Postgraduate Diploma in
Strategic Business IT.
Master’s Preparation in Business: English Language Level
4, English Language Level 5, English for Academic Purposes Alternatively students can apply to one of the universities
which accept NCC Education Pre- Master’s in Business
1 and 2, Developing Study Skills for Postgraduate Learning
graduates onto their master’s degree programmes.
and one of the three business modules.
ASSESSMENT METHODS:
Assessed by assignment and examination. NCC Education Level 7 Diploma in
EXAMINATION TIMING: Business Management (QCF)
GRADING SYSTEM: L7DBM
Pass, Merit or Distinction (percentage marks available for
QCF LEVEL:
each module).
Level 7
BACKGROUND:
Students can continue their NCC Education Postgraduate The Level 7 Diploma in Business Management is designed
Degree Journey with the Level 7 Diploma in Business to develop a student’s career in management. The
Management. programme covers a wide range of contemporary issues
Alternatively students can apply to one of the universities and develops the critical, analytical and technical skills
needed for senior management positions. The programme
which accept NCC Education Pre- Master’s in Business
will also develop the academic skills required for further
graduates onto their master’s degree programmes.
study at master’s level.
PREREQUISITES: PREREQUISITES:
On entry students must have one of the following: On entry students must have one of the following:
g An honours degree from a UK university (minimum 2:2) g UK bachelor’s degree with honours (or equivalent) in
in any subject, or equivalent award from a non-UK Information Technology, Computer Science, or related
university subject
g Three years’ work experience at a managerial level with g UK bachelor’s degree with honours in a non-IT-related
significant responsibility for resources (staff, financial, subject (or equivalent) and three+ years of work
physical etc or a combination of these). Prospective experience in an IT environment, with significant
students must be able to demonstrate that these technical or managerial responsibility
responsibilities were significant and that they had a g Five+ years of work experience in an IT environment,
high level of autonomy. A decision on entry to the with significant technical or managerial responsibility
programme through a work experience route will be
and the ability to demonstrate suitability for academic
made by NCC Education.
study, by personal or telephone interview with the
All applicants who do not hold a degree-level qualification course co-ordinator at your Accredited Partner Centre.
wholly taught and examined in English must also hold an
All applicants who do not hold a degree-level qualification
IELTS score of at least 6.5 (or equivalent).
wholly taught and examined in English must also hold an
DATE OF FIRST TEACHING: IELTS score of at least 6.5 (or equivalent).
2009
The programme consists of eight core modules as
follows: Information and Knowledge Management,
The programme consists of four core modules as follows:
International Marketing Strategy, Management, Control
Research in Information Technology, Enterprise Software
and Accountability for Financial Resources, Managing
and Business Infrastructure, Strategic Information Systems
People in Organisations, Research Methods, Study Skills
Analysis and Project Management. Students must pass all
for Postgraduate Learning, Strategic Management and
four modules to be awarded the qualification.
Strategic Operations Management. Students must pass all
modules to be awarded the qualification. ASSESSMENT METHODS:
Assessed by assignment and examination.
ASSESSMENT METHODS:
Assessed by assignment and examination. EXAMINATION TIMING:
EXAMINATION TIMING:
December, June GRADING SYSTEM:
GRADING SYSTEM:
Pass, Merit or Distinction PROGRESSION/ARTICULATION:
NCC Education also works in conjunction with a number of
UK universities, to deliver MSc programmes for PgDSBIT
NCC Education also works in conjunction with a number of
graduates.
UK universities, to deliver MBA and MSc programmes for
PgDBM graduates.
NCFE
NCC Education Level 7 Diploma in NCFE designs, develops and certificates diverse nationally
Strategic Business IT (QCF) recognised qualifications which have benefitted over one
million learners across the UK in the past 10 years.
L7PgDSBIT NCFE offers a wide portfolio of qualifications including
Apprenticeships, qualifications which support Study
QCF LEVEL: Programmes and Traineeships, fundable qualifications for
Level 7 adult learners, high quality distance learning models and
BACKGROUND: VCerts for schools.
The Level 7 Postgraduate Diploma in Strategic Business
NCFE offers qualifications from Entry Level to Levels 1-5 in
IT is designed for IT and computing graduates or
the following sector areas:
practitioners who with to further develop their career. The
programme covers a wide range of contemporary issues g Arts, media and publishing
and develops the critical, analytical and technical skills g Business, administration and law
needed for senior positions in the IT industry. The course g Education and training
also develops the academic skills required for further study g Engineering and manufacturing technologies
at master’s level. g Information and communication technology
g Health, public services and care
g Leisure, travel and tourism
g Preparation for life and work
g Retail and commercial enterprise.
Arts, Media and Publishing NUMBER OF UNITS/STRUCTURE:

Learners are required to successfully complete four
mandatory units plus one optional unit.
NCFE Level 3 Certificate in Art and
Design ASSESSMENT METHOD AND QUALITY ASSURANCE:
Internally assessed and externally moderated portfolio.
QCF LEVEL: GRADING SYSTEM:
Level 3 Pass mark for portfolio is 100%. Portfolio norm referenced.
BACKGROUND: Qualification is not graded.
Aims to develop advanced level skills and techniques in art PROGRESSION/ARTICULATION:
and design. NCFE Level 3 Diploma in Managing a Music Business
DATE OF FIRST TEACHING: Enterprise, NCFE Level 3 Certificate in Interactive Media,
2010 NCFE Level 3 Diploma in Radio.
Learners are required to successfully complete three
mandatory units. NCFE Level 3 Diploma in Managing
ASSESSMENT METHOD AND QUALITY ASSURANCE: a Music Business Enterprise
QCF LEVEL:
GRADING SYSTEM: Level 3
Pass mark for portfolio 100%. Portfolio norm referenced.
Qualification is not graded. BACKGROUND:
This qualification is aimed at those who wish either to
PROGRESSION/ARTICULATION: set up a business enterprise or work within the UK music
Foundation degrees in art and design-related subjects for industry. Learners gradually build up their own plan for
example, fashion, textiles, interior design, 3D design, and managing a music business enterprise.
photography.
2010
NCFE Level 3 Certificate in Creative NUMBER OF UNITS/STRUCTURE:
Craft Learners are required to successfully complete 13
mandatory units.
QCF LEVEL:
ASSESSMENT METHOD AND QUALITY ASSURANCE:
Level 3
BACKGROUND:
GRADING SYSTEM:
Provides learners with an opportunity to extend their
Pass mark for portfolio is 100%. Portfolio norm referenced.
knowledge of the creative craft process to an advanced level.
Qualification is not graded.
2011
Learners who achieve this qualification could progress to
NUMBER OF UNITS/STRUCTURE: higher or further education or employment.
mandatory units.
NCFE Level 3 Certificate and
Internally assessed and externally moderated portfolio. Diploma in Photography
Pass mark for portfolio 100%. Portfolio norm referenced. Level 3
BACKGROUND:
PROGRESSION/ARTICULATION: These qualifications are suitable for learners aged 16 and
NVQs in craft-related subjects. above who want to further develop their photography
knowledge and skills. Learners should have already
achieved a Level 2 photography qualification or equivalent,
NCFE Level 3 Certificate in or have significant experience/understanding of the
subject area.
Interactive Media
QCF LEVEL:
2013
Level 3
BACKGROUND:
For the certificate, learners are required to successfully
Suitable for those interested in developing interactive complete two mandatory units plus at least one optional
media skills at an advanced level, this qualification will unit. For the diploma, learners must successfully complete
extend candidates’ knowledge of processes and principles five mandatory units and four of the optional units.
and enable progression into further study and training.
2010
ASSESSMENT METHOD AND QUALITY ASSURANCE: GRADING SYSTEM:

Internally assessed and externally moderated portfolio. Pass mark for portfolio is 100%. Portfolio norm referenced.
GRADING SYSTEM:
Pass mark for portfolio is 100%. Portfolio norm referenced. PROGRESSION/ARTICULATION:
Qualification is not graded. Level 4 NVQs in Business and Administration.
Learners who achieve these qualifications could progress
to foundation degree programmes, degree programmes or
NCFE Level 4 NVQ Diploma in
employment/self-employment in the sector. Business and Administration
Learners can progress from the Certificate to the Diploma, QCF LEVEL:
but centres must carefully consider which qualification they Level 4
want to register the learner on to, as if they are registered BACKGROUND:
on both, the registration fee will be applied for both This qualification is suitable for learners aged 18 and
qualifications. above who work across a wide variety of sectors including
NHS trusts, educational institutions, government
departments, charities and the private sector. It is designed
NCFE Level 3 Diploma in Radio for those who work with no support or supervision and is
QCF LEVEL:
aimed at learners who work as part of a team and ensure
Level 3 the provision of information and resources to others.
BACKGROUND:
This qualification is aimed at learners who would like to or 2010
who already work in the radio industry. NUMBER OF UNITS/STRUCTURE:
Learners are required to successfully complete six
2010 mandatory units and also achieve 33 credits from the
optional units.
Learners are required to successfully complete two
mandatory units, plus at least 30 credits from optional
units. GRADING SYSTEM:
GRADING SYSTEM:
Progression routes include NCFE Level 4 NVQ Diploma
in Customer Service and NCFE Level 5 NVQ Diploma in
Management.
employment in the radio industry. NCFE Level 3 NVQ Diploma in
Customer Service
Business, Administration and Law QCF LEVEL:
Level 3
NCFE Level 3 NVQ Diploma in BACKGROUND:
Business and Administration This qualification is ideal for people who have the scope to
bring about permanent improvements in service delivery
QCF LEVEL: that benefit their organisation and its customers.
Level 3
BACKGROUND: 2010
This qualification is designed for those who work with a
high degree of autonomy and little or no supervision. It is
aimed at learners who work as part of a team and ensure Learners are required to successfully complete two
mandatory units plus a further 30 credits to be achieved
the provision of information and resources to others.
by completing a minimum of one unit from each optional
DATE OF FIRST TEACHING: group.
2010
NUMBER OF UNITS/STRUCTURE: Internally assessed and externally moderated portfolio.
GRADING SYSTEM:
mandatory units plus a minimum of 27 credits from the
optional and/or additional units.
Level 4 NVQ in Customer Service and Level 4 NVQ
Certificate or Diploma in Business and Administration.
NCFE Level 4 NVQ Diploma in NUMBER OF UNITS/STRUCTURE:

Customer Service mandatory units plus at least six credits from the 11
optional units.
QCF LEVEL:
Level 4 ASSESSMENT METHOD AND QUALITY ASSURANCE:
BACKGROUND:
This qualification is ideal for people who have the scope to GRADING SYSTEM:
bring about permanent improvements in service delivery Pass mark for portfolio is 100%. Portfolio norm referenced.
that benefit their organisation and its customers. These Qualification is not graded.
people do not necessarily have to be in a role where they PROGRESSION/ARTICULATION:
are directly responsible for people. Learners who achieve this qualification could progress to
DATE OF FIRST TEACHING: NCFE Level 4 NVQ Diploma in Management.
2010
NCFE Level 3 Certificate in Principles
mandatory units; at least 47 credits must be achieved from of Business and Administration
the 31 optional units
QCF LEVEL:
ASSESSMENT METHOD AND QUALITY ASSURANCE: Level 3
BACKGROUND:
GRADING SYSTEM: This qualification will allow learners to develop their
Pass mark for portfolio is 100%. Portfolio norm referenced. knowledge and understanding of working in a business
Qualification is not graded. administration environment. It enables the learner to
develop essential knowledge of how to carry our every day
and more complex administrative tasks such as managing
NCFE Level 4 NVQ in Management
information and supporting events.
NCFE Level 3 NVQ Certificate in 2010
Management NUMBER OF UNITS/STRUCTURE:
QCF LEVEL:
mandatory units, plus two credits from the five optional
Level 3 units.
BACKGROUND:
This qualification gives learners the knowledge they need Internally assessed and externally moderated portfolio.
to work in a management role in a variety of settings.
GRADING SYSTEM:
2010 Qualification is not graded.
Learners are required to successfully complete three Learners could progress on to the Level 3 NVQ Diploma in
mandatory units plus 11 credits from the optional units. Customer Service, or the Level 4 NVQ suite in Business and
ASSESSMENT METHOD AND QUALITY ASSURANCE: Administration.
GRADING SYSTEM:
Education and Training
NCFE Level 3 Award in Assessing
Learners could progress to the Level 5 Diploma in Vocationally Related Achievement
Management. QCF LEVEL:
Level 3
NCFE Level 3 Certificate in BACKGROUND:

This qualification is intended for those who assess
Management vocational skills, knowledge and understanding in
QCF LEVEL: environments other than the work environment, e.g. a
Level 3 workshop, classroom or other training environment.
BACKGROUND: DATE OF FIRST TEACHING:

This qualification provides learners with the knowledge 2010
they need to work in a management role. NUMBER OF UNITS/STRUCTURE:
DATE OF FIRST TEACHING: Learners are required to successfully complete two
2011 mandatory units.
ASSESSMENT METHOD AND QUALITY ASSURANCE: NUMBER OF UNITS/STRUCTURE:

Internally assessed and externally moderated portfolio. Learners must successfully complete two mandatory units.
GRADING SYSTEM: ASSESSMENT METHOD AND QUALITY ASSURANCE:
Pass mark for portfolio is 100%. Portfolio norm referenced. Internally assessed and externally moderated portfolio.
GRADING SYSTEM:
QUALITY ASSURANCE: Pass mark for portfolio is 100%. Portfolio norm referenced.
Internally assessed and externally moderated portfolio Qualification is not graded.
Learners could progress on to NCFE Level 4 Award NCFE Level 4 Certificate in Leading the External Quality
in Understanding the Internal Quality Assurance of Assurance of Assessment Processes and Practice.
Assessment Processes and Practice, NCFE Level 4 Award
in the Internal Quality Assurance of Assessment Processes
and Practice, or NCFE Level 4 Certificate in Leading the NCFE Level 4 Certificate in Leading
External Quality Assurance of Assessment Processes and
Practice.
the External Quality Assurance of
Assessment Processes and Practice
NCFE Level 3 Certificate in QCF LEVEL:
Level 4
Assessing Vocational Achievement BACKGROUND:
QCF LEVEL: This qualification is intended for those who lead a team of
Level 3 people responsible for assuring the quality of assessment
from outside an organisation or assessment centre, usually
BACKGROUND:
on behalf of an awarding organisation.
This qualification is intended for those who assess both
occupational competence in the work environment DATE OF FIRST TEACHING:
and vocational skills, knowledge and understanding in 2010
environments other than the workplace (for example a
workshop, classroom or other training environment).
DATE OF FIRST TEACHING: mandatory units.
2010
GRADING SYSTEM:
mandatory units.
ASSESSMENT METHOD AND QUALITY ASSURANCE: Qualification is not graded.
GRADING SYSTEM: Learners who have completed the qualification may
Pass mark for portfolio is 100%. Portfolio norm referenced. progress to further learning by undertaking a Level 4
Qualification is not graded. qualification in a related discipline. Successful completion
of this qualification may facilitate employment as a lead
external verifier.
Learners could progress on to NCFE Level 4 Award
in Understanding the Internal Quality Assurance of
NCFE Level 3 Award in Preparing
and Practice, or NCFE Level 4 Certificate in Leading the to Teach in the Lifelong Learning
External Quality Assurance of Assessment Processes and
Practice.
Sector
QCF LEVEL:
Level 3
NCFE Level 4 Award in the Internal BACKGROUND:
Quality Assurance of Assessment This programme is appropriate for learners who are new to
Processes and Practice teaching in the lifelong sector, and also for those who are
required to work towards achieving a recognised teaching
QCF LEVEL: status.
Level 4
BACKGROUND: 2011
This qualification is intended for those who maintain the
quality of assessment from within an organisation or
Learners are required to successfully complete one
assessment centre.
mandatory unit and nine credits from the six optional
DATE OF FIRST TEACHING: units.
2010
GRADING SYSTEM: NUMBER OF UNITS/STRUCTURE:

Pass mark for portfolio is 100%. Portfolio norm referenced. Learners are required to achieve a total of at least
Qualification is not graded. 44 credits, 32 credits must be completed in the 11
mandatory units and 12 credits must be completed in
any of the 41 optional units.
NCFE Level 4 Certificate in Teaching in the Lifelong
Learning Sector. ASSESSMENT METHOD AND QUALITY ASSURANCE:
Competence-based. Internally assessed and externally
moderated portfolio.
NCFE Level 4 Award in Preparing GRADING SYSTEM:
to Teach in the Lifelong Learning Pass mark for portfolio is 100%. Portfolio norm referenced.
Sector
QCF LEVEL: Learners who achieve this qualification could progress to
Level 4 Higher Level Teaching Assistant (HLTA) status.
BACKGROUND:
This qualification prepares learners for teaching in a wide
range of contexts and does not require learners to be NCFE Level 3 Certificate in
teaching. Achieving the qualification will provide sufficient Supporting Teaching and Learning
evidence that an individual has acquired the necessary
skills and knowledge to enable them to teach beyond an in Schools
initial year in the FE sector. QCF LEVEL:
DATE OF FIRST TEACHING: Level 3
2011 BACKGROUND:
NUMBER OF UNITS/STRUCTURE: This qualification aims to enable learners to understand
Learners are required to successfully complete a minimum the roles and responsibilities of those involved in
of 12 credits, three credits from section one and three supporting teaching and learning in schools. It provides an
credits from section five. At least nine credits must be at opportunity to develop the skills and knowledge required
Level 4. to do this effectively and in a self-directed way. It prepares
learners to support the teacher and the delivery of the
ASSESSMENT METHOD AND QUALITY ASSURANCE: curriculum within a school, as well as developing skills to
Internally assessed and externally moderated portfolio. help children and young people to develop self-esteem,
GRADING SYSTEM:
independence and skills for learning. It seeks to further
Pass mark for portfolio is 100%. Portfolio norm referenced. develop professional and technical skills and knowledge,
Qualification is not graded. and an understanding of the importance of positive
relationships within a school.
This qualification can provide progression to further
qualifications at Level 4 in the same and related subject 2010
areas. NUMBER OF UNITS/STRUCTURE:
Learners are required to successfully complete
The units in this award will also form part of the Certificate 11 mandatory units.
and Diploma qualifications for teaching in the lifelong
learning sector. It is expected that the majority of ASSESSMENT METHOD AND QUALITY ASSURANCE:
teachers, tutors and trainers that fall under the FE teachers Internally assessed and externally moderated portfolio.
regulations will meet requirements by enrolling on one of GRADING SYSTEM:
these qualifications (appropriate to the teaching role). Pass mark for portfolio is 100%. Portfolio norm referenced.
NCFE Level 3 Diploma in Specialist PROGRESSION/ARTICULATION:
Provides progression to the NVQ in Supporting Teaching
Support for Teaching and Learning and Learning in Schools and also provides progression into
in Schools employment.
QCF LEVEL:
Level 3 NCFE Level 3 Award in Supporting
BACKGROUND: Teaching and Learning in Schools
This qualification is for those members of the school
workforce who directly support teaching and learning QCF LEVEL:
of pupils in schools in an area that requires specialist Level 3
knowledge and skills. This is a competence-based BACKGROUND:
qualification so there is a requirement for assessment in a This is a knowledge-based qualification; it can be taken
real work environment. by candidates not yet employed in a school, as well as
DATE OF FIRST TEACHING: providing initial training/induction for those new in post.
2010
NUMBER OF UNITS/STRUCTURE: PROGRESSION/ARTICULATION:

Learners are required to successfully complete four Learners could progress on to NCFE Level 4 Award
mandatory units. in Understanding the Internal Quality Assurance of
and Practice, and NCFE Level 4 Certificate in Leading the
GRADING SYSTEM: External Quality Assurance of Assessment Processes and
Pass mark for portfolio is 100%. Portfolio norm referenced. Practice.
Learners who achieve this qualification could progress to Health, Public Services and Care
employment within the sector.
NCFE Level 3 Diploma for the
NCFE Level 4 Award in Children and Young People’s
Understanding the Internal Quality Workforce
Assurance of Assessment Processes QCF LEVEL:
Level 3
and Practice
BACKGROUND:
QCF LEVEL: The aim of this qualification is to guide and assess
Level 4 development of knowledge and skills relating to Early
BACKGROUND: Learning and Childcare, Social Care and the Learning
This qualification is intended for those who wish to gain an Development and Support Services workforces. This
understanding of the principles and practices of internal qualification confirms competence in these areas where
quality assurance without any requirement to practice. appropriate, and serves as the required qualification
(for all new practitioners) for registration and regulatory
DATE OF FIRST TEACHING: requirements in the sector.
2010
Learners must successfully complete one mandatory unit.
ASSESSMENT METHOD AND QUALITY ASSURANCE: Learners are required to successfully complete a minimum
Internally assessed and externally moderated portfolio. of 65 credits. To do this they must achieve 27 credits from
GRADING SYSTEM: 11 mandatory units. The remaining credits must come
Pass mark for portfolio is 100%. Portfolio norm referenced. from the additional mandatory and optional units for their
Qualification is not graded. chosen pathway.
PROGRESSION/ARTICULATION: ASSESSMENT METHOD AND QUALITY ASSURANCE:
Learners could progress on to NCFE Level 4 Award in the Internally assessed and externally moderated portfolio.
Internal Quality Assurance of Assessment Processes and
GRADING SYSTEM:
Practice, and NCFE Level 4 Certificate in Leading the External
Quality Assurance of Assessment Processes and Practice.
NCFE Level 3 Award in It is anticipated that learners will progress to relevant
Understanding the Principles and foundation or honours degrees.
Practices of Assessment
NCFE Level 3 Diploma in
QCF LEVEL:
Level 3 Counselling Skills
BACKGROUND: QCF LEVEL:
This qualification is intended for those who wish to Level 3
gain an understanding of the principles and practices
BACKGROUND:
of assessment without any requirement to practise as
This qualification provides learners with a more in-depth
assessors.
knowledge of the use of counselling skills in everyday life
DATE OF FIRST TEACHING: and work, and the approaches that underpin the use of
2010 these skills.
NUMBER OF UNITS/STRUCTURE: DATE OF FIRST TEACHING:
Learners are required to successfully complete one 2011
mandatory unit.
ASSESSMENT METHOD AND QUALITY ASSURANCE: Learners are required to successfully complete five
Internally assessed and externally moderated portfolio. mandatory units.
GRADING SYSTEM:
ASSESSMENT METHOD AND QUALITY ASSURANCE: PROGRESSION/ARTICULATION:

Internally assessed and externally moderated portfolio. This qualification would count towards learners completing
the full apprenticeship framework for Healthcare Support
GRADING SYSTEM:
and Clinical Healthcare Support at Level 3. This includes
NCFE Level 3 Diploma in Healthcare Support Services and
NCFE Level 3 Diploma in Clinical Healthcare Support.
NCFE Level 4 NVQ Diploma in Advice and Guidance.
NCFE Level 3 Diploma in Health
NCFE Level 3 Award in Counselling and Social Care (Adults) for England
Skills and Theory QCF LEVEL:
Level 3
QCF LEVEL:
BACKGROUND:
Level 3
This qualification will guide and assess the development of
BACKGROUND: knowledge and skills relating to the health and social care
Introduces learners to the use of counselling skills in workforce.
everyday life and work, and some of the approaches that
underpin the use of these skills.
2011
2009
Learners are required to successfully complete the nine
NUMBER OF UNITS/STRUCTURE: mandatory units and also achieve 30 credits from the
Learners are required to successfully complete four optional units.
mandatory units.
ASSESSMENT METHOD AND QUALITY ASSURANCE: Internally assessed and externally moderated portfolio.
GRADING SYSTEM:
GRADING SYSTEM: Pass mark for portfolio is 100%. Portfolio norm referenced.
Pass mark for portfolio is 100%. Portfolio norm referenced. Qualification is not graded.
PROGRESSION/ARTICULATION: Learners who achieve this qualification could progress to
Learners could progress on to foundation degrees NCFE Level 5 Diploma in Leadership in Health and Social
in counselling, care, health and social care as well as Care and Children and Young People’s Services.
NCFE Level 4 NVQ in Advice and Guidance and Level 4
qualifications in counselling.
NCFE Level 3 Certificate in
NCFE Level 3 Award in Employment Preparing to Work in Adult
and Personal Learning Skills in Social Care
Health QCF LEVEL:
Level 3
QCF LEVEL:
BACKGROUND:
Level 3
This qualification is designed for learners who are
BACKGROUND: interested in, or are new to, working in adult social care
This qualification aims to deliver the Employee Rights and in England. It covers a range of key areas of knowledge
Responsibilities (ERR) and Personal Learning and Thinking applicable to working in the sector.
Skills (PLTS) requirements of the Healthcare Support
Services and Clinical Healthcare Support apprenticeship
2011
frameworks.
Learners are required to successfully complete the nine
2011
mandatory units.
Learners are required to successfully complete five
mandatory units.
GRADING SYSTEM:
GRADING SYSTEM:
NCFE Level 3 Diploma in Health and Social Care (Adults)
for England.
NCFE Level 3 Certificate in the NCFE Level 3 Certificate in

Principles of End of Life Care Understanding Palliative Care
Level 3 Level 3
This qualification is designed for anyone over the age of This qualification aims to give those working in healthcare
16 who is seeking to increase their knowledge of end of life settings increased knowledge and understanding of the
care in a vocational setting. It is aimed at those working issues related to palliative care. It raises awareness of the
in the healthcare sector whose job role includes caring for range of needs a person may have and how they and their
those who have a life-limiting illness. families/friends can be supported.
DATE OF FIRST TEACHING: DATE OF FIRST TEACHING:
2010 2007
NUMBER OF UNITS/STRUCTURE: NUMBER OF UNITS/STRUCTURE:
Learners are required to successfully complete the five Learners are required to successfully complete four
mandatory units. mandatory units.
ASSESSMENT METHOD AND QUALITY ASSURANCE: ASSESSMENT METHOD AND QUALITY ASSURANCE:
Internally assessed and externally moderated portfolio. Internally assessed and externally moderated portfolio.
GRADING SYSTEM: GRADING SYSTEM:
Pass mark for portfolio is 100%. Portfolio norm referenced. Pass mark for portfolio is 100%. Portfolio norm referenced.
Qualification is not graded. Qualification is not graded.
Learners who achieve this qualification could progress to NCFE Level 3 Diploma in Health and Social Care (Adults)
the Advanced Apprenticeship in Health and Social Care For England
(England) – Health Sector Pathway.
NCFE Level 3 Certificate for

NCFE Level 3 Certificate in Stroke Working in the Health Sector
Care Management QCF LEVEL:
QCF LEVEL: Level 3
Level 3
BACKGROUND:
BACKGROUND: This qualification aims to give learners the opportunity to
This qualification aims to up-skill the workforce in stroke investigate a work role in the health sector and to provide
care to improve services and to meet the projected the underpinning knowledge needed to work effectively.
outcomes of the National Stroke strategy for England.
It also contributes towards the Stroke Specific Education
2009
framework.
Learners are required to successfully complete six
2012
mandatory units.
mandatory units, plus nine credits from the optional units.
GRADING SYSTEM:
GRADING SYSTEM:
Learners can go on to study a wide range of role/subject
specific qualifications, e.g. Prevention and Control of
PROGRESSION/ARTICULATION: Infection, Dementia Awareness, Moving and Handling and
Learners can progress on to NCFE Level 3 Diploma in Mental Health.
Health and Social Care (Adults) for England, NCFE Level 3
Diploma in Healthcare Support Services and NCFE Level 3
Diploma in Clinical Healthcare Support.
Leisure, Travel and Tourism NCFE Level 3 NVQ Diploma in

Outdoor Programmes
NCFE Level 3 Award in Nutrition for
Physical Activity QCF LEVEL:
Level 3
QCF LEVEL: BACKGROUND:
Level 3 This qualification is ideal for learners with some previous
BACKGROUND: experience of working in the outdoor sector, with a high
This qualification is suitable for learners aged 16 and level of commitment to a career in the outdoor industry,
above who want to complement existing knowledge and looking to further develop their skills, competence,
skills relating to nutrition and physical activity. It provides knowledge and understanding of the outdoors sector.
the learner with the underpinning knowledge of the DATE OF FIRST TEACHING:
principles of nutrition and its relation to physical activity 2012
and setting nutritional goals with clients. This includes
collecting and using nutritional information. NUMBER OF UNITS/STRUCTURE:
Learners are required to successfully complete a minimum
DATE OF FIRST TEACHING: of 39 credits, depending on the chosen pathway.
2013
mandatory unit. GRADING SYSTEM:
ASSESSMENT METHOD AND QUALITY ASSURANCE: Qualification is not graded.
GRADING SYSTEM: Relevant NGB qualifications, teaching qualifications, higher
Pass mark for portfolio is 100%. Portfolio norm referenced. level management qualifications
Leaners who achieve this qualification could progress to NCFE Level 3 Certificate in Personal
NCFE Level 3 Certificate in Personal Training, NCFE Level Training
3 NVQ Diploma in Personal Training and NCFE Level 3
Diploma for Outdoor Learning. QCF LEVEL:
Level 3
NCFE Level 3 Diploma for Outdoor BACKGROUND:

An ideal qualification for those in the exercise and
Learning fitness sector who wish to complement their existing
skills. The qualification aims to provide learners with the
QCF LEVEL: understanding and practical skills needed to work as a
Level 3 personal trainer in a variety of settings. This includes
BACKGROUND: understanding health and safety in a fitness environment,
This qualification is ideal for learners with some experience customer service, anatomy and physiology, personal
in the outdoor industry, with a high level of commitment training programmes and sessions, and nutrition. Learners
to a career in the outdoor industry and evidence of must have achieved the NCFE Level 2 Certificate in Fitness
prolonged participation in one of more of the expected Instructing before enrolling on this qualification. Minimum
outdoor activities. entry age 16.
2011 2010
NUMBER OF UNITS/STRUCTURE: NUMBER OF UNITS/STRUCTURE:
Learners are required to successfully complete six Learners are required to successfully complete seven
mandatory units. mandatory units.
ASSESSMENT METHOD AND QUALITY ASSURANCE: ASSESSMENT METHOD AND QUALITY ASSURANCE:
Internally assessed and externally moderated portfolio. Internally assessed and externally moderated portfolio.
Pass mark for portfolio is 100%. Portfolio norm referenced. Pass mark for portfolio is 100%. Portfolio norm referenced.
Qualification is not graded. Qualification is not graded.
MLTUK Mountain Leader Award and other National Learners successfully completing this qualification will be
Governing Body Awards able to gain access to the Register of Exercise Professionals
(REPs) at Level 3.
NCFE Level 3 NVQ Diploma in NCFE Level 4 NVQ Diploma in

Personal Training Spectator Safety Management
Level 3 Level 4
This qualification is designed to provide learners with the This qualification aims to provide a nationally recognised,
knowledge, understanding and skills to work unsupervised competence-based qualification that is appropriate to
as a personal trainer in sport and active leisure. Learners those working at spectator events, especially events taking
who successfully complete this qualification will be eligible place within sport stadiums.
for registration with the Register of Exercise Professionals
(REPs) as a Level 3 Personal Trainer.
2011
2010
Learners are required to successfully complete seven
NUMBER OF UNITS/STRUCTURE: mandatory units plus at least two optional units.
Learners are required to successfully complete nine
mandatory units. There is one additional unit, which is not
required to achieve the full qualification.
GRADING SYSTEM:
GRADING SYSTEM:
NCFE Level 5 NVQ Diploma in Management.
PROGRESSION/ARTICULATION: This qualification also provides a sound base for
Learners who successfully complete this qualification are progression into employment within the spectator safety
likely to go on to work as personal trainers in the sport and industry as well as a tool to progress within different
active leisure industry. aspects of the leisure and service sector.
NCFE Level 3 NVQ Certificate in Preparation for Life and Work

Spectator Safety
NCFE Level 3 Award in
QCF LEVEL:
Level 3 Employability Skills
BACKGROUND: QCF LEVEL:
This qualification aims to provide a nationally recognised, Level 3
competence-based qualification that is appropriate to BACKGROUND:
the work of stewards and marshals in spectator events, This qualification has been designed to allow learners
especially events taking place within sports stadiums, and to further develop and demonstrate a broad range of
relates directly to the National Occupational Standards essential skills. These include job search techniques,
developed by SkillsActive. personal preparation for employment and improvement in
DATE OF FIRST TEACHING: skills required for the working environment.
Learners are required to successfully complete four NUMBER OF UNITS/STRUCTURE:
mandatory units and two optional units. Learners are required to successfully complete two units
ASSESSMENT METHOD AND QUALITY ASSURANCE: from Section A and two units from Section B.
Internally assessed and externally moderated portfolio. ASSESSMENT METHOD AND QUALITY ASSURANCE:
GRADING SYSTEM: Internally assessed and externally moderated portfolio.
Pass mark for portfolio is 100%. Portfolio norm referenced. GRADING SYSTEM:
Qualification is not graded. Pass mark for portfolio is 100%. Portfolio norm referenced.
PROGRESSION/ARTICULATION: Qualification is not graded.
Learners could progress on to NCFE Level 4 NVQ Diploma PROGRESSION/ARTICULATION:
in Spectator Safety Management. This qualification also Level 4 vocational qualifications
provides a sound base for progression into employment
within the spectator safety industry as well as a tool to
progress within different aspects of the leisure and service
sector.
NCFE Level 3 Award in Job Search NUMBER OF UNITS/STRUCTURE:

Leaners are required to successfully complete three
and Interview Skills mandatory units.
QCF LEVEL: ASSESSMENT METHOD AND QUALITY ASSURANCE:
Level 3 Internally assessed and externally moderated portfolio.
This qualification has been designed to equip learners with Pass mark for portfolio is 100%. Portfolio norm referenced.
the mindset and skills they need to find and secure the Qualification is not graded.
right job for them.
DATE OF FIRST TEACHING: Learners can progress onto Level 3 or Level 4 qualifications
2011 in relevant sectors.
mandatory units. Retail and Commercial Enterprise
Internally assessed and externally moderated portfolio. NCFE Level 3 Certificate in Logistics
GRADING SYSTEM:
Operations
Pass mark for portfolio is 100%. Portfolio norm referenced. QCF LEVEL:
Qualification is not graded. Level 3
PROGRESSION/ARTICULATION: BACKGROUND:
Learners could progress onto NCFE Level 3 Certificate in This qualification aims to allow learners to demonstrate
Job Search and Employability Skills, NCFE Level 3 Award both competence and understanding against a clear set of
and Certificate in Employability Skills, NCFE Level 3 Award standards based on the needs of the industry. It is ideal for
and Certificate in Equality and Diversity. those working in warehouse/supervisory/managerial areas.
NCFE Level 3 Award in Learning to 2011
Learn for Higher Level Studies NUMBER OF UNITS/STRUCTURE:
Leaners are required to successfully complete three
QCF LEVEL: mandatory units plus four optional units.
Level 3
BACKGROUND: Internally assessed and externally moderated portfolio.
The purpose of this qualification is to develop the skills and
effective learning behaviour of learners, which will allow GRADING SYSTEM:
them to reach their full potential in their higher level studies. Pass mark for portfolio is 100%. Portfolio norm referenced.
Further qualifications at Level 3 or higher in the same or
NUMBER OF UNITS/STRUCTURE: related subject areas.
mandatory unit.
ASSESSMENT METHOD AND QUALITY ASSURANCE: NCFE Level 3 Certificate in Retail
Internally assessed and externally moderated portfolio. Knowledge
GRADING SYSTEM:
QCF LEVEL:
Level 3
BACKGROUND:
This qualification is suitable for those interested in
A higher level study course in any sector.
developing and progressing a career in retail who may or
may not currently be in employment. It also forms the
NCFE Level 3 Award in Managing knowledge-based aspect of the Advanced Apprenticeship
in Retail.
Diversity DATE OF FIRST TEACHING:
QCF LEVEL: 2011
Level 3
BACKGROUND: Learners are required to successfully complete four
This qualification is for learners who wish to further mandatory units and at least six credits from the five
develop their knowledge of issues surrounding stereotyping optional units.
prejudice and discrimination, with particular emphasis on
the workplace, equal opportunities and legislation.
2010

Pass mark for portfolio is 100%. Portfolio norm referenced. Further qualifications at a higher level in retail or related
Qualification is not graded. areas.
NCFE Level 3 Diploma in Retail Skills – all pathways.
NCFE Level 3 Certificate in Retail
Skills (Sales Professional)
NCFE Level 3 Certificate in Retail QCF LEVEL:
Skills (Management) Level 3
Level 3 This qualification is a competence-based qualification
which requires candidates to demonstrate the skills and
BACKGROUND:
knowledge required when working in the retail industry and
This qualification is a competence-based qualification
is ideal for those working in the retail industry or those who
which requires candidates to demonstrate the skills
wish to progress in their retail career.
and knowledge required when working in the retail
industry, and is ideal for those working in their first retail DATE OF FIRST TEACHING:
management role or those who wish to progress in their 2012
retail career.
DATE OF FIRST TEACHING: Learners are required to successfully complete the one
2012 mandatory unit and at least 21 credits from the 47
optional units.
Learners are required to successfully complete the one ASSESSMENT METHOD AND QUALITY ASSURANCE:
mandatory unit and at least 21 credits from the 22 Internally assessed and externally moderated portfolio.
optional units.
GRADING SYSTEM:
ASSESSMENT METHOD AND QUALITY ASSURANCE: Pass mark for portfolio is 100%. Portfolio norm referenced.
Internally assessed and externally moderated portfolio. Qualification is not graded.
Pass mark for portfolio is 100%. Portfolio norm referenced. NCFE Level 3 NVQ Diploma in Customer Service.
NCFE Level 3 NVQ Diploma in Customer Service.
NCFE Level 3 Diploma in Retail
Skills (Sales Professional)
NCFE Level 3 Diploma in Retail QCF LEVEL:
Level 3
Skills (Management) BACKGROUND:
QCF LEVEL: This qualification is a competence-based qualification
Level 3 which requires candidates to demonstrate the skills and
BACKGROUND:
is ideal for those working in their first retail management
This qualification is a competence-based qualification
role, or those who wish to progress in their retail career.
which requires candidates to demonstrate the skills and
This qualification also forms part of the Advanced
Apprenticeship in Retail.
is ideal for those working in their first retail management
role, or those who wish to progress in their retail career. DATE OF FIRST TEACHING:
This qualification also forms part of the Advanced 2011
Apprenticeship in Retail.
DATE OF FIRST TEACHING: Learners are required to successfully complete the one
2011 mandatory unit and at least 33 credits from the 47
optional units.
Leaners are required to successfully complete the one ASSESSMENT METHOD AND QUALITY ASSURANCE:
mandatory unit and at least 33 credits from the 22 Internally assessed and externally moderated portfolio.
optional units.
GRADING SYSTEM:
ASSESSMENT METHOD AND QUALITY ASSURANCE: Pass mark for portfolio is 100%. Portfolio norm referenced.
Internally assessed and externally moderated portfolio. Qualification is not graded.
Pass mark for portfolio is 100%. Portfolio norm referenced. Further qualifications at a higher level in retail or related
Qualification is not graded. areas.
NCFE Level 3 Certificate in Retail Oxford, Cambridge and

Skills (Visual Merchandising) RSA (OCR) Examinations
QCF LEVEL: OCR is the unitary awarding body established by the
Level 3 University of Cambridge Local Examinations Syndicate
(UCLES, now Cambridge Assessment) and RSA
BACKGROUND:
Examinations Board (RSAEB). From 1 October 1998,
This qualification is a competence-based qualification OCR took responsibility in the UK for all qualifications
which requires candidates to demonstrate the skills offered by the Midland Examining Group (MEG), the
and knowledge required when working in the retail Oxford and Cambridge Examinations and Assessment
industry, and is ideal for those working within a visual Council (OCEAC) and RSA. This includes MEG Certificates
merchandising role, or those who wish to progress in their of Achievement and GCSE syllabuses, OCEAC A levels/
retail career. AS and RSAEB’s NVQs and vocational qualifications.
DATE OF FIRST TEACHING: OCR also offers a range of ‘stand-alone’ qualifications
2012 in Information Technology, Business Skills and other
vocationally orientated subjects. In 2003, OCR introduced
the OCR Cambridge Nationals, a suite of vocationally
Learners are required to successfully complete the one related qualifications at Levels 1, 2 and 3.
mandatory unit and at least 21 credits from the 12
optional units. Since 2004, OCR has offered the Asset Languages
assessment scheme for language learners of all ages and
abilities.
GRADING SYSTEM: OCR offers the complete range of qualifications,
Pass mark for portfolio is 100%. Portfolio norm referenced. examinations and assessment services required by
Qualification is not graded. schools, colleges, training providers and employers
throughout the UK. These services are provided in a
PROGRESSION/ARTICULATION: comprehensive and coherent manner at all levels from
NCFE Level 3 NVQ Diploma in Customer Service Entry to Level 5 in all areas of the NQF and QCF.
Prior to October 1998, OCR’s GCSE syllabuses were
NCFE Level 3 Diploma in Retail offered by the Midland Examining Group (MEG) and
RSAEB. MEG operated as a unified body within UCLES
Skills (Visual Merchandising) under a constitution which took effect on 1 October
QCF LEVEL: 1993. The former East Midlands Regional Examinations
Level 3 Board and the West Midlands Examinations Board,
Oxford and Cambridge Schools Examination Board and
BACKGROUND: the Southern Universities Board, which were part of
This qualification is a competence-based qualification the original federation of MEG Boards, have ceased to
which requires candidates to demonstrate the skills and operate as examining bodies.
is ideal for those working in their first retail management The Oxford and Cambridge Examinations and
role, or those who wish to progress in their retail career. Assessment Council (OCEAC) was responsible for the
This qualification also forms part of the Advanced GCE A level examinations before October 1998. OCEAC
Apprenticeship in Retail. previously offered A level examinations under the names
of the Oxford and Cambridge Schools Examination Board
(OCSEB), the University of Oxford Delegacy of Local
2011
Examinations (UODLE) and Oxford. From 1996 to 1998,
NUMBER OF UNITS/STRUCTURE: all UK A level/AS examinations of these boards were
Learners are required to successfully complete the one certificated by OCEAC.
mandatory unit and at least 32 credits from the 16
optional units. International A level and AS results are certificated, as
before, by UCLES (now Cambridge Assessment).
Internally assessed and externally moderated portfolio. The alliance between UCLES and RSAEB has been
superseded by the formation of OCR.
GRADING SYSTEM:
Pass mark for portfolio is 100%. Portfolio norm referenced. For further information and advice on OCR GCE A
Qualification is not graded. level and AS, AVCE and GCSE qualifications and Entry
level Certificates, contact the Cambridge office. For
PROGRESSION/ARTICULATION: information on OCR Nationals, Key Skills, NVQs and
Further qualifications at a higher level in retail or related vocationally related schemes, contact the Coventry office
areas. (see Appendix A).
OCR Level 3 Cambridge Technical GRADING SYSTEM:

Each unit is graded Pass, Merit or Distinction.
Certificate/Introductory Diploma/
Each qualification will have an overall grade consisting of
Subsidiary Diploma/Diploma/ Pass, Merit, Distinction or Distinction* grades. OCR Level 3
Extended Diploma (QCF) Cambridge Technicals have been allocated UCAS Tariff
points as follows:
ABBREVIATION:
OCR Cambridge Technical. OCR Level 3 Cambridge Technical Certificates, 30 credits
QCF LEVEL: Grade UCAS Tariff points

D* 70
Level 3
D 60
BACKGROUND: M 40
These qualifications are part of a suite available at Levels P 20
2 and 3 which cover a range of sectors including: art
and design, media, business, IT, health and social care, OCR Level 3 Cambridge Technical Introductory Diplomas,
science and performing arts. They provide a theoretical 60 credits
background to the sector, relevant practical skills and Grade UCAS Tariff points
generic skills that will prepare learners for entry into D* 140
employment or progression and continuation of study in D 120
a vocational area through FE or HE. They are unit-based M 80
qualifications. Units are 10 credits and qualifications are P 40
30, 60, 90, 120 or 180 credits.
OCR Level 3 Cambridge Technical Subsidiary Diplomas,
OCR Cambridge Technical qualifications are suitable for 90 credits
16-19-year-olds or more mature learners considering a
career change or return to work, or those wishing to find a
D*D* 210
vocational route into further study.
D*D 200
DATE OF FIRST TEACHING: DD 180
2012 DM 160
MM 120
NUMBER OF UNITS/STRUCTURE: MP 100
Qualifications are achieved through achieving a specified PP 60
amount of credit from mandatory and optional units:
g OCR Level 3 Cambridge Technical Certificates are OCR Level 3 Cambridge Technical Diplomas, 120 credits
30 credits (180 guided learning hours)
g OCR Level 3 Cambridge Technical Introductory
D*D* 280
Diplomas are 60 credits (360 guided learning hours) D*D 260
g OCR Level 3 Cambridge Technical Subsidiary Diplomas DD 240
are 90 credits (540 guided learning hours) DM 200
g OCR Level 3 Cambridge Technical Diplomas are MM 160
120 credits (720 guided learning hours) MP 120
g OCR Level 3 Cambridge Technical Extended Diplomas PP 80
are 180 credits (1080 guided learning hours).
OCR Level 3 Cambridge Technical Extended Diplomas,
ASSESSMENT METHOD: 180 credits
All units are internally assessed and externally moderated
by OCR. Internal assessment involves candidates Grade UCAS Tariff points
producing a portfolio of evidence which shows they have D*D*D* 420
met specified outcomes. D*D*D 400
D*DD 380
Portfolios of work must be produced independently. DDD 360
They will need to be available, together with any witness DDM 320
statements and other supporting documentation, to the DMM 280
OCR visiting moderator when required. Centres are able to MMM 240
MMP 200
enter candidates’ work for external moderation at any time
MPP 160
during the year.
PPP 120
On demand. For more information on the UCAS Tariff, please see
Appendix B.
QUALITY ASSURANCE:
Quality assurance and control is implemented through:
g qualification specifications which define requirements
and provide additional guidance
g centre approval process that ensures centres meet
specified quality criteria
g external moderation of internally assessed units to
ensure national standards are maintained.
PROGRESSION/ARTICULATION: OCR Level 3 National Diploma (12 units) (720 guided

Candidates can progress through the Cambridge Technical learning hours)
qualifications, topping up from one size of qualification to
the next if that suits their needs. Or they can progress to To be awarded the OCR Level 3 National Diploma,
further study in FE or HE at Level 4, or into employment candidates must:
and further career progression by undertaking other g achieve a minimum Pass grade for all four mandatory
vocational qualifications at the level appropriate to their units
job role. g complete eight optional units and achieve at least six
of these. A maximum of five non-specialist units may
OCR National Certificate/Diploma/ be chosen
achieve a minimum of 12 points for all units
Extended Diploma
g
completed (see Compensation).

NQF LEVEL: Specialist pathways within the OCR level 3 National
Level 3 Diploma
BACKGROUND:
If a candidate achieves a minimum Pass grade for
These qualifications cover a range of sectors, e.g. art at least four of the eight optional units from any one
and design, business, health, social care and early years, specialist pathway, the OCR Level 3 National Diploma will
media, public services, travel and tourism, and sport. They be endorsed with the pathway specialism. If candidates
prepare learners for entry into employment or progression achieve a minimum Pass grade for four optional units
and continuation of study in the vocational area through from one specialist pathway and a minimum Pass grade
FE or HE. They are unit-based qualifications covering for a further four optional units from another specialist
the key knowledge and practical skills required in the pathway, their OCR Level 3 National Diploma will be
vocational sector. Each unit requires approximately endorsed with both pathway specialisms.
60 guided learning hours. Units are signposted to Key Skills OCR Level 3 National Extended Diploma (18 units)
and mapped to relevant national occupational standards. (1,080 guided learning hours).
The qualifications are gained through a combination of
mandatory and optional units which are all centre-assessed To be awarded the OCR Level 3 National Extended
and externally moderated. Diploma, candidates must:
The OCR Level 3 National Certificate is a six-unit g achieve a minimum Pass grade for all four mandatory
qualification offering learners the opportunity to gain core units
skills and knowledge relevant to a particular sector. OCR g complete 14 optional units and achieve at least 12 of
Level 3 National Certificates are typically delivered over a these. A maximum of six non-specialist units may be
one-year programme of study. chosen
g achieve a minimum of 18 points for all units
The OCR Level 3 National Diploma is a 12-unit qualification completed (see Compensation).
offering learners the opportunity to specialise, if they wish, in
specific areas through the choice of optional pathway units. The structure of the OCR Level 3 National Extended
OCR Level 3 National Diplomas may be delivered over a one- Diploma has been designed to provide breadth of
or two-year programme. knowledge, understanding and skills across a sector. This
ensures that successful candidates will have achieved a
The OCR Level 3 National Extended Diploma is an suitable mix of units across optional units to adequately
18-unit qualification designed to promote breadth and prepare them for employment or further study within
add enrichment to the learning experience. It demands the sector. Due to the broad areas of knowledge and
breadth of knowledge and skills ensuring learners have a skills required to achieve this qualification, no specialist
comprehensive understanding of the sector. OCR Level 3 endorsement is applicable.
National Extended Diplomas are typically delivered over a
two-year programme of study. Compensation
Candidates must complete the required number of units.
OCR Nationals are suitable for 16-19-year-olds or more
However, compensation is available for candidates who
mature learners considering a career change or return
might fail one or two optional units but achieve Distinction
to work, or those wishing to find a vocational route into
or Merit grades for some other units.
further study.
Each unit is based on approximately 60 guided learning
Business, Health, Social Care and Early Years and Sport hours.
from 2003. Art and Design, Media, Public Services and ASSESSMENT METHOD:
Travel and Tourism from 2004. ICT from 2008 All units are internally assessed and externally moderated
by OCR. Internal assessment involves candidates producing
OCR level 3 National Certificate (six units) (360 guided a portfolio of evidence showing that they can meet all the
assessment objectives.
learning hours).
Portfolios of work must be produced independently. They
To be awarded the OCR Level 3 National Certificate,
will need to be made available, together with witness
candidates must achieve a minimum Pass grade for:
statements and any other supporting documentation, to
g Four mandatory units the OCR visiting moderator when required. Centres are
g Two optional units. able to enter candidates’ work for external moderation at
any time during the year.
The OCR Level 3 National Certificate contains a career
planning unit and a work experience unit. Only one of these DATE OF RESULT PUBLICATION:
units may count towards achievement of the full certificate. Certification is on demand.

The units that make up these qualifications are graded Progression is available from the six-unit OCR Level 3
Pass, Merit or Distinction and, depending on a candidate’s National Certificate to the 12-unit OCR Level 3 National
achievements at unit level, an overall grade of Pass, Merit Diploma or 18-unit OCR Level 3 National Extended
or Distinction is allocated to each full qualification. Diploma respectively. In addition, candidates could
OCR allocates points to each unit grade achieved by a progress to further study in FE or HE at Level 4, or into
candidate as follows: employment and undertake an NVQ at a level appropriate
to their job role.
Fail = 0 points, Pass = 1 point, Merit = 2 points,
Distinction = 3 points.
Compensation allows an OCR Level 3 National Diploma or OCR Level 3 Diploma for the
OCR Level 3 National Extended Diploma candidate to fail Children and Young People’s
a maximum of two optional units, but still achieve the full
qualification if their total points equal at least: Workforce
g 12 points for the OCR Level 3 National Diploma QCF LEVEL:
g 18 points for the OCR Level 3 National Extended Level 3
Diploma. BACKGROUND:
As there are broad overall grades for OCR Nationals, for The OCR Level 3 Diploma for the Children and Young
the purposes of the UCAS Tariff, grades/bands within People’s Workforce has been developed as a credit-based
each Pass, Merit and Distinction grade for the OCR Level vocational, competence-based qualification. This means
3 National Diploma (12 units) and OCR Level 3 National that it recognises a learner’s skills, knowledge and
Extended Diploma (18 units) will be reported. OCR has understanding of children and young people. It also
undertaken to communicate these reporting grades/bands recognises, within a work situation, the learner’s ability to
to both their centres and candidates and also to transmit demonstrate competence in engaging and supporting
the reporting grade/band, along with the overall grade, to children and young people. The qualification is recognised
UCAS for confirmation and clearing. The points allocated by employers in relation to the Children and Young
are as follows. People’s Workforce in England only.
The qualification is designed primarily for those who
OCR NATIONAL CERTIFICATE (SIX UNITS)
Grade OCR Points Reporting Grade UCAS Tariff points
work within the children and young people’s workforce
Distinction 14-18 D 120 and it is based on the national occupational standards
Merit 10-13 M 80 developed by the Sector Skills Council, Skills for Care
Pass 6-9 P 40 and Development. This means that learners will gain
the sector-relevant knowledge that is highly sought
OCR NATIONAL DIPLOMA (12 UNITS) after by employers. Individuals will have demonstrated
Grade OCR Points Reporting Grade UCAS Tariff points that they have taken responsibility and exercised
Distinction 28-36 D 240
autonomy and made judgements subject to overall
Merit 23-27 M1 200
direction and guidance. They will also have demonstrated
20-22 M2 160
Pass 18-19 P1 160
an appropriate knowledge of the application of the
15-17 P2 120 appropriate legislation.
12-14 P3 80 DATE OF FIRST TEACHING:
2010
OCR NATIONAL EXTENDED DIPLOMA (18 UNITS)
Grade OCR Points Reporting Grade UCAS Tariff points PREREQUISITES:
Distinction 43-54 D1 360 There are no prerequisites for this qualification. The
42 D2 320 qualification is open to learners from the age of 16
Merit 37-41 M1 320 onwards, of either gender, and there are no entry barriers
35-36 M2 280 on grounds of race, creed or previous academic attainment
30-34 M3 240 or learning. However, the learners must be working,
Pass 27-29 P1 200
and demonstrating competence in the field of caring
22-26 P2 160
for children and young people, in order to access the
18-21 P3 120
qualification’s requirements.
QUALITY ASSURANCE: NUMBER OF UNITS/STRUCTURE:
Quality assurance and control is implemented through: The qualification comprises five unit groupings: one core
group of mandatory units (Group A) consisting of 11 units;
g qualification specifications which define requirements
three ‘pathway’ groups of mandatory units (Groups B, C
and provide additional guidance
and D) consisting of 5, 3 and 3 units respectively; and one
g centre approval process that ensures centres meet
specified quality criteria group of optional units (Group E) consisting of 41 units.
g external moderation of internally assessed units to To achieve this qualification, learners must gain a total of
ensure national standards are maintained 65 credits made up from:
g training events for centres
g moderator training, standardisation and monitoring/ g the 11 mandatory units which comprise Group A , plus
feedback g one mandatory pathway from a choice of either Group
B, C or D, plus
g a selection from the optional units of Group E.
ASSESSMENT METHOD: video production, logo/titles design, desktop publishing,

All units are locally assessed by the centre against the set games design and storyboarding.
of assessment criteria detailed in the unit.
Candidates must demonstrate that they have evidenced 2010
and achieved all the assessment criteria as specified in the PREREQUISITES:
unit. Portfolios presented for assessment must include all Although there are no formal entry requirements for the
the evidence required by OCR. Level 3 Award, Certificate and Diploma, it is anticipated
GRADING SYSTEM: that, before embarking on this programme, potential
Pass/Fail candidates will be able to:
QUALITY ASSURANCE: g show evidence of creativity
Assessment decisions taken by the centre are internally g demonstrate basic IT literacy and show an interest in
verified, and then externally verified by OCR. developing their skills further
g demonstrate skills and knowledge at or above Level 2
Progression routes are in the following areas: in the Key Skills areas of Communication and Working
with Others.
Health and Social Care
Level 5 Diploma in Health and Social Care
g
The qualification contains thirty-six units. Candidates are

Learning, Development and Support Services required to achieve the following for each award:
g Level 4 Diploma in Leadership and Management for
Award – To achieve this qualification, candidates must
Care Services
complete a total of 10 credits, of which a minimum of
g Level 4 Diploma in Learning, Development and Support
six credits must be achieved at Level 3; the remaining
Services for Children and Young People and those that
credits can be at Level 2 or 3. No more than three credits
support them.
may be from the Adobe units.
Management
Level 5 Diploma in Management (NVQ)
g
Certificate – To achieve this qualification, candidates must
complete a total of 24 credits, of which a minimum of
Teaching/Training 16 credits must be achieved at Level 3; the remaining
g Level 4 Award in Preparing to Teach in the Lifelong credits can be at Level 2 or 3. Unit 301 is a mandatory
Learning Sector unit. No more than six credits may be from the Adobe
g Level 4 Certificate in Teaching in the Lifelong Learning units.
Sector
g Level 5 Additional Diploma in Teaching English Diploma – To achieve this qualification, candidates must
(Literacy) in the Lifelong Learning Sector complete a total of 45 credits, of which a minimum of
g Level 5 Additional Diploma in Teaching Mathematics 27 credits must be achieved at Level 3; the remaining
(Numeracy) in the Lifelong Learning Sector credits can be at Level 2 or 3. Unit 301 and Unit 302 are
g Level 5 Diploma in Teaching English (Literacy) in the mandatory units. No more than nine credits may be from
Lifelong Learning Sector the Adobe units.
g Level 5 Diploma in Teaching in the Lifelong Learning ASSESSMENT METHOD:
Sector. All units are internally assessed and externally moderated.
GRADING:
OCR Award/Certificate/Diploma for The OCR Level 3 Certificate and Diploma for Creative
Creative iMedia iMedia have been allocated the following UCAS Tariff
points:
QCF LEVEL:
Level 3 Grade UCAS Tariff points
OCR Level 3 Diploma for Creative iMedia Pass 66
BACKGROUND: OCR Level 3 Certificate for Creative iMedia Pass 40
The OCR Level 3 Creative iMedia qualifications have been
designed for those who already possess intermediate skills For more information about the UCAS Tariff, please see
(at Level 2 or equivalent) and who wish to further develop Appendix B.
their skills and ability.
QUALITY ASSURANCE:
It is suitable for those in employment who wish to develop The evidence produced is locally assessed within the
skills in one or more specialist areas in order to meet the centres before being externally moderated by OCR to
requirements of their workplace situation and dynamic job ensure accuracy and consistency of centre marking. All
role. It is also appropriate for those following part-time scripts are retained for quality assurance purposes and the
courses for skill development or recreational purposes and decisions made by moderators are standardised by the
those in full-time education who have some skills in this scheme chief for consistency within OCR.
area, but wish to gain more specialist skills in order to gain PROGRESSION/ARTICULATION:
access to the Creative iMedia industry. Candidates who are successful in achieving the OCR Level 3
The target group is likely to include individuals working in, Award/Certificate/Diploma in Creative iMedia will be able
or preparing for, roles/work activities such as web design, to progress directly to other related qualifications. Those
graphic art, multimedia production, flash animation, candidates who wish to extend their skills at Level 3 will be
3D animation, sound design and editing, special effects, able to progress to different optional units.
OCR Certificate/Diploma for An endorsement will appear on the full award certificate as
follows: OCR Level 3 Certificate for IT Professionals
IT Professionals (ICT Systems Support).
NQF LEVEL: Diploma
Level 3 To achieve the OCR Level 3 Diploma for IT Professionals,
BACKGROUND: candidates must achieve eight units: mandatory Unit
The OCR Level 3 Certificate/Diploma for IT Professionals 1 and Unit 3, Unit 29 and five optional units from the
has been designed to provide accreditation for the full remaining units.
breadth of essential knowledge, understanding and
skills that would be needed by a competent employee A specialist endorsement of Software Development is
engaged in the process of supporting ICT systems or available to candidates taking this qualification if they
software development. It is a VRQ designed to develop achieve mandatory Unit 1 and Unit 29 and any six of the
knowledge, understanding and skills in the full range optional units from the Software Development specialist
of functions involved in system support and software pathway, Units 30 to 45.
creation including service delivery, planning and control,
An endorsement will appear on the full award certificate
the installation of networks and operating systems, the
installation and maintenance of applications, the testing as follows: OCR Level 3 Diploma for IT Professionals
of systems, design of software and testing of software (Software Development).
and the production of customer support materials. The A specialist endorsement of ICT Systems Support is
qualification provides opportunities for learners to follow a available to candidates taking this qualification if they
generic pathway or to study towards system and network
achieve mandatory Unit 1, and Unit 3, Unit 8 and any
management along the ICT Systems Support endorsed
five of the optional units from the ICT Systems Support
pathway or for learners to specialise in one or more specific
specialist pathway, units 2 to 28.
programming languages along the Software Development
endorsed pathway. All pathways provide the opportunity An endorsement will appear on the full award certificate
for learners to take units that are vendor specific. as follows: OCR Level 3 Diploma for IT Professionals
DATE OF FIRST TEACHING: (ICT Systems Support).
2004
However, each unit represents a worthwhile achievement
PREREQUISITES: in its own right and certification is also available at unit
There are no formal entry requirements for this qualification. level. Candidates have the option of achieving either
It is aimed at those who already possess basic knowledge the full qualification or one or more individual units,
and understanding of ICT systems or software and who depending upon their own learning needs or employment
wish to extend their knowledge and skills. It is suitable for situation.
those who are already employed in professional roles in
the IT industry and who wish to develop further knowledge There is no requirement for candidates to work towards the
and skills to support and/or extend their work activities. units in any particular order and tutors/trainers may tailor
The qualification will also meet the needs of those who are learning programmes to meet individual needs. Individual
studying in preparation for roles that will involve system units may be achieved and certificated separately. Centres
support or software development activities. may incorporate individual units into a range of different
NUMBER OF UNITS/STRUCTURE: learning programmes as appropriate to the needs of their
The qualification contains 45 units. candidates and their programmes of study.
The combination of Unit 34: Creating software Thirty units are offered in partnership with vendors,
components – Fundamentals of Java and Unit 44: including Microsoft, Cisco and CompTIA.
Introduction to Java, is not allowed. ASSESSMENT METHOD:
Certificate Combination of internally assessed and externally
To achieve the OCR level 3 Certificate for IT Professionals moderated assessments, externally set and assessed
the candidate must achieve a total of six units: mandatory assignment and electronic tests set by vendors.
Unit 1 and Unit 3, Unit 29 and three optional units from GRADING:
the remaining units. The OCR Level 3 Certificate and Diploma for IT
A specialist endorsement of Software Development is Professionals have been allocated the following UCAS
available to candidates taking this qualification if they Tariff points:
achieve mandatory Unit 1 and Unit 29 and any four of the
OCR Level 3 Certificate for IT Professionals
optional units from the Software Development specialist
pathway, Units 30 to 45. Pass 80
An endorsement will appear on the full award certificate
as follows: OCR Level 3 Certificate for IT Professionals OCR Level 3 Diploma for IT Professionals
(Software Development).
Pass 100
A specialist endorsement of ICT Systems Support is
available to candidates taking this qualification if they For more information about the UCAS Tariff, please see
achieve mandatory.Unit 1, and Unit 3, Unit 8 and any Appendix B.
three of the optional units from the ICT Systems Support
specialist pathway, Units 2 to 28.

The evidence produced by Units 1, 29 and 31 is externally A candidate achieving a Level 3 Certificate in Mathematics
assessed by OCR via postal arrangements. Evidence for Engineering may:
produced by Units 2–10, 30, 32, 33 is locally assessed
undertake additional Level 3 qualifications part-time or
within the centres before being externally moderated by
g
full-time in further education

OCR to ensure accuracy and consistency of centre marking.
access degrees and other qualifications in further and
Units 11–28 and 34–45 are assessed under controlled
g
higher education
conditions using electronic tests produced by either
progress into employment, e.g. into engineering at
Microsoft, Cisco and CompTIA.
g
technician level.
Level 4 NVQ for IT Professionals.
OCR Preparing to Teach in the
OCR Level 3 Certificate in Lifelong Learning Sector (PTLLS)
Mathematics for Engineering Award
QCF LEVEL:
NQF LEVEL:
Levels 3 and 4
Level 3
BACKGROUND
BACKGROUND:
The OCR levels 3 and 4 Preparing to Teach in the Lifelong
The OCR Level 3 Certificate in Mathematics for Learning Sector (PTLLS) awards have been developed in
Engineering is suitable for learners wishing to gain a Level collaboration with the Learning and Skills Improvement
3 qualification to support further study in FE and HE in the Service (LSIS) and provide a basic minimum standard for
engineering sector, or for learners who wish to gain a Level all those entering the teaching profession. It prepares
3 qualification to support further study in FE and HE in any learners for teaching in a wide range of contexts.
other sector or subject area.
The awards are available at two levels to reflect different
The target group is likely to include individuals who are entry levels of future teachers, tutors and trainers.
studying for employment in the engineering sector at Learners have to achieve a total of 12 credits for the full
technician level. qualification and assessment will involve observation of
DATE OF FIRST TEACHING: practice or micro teaching sessions.
2008
The awards are appropriate for those who wish to start
PREREQUISITES: a career in teaching or training and help the learner to
It is advisable that anyone embarking upon this course understand their own role, responsibilities and boundaries in
should previously have studied GCSE Mathematics at relation to teaching and understand appropriate teaching
higher tier or equivalent and/or be fully familiar with such and learning approaches in their specialist area. In addition,
mathematical content. learners will be able to demonstrate session planning skills,
NUMBER OF UNITS/STRUCTURE: understand how to deliver inclusive sessions which motivate
Candidates must complete the two components of the learners and understand the use of different assessment
single unit in the same examination series. methods and the need for record keeping.
ASSESSMENT METHOD: DATE OF FIRST TEACHING:

The unit is assessed by independent external assessment September 2012
in the form of two examination components. PREREQUISITES:
GRADING: There are no formal entry requirements for this qualification
The Level 3 Certificate in Mathematics for Engineering has although it is expected that someone enrolling on an initial
been allocated UCAS Tariff points as follows: award will normally possess at least a minimum Level 3
qualification in his/her own area of specialism.
A* to be confirmed
A 90 OCR Levels 3 and 4 Certificates in Teaching in the Lifelong
B 75 Learning Sector.
C 60
D 45
E 30 OCR National Award and Certificate
in Science
Appendix B. NQF LEVEL:
Level 2
QUALITY ASSURANCE:
Both examinations are marked externally, in accordance BACKGROUND:
with the Ofqual Code of Practice. These qualifications have been developed to provide
learners with the opportunity to gain underpinning
knowledge and skills to support entry into work or further
studies by taking a practical, task-based approach to
learning. Using this approach learners will develop
knowledge and understanding of science, scientific QUALITY ASSURANCE:

procedures and commercial applications of science. Quality assurance and control is implemented through:
In addition to offering thorough coverage of the Key g qualification specifications which define requirements
Stage 4 Programme of Study for Science, learners have the and provide additional guidance
opportunity to explore specialist areas such as the science g centre approval process that ensures centres meet
of construction, science in sport, and food science. specified quality criteria
g external moderation of internally assessed units to
The units are practically based and can be certificated ensure national standards are maintained
individually or combined to gain a full qualification; g training events for centres
thus individual units can be offered alongside other g moderator training, standardisation and monitoring/
programmes of learning and learners have the option of feedback.
achieving as many or as few units as are appropriate for
their needs.
Progression options available to candidates who have
Both the Award and the Certificate contribute to the gained these qualifications are:
Level 2 National Performance Threshold (40% and 80% g enter employment at an operative/practitioner/
respectively) and are alternatives to GCSE Science for trainee level and undertake further job related training
inclusion in school performance tables. e.g. an Apprenticeship or occupational qualification
DATE OF FIRST TEACHING: appropriate to their job role
September 2008 g undertake additional Level 2 and/or Level 3
qualifications part-time or full-time in further education.
OCR level 2 National Award (3 units)
(180 Guided Learning Hours) OCR Level 5 Certificate in Teaching
To be awarded the OCR Level 2 National Award,
candidates must achieve a minimum Pass grade for: Learners with Specific Learning
g two mandatory units
Difficulties
g one optional unit. QCF LEVEL:
Level 5.
Each unit is of equal size and is based on approximately
60 guided learning hours. BACKGROUND:
The OCR Level 5 Certificate in Teaching Learners
OCR level 2 National Certificate (6 units)
with Dyslexia/Specific Learning Difficulties has been
(360 Guided Learning Hours)
developed to recognise candidates’ skills, knowledge and
To be awarded the OCR level 2 National Certificate,
understanding of the Special Educational Needs sector
candidates must achieve a minimum Pass grade for:
and their ability to deliver effective teaching sessions
g four mandatory units to learners with specific learning difficulties (dyslexia)
g two optional units. affecting literacy and numeracy.
The OCR level 2 National Certificate contains a career Whilst recognising that learners with dyslexia may
planning unit and a work experience unit. Only one of experience a variety of difficulties in addition to the
these units may count towards achievement of the full acquisition of fluent, age-appropriate word-level skills,
certificate. educators working with this group should know how to
address intransigent difficulties with learning to read and
Each unit is of equal size and is based on approximately spell single words as well as problems arising at later stages
60 Guided Learning Hours. of literacy development and with other aspects of learning.
ASSESSMENT METHOD: This qualification is designed primarily to provide a route
All units are internally assessed and externally moderated for continued professional development for teachers
by OCR. Internal assessment involves candidates producing working with learners with specific learning difficulties in
a portfolio of evidence showing that they can meet literacy and numeracy acquisition. These difficulties may
all the assessment objectives. Portfolios of work must also affect communication
be produced independently. They are made available, and interaction.
together with witness statements and any other supporting
The qualification would be appropriate for teachers
documentation, to the OCR visiting moderator when
and other professionals working within one phase of
required. Centres are able to enter candidates’ work for
educational provision – primary, secondary or adult
external moderation at any time during the year.
(post-16) – who support learners experiencing significant
DATE OF RESULT PUBLICATION: difficulties with the acquisition and development of literacy
Certification is on demand. and (basic) numeracy skills.
GRADING SYSTEM: DATE OF FIRST TEACHING:
The units that make up these qualifications are graded 2011
Pass, Merit or Distinction and, depending on a candidate’s
PREREQUISITES:
achievements at unit level, an overall grade of Pass, Merit This qualification is designed primarily for qualified and
or Distinction is allocated to each full qualification. practising teachers and other professionals who hold
recognised professional qualifications. Although OCR
promotes open access to all qualifications, in practice,
candidates who do not have a professional background new teachers who are involved in teaching in the Lifelong
in providing learning support may find it difficult to access Learning Sector.
opportunities to generate the full range of evidence
required to achieve the full qualification. Candidates Learners have to achieve a total of 36 credits for the full
should possess an appropriate level of learning support qualification. They must demonstrate at least 30 hours
experience and should have unrestricted access to of practice and assessment will involve observation of
appropriate teaching and assessment practice. practice. There must be a minimum of three observations
totalling a minimum of three hours.
It is anticipated that candidates will have a high level of
skill and be working at or above the equivalent of Level 3 DATE OF FIRST TEACHING:
in the following Key Skill areas: Application of number, September 2012
Communication, Improving own learning, IT, Problem PREREQUISITES:
solving and Working with others. There are no formal entry requirements for this qualification.
NUMBER OF UNITS/STRUCTURE: However, learners will need to have followed programmes
Unit 1: Understanding special educational needs policy of study at level 3 (or above) and have relevant and
and context in relation to dyslexia/specific learning appropriate experience or qualifications in the subject/
difficulties; Unit 2: Assessing the needs of individuals with vocational area that they are teaching.
dyslexia/specific learning difficulties; Unit 3: Planning
and teaching learning programmes for individuals with
dyslexia/specific learning difficulties; Unit 4: Evaluation PEARSON (BTEC)
of teaching and learning programmes for individuals
with dyslexia/specific learning difficulties. Learners must BTEC qualifications were certificated by BTEC (Business and
complete all units to achieve the full qualification. Technician Education Council) from 1984, then by Edexcel
from 1996. Since 2003 Edexcel has been part of Pearson.
ASSESSMENT METHOD:
All units are locally assessed, internally verified by the Prior to 2002 BTEC qualifications were on BTEC’s own
centre and externally verified by OCR. framework. The subsequent frameworks were set up and
controlled by the regulator. Originally the regulator was
QUALITY ASSURANCE:
NCVQ (the National Council for Vocational Qualifications),
Assessment of all units, which reflect the practices of NVQ
then it was QCA (the Qualifications and Curriculum
assessment, is centre-based. The assessment decisions are
Authority), and currently it is Ofqual (the Office of
externally verified by OCR.
Qualifications and Examinations Regulation).
Candidates must demonstrate that they have achieved
The first framework to be set up by the regulator was the
all of the performance criteria and knowledge and
NQF. An additional framework, the QCF was introduced
understanding requirements of the units in the way
specified in the evidence requirements. Portfolios in 2009, primarily for vocational qualifications. Pearson
presented for assessment must include all of the evidence re-developed some BTECs so that they were QCF-compliant
specified by OCR. for delivery from 2010. New sizes of qualification within
the suites were introduced to increase flexibility. These
PROGRESSION/ARTICULATION: developments enabled BTECs to be used as components
OCR Level 7 Certificate and/or Diploma in Assessing within Diplomas, Apprenticeships and Foundation Learning
and Teaching Learners with Dyslexia/Specific Learning provision and therefore to continue to be eligible for public
Difficulties, OCR Level 4 Certificates in Teaching in the funding. The broader range of sizes of BTECs at Level 3
Lifelong Learning Sector. facilitates them being taken by students alongside AS and A
levels.
OCR Certificate in Teaching in the The timetable for the revision of the accreditation of
the various suites of BTEC qualifications on the relevant
Lifelong Learning Sector frameworks is as follows:
QCF LEVEL:
BTEC FIRSTS (LEVEL 2)
Levels 3 and 4
2002 NQF (version 1)
BACKGROUND: 2006 NQF (version 2)
The OCR Levels 3 and 4 Certificates in Teaching in 2010 QCF
the Lifelong Learning Sector have been developed in 2012 NQF (BTEC Firsts Next Generation)
collaboration with the Learning and Skills Improvement
BTEC NATIONALS (LEVEL 3)
Service (LSIS) and are aimed at those in an associate
teacher role. 2002 NQF (version 1)
2007 NQF (version 2)
An associate teacher is someone who will teach 2010 QCF
predominantly from packs or pre-prepared materials, and
BTEC HIGHER NATIONALS (LEVELS 4/5)
therefore has fewer responsibilities in the design of a
curriculum and materials generally when compared with a 2003 NQF
full teacher role. They might teach or tutor on a one-to-one 2010 QCF
basis and will normally be delivering on a programme BTEC SPECIALIST AND PROFESSIONAL QUALIFICATIONS
confined to a particular level, subject or type of learner. They (PREVIOUSLY BTEC SHORT COURSE QUALIFICATIONS)
might also be a teacher who only delivers short courses. 2002 NQF (version 1)
The OCR Levels 3 and 4 Certificates in Teaching in the 2006-7 NQF (version 2)
Lifelong Learning Sector are part of the initial teaching 2007 QCF and NQF
qualifications which have been developed for existing and 2009 QCF
The following table summarises the qualifications, past and present, accredited to the various frameworks at all levels.
KEY SKILLS NVQS NQF, QCF AND THE BTEC CUSTOMISED FRAMEWORK FRAMEWORK FOR
HIGHER EDUCATION
QUALIFICATION
ORIGINAL LEVELS REVISED LEVELS LEVELS (FHEQ)
Level 5 Level 5 Level 8 D (Doctoral)

NVQs BTEC Advanced BTEC Level 8 Advanced Professional Diplomas,
Professional Certificates and Awards (QCF)
Diplomas, Certificates BTEC Advanced Professional Diplomas,
and Awards (NQF Certificates and Awards (NQF and Customised)
and Customised)
BTEC Professional Level 7 M (Masters)
Development BTEC Level 7 Advanced Professional Diplomas,
Diploma Certificates and Awards (QCF)
BTEC Advanced Professional Diplomas,
Certificates and Awards (NQF and Customised)
Level 4 Level 4 Level 4 Level 6 H (Honours)

Key Skills NVQs BTEC HNDs and BTEC Level 6 Professional Diplomas, Certificates
HNCs (NQF and and Awards (QCF)
Customised) BTEC Professional Diplomas, Certificates and
BTEC Professional Awards (NQF and Customised)
Diplomas,
Certificates and Level 5 I (Intermediate)
Awards (NQF and BTEC Level 5 HND Diplomas (QCF) foundation degrees
Customised) BTEC HNDs (NQF and Customised) BTEC Level 5 HND
BTEC Level 5 Professional Diplomas, Certificates Diplomas (QCF)
and Awards (QCF) Higher National
BTEC Professional Diplomas, Certificates and Diplomas (NQF and
Awards (NQF and Customised) Customised)
BTEC Professional Development Diplomas
Level 4 C (Certificate)
BTEC Level 4 HNC Diplomas (QCF)
BTEC HNCs (NQF and Customised)
BTEC Level 4 Professional Diplomas, Certificates
and Awards (QCF)
BTEC Professional Diplomas, Certificates and
Awards (NQF and Customised)
BTEC Professional Development Certificates
Level 3 Level 3 Level 3

Key Skills NVQs BTEC Level 3 Certificates, BTEC Level 3 Subsidiary Diplomas, BTEC
Level 3 90-Credit Diplomas, BTEC Level 3 Diplomas and BTEC Level 3
Extended Diplomas (QCF)
BTEC National Diplomas, Certificates, Subsidiary Certificates, Awards and
Subsidiary Awards (NQF and Customised)
BTEC Diplomas, Certificates and Awards (NQF and QCF)
BTEC Advanced Diplomas, Certificates and Awards (Customised)
BTEC Professional Development Award
BTEC Diploma in Foundation Studies (Art and Design) (NQF and QCF)
BTEC Professional Development Awards
Advanced Extension Award
GCE A and AS Levels

Key Skills NVQs BTEC Level 2 Certificates, Level 3 Extended Certificates and Level 2
Literacy Diplomas (QCF)
Numeracy BTEC First Diplomas and Certificates (NQF and Customised)
ESOL BTEC Diplomas, Certificates and Awards (NQF and QCF)
BTEC Intermediate Diplomas, Certificates and Awards (Customised)
Certificate of Pre-Vocational Education
GCSEs grades A*-C

Key Skills NVQs BTEC Level 1 Diplomas, Certificates and Awards (QCF)
KEY SKILLS NVQS NQF,QCF AND THE BTEC CUSTOMISED FRAMEWORK FRAMEWORK FOR
HIGHER EDUCATION
QUALIFICATION
ORIGINAL LEVELS REVISED LEVELS LEVELS (FHEQ)
Literacy BTEC Introductory Diplomas and Certificates (NQF and Customised)

Numeracy BTEC Diplomas, Certificates and Awards (NQF)
ESOL BTEC Foundation Diplomas, Certificates and Awards (Customised)
GCSEs grades D-G
Entry Level Entry Level

Literacy BTEC Entry Level Diplomas, Certificates and Awards (QCF)
Numeracy BTEC Entry Diplomas and Certificates (NQF and Customised)
ESOL BTEC Certificates in Life Skills (NQF)
BTEC Certificates in Skills for Working Life (NQF)
Entry Level Certificates
The QCF has strict rules on titling and so the names of each size of qualification had to be changed when they were
accredited to the new framework. The following table matches the old with the new titles for the level 3 BTEC Nationals:
NQF LEVEL 3 BTEC NATIONALS QCF LEVEL 3 BTEC NATIONALS A LEVEL EQUIVALENCE IN SIZE
No equivalent qualification Pearson BTEC Level 3 Certificate 0.5 x A level
Pearson Level 3 BTEC National Award Pearson BTEC Level 3 Subsidiary Diploma 1 x A level
No equivalent qualification Pearson BTEC Level 3 90-credit Diploma 1.5 x A levels
Pearson Level 3 BTEC National Certificate Pearson BTEC Level 3 Diploma 2 x A levels
Pearson Level 3 BTEC National Diploma Pearson BTEC Level 3 Extended Diploma 3 x A levels
One title, namely the BTEC Nationals in Children’s Play, Learning and Development, was accredited to the NQF for first
teaching in 2012 and first awards in 2014, including the two additional sizes equivalent to 0.5 and 1.5 A levels. This means
that two sets of titling convention are currently in use.
The following table matches the old with the new titles for the Level 2 BTEC Firsts:
NQF LEVEL 2 BTEC FIRSTS QCF LEVEL 2 BTEC FIRSTS NQF LEVEL 2 BTEC FIRSTS GCSE LEVEL
NEXT GENERATION (FIRST EQUIVALENCE IN SIZE
AWARDS 2013)
Pearson BTEC Level 2 Pearson BTEC First Level 1/

No equivalent qualification 1 x GCSE
Certificate Level 2 Award

Pearson Level 2 BTEC First Certificate 2 x GCSEs
Extended Certificate Level 2 Certificate
Pearson BTEC First Level 1/

No equivalent qualification No equivalent qualification 3 x GCSEs
Level 2 Extended Certificate

Pearson Level 2 BTEC First Diploma 4 x GCSEs
Diploma Level 2 Diploma
New BTEC First qualifications were introduced in 2012 to meet new DfE requirements. There are four sizes of these
qualifications equivalent in size to 1, 2 3 and 4 GCSEs.
It should be noted the QCF titling regulations do not allow the inclusion of the words ‘First’ or ‘National’ in the actual titles of
the qualifications but the suites are still referred to as BTEC Firsts and BTEC Nationals.
The Edexcel website (www.edexcel.com) and the Register of Regulated Qualifications (http://register.ofqual.gov.uk) give full
details of BTEC qualifications.
Pearson BTEC Level 1/Level 2 Firsts g Approval

Any centre (college, school or company) wishing to
(NQF) offer the qualification has to gain approval for that
qualification by demonstrating that specified resources
NQF LEVEL: and quality criteria are met, both for the centre and
Level 1/Level 2 the qualification.
BACKGROUND:
g External verification
The new Pearson BTEC Level 1/Level 2 First qualifications The awarding body appoints an external verifier to
are designed to provide vocationally-related qualifications every sector programme which it approves. These are
in a range of sectors and replace the BTEC Level 2 experienced practitioners, normally with occupational
qualifications that were introduced in 2010 and which are competence, from education and industry who are
being phased out. They are unit-based qualifications that carefully selected and suitably qualified. They have a
focus on a vocational sector. The Pearson BTEC responsibility for ensuring that:
Level 1/Level 2 First qualifications can extend the study g centres assess student performance using
and provide vocational emphasis for learners following strategies that are valid and reliable
a GCSE route or a combination of both in their main g national standards of the qualifications are
programme of study. Equally the Pearson BTEC maintained
Level 1/Level 2 Firsts offer focused qualifications for g the consistency of the qualifications nationally is
learners, particularly more mature learners, who wish to monitored using national comparisons.
follow a shorter programme of study that is directly related Before any awards are issued, an external verifier must
to their work experience, or to an aspect of employment confirm that national standards are being applied
that they wish to move into in due course. consistently and certification is valid.
Verification is undertaken using a range of methods,
Some titles in 2012 and others, including all of the BTEC
including visits and remote sampling. Sampling of
Level 1/Level 2 First Diplomas, in 2013.
students’ work is undertaken for all programmes.
Some titles in 2013 and others, including all of the BTEC
The BTEC Firsts are fully aligned with requirements
Level 1/Level 2 First Diplomas, in 2014.
for progression to further study at Level 3, into an
NUMBER OF UNITS/STRUCTURE: apprenticeship or into the workplace.
Award: At least two compulsory 30-GLH (guided learning
hours) units plus optional units (either 30 or 60 GLH) to
make up a qualification size of 120 GLH. Comparable in Pearson BTEC Short Courses (NQF)
size to one GCSE.
Certificate: At least three compulsory 30-GLH units NQF LEVEL:
plus optional units (either 30 or 60 GLH) to make up a Levels 1–7
qualification size of 240 GLH. Comparable in size to two BACKGROUND:
GCSEs.
The BTEC short course framework is flexible, supporting
Extended Certificate: At least three compulsory 30-GLH
and enabling a range of different progression purposes.
units plus optional units (either 30 or 60 GLH) to make up
The framework was designed to:
a qualification size of 360 GLH. Comparable in size to three
GCSEs. g support lifelong learning and achievement
Diploma: At least six compulsory units plus optional units g provide access to qualification pathways
to make up a qualification size of 480 GLH. Units are either g provide the means of approving programmes
30 or 60 GLH. Comparable in size to four GCSEs. that assess knowledge, understanding and skills
development
ASSESSMENT METHOD: g provide flexibility in terms of target audience, modes
Award: One unit is externally assessed and the rest are
of delivery and assessment regimes
internally assessed and externally verified. g facilitate career progression and updating.
Certificate, Extended Certificate and Diploma: Two
units are externally assessed and the rest are internally A number of BTEC short course qualifications have been
assessed and externally verified. devised which are included within the NQF. For each
qualification:
The internal assessment is criterion-referenced, based on
the achievement of specified outcomes. g there is a very specialist focus
GRADING SYSTEM:
g the structure normally comprises core and specialist
The grading of units is at Level 1 Pass, Level 2 Pass, Level 2 units.
Merit and Level 2 Distinction, which are detailed as part of g units are normally 30 or 60 guided learning hours
the documents for certification. g sizes across Levels 1–7 are normally: Award up to
90 hours, Certificate up to 180 hours, and Diploma up
Each qualification has an overall grade awarded at Level 1 to 300 hours
Pass, Level 2 Pass, Level 2 Merit, Level 2 Distinction or g level is indicated by 1, 2, 3, 4, 5, 6 or 7
Level 2 Distinction*. g assessment is internal or external, or a combination,
QUALITY ASSURANCE: depending on individual structures.
External verification and National Standards quality
ASSESSMENT METHOD:
assurance is undertaken as follows:
Qualifications within the short course framework are
g Guidance and unit specification assessed, externally verified and recognised through
To promote consistency, the awarding body issues national certification. This is supported by a credit
standards for programme/unit outcome, content, transcript, which records and explains achievement at
assessment and guidance on teaching and learning each of the levels of units undertaken.
methods, programme design and assessment.
QUALITY ASSURANCE: In some professions, the Pearson BTEC qualification is

External verification and National Standards Sampling the main route to professional qualifications. Because
quality assurance is undertaken as follows: employers and professional bodies are heavily involved
in the design of Pearson’s BTEC qualifications, they are
g Guidance and unit specification recognised in industry and commerce. Some programmes
To promote consistency, the awarding body issues have been approved to run in-company at training centres
standards for programme/unit outcomes, content, to meet particular company needs.
assessment and guidance on teaching and learning
g Approval The first BTEC NQF HNCs were introduced in 2003
Any centre (college, university, school or company) DATE OF FIRST AWARD:
wishing to offer the qualification has to gain approval 2004
for that qualification by demonstrating that specified
PREREQUISITES:
quality criteria are met, both for the centre and the
Learners should have a profile of qualifications and/or
qualification.
experience that shows an ability to progress to a Level 5
g External verification qualification. For learners who have recently been in
The awarding body appoints an external verifier (pre- education, the entry profile is likely to include one of the
HE provision) or subject examiner (HE provision) to following:
every sector programme that it approves. These are
experienced practitioners, normally with occupational g a BTEC National Certificate or Diploma
competence, from education and industry who are g an AVCE/Advanced GNVQ in an appropriate vocational
carefully selected and suitably qualified. They have a area
responsibility for ensuring that: g a GCE Advanced level profile that demonstrates strong
performance in a relevant subject or an adequate
g centres assess student performance using performance in more than one GCE subject. This profile
strategies that are valid and reliable is likely to be supported by GCSE grades at A* – C
g national standards of the qualifications are g other related Level 3 qualifications
maintained g an Access to Higher Education Certificate awarded by
g the consistency of the qualifications nationally is an approved further education institution
monitored using national comparisons. g related work experience.
Before any awards are issued, an external verifier must Mature learners may present a more varied profile of
confirm that national standards are being applied achievement that is likely to include extensive work
consistently and certification is valid. Verification is experience (paid and/or unpaid) and/or achievement of a
undertaken using a range of methods, including visits and range of professional qualifications in their work sector.
remote sampling. Sampling of students’ work is undertaken NUMBER OF UNITS/STRUCTURE:
for all programmes. Some programmes are permitted to An HNC consists of 10 units, all of which have to be
report on their own sampling activity rather than be subject achieved at Pass or above.
to a second central sample in each year.
Units in the HNC are at one of two notional levels H1 and
PROGRESSION /ARTICULATION
H2 (H1 = Level 4, H2 = Level 5) and are used to designate
The framework is designed to be compatible with the NQF
the relative intellectual demand, complexity, depth of
and allows the learner to access and progress through
study and learner autonomy for the unit. In these HNCs,
further and higher qualifications or training.
at least 50% of the units must be at H2 level. H2 level
places the emphasis, for example, on the application and
Pearson BTEC Level 5 Higher evaluation of contrasting ideas, principles, theories and
practices, greater specialisation in the field of study, and
National Certificate (NQF) an increasing independence in systematic enquiry and
analysis. H2 units are, generally speaking, studied in the
BTEC HNC final year, building on prior knowledge or H1 units.
ASSESSMENT METHOD:
NQF LEVEL:
Level 5 Assessment instruments are constructed by centres.
Assessment instruments should collectively ensure
BACKGROUND: coverage of all assessment criteria within each unit and
BTEC HNCs are currently designed to equip students with should provide opportunities for the evidencing of all the
the knowledge, understanding and skills required for success grade descriptors. It is advised that assessment criteria and
in current and future employment or for progression to contextualised grade descriptors are clearly indicated on
an undergraduate degree, NVQs and/or professional body each assessment instrument to provide a focus for learners
qualifications. These vocationally related qualifications will (for transparency and to ensure that feedback is specific
enable students to meet changing circumstances, whether to the criteria) and to assist with internal standardisation
these arise from a shift in their own sphere of employment, processes. Tasks/activities should enable learners to
promotion to supervisory or management roles or from produce evidence that relates directly to the assessment
general changes in business/professional practices, criteria and grade descriptors.
technological advances or the work environment.
GRADING SYSTEM:
Many major professional bodies recognise Pearson’s Each unit is graded Pass, Merit or Distinction using grading
BTEC qualifications for exemption from professional descriptors provided for the Higher Nationals. All NQF BTEC
examinations and/or entry to full corporate membership. Higher National qualifications are awarded at Pass or Fail.
HEPs often specify the number of H2 units and/or the Mature learners may present a more varied profile of
number of Merit or Distinction unit grades (sometimes achievement that is likely to include extensive work
specifying these) when framing their offers for degree experience (paid and/or unpaid) and/or achievement of a
programmes etc. range of professional qualifications in their work sector.
QUALITY ASSURANCE: NUMBER OF UNITS/STRUCTURE:
Independent assessment via external examiners. HNDs consist of 16 units, all of which have to be achieved
at Pass or above.
Into Level 5 or 6 qualifications, such as degrees and/or H1 and H2 are notional level indicators, which show the
professional body qualifications, often allowing exemption relative intellectual demand, complexity, depth of study
from the first year and/or second year of a degree or a and learner autonomy. In all versions of HNDs and HNCs
specified part of a professional qualification. at least 50% of the units must be at H2 level. H2 level
places the emphasis, for example, on the application and
evaluation of contrasting ideas, principles, theories and
Pearson BTEC Level 5 Higher practices, greater specialisation in the field of study, and
an increasing independence in systematic enquiry and
National Diploma (NQF) analysis. H2 units are, generally speaking, studied in the
QUALIFICATION ABBREVIATION: final year, building on prior knowledge or H1 units.
BTEC HND ASSESSMENT METHOD:
NQF LEVEL: Assessment instruments are constructed by centres.
Level 5 Assessment instruments should collectively ensure
coverage of all assessment criteria within each unit and
BACKGROUND: should provide opportunities for the evidencing of all the
BTEC HNDs are currently designed to equip students grade descriptors. It is advised that assessment criteria and
with the knowledge, understanding and skills required contextualised grade descriptors are clearly indicated on
for success in current and future employment or for each assessment instrument to provide a focus for learners
progression to an undergraduate degree, NVQs and/or (for transparency and to ensure that feedback is specific
professional body qualifications. These vocationally-related to the criteria) and to assist with internal standardisation
qualifications will enable students to meet changing processes. Tasks/activities should enable learners to
circumstances, whether these arise from a shift in their produce evidence that relates directly to the assessment
own sphere of employment, promotion to supervisory or criteria and grade descriptors.
management roles or from general changes in business/
professional practices, technological advances or the work All units are internally assessed.
environment. The BTEC HND provides a wider breadth of GRADING SYSTEM:
study than the BTEC HNC. Each unit is graded Pass, Merit or Distinction using grading
Many major professional bodies recognise Pearson’s descriptors provided for the Higher Nationals. All NQF
BTEC qualifications for exemption from professional BTEC Higher National qualifications are graded pass or fail.
examinations and/or entry to full corporate membership. HEPs often specify the number of H2 units and/or the
In some professions, the Pearson BTEC qualification is number of Merit or Distinction unit grades (sometimes
the main route to professional qualifications. Because specifying these) when framing their offers for degree
employers and professional bodies are heavily involved programmes etc.
in the design of Pearson’s BTEC qualifications, they are
recognised in industry and commerce. Some programmes QUALITY ASSURANCE:
have been approved to run in-company at training centres Independent assessment via external examiners.
to meet particular company needs. PROGRESSION/ARTICULATION:
DATE OF FIRST TEACHING: Into Level 5 or 6 qualifications, such as degrees and/or
The BTEC NQF HNDs were first introduced in 2003 professional body qualifications, often allowing exemption
from the first year and/or second year of a degree or a
DATE OF FIRST AWARD: specified part of a professional qualification.
2004
PREREQUISITES:
Learners should have a profile of qualifications and/or Pearson BTEC Level 2 Certificate
experience that shows an ability to progress to a level (QCF)
5 qualification. For learners who have recently been in
education, the entry profile is likely to include one of the QCF LEVEL:
following: Level 2
g a BTEC National Certificate or Diploma BACKGROUND:
g an AVCE/Advanced GNVQ in an appropriate vocational The new Pearson BTEC Level 2 Certificates are designed to
area provide specialist work-related qualifications in a range of
g a GCE Advanced level profile that demonstrates strong sectors. They give learners the knowledge, understanding
performance in a relevant subject or an adequate and skills that they need to prepare for employment
performance in more than one GCE subject. This profile or for education progression. They also provide career
is likely to be supported by GCSE grades at A* – C development opportunities for those already in work.
g other related level 3 qualifications DATE OF FIRST TEACHING:
g an Access to Higher Education Certificate awarded by 2010
an approved further education institution
g related work experience.

2011
Pearson BTEC Level 2 Extended
Certificate (QCF)
Specified mandatory units and a choice of optional units QCF LEVEL:
to total 15 credits. Level 2
ASSESSMENT METHOD: BACKGROUND:
All units are internally assessed and externally verified. These QCF BTEC Level 2 Extended Certificates replace the
level 2 BTEC First Certificates which were accredited on the
The assessment is criterion-referenced, based on the NQF. They are designed to provide specialist work-related
achievement of specified outcomes. qualifications in a range of sectors. They give learners
GRADING SYSTEM: the knowledge, understanding and skills that they need
The grading of units is at Pass, Merit and Distinction, which to prepare for employment or for education progression.
are detailed as part of the documents for certification. They also provide career development opportunities for
those already in work.
Each qualification will have an overall grade awarded at
Pass, Merit, Distinction or Distinction*. DATE OF FIRST TEACHING:
2010
QUALITY ASSURANCE:
External verification and National Standards quality DATE OF FIRST AWARD:
assurance is undertaken as follows: 2011
g Guidance and unit specification NUMBER OF UNITS/STRUCTURE:
To promote consistency, the awarding body issues Specified mandatory units and a choice of optional units
standards for programme/unit outcome, content, to total 30 credits.
assessment and guidance on teaching and learning ASSESSMENT METHOD:
methods, programme design and assessment. All units are internally assessed and externally verified.
g Approval
Any centre (college, school or company) wishing to The assessment is criterion-referenced, based on the
offer the qualification has to gain approval for that achievement of specified outcomes.
GRADING SYSTEM:
and quality criteria are met, both for the centre and
The grading of units is at Pass, Merit and Distinction, which
the qualification.
are detailed as part of the documents for certification.
g Standards verification
The awarding body appoints a standards verifier to Each qualification will have an overall grade awarded at
every sector programme which it approves. These are Pass, Merit, Distinction or Distinction*.
experienced practitioners, normally with occupational
QUALITY ASSURANCE:
competence, from education and industry who are
carefully selected and suitably qualified. They have a
responsibility for ensuring that:
g centres assess student performance using g Guidance and unit specification
strategies that are valid and reliable To promote consistency, the awarding body issues
g national standards of the qualifications are standards for programme/unit outcome, content,
maintained assessment and guidance on teaching and learning
g the consistency and standards are verified by the methods, programme design and assessment.
Lead Internal Verifier g Approval
g the consistency of the qualifications nationally is
offer the qualification has to gain approval for that
monitored using national comparisons.
Before any awards are issued, standards verification and quality criteria are met, both for the centre and
must confirm that national standards are being applied the qualification.
consistently and certification is valid. g Standards verification
The awarding body appoints a standards verifier to
Verification is undertaken using a range of methods, every sector programme which it approves. These are
including visits and remote sampling. Sampling of experienced practitioners, normally with occupational
students’ work is undertaken for all programmes. competence, from education and industry who are
PROGRESSION/ARTICULATION: carefully selected and suitably qualified. They have a
The qualifications have been developed to provide learners responsibility for ensuring that:
with a preparation for employment, to provide career g centres assess student performance using
development opportunities for those already in work and strategies that are valid and reliable
to enable progression and continuation of study in the
g national standards of the qualifications are
vocational area (to any associated Level 3 vocationally- maintained
related qualification or to a Level 2 or 3 occupational
g the consistency and standards are verified by the
competence qualification such as an NVQ). Lead Internal Verifier
Before any awards are issued, standards verification g Standards verification

must confirm that national standards are being applied The awarding body appoints a standards verifier to
consistently and certification is valid. every sector programme which it approves. These are
Verification is undertaken using a range of methods, competence, from education and industry who are
including visits and remote sampling. Sampling of carefully selected and suitably qualified. They have a
students’ work is undertaken for all programmes. responsibility for ensuring that:
PROGRESSION/ARTICULATION: g centres assess student performance using
The qualifications have been developed to provide learners strategies that are valid and reliable
with a preparation for employment, to provide career g national standards of the qualifications are
development opportunities for those already in work and maintained
to enable progression and continuation of study in the g the consistency and standards are verified by the
vocational area (to any associated Level 3 vocationally- Lead Internal Verifier
related qualification or to a Level 2 or 3 occupational g the consistency of the qualifications nationally is
competence qualification such as an NVQ). monitored using national comparisons.
Before any awards are issued, standards verification
must confirm that national standards are being applied
Pearson BTEC Level 2 Diploma consistently and certification is valid.
(QCF) Verification is undertaken using a range of methods,
QCF LEVEL: including visits and remote sampling. Sampling of
Level 2 students’ work is undertaken for all programmes.
BACKGROUND: PROGRESSION/ARTICULATION:
These QCF BTEC Level 2 Diplomas replace the Level 2 The qualifications have been developed to provide learners
BTEC First Diplomas which were accredited on the NQF. with a preparation for employment, to provide career
They are designed to provide specialist work-related development opportunities for those already in work and
qualifications in a range of sectors. They give learners to enable progression and continuation of study in the
the knowledge, understanding and skills that they need vocational area (to any associated Level 3 vocationally-
to prepare for employment or for education progression. related qualification or to a Level 2 or 3 occupational
They also provide career development opportunities for competence qualification such as an NVQ).
those already in work.
2010
Pearson BTEC Specialist Level 3
Award/Certificate/Diploma (QCF) –
2011 designed originally for inclusion in
NUMBER OF UNITS/STRUCTURE: Advanced Diplomas
Specified mandatory units and a choice of optional units
QCF LEVEL:
to total 60 credits.
Level 3
ASSESSMENT METHOD:
BACKGROUND:
All units are internally assessed and externally verified.
These graded BTEC Level 3 Specialist qualifications
The assessment is criterion-referenced, based on the have been specifically developed by Pearson and have
achievement of specified outcomes. been drawn from QCF-accredited BTEC Level 3 National
qualifications. They were designed for inclusion as
GRADING SYSTEM: Additional and Specialist learning for the 14-19 Advanced
The grading of units is at Pass, Merit and Distinction, which Diploma, but may also be taken as independent BTEC
are detailed as part of the documents for certification. specialist qualifications.
Each qualification will have an overall grade awarded at DATE OF FIRST TEACHING:
Pass, Merit, Distinction or Distinction*. 2010
QUALITY ASSURANCE: DATE OF FIRST AWARD:
External verification and National Standards quality 2011
g Guidance and unit specification Qualifications are 10, 30 or 60 credits, depending upon the
To promote consistency, the awarding body issues number of 10-credit units included.
standards for programme/unit outcome, content,
assessment and guidance on teaching and learning ASSESSMENT METHOD:
methods, programme design and assessment. All units are internally assessed and externally verified.
g Approval
Any centre (college, school or company) wishing to The assessment is criterion-referenced, based on the
offer the qualification has to gain approval for that achievement of specified outcomes.
qualification by demonstrating that specified resources GRADING SYSTEM:
and quality criteria are met, both for the centre and Each unit is graded Pass, Merit or Distinction.
the qualification.
Each qualification will have an overall grade awarded at Verification is undertaken using a range of methods,
Pass, Merit, or Distinction and carry UCAS Tariff points for including visits and remote sampling. Sampling of
entry to higher education as shown below. students’ work is undertaken for all programmes.
AWARD PROGRESSION/ARTICULATION:
Grade UCAS Tariff points Apprenticeships, employment, further learning.
Group A Group B Group C
Distinction 20 30 40
Merit 13 20 26 Pearson BTEC Level 3 Certificate
Pass 7 10 13
(QCF)
CERTIFICATE
Grade UCAS Tariff points QCF LEVEL:
Group A Group B Group C Group D Level 3
Distinction 40 60 80 100
BACKGROUND:
Merit 26 40 52 65
Pass 13 20 26 35 The Pearson BTEC Level 3 Certificates are designed to
provide highly specialist work-related qualifications in
EXTENDED CERTIFICATE a range of vocational sectors. They give learners the
Grade UCAS Tariff points knowledge, understanding and skills that they need
Distinction 60 to prepare for employment. They also provide career
Merit 40 development opportunities for those already in work,
Pass 20
and through articulation to higher education, degree and
DIPLOMA professional development programmes provide progression
Grade UCAS Tariff points opportunities within the same cognate or related areas of
Group A Group B Group C study within universities and other institutions.
Distinction 80 100 120
Merit 52 65 80
Pass 26 35 40
2010
For details of the subjects covered by each group please 2011
visit www.ucas.com/how-it-all-works/explore-your-options/
entry-requirements/tariff-tables/btec-not-nats
For more information about the UCAS Tariff, please see to total 30 credits.
Appendix B. ASSESSMENT METHOD:
QUALITY ASSURANCE: All units are internally assessed and externally verified.
The assessment is criterion-referenced, based on the
achievement of specified outcomes.
g Guidance and unit specification
To promote consistency, the awarding body issues GRADING SYSTEM:
standards for programme/unit outcome, content, Each unit is assessed and graded at Distinction, Merit or
assessment and guidance on teaching and learning Pass. The qualification will have an overall grade awarded
methods, programme design and assessment. at Distinction*, Distinction, Merit or Pass, as below.
Approval
The Pearson BTEC Level 3 Certificate has been allocated
g

UCAS Tariff points as follows:
offer the qualification has to gain approval for that
qualification by demonstrating that specified resources Grade UCAS Tariff points
and quality criteria are met, both for the centre and D* 70
the qualification. D 60
g Standards verification M 40
The awarding body appoints a standards verifier to P 20
every sector programme which it approves. These are
experienced practitioners, normally with occupational For more information about the UCAS Tariff, please see
competence, from education and industry who are Appendix B.
carefully selected and suitably qualified. They have a QUALITY ASSURANCE:
responsibility for ensuring that: External verification and National Standards quality
g centres assess student performance using assurance is undertaken as follows:
strategies that are valid and reliable
Guidance and unit specification
national standards of the qualifications are
g
g
To promote consistency, the awarding body issues

maintained
Lead Internal Verifier
Approval
g
Any centre (college, university, school or company)

Before any awards are issued, standards verification wishing to offer the qualification has to gain approval
must confirm that national standards are being applied for that qualification by demonstrating that specified
consistently and certification is valid. resources and quality criteria are met, both for the centre
and the qualification.
g External verification The Pearson BTEC Level 3 Subsidiary Diploma has been
The awarding body appoints an external verifier to allocated UCAS Tariff points as follows:
D* 140
D 120
carefully selected and suitably qualified. They have a M 80
responsibility for ensuring that: P 40
g centres assess student performance using
strategies that are valid and reliable For more information about the UCAS Tariff, please see
g national standards of the qualifications are Appendix B.
maintained
g the consistency of the qualifications nationally is QUALITY ASSURANCE:
monitored using national comparisons. External verification and National Standards quality
Before any awards are issued, an external verifier must
confirm that national standards are being applied
g

consistently and certification is valid.
Verification is undertaken using a range of methods, assessment and guidance on teaching and learning
including visits and remote sampling. Sampling of methods, programme design and assessment.
students’ work is undertaken for all programmes. g Approval
wishing to offer the qualification has to gain approval
The qualifications have been developed to provide for that qualification by demonstrating that specified
learners with a preparation for employment, to provide resources and quality criteria are met, both for the
career development opportunities for those already in centre and the qualification.
work and to enable progression and continuation of g External verification
study in the vocational area (to any associated Level 4 The awarding body appoints an external verifier to
or 5 vocationally-related qualification, including degrees, every sector programme which it approves. These are
or to a Level 3 or 4 vocationally-related qualification or experienced practitioners, normally with occupational
occupational competence qualification such as an NVQ). competence, from education and industry who are
Pearson BTEC Level 3 Subsidiary g centres assess student performance using
Diploma (QCF) strategies that are valid and reliable
g national standards of the qualifications are
QCF LEVEL: maintained
Level 3 g the consistency of the qualifications nationally is
BACKGROUND: monitored using national comparisons.
These QCF BTEC Level 3 Subsidiary Diplomas replace the Before any awards are issued, an external verifier must
Level 3 BTEC National Awards which were accredited on confirm that national standards are being applied
the NQF. They are designed to provide highly specialist consistently and certification is valid.
work-related qualifications in a range of vocational
sectors. They give learners the knowledge, understanding Verification is undertaken using a range of methods,
and skills that they need to prepare for employment. including visits and remote sampling. Sampling of
They also provide career development opportunities students’ work is undertaken for all programmes.
for those already in work, and through articulation to
higher education, degree and professional development
The qualifications have been developed to provide
programmes provide progression opportunities within the
learners with a preparation for employment, to provide
same cognate or related areas of study within universities
career development opportunities for those already in
and other institutions.
work and to enable progression and continuation of
DATE OF FIRST TEACHING: study in the vocational area (to any associated Level 4
2010 or 5 vocationally-related qualification, including degrees,
or to a Level 3 or 4 vocationally-related qualification or
occupational competence qualification such as an NVQ).
2011
Specified mandatory units and a choice of optional units Pearson BTEC Level 3 90-Credit
Diploma (QCF)
ASSESSMENT METHOD:
QCF LEVEL:
All units are internally assessed and externally verified.
Level 3
The assessment is criterion-referenced, based on the BACKGROUND:
achievement of specified outcomes. The BTEC Level 3 90-Credit Diploma (QCF) is built from
GRADING SYSTEM: the existing bank of QCF BTEC Level 3 units and uses
Each unit is assessed and graded at Distinction, Merit or the same BTEC assessment approach. The 540 GLH size
Pass. The qualification will have an overall grade awarded allows centres to deliver a full Level 3 qualification in just
at Distinction*, Distinction, Merit or Pass. one year of curriculum time, supporting achievement and
future progression. This new qualification provides the PROGRESSION/ARTICULATION:

opportunity for learners to gain a more substantial chunk There is potential for the qualification to prepare learners
of achievement in the first year that will be more easily for progression within education or into employment in the
recognised by employers, or built on with further learning. appropriate vocational sector and it is suitable for those who
have decided that they wish to study in detail or work in a
particular area of work. It is broadly equivalent to 1.5 GCE
2010
A levels and provides a programme of study manageable
DATE OF FIRST AWARD: in a year so that learners can bank and then build on their
2011 achievement. In this way it encourages progression for
those learners who wish to undertake a one-year course of
study because of individual circumstances.
to total 60 credits. Some learners may wish to gain the qualification in order
ASSESSMENT METHOD: to enter a specialist area of employment or to progress
All units are internally assessed and externally verified. to a larger or different Level 3 programme. Other learners
may want to extend the specialism they studied on the
The assessment is criterion-referenced, based on the BTEC Level 3 Certificate or the BTEC Level 3 Subsidiary
achievement of specified outcomes. Diploma programme. Learners may also be able to
use the BTEC Level 3 90-Credit Diploma to gain partial
GRADING SYSTEM:
achievement and have the requisite skills, knowledge and
The Pearson BTEC Level 3 90-Credit Diploma has been understanding needed in the sector.
allocated UCAS Tariff points as follows:
For adult learners the BTEC Level 3 90-Credit Diploma
can extend their experience of working in a particular
D*D* 210
sector. It could also be a suitable qualification for those
D*D 200
wishing to change career or move into a particular area of
DD 180
DM 160
employment following a career break.
MM 120
MP 100
PP 60 Pearson BTEC Level 3 Diploma
(QCF)
Appendix B. QCF LEVEL:
Level 3
QUALITY ASSURANCE:
External verification and National Standards quality BACKGROUND:
assurance is undertaken as follows: These QCF BTEC Level 3 Diplomas replace the Level 3
g Guidance and unit specification BTEC National Certificates which were accredited on
To promote consistency, the awarding body issues the NQF. They are designed to provide highly specialist
standards for programme/unit outcome, content, work-related qualifications in a range of vocational
assessment and guidance on teaching and learning sectors. They give learners the knowledge, understanding
methods, programme design and assessment. and skills that they need to prepare for employment.
g Approval They also provide career development opportunities
Any centre (college, university, school or company) for those already in work, and through articulation to
wishing to offer the qualification has to gain approval higher education, degree and professional development
for that qualification by demonstrating that specified programmes provide progression opportunities within the
resources and quality criteria are met, both for the same cognate or related areas of study within universities
centre and the qualification. and other institutions.
g External verification DATE OF FIRST TEACHING:
The awarding body appoints an external verifier to
2010
experienced practitioners, normally with occupational DATE OF FIRST AWARD:
competence, from education and industry who are 2011
centres assess student performance using
g

g
ASSESSMENT METHOD:
maintained All units are internally assessed and externally verified.
the consistency of the qualifications nationally is
g
monitored using national comparisons. The assessment is criterion-referenced, based on the

Before any awards are issued, an external verifiier must
GRADING SYSTEM:
confirm that national standards are being applied
Each unit is assessed and graded at Distinction, Merit
consistently and certification is valid.
or Pass. The qualification will have one of seven overall
Verification is undertaken using a range of methods, grades awarded.
The Pearson BTEC Level 3 Diploma has been allocated career development opportunities for those already in work,
UCAS Tariff points as follows: and through articulation to higher education, degree and
professional development programmes provide progression
Grade UCAS Tariff points opportunities within the same cognate or related areas of
D*D* 280
study within universities and other institutions.
D*D 260
DD 240 DATE OF FIRST TEACHING:
DM 200 2010
MM 160
MP 120 DATE OF FIRST AWARD:
PP 80 2011
For more information about the UCAS Tariff, please see Specified mandatory units and a choice of optional units
Appendix B. to total 180 credits.
QUALITY ASSURANCE: ASSESSMENT METHOD:
External verification and National Standards quality All units are internally assessed and externally verified.
g Guidance and unit specification The assessment is criterion-referenced, based on the
To promote consistency, the awarding body issues achievement of specified outcomes.
GRADING SYSTEM:
methods, programme design and assessment. Each unit is assessed and graded at Distinction, Merit or
g Approval Pass. The qualification will have one of ten overall grades
Any centre (college, university, school or company) awarded, as below.
wishing to offer the qualification has to gain approval The Pearson BTEC Level 3 Extended Diploma has been
for that qualification by demonstrating that specified allocated UCAS Tariff points as follows:
resources and quality criteria are met, both for the
centre and the qualification. Grade UCAS Tariff points
g External verification D*D*D* 420
The awarding body appoints an external verifier to D*D*D 400
every sector programme which it approves. These are D*DD 380
experienced practitioners, normally with occupational DDD 360
competence, from education and industry who are DDM 320
carefully selected and suitably qualified. They have a DMM 280
responsibility for ensuring that: MMM 240
g MMP 200
strategies that are valid and reliable MPP 160
g
PPP 120
maintained
the consistency of the qualifications nationally is
g
monitored using national comparisons. Appendix B.
Before any awards are issued, an external verifier must QUALITY ASSURANCE:
confirm that national standards are being applied External verification and National Standards quality
consistently and certification is valid. assurance is undertaken as follows:
Verification is undertaken using a range of methods, To promote consistency, the awarding body issues
including visits and remote sampling. Sampling of standards for programme/unit outcome, content,
students’ work is undertaken for all programmes. assessment and guidance on teaching and learning
PROGRESSION/ARTICULATION: methods, programme design and assessment.
The qualifications have been developed to provide g Approval
learners with a preparation for employment, to provide Any centre (college, university, school or company)
career development opportunities for those already in wishing to offer the qualification has to gain approval
work and to enable progression and continuation of for that qualification by demonstrating that specified
study in the vocational area (to any associated Level 4 resources and quality criteria are met, both for the
or 5 vocationally-related qualification, including degrees, centre and the qualification.
g External verification
occupational competence qualification such as an NVQ). The awarding body appoints an external verifier to
Pearson BTEC Level 3 Extended competence, from education and industry who are
Diploma (QCF) responsibility for ensuring that:
g
QCF LEVEL: strategies that are valid and reliable

Level 3 national standards of the qualifications are
g
BACKGROUND: maintained
These QCF BTEC Level 3 Extended Diplomas replace the the consistency of the qualifications nationally is
g
Level 3 BTEC National Diplomas which were accredited monitored using national comparisons.
on the NQF. They are designed to provide highly specialist Before any awards are issued, an external verifier must
work-related qualifications in a range of vocational sectors. confirm that national standards are being applied
They give learners the knowledge, understanding and skills consistently and certification is valid.
that they need to prepare for employment. They also provide
Verification is undertaken using a range of methods, ASSESSMENT METHOD:

including visits and remote sampling. Sampling of One unit (120 GLH) is externally assessed by means of a
students’ work is undertaken for all programmes. two-hour examination. The rest are internally assessed and
externally verified.
The qualifications have been developed to provide The internal assessment is criterion-referenced, based on
learners with a preparation for employment, to provide the achievement of specified outcomes.
work and to enable progression and continuation of GRADING SYSTEM:
study in the vocational area (to any associated Level 4 The grading of units is Pass, Merit and Distinction, which
or 5 vocationally-related qualification, including degrees, are detailed as part of the documents for certification.
Each qualification will have an overall grade awarded as
follows:
g BTEC Level 3 National Subsidiary Award: P, M, D, D*
Pearson BTEC Level 3 Nationals g BTEC Level 3 National Award: P, M, D, D*
BTEC Level 3 National Subsidiary Certificate: PP, MP,
in Children’s Play, Learning and
g
MM, DM, DD, D*D, D*D*

Development (NQF) g BTEC Level 3 National Certificate: PP, MP, MM, DM,
DD, D*D, D*D*
QCF LEVEL: g BTEC Level 3 National Diploma: PPP, MPP, MMP,
Level 3 MMM, DMM, DDM, DDD, D*DD, D*D*D, D*D*D*.
BACKGROUND: QUALITY ASSURANCE:
A set of new Pearson BTEC Level 3 Nationals has been External verification and National Standards quality
developed for Children’s Play, Learning and Development. assurance is undertaken as follows:
They are designed to provide vocationally-related g Guidance and unit specification
qualifications in the childcare sector. They are unit-based To promote consistency, the awarding body issues
qualifications and were accredited to the NQF for first standards for programme/unit outcome, content,
teaching in 2012. assessment and guidance on teaching and learning
In July 2013, the National College of Teaching and methods, programme design and assessment.
Leadership (NCTL) introduced criteria that qualifications g Approval
must meet to enable Early Years Educator practitioners Any centre (college, school or company) wishing to
to demonstrate their competence. The NCTL Early Years offer the qualification has to gain approval for that
Educator (EYE) criteria defined the content of the Level 3 qualification by demonstrating that specified resources
qualifications that practitioners must hold to be included and quality criteria are met, both for the centre and
in the ratios specified in the Early Years Foundation the qualification.
Stage Statutory Framework. The Pearson BTEC Level 3 g External verification
National Certificate and Diploma in Children’s Play, The awarding body appoints an external verifier to
Learning and Development (Early Years Educator) were every sector programme which it approves. These are
revised to meet these criteria and so to confer Early Years experienced practitioners, normally with occupational
Educators status on learners. In order to retain coherence competence, from education and industry who are
in this suite of BTEC qualifications, minor changes were carefully selected and suitably qualified. They have a
also made to the Subsidiary Award, the Award and the responsibility for ensuring that:
Subsidiary Certificate. g
2012 (revised version for EYE 2014)
g
maintained
DATE OF FIRST AWARD: g the consistency of the qualifications nationally is
2014 (revised version for EYE 2016) monitored using national comparisons.
GLH EXTERNALLY ASSESSED INTERNALLY ASSESSED UNITS REQUIRED WORK

UNITS EXPERIENCE
BTEC Level 3 National 180 1 x mandatory 120 GLH 1 mandatory (60 GLH)
Subsidiary Award
BTEC Level 3 National Award 360 1 x mandatory 120 GLH 4 mandatory units (2 x 60 GLH,
2 x 30 GLH) plus 1 optional unit
(60 GLH)
BTEC Level 3 National 540 1 x mandatory 120 GLH 5 mandatory units (3 x 60 GLH, 50 hours
Subsidiary Certificate 2 x 30 GLH) plus 3 optional units
(60 GLH)
BTEC Level 3 National 720 1 x mandatory 120 GLH 11 mandatory units (9 x 60 GLH, 750 hours
Certificate 2 x 30 GLH)
BTEC Level 3 National 1080 1 x mandatory 120 GLH 12 mandatory units plus 750 hours
Diploma optional units to the value of
300 GLH
Before any awards are issued, an external verifier must g Approval

confirm that national standards are being applied Any centre (college, university, school or company)
consistently and certification is valid. wishing to offer the qualification has to gain approval
Verification is undertaken using a range of methods, resources and quality criteria are met, both for the
including visits and remote sampling. Sampling of centre and the qualification.
g Standards verification
The awarding body appoints a standards verifier to
The qualifications have been developed to provide
learners with a preparation for employment, to provide
work and to enable progression and continuation of
study in the vocational area. Continued study may be
to any associated Level 4, 5 or 6 vocationally-related
qualification, including HNC, HND, foundation degrees and g centres assess student performance using
honours degrees, or to a Level 3 or 4 vocationally-related strategies that are valid and reliable
qualification or occupational competence qualification g national standards of the qualifications are
such as an NVQ. maintained
Lead Internal Verifier
Pearson BTEC Specialist courses g the consistency of the qualifications nationally is
Levels 1-3 (QCF)
Before any awards are issued, standards verification
QCF LEVEL: must confirm that national standards are being applied
Levels 1–3 consistently and certification is valid.
BACKGROUND:
Verification is undertaken using a range of methods,
The BTEC specialist course framework is flexible,
supporting and enabling a range of different progression
purposes. The framework was designed to:
g support lifelong learning and achievement The qualifications have been developed to provide
g provide access to qualification pathways learners with a preparation for employment, to provide
g provide the means of approving programmes career development opportunities for those already in
that assess knowledge, understanding and skills work and to enable progression and continuation of
development study in the vocational area (to any associated Level 4
g provide flexibility in terms of target audience, modes or 5 vocationally-related qualification, including degrees,
of delivery and assessment regimes or to a Level 3 or 4 vocationally-related qualification or
g facilitate career progression and updating occupational competence qualification such as an NVQ).
A number of BTEC specialist course qualifications have
been devised which are included within the QCF. For each
qualification: Pearson WorkSkills Levels 1-3 (QCF)
QCFK LEVEL:
g there is a very specialist focus
g the structure normally comprises core and specialist Entry Level and Levels 1–3
units BACKGROUND:
g sizes across Levels 1–3 are normally: Award up to The WorkSkills suite comprises over 100 units and several
12 credits, Certificate up to 36 credits, and Diploma qualifications across four levels: Entry 3, Level 1, Level 2
37 + credits and Level 3.
g level is indicated by 1, 2, or 3
g assessment is internal or external, or a combination, WorkSkills is a flexible qualification, available in a range of
depending on individual structures. sizes and levels, which can enrich curriculum at any time
of the year. The qualification is funded and contributes to
ASSESSMENT METHOD: Foundation Learning provision at Entry 3 and Level 1. It
Qualifications within the short course framework are has an extensive range of units, giving the opportunity to
assessed, externally verified and recognised through build a customised BTEC that caters for learners’ needs.
national certification. This is supported by a credit WorkSkills provides recognition for learners’ abilities and
transcript, which records and explains achievement at each evidence of the skills required for success in the workplace.
of the levels of units undertaken.
There are four skills pathways within the WorkSkills
QUALITY ASSURANCE:
framework:
assurance is undertaken as follows: g Personal Life Skills
g Sustainable Employability Skills
Work Placement Skills
g
g
To promote consistency, the awarding body issues g Skills for Business.

assessment and guidance on teaching and learning Learners combine units from across these pathways to
methods, programme design and assessment. build qualifications of different sizes and different levels.
ASSESSMENT METHOD: g provide flexibility in terms of target audience, modes

BTEC WorkSkills is internally assessed and externally of delivery and assessment regimes
verified. To achieve a ‘pass’ a learner must have g facilitate career progression and updating.
successfully achieved all the assessment criteria.
A number of BTEC Professional course qualifications have
QUALITY ASSURANCE: been devised which are included within the QCF. For each
External verification and National Standards quality qualification:
g there is a very specialist focus
g the structure normally comprises core and specialist units
g sizes across Levels 4-7 are normally: Award up to
assessment and guidance on teaching and learning 12 credits, Certificate up to 36 credits, and Diploma
methods, programme design and assessment. 37 + credits
g Approval
g level is indicated by 4, 5, 6, 7
g assessment is internal or external, or a combination,
wishing to offer the qualification has to gain approval depending on individual structures.
for that qualification by demonstrating that specified ASSESSMENT METHOD:
resources and quality criteria are met, both for the Qualifications within the short course framework are
centre and the qualification. assessed, externally verified and recognised through
g Standards verification national certification. This is supported by a credit
The awarding body appoints a standards verifier to transcript, which records and explains achievement at each
every sector programme which it approves. These are of the levels of units undertaken.
competence, from education and industry who are QUALITY ASSURANCE:
carefully selected and suitably qualified. They have a External verification and National Standards quality
responsibility for ensuring that: assurance is undertaken as follows:
g centres assess student performance using g Guidance and unit specification
strategies that are valid and reliable To promote consistency, the awarding body issues
g national standards of the qualifications are standards for programme/unit outcome, content,
maintained assessment and guidance on teaching and learning
g the consistency and standards are verified by the methods, programme design and assessment.
Lead Internal Verifier g Approval
g the consistency of the qualifications nationally is Any centre (college, university, school or company)
monitored using national comparisons. wishing to offer the qualification has to gain approval
Before any awards are issued, standards verification resources and quality criteria are met, both for the
must confirm that national standards are being applied centre and the qualification.
consistently and certification is valid. g Standards verification
Verification is undertaken using a range of methods, The awarding body appoints a standards verifier to
including visits and remote sampling. Sampling of every sector programme which it approves. These are
students’ work is undertaken for all programmes. experienced practitioners, normally with occupational
PROGRESSION/ARTICULATION: carefully selected and suitably qualified. They have a
Provides recognition for learners’ abilities and evidence of responsibility for ensuring that:
the skills required for success in the workplace. Learners g centres assess student performance using
taking BTECs, GCSEs, Diplomas, NVQs, Apprenticeships strategies that are valid and reliable
and other recognised courses can fit WorkSkills into g national standards of the qualifications are
their timetable, adding further value and an additional maintained
work-based qualification to their CV. WorkSkills can be g the consistency and standards are verified by the
embedded into the curriculum to accredit skills already Lead Internal Verifier
being taught. g the consistency of the qualifications nationally is
Pearson BTEC Professional courses Before any awards are issued, standards verification
must confirm that national standards are being applied
Levels 4-7 (QCF) consistently and certification is valid.
QCF LEVEL: Verification is undertaken using a range of methods,
Levels 4-7 including visits and remote sampling. Sampling of
BACKGROUND: students’ work is undertaken for all programmes.
The BTEC Professional course framework is flexible, PROGRESSION/ARTICULATION:
supporting and enabling a range of different progression The qualifications have been developed to provide
purposes. The framework was designed to: learners with a preparation for employment, to provide
g support lifelong learning and achievement career development opportunities for those already in
g provide access to qualification pathways work and to enable progression and continuation of
g provide the means of approving programmes that study in the vocational area (to any associated Level 4
assess knowledge, understanding and skills development or 5 vocationally-related qualification, including degrees,
Pearson BTEC Level 4 HNC Diploma ASSESSMENT METHOD:

Aural examination, coursework, e-assessment, multiple
(QCF) choice examination, oral examination, portfolio of
evidence, practical demonstration/assignment, practical
QCF LEVEL:
examination, task-based controlled assessment, written
Level 4 examination.
BACKGROUND:
GRADING SYSTEM:
The QCF BTEC Level 4 HNC Diploma replaces the NQF Each unit is graded Pass, Merit or Distinction using grading
BTEC Higher National Certificate. The move onto the QCF descriptors provided for the Higher Nationals. All QCF
guarantees continued funding for these qualifications. BTEC Higher National qualifications are awarded an overall
DATE OF FIRST TEACHING: grade of Pass, Merit or Distinction.
2010 HEPs often specify the number of H2 units and/or the
DATE OF FIRST AWARD: number of Merit or Distinction unit grades (sometimes
2011 specifying these) when framing their offers for degree
programmes etc.
Each HNC is made up of a number of units, with some QUALITY ASSURANCE:
being mandatory and others optional. Units can be Independent assessment via external examiners.
different sizes and have different numbers of credits. There PROGRESSION/ARTICULATION:
is no standard number of units or credits. Some of the Progression to the second or third year of a degree
optional units are available at Level 5. programme, depending on the suitability of the units
ASSESSMENT METHOD: taken. Progression to employment in the relevant industry.
Aural examination, coursework, e-assessment, multiple
choice examination, oral examination, portfolio of
evidence, practical demonstration/assignment, practical Pearson LCCI
examination, task-based controlled assessment, written
examination.
Pearson LCCI Level 3 Certificate in
GRADING SYSTEM:
Each unit is graded Pass, Merit or Distinction using grading
Accounting
descriptors provided for the Higher Nationals. All QCF NQF LEVEL:
BTEC Higher National qualifications are awarded an overall Level 3
grade of Pass, Merit or Distinction.
BACKGROUND:
HEPs often specify the number of H2 units and/or the This qualification is suitable for learners who are working or
number of Merit or Distinction unit grades (sometimes preparing to work in an advanced area of accountancy. It
specifying these) when framing their offers for degree aims to enable learners to develop the necessary knowledge
programmes etc. and skills to prepare and interpret accounts for sole traders,
partnerships, non-trading organisations, limited companies
QUALITY ASSURANCE: and groups of companies. It also introduces learners to the
Independent assessment via external examiners. principles and practice of decision making.
PROGRESSION/ARTICULATION: DATE OF FIRST TEACHING:
Progression to the second or third year of a degree 2008
programme, depending on the suitability of the units
taken. Progression to employment in the relevant industry. PREREQUISITES:
Learners must have the knowledge and skills equivalent to
the LCCI IQ level 1 Certificate in Bookkeeping and Level 2
Pearson BTEC Level 5 HND Diploma Certificate in Bookkeeping and Accounts qualifications.
(QCF) Additionally, learners should have a standard of English

equivalent to the LCCI IQ Level 2 English for Business
QCF LEVEL: qualification.
Level 5
BACKGROUND: Single unit.
The QCF BTEC Level 5 HND Diploma replaces the NQF
BTEC Higher National Diploma. The move onto the QCF ASSESSMENT METHOD:
guarantees continued funding for these qualifications. 100% external assessment. A three-hour examination
consisting of four questions to be completed from a choice
DATE OF FIRST TEACHING: of five.
2010
EXAMINATION TIMING:
DATE OF FIRST AWARD: Three times a year and on demand.
2011
NUMBER OF UNITS/STRUCTURE: Series: nine weeks from end of exam period. On demand: six
Each HND is made up of a number of units, with some weeks from the receipt of scripts.
being mandatory and others optional. Units can be
GRADING SYSTEM:
different sizes and have different numbers of credits. There
Pass 50%, Merit 60%, Distinction 75%.
is no standard number of units or credits.
From 2008 this qualification carries UCAS Tariff points as PROGRESSION/ARTICULATION:

follows. Successful learners can progress to the LCCI IQ level 4
Grade UCAS Tariff points Financial Accounting (IAS) qualification or may go on to
Distinction 120 qualify for a range of LCCI Group or specialised Diplomas.
Credit 90 In addition, learners may progress to ACCA and CAT
Pass 70 qualifications where they will gain exemptions from
specified modules.
Appendix B.
Pearson LCCI Level 3 Certificate in
Successful learners can progress to the LCCI IQ level 4 Business Principles and Practice
Financial Accounting (IAS) qualification, or may go on to
qualify for a range of LCCI Group or specialist Diplomas. NQF LEVEL:
In addition, learners may progress to ACCA and CAT Level 3
qualifications where they will gain exemption from BACKGROUND:
specified modules. The level 3 Certificate in Business Principles and Practice
develops candidates’ understanding of the advanced
principles and practices of business relating to the
Pearson LCCI Level 3 Certificate in business environment and how businesses are organised
Accounting (IAS) and managed operationally and financially. It also looks
at how business performance can be measured and
NQF LEVEL: improved and introduces concepts of business strategy
Level 3 and planning. The qualification is suitable for people who
BACKGROUND: want to develop their understanding of modern business
This qualification is suitable for learners who are working management practices in order to improve their business
or preparing to work in an advanced area of accountancy. career opportunities and/or academic progression. It is
It aims to allow learners to develop the ability to prepare particularly suitable for people who currently hold middle
accounting statements and data in accordance with basic management positions within any of the functional
accounting conventions and current international accounting business areas or those aspiring to such positions.
practice, with reference to disclosure of accounting policies, DATE OF FIRST TEACHING:
inventory, accounting for depreciation, cash flow statements 2012
and group accounts. It also aims to develop learners’ ability to
apply the principles of decision making. PREREQUISITES:
Learners should have a standard of English which enables
them to make themselves understood in a business
2008 context and which is equivalent to LCCI level 2 Certificate
PREREQUISITES: English for Business.
Learners must have the knowledge and skills equivalent to NUMBER OF UNITS/STRUCTURE:
the LCCI IQ level 1 Certificate in Bookkeeping and level 2
Single unit – learners need to achieve the single unit.
Certificate in Bookkeeping and Accounts qualifications.
ASSESSMENT METHOD:
Additionally, learners should have a standard of English 100% external assessment – an examination lasting
equivalent to the LCCI IQ level 2 English for Business 2.5 hours containing five compulsory questions.
qualification.
EXAMINATION TIMING:
Three times a year and on demand.
Single unit
ASSESSMENT METHOD:
Series: nine weeks from end of exam period. On demand:
100% external assessment. A three-hour examination
six weeks from the receipt of scripts.
consisting of four questions to be completed from a choice
of five. GRADING SYSTEM:
Pass 50%, Merit 60%, Distinction 75%
EXAMINATION TIMING:
Three times a year and on demand. PROGRESSION/ARTICULATION:
Successful learners may go on to achieve a range of LCCI
Diplomas or to relevant foundation degree courses.
Series: nine weeks from end of exam period. On demand:
six weeks from the receipt of scripts.
GRADING SYSTEM: Pearson LCCI Level 3 Award in
Professional Ethics in Accounting
From 2008 this qualification carries UCAS Tariff points as
follows.
and Finance
QCF LEVEL:
Level 3
Distinction 120
Credit 90 BACKGROUND:
Pass 70 The Level 3 Award in Professional Ethics in Accounting and
Finance introduces candidates to the importance of the
For more information about the UCAS Tariff, please see ethical duties of an accounting professional. It develops
Appendix B. their knowledge and understanding of the framework
and principles of ethical behaviour in accounting and NUMBER OF UNITS/STRUCTURE:

how these are applied in the work environment. The Single unit – learners need to achieve a single unit of
qualification is suitable for people pursuing a career in 10 credits.
accounting or those who currently work in accounting
ASSESSMENT METHOD:
and finance related roles. It can be taken as part of the
100% external assessment – an examination lasting three
candidates’ personal development as well as to maintain
hours consisting of a practical case study with related tasks.
continuing professional development.
EXAMINATION TIMING:
On demand only
2010
PREREQUISITES:
Six weeks from the receipt of scripts.
them to make themselves understood in a business GRADING SYSTEM:
context and which is equivalent to LCCI Level 2 Certificate Pass 50%, Merit 60%, Distinction 75%
English for Business.
NUMBER OF UNITS/STRUCTURE: Successful learners may go on to achieve a range of LCCI
Single unit – learners need to achieve single unit of three Specialised Diplomas or to professional accounting and
credits. finance qualifications.
ASSESSMENT METHOD:
100% external assessment – an examination lasting
1 hr 15 minutes containing 20 case study-based multiple
Pearson LCCI Level 3 Award
choice questions. in Understanding Financial
EXAMINATION TIMING: Statements
On demand only
QCF LEVEL:
DATE OF RESULT PUBLICATION: Level 3
BACKGROUND:
GRADING SYSTEM: The Level 3 Award in Understanding Financial Statements
Pass 50%, Merit 60%, Distinction 75% develops candidates’ knowledge and understanding of
financial statements and their ability to interpret the
information presented using ratios. This qualification is
suitable for people who are non-specialist in financial
Specialised Diplomas or to professional accounting and
accounting but who need to understand the language and
finance qualifications.
principles of financial statements in order to broaden their
career opportunities or improve their career progression.
It is particularly suitable for candidates specialising in cost
Pearson LCCI Level 3 Award in and management accounting or other business-related
Computerised Accounting Skills courses as well as managers, administrators, budget
holders, salespeople, business owners, etc. It is also useful
QCF LEVEL: for anyone wishing to simply improve their own learning
Level 3 and personal development and better manage their
BACKGROUND: personal finance.
The Level 3 Award in Computerised Accounting Skills DATE OF FIRST TEACHING:
develops candidates’ ability to manage a computerised 2010
accounting system in order to provide management
PREREQUISITES:
information. Candidates will learn how to process
non-routine accounting transactions and print and analyse Learners should have a standard of English which enables
reports such as the profit and loss and balance sheet. This them to make themselves understood in a business
qualification is suitable for people who work or intend to context and which is equivalent to LCCI Level 2 Certificate
work in an advanced accounting role. The assessment English for Business.
for this qualification can be completed using a range of NUMBER OF UNITS/STRUCTURE:
computerised methods. Single unit – learners need to achieve single unit of five
credits.
100% external assessment – an examination lasting one
PREREQUISITES:
hour consisting of 30 multiple-choice questions.
them to make themselves understood in a business EXAMINATION TIMING:
context and which is equivalent to LCCI Level 2 Certificate On demand only.
English for Business. DATE OF RESULT PUBLICATION:
Candidates for this qualification must at least have
book-keeping and accounting knowledge and skills GRADING SYSTEM:
equivalent to the LCCI Level 2 Book-keeping and Accounts Pass 50%, Merit 60%, Distinction 75%
qualification.
Specialised Diplomas.
Pearson LCCI Level 3 Award in PREREQUISITES:

Principles and Practice of Costing them to make themselves understood in a business
context and which is equivalent to LCCI level 2 Certificate
QCF LEVEL:
Level 3
BACKGROUND:
Single unit – learners need to achieve a single unit of
The Level 3 Award in Principles and Practice of Costing 10 credits.
develops candidates’ understanding and application
of the principles of costing. It enables candidates to ASSESSMENT METHOD:
recognise different approaches to cost accounting and 100% external assessment – an examination lasting two
make informed and reasoned judgements to guide hours consisting of four compulsory questions.
management. The qualification is suitable for people who
EXAMINATION TIMING:
wish to develop a general understanding of the use of
On demand only.
cost accounting in organisations in order to broaden their
career opportunities and progression. DATE OF RESULT PUBLICATION:
2010 GRADING SYSTEM:
PREREQUISITES: Pass 50%, Merit 60%, Distinction 75%
Learners should have a standard of English which enables PROGRESSION/ARTICULATION:
them to make themselves understood in a business Successful learners may go on to achieve the LCCI level 4
context and which is equivalent to LCCI Level 2 Certificate Diploma in Accounting and Finance.
Two compulsory units – learners need to achieve eight Pearson LCCI Level 4 Award in
credits. Business Finance and Banking
ASSESSMENT METHOD:
100% external assessment – an examination lasting 1 hour
Operations
15 minutes consisting of 30 multiple-choice questions. QCF LEVEL:
Level 4
EXAMINATION TIMING:
On demand only. BACKGROUND:
The Level 4 Award in Business Finance and Banking
Operations develops the candidates’ skill and knowledge
to be able to perform a cost benefit analysis on a
GRADING SYSTEM: range of investment and financing options and make
Pass 50%, Merit 60%, Distinction 75% recommendations which support business decision-making.
Candidates will also gain a basic understanding of the
principle activities carried out by a commercial bank, and
Successful learners may go on to achieve a range of LCCI the need for its governance and regulation, along with
Specialised Diplomas or to professional accounting and an introduction to the financial markets, including foreign
finance qualifications. exchange. This qualification is suitable for people who wish
to work in an accounting environment, pathway to higher
education or as part of their own continuous professional
Pearson LCCI Level 4 Award in development.
Islamic Finance and Banking DATE OF FIRST TEACHING:
QCF LEVEL: 2012
Level 4 PREREQUISITES:
BACKGROUND: Learners should have a standard of English which enables
The aim of this qualification is to provide candidates with them to make themselves understood in a business
an introduction to Islamic finance and banking. They will context and which is equivalent to LCCI Level 2 Certificate
review the fundamental principles underlying Islamic English for Business.
finance and learn about the main Shariah-compliant NUMBER OF UNITS/STRUCTURE:
financial instruments. They will be introduced to the main Single unit – learners need to achieve a single unit of
operations of Islamic banking and learn about Islamic 10 credits.
contracts and Islamic bonds. Their study will include
practical applications of Islamic financial principles ASSESSMENT METHOD:
including those involving calculations. 100% external assessment – an examination lasting two
hours consisting of four compulsory questions.
This qualification would suit a candidate working in a
EXAMINATION TIMING:
financial environment, who wishes to progress into a
On demand only.
specialised role within Islamic banking or other Islamic
finance products. DATE OF RESULT PUBLICATION:
PROGRESSION/ARTICULATION: opportunities and progression. It is particularly suitable for

Successful learners may go on to achieve the LCCI Level 4 people who currently hold management positions or those
Diploma in Accounting and Finance. aspiring to such positions.
Pearson LCCI Level 4 Certificate in 2010
Applied Business Economics PREREQUISITES:

QCF LEVEL: them to make themselves understood in a business
Level 4 context and which is equivalent to LCCI Level 2 Certificate
BACKGROUND:
The Level 4 Certificate in Applied Business Economics NUMBER OF UNITS/STRUCTURE:
introduces candidates to micro and macro economic theory. Single unit – learners need to achieve a single unit of five
This qualification will develop the candidates’ knowledge credits.
of economic concepts and theory that can be applied to
ASSESSMENT METHOD:
business activity. Candidates will understand the market
100% external assessment – an examination lasting one
mechanism and its failings, identify market structure, and
will understand costs, revenues and profits. They will be hour consisting of 30 multiple-choice questions.
able to analyse the effect of different market structures on EXAMINATION TIMING:
price, output and efficiency. Candidates will also analyse On demand only.
macro economic activity, government macro-objectives
and the policies that can be implemented to achieve these DATE OF RESULT PUBLICATION:
objectives. This qualification is suitable for people who wish Six weeks from the receipt of scripts.
to work in a role which requires a significant level of business GRADING SYSTEM:
decision-making, progress into higher education, or as part Pass 50%, Merit 60%, Distinction 75%
of their own continuous professional development.
DATE OF FIRST TEACHING: Successful learners may go on to achieve a ranger of LCCI
2012 level 3 Specialised Diplomas.
PREREQUISITES:
them to make themselves understood in a business Sevenoaks School Certificate (SSC)
context and which is equivalent to LCCI Level 2 Certificate BACKGROUND:
English for Business. Sevenoaks School Certificate: English Literature is exclusive
NUMBER OF UNITS/STRUCTURE: to Sevenoaks School. It replaces the GCSE qualification,
Single unit – learners need to achieve a single unit of which was felt by staff to be insufficiently inspiring and
20 credits. not the best preparation for the IB. The new school-based
certificate demands a wide range of skills, exposes students
ASSESSMENT METHOD: to a broad and international range of literature, as well as
100% external assessment – an examination lasting three covering a variety of genres and historical periods. A more
hours consisting of five compulsory questions. interdisciplinary approach is encouraged in the teaching
EXAMINATION TIMING: and learning, while independent creativity and critical
On demand only. thinking are key concepts of the course.
DATE OF RESULT PUBLICATION: DATE OF FIRST TEACHING:

Six weeks from the receipt of scripts. 2010
GRADING SYSTEM: DATE OF FIRST AWARD: :

Pass 50%, Merit 60%, Distinction 75% 2012
PROGRESSION/ARTICULATION: PREREQUISITES:
Successful learners may go on to achieve the LCCI Level 4 The course is undertaken in Year 10 and Year 11 by all
Diploma in Accounting and Finance. Sevenoaks students.
The Sevenoaks School Certificate in English Literature
Pearson LCCI Level 3 Award in is taught alongside IGCSE English Language. In the
Introduction to Business Planning Michaelmas term of Year 10, students study a modern
play, engage in creative writing and study world literature
and Strategy short stories, delivering formal oral presentations on
the latter; they also have an introduction to critical
QCF LEVEL:
essay writing skills. In the Lent term, the focus is on
Level 3
comparative poetry, and students also undertake unseen
BACKGROUND: poetry analysis. In the summer term, a Shakespeare text
The Level 3 Award in Introduction to Business Strategy and is studied; there is further unseen analysis and creative
Planning introduces and develops candidates’ knowledge writing, and students begin looking at a substantial
and understanding of the key models and frameworks pre-1914 text. In Year 11, pupils complete the pre-1914
used in strategy development and planning, and how text, finalise their written coursework folders, and prepare
these may be applied in given situations. It is suitable for the final examinations, which comprise one closed-text
for people who wish to develop a general understanding paper on a modern novel and a second paper assessing
of strategic planning in order to broaden their career unseen poetry analysis skills.
ASSESSMENT METHOD: NUMBER OF UNITS/STRUCTURE:

A range of assessment methods is employed, including The Level 3 Certificate in Higher Sports Leadership consists
a portfolio of written coursework (40%), oral assessment of eight units of work and takes 107 hours to deliver, of
(10%), and terminal examination (50%). which 30 hours have to show practical application to
leadership.
EXAMINATION TIMING:
The terminal examinations take place in June of Year 11, ASSESSMENT METHOD:
with regular and scheduled opportunities for written and Internally assessed and externally verified.
oral assessment throughout the two years of the course.
GRADING SYSTEM:
DATE OF RESULT PUBLICATION: Pass/Fail
Sevenoaks publishes the SSC results at the same time as
the release of GCSE and IGCSE results in August of Year 11. The Sports Leaders UK Level 3 Certificate in Higher Sports
Leadership has been allocated UCAS Tariff points as
GRADING SYSTEM: follows:
The school awards grades A* – U, in common with (I)
GCSE, A* being the highest grade, and U representing Grade UCAS Tariff points
an unclassified grade. The standard is intended to be at Pass 30
least as high as the equivalent (I)GCSE grade, though

comparison is not wholly meaningful as the aims and For more information about the UCAS Tariff, please see
Appendix B.
objectives of the course, as well as some of the skills
demanded, differ from the national standard qualification. QUALITY ASSURANCE:
Accredited by Sports Leaders UK.
QUALITY ASSURANCE:
Each course is internally examined and moderated, but PROGRESSION:
final moderation is undertaken by an independent external Sports Leaders UK awards and qualifications enhance
specialist, and there is a re-mark facility involving a second academic degree programmes. They add value to
external marker, with a separate appeals process available foundation and undergraduate courses through vocational
for students and parents. experience and provide training for students seeking
volunteering experience.
The chief aim of the Sevenoaks School Certificate is to The Level 3 Certificate in Higher Sports Leadership is a
help prepare students for the IB Diploma and to equip bridge to employment, demonstrating that Higher Sports
them with the relevant knowledge, understanding and Leaders possess experience and skills that go far beyond
skills required in the sixth form. As such, it is coherent in leading sport.
design, rigorous in assessment, and promotes the values of
intellectual enquiry in the student.
Technical Certificate
Sports Leaders UK Level 3 BACKGROUND:
Technical Certificates are vocational qualifications identified
Certificate in Higher Sports by sector bodies (eg SSCs) and awarding bodies that provide
Leadership (QCF) the underpinning knowledge and understanding relevant to
an NVQ as part of an Apprenticeship framework. They:
QCF LEVEL:
Level 3 g are capable of delivery through a taught programme
of learning
BACKGROUND: g permit a structured approach to the teaching and
The Level 3 Certificate in Higher Sports Leadership is a assessment of the underpinning knowledge and
nationally recognised qualification that enables successful understanding of an NVQ
candidates to lead unsupervised groups of people in sport g ensure that the theoretical knowledge required to
and recreational activities. achieve an Apprenticeship is clearly demonstrated
The Level 3 Certificate in Higher Sports Leadership is a vital
g retain their original qualification title.
bridge to employment, further training and volunteering, The technical certificate will support the learning required
and builds upon the skills and experience gained through for the NVQ and provide a basis for progression.
the Sports Leadership UK Level 1 and 2 qualifications.
The qualification teaches generic leadership skills such as The size of a technical certificate can vary, depending on
organisation, planning, communication and teamwork the relevant occupational sector and NTO advice.
through the medium of sport.
ASSESSMENT METHOD:
Higher Sports Leaders are valued for the independent All qualifications accredited in the NQF or QCF must
contribution they make to organised sport in schools, include a form of independent assessment or an
colleges and universities, and provide a valuable resource alternative approved by the regulatory authorities.
in the organisation of sports days, tournaments and Independent assessment is defined as assessment of a
community events. candidates’ work that is carried out by assessors who do
not have a vested interest in the outcome. One form of
PREREQUISITES:
independent assessment is external assessment, where
Level 2 Award in Community Sports Leadership/Level 2
assessment tasks are set, and candidates’ work assessed,
Award in Sports Leadership.
by the awarding body. External assessment can consist
of case study work, multiple choice items, centrally set
projects or assignments or written tests, for example.
Trinity College London A Pass in Arts Award, Gold Level, is allocated 35 UCAS
Tariff points.
Trinity College is an international exam board, providing
recognised qualifications in a range of subjects, including
Appendix B.
English language, communication skills, music and drama.
Trinity has been delivering external exams since 1877 and QUALITY ASSURANCE:
assesses over 600,000 candidates a year and operates in Internal assessments are externally moderated by Trinity.
more than 60 countries around the world. External moderation is conducted by trained Trinity
moderators who are standardised annually.
Exams are internationally recognised as providing robust
evidence of proficiency, and focus on assessing the skills
people need to perform and communicate successfully Trinity College London Graded
in real life. They are recognised by Ofqual and other
education authorities in countries around the world. Examinations in Communication
Skills (Grades 1 to 8)
Trinity College London Awards in QCF LEVEL:
Grades 1–3 = Level 1, Grades 4–5 = Level 2,
the Arts Grades 6–8 = Level 3
Explore = Entry 3, Bronze = Level 1, Silver = Level 2, Trinity Guildhall graded examinations in communication
Gold = Level 3 skills are designed to allow candidates to develop and
BACKGROUND: refine expertise in different registers of communication
The Arts Award recognises and celebrates young people’s through spoken English. These examinations assess a
development through the arts. Its objectives are to: candidate’s ability to engage with analytical and critical
concepts, to persuade, to negotiate, to summarise and to
g encourage young people to enjoy and take part in the communicate information, ideas and opinions in a variety
arts, now and throughout their lives of contexts.
g promote achievement in the arts among young people
g provide opportunities for collaborative work and
1918
leadership that will promote young people’s broader
personal development DATE OF FIRST AWARD:
g encourage young people to work independently, 1918
helping them to prepare for further education and
PREREQUISITES:
employment
None, but the syllabus is cumulative and entry assumes
help young people find progression routes in the arts
mastery of the previous grade.
g
g encourage new art forms, innovation and

experimentation NUMBER OF UNITS/STRUCTURE:
g help young people to develop creativity, leadership and Each grade comprises one unit.
communication skills. ASSESSMENT METHOD:
DATE OF FIRST TEACHING: 100% external assessment conducted by a Trinity
2006 examiner.
DATE OF FIRST AWARD: EXAMINATION TIMING:
2006 Examinations are available all year round.
PREREQUISITES: DATE OF RESULT PUBLICATION:
None, but Arts Award advisers should check candidate(s) Results are confirmed by issue of a certificate.
can work at the required level before beginning the GRADING SYSTEM:
awards. Distinction, Merit, Pass, Below Pass. Outcome statements
NUMBER OF UNITS/STRUCTURE: and criteria describing the various levels of achievement
Entry Level 3 and Level 1 comprise one unit, Level 2 and required for each attainment band are included in the
Level 3 comprise two units. syllabuses.
ASSESSMENT METHOD: QUALITY ASSURANCE:
Internal assessment externally moderated by Trinity. Marks entered onto report forms are analysed at Trinity’s
head office before results are confirmed by issue of a
EXAMINATION TIMING:
Certificate.
Assessments are available all year round.
Examiners are standardised annually and are observed
Results are confirmed by issue of a certificate. regularly by a senior examiner. A proportion of
examinations are recorded for the purpose of monitoring.
GRADING SYSTEM:
Pass, Below Pass. Outcome statements and criteria
describing the various levels of achievement required for
each level are included in the syllabus.
Trinity College London Diploma GRADING SYSTEM:

Pass/Merit/Distinction. The Pass mark is 50%; Merit is 65%
in Dance Teaching and Learning and Distinction is 75% and over.
(Children and Young People) QUALITY ASSURANCE:
Marks are analysed at Trinity’s head office before results
QUALIFICATION ABBREVIATION: are confirmed by issue of a Certificate. All assessors
DDTAL (CYP) for this Diploma are highly qualified. The assessors
QCF LEVEL: have knowledge in dance teaching and learning at
Level 6 post-graduate level or equivalent. They are fully trained
and standardised at an annual standardisation event,
BACKGROUND: which all assessors have to attend in order to continue
The Diploma is designed to be flexible to meet the needs their work on this Diploma.
of teachers of dance to children and young people at
different stages of their careers. It is recognised that there
will be many people who might be interested in taking this Trinity College London Associate
qualification for whom a training course is not relevant
given their previous experience and existing qualifications. and Licentiate Diplomas in Drama
Some people may, however, choose to undertake and Speech
the qualification as part of a continuing professional
development (CPD) programme. It is designed to address QUALIFICATION ABBREVIATION:
all these needs. ATCL and LTCL
QCF LEVEL:
The Diploma in Dance Teaching and Learning can be
undertaken in any dance style from Contemporary to Hip ATCL Diplomas are accredited at Level 4
Hop and from Ballet to Bharatanatyam. LTCL Diplomas are accredited at Level 6
BACKGROUND:
2010 Available in:
DATE OF FIRST AWARD: g ATCL Diploma in Performing (Speech and Drama)

2010 g LTCL Diploma in Performing (Speech and Drama)
g ATCL Diploma in Performing (Musical Theatre)
PREREQUISITES: g LTCL Diploma in Performing (Musical Theatre)
There are no formal prerequisite qualifications. However, it g ATCL Diploma in Performing (Performance Arts)
is likely the candidate will have completed dance training g ATCL Diploma in Communication Skills (Public
commensurate with a degree-level education in Dance Speaking)
that ensures that dance knowledge, performance and g LTCL Diploma in Communication Skills (Public
technical skills are at a high level. This does not preclude Speaking)
any candidate with significant experience in dance but no g LTCL Diploma in Performing (Performance Arts)
formal qualifications. g ATCL Diploma in Teaching (Speech and Drama)
The minimum age for undertaking this qualification is 18.
g LTCL Diploma in Teaching (Speech and Drama)
There is no maximum age limit.
g ATCL Diploma in Teaching (Theatre Arts)
g LTCL Diploma in Teaching (Musical Theatre)
NUMBER OF UNITS/STRUCTURE: g LTCL Diploma in Teaching (Performance Arts)
This qualification consists of four mandatory units which g LTCL Diploma in Teaching (Applied Drama)
must be passed for successful completion of the diploma. g ATCL Diploma in Teaching (Communication Skills)
ASSESSMENT METHOD:
g LTCL Diploma in Teaching (Communication Skills).
In order to pass each unit, the candidate must successfully DATE OF FIRST TEACHING:
demonstrate their knowledge of the learning outcomes in 2003
relation to their own practice and style of dance, or a style
of dance that they are interested in. Each unit is assessed
by a combination of coursework, oral examination, 2004
portfolio of evidence and practical examination. PREREQUISITES:
There are no formal prerequisites for the ATCL diploma
To be awarded the Diploma, all units must be passed
but candidates are advised to gain Grade 8 in Speech and
within three years of passing their first submitted unit of
Drama/Musical Theatre or equivalent.
the qualification. It is a requirement that Units 1-3 are
successfully completed before undertaking Unit 4. For entry to the LTCL diploma, candidates should be at a
EXAMINATION TIMING:
standard equivalent to ATCL.
Each unit is assessed in relation to the learning outcomes NUMBER OF UNITS/STRUCTURE:
and their related assessment criteria. Examination is Trinity qualifications are unitised according to discipline
available all year round. and level.
DATE OF RESULT PUBLICATION: ASSESSMENT METHOD:
On passing a unit the candidate will get notification of this 100% external assessment conducted by Trinity examiners.
pass along with a transcript which states the name of the
unit, the credit value and level. On achieving the whole EXAMINATION TIMING:
qualification the candidate will receive a certificate and a Examinations are available all year round.
completed transcript with full details of their award. DATE OF RESULT PUBLICATION:
Results are confirmed by issue of a certificate.
GRADING SYSTEM:
Distinction, Pass, Below Pass. Outcome statements and
Trinity College London Graded
criteria describing the various levels of achievement required Examinations in Individual
for each attainment band are included in the syllabuses.
Acting Skills/Acting in Pairs/
QUALITY ASSURANCE:
Shakespeare (Individual)/Musical
are confirmed by issue of a Certificate. A significant Theatre (Individual)/Musical
proportion of written examinations are double marked
and some performance examinations are recorded for
Theatre in Pairs/Performance Arts
the purpose of monitoring. Examiners are standardised (Individual)/Performance Arts in
annually and observed regularly by a senior examiner.
Pairs
QCF LEVEL:
Trinity College London Fellowship Grades 1–3 = Level 1, Grades 4–5 = Level 2,
Diplomas in Drama and Speech Grades 6–8 = Level 3
BACKGROUND:
Trinity’s graded examinations in drama are designed to
FTCL
encourage candidates from all countries and cultures to
QCF LEVEL: engage with as wide a variety of performance activities
Level 7 and materials as possible while developing their skills
within an integrated framework of assessment.
BACKGROUND:
Available in: They offer candidates opportunities to demonstrate
g FTCL Diploma in Performing (Speech and Drama) performance skills appropriate to their individual
g
FTCL Diploma in Performing (Musical Theatre) interests and aspirations. Graded examinations in drama
g FTCL Diploma in Performing (Performance Arts) are available as individual, pair and group assessments
g FTCL Diploma in Directing (Speech and Drama) (group option is not accredited by Ofqual) in acting,
g FTCL Diploma in Directing (Musical Theatre) Shakespeare, musical theatre, performance arts and
g FTCL Diploma in Directing (Performance Arts) world dramatists.
g FTCL Diploma in Education Studies (Speech and Drama) DATE OF FIRST TEACHING:
g FTCL Diploma in Education Studies (Musical Theatre) 1918
g FTCL Diploma in Education Studies (Performance Arts)
g FTCL Diploma in Education Studies (Communication
Skills) 1918
g FTCL Diploma in Education Studies (Applied Drama). PREREQUISITES:
1918 mastery of the previous grade.
DATE OF FIRST AWARD: NUMBER OF UNITS/STRUCTURE:

1918 Each grade comprises one unit.
LTCL Performing (Speech and Drama, Musical Theatre or 100% external assessment conducted by a Trinity
Performance Arts), LTCL Teaching or equivalent. examiner.
NUMBER OF UNITS/STRUCTURE: EXAMINATION TIMING:
Trinity qualifications are unitised. Examinations are available all year round.
ASSESSMENT METHOD: DATE OF RESULT PUBLICATION:
100% external assessment conducted by Trinity examiners. Results are confirmed by issue of a certificate.
Examinations are available all year round. Distinction, Merit, Pass, Below Pass. Outcome statements
DATE OF RESULT PUBLICATION: and criteria describing the various levels of achievement
Results are confirmed by issue of a certificate. required for each attainment band are included in the
syllabuses.
GRADING SYSTEM:
Awarded, Not Awarded. Outcome statements and criteria QUALITY ASSURANCE:
describing the level of achievement required are included Marks entered onto report forms are analysed at Trinity’s
in the syllabus. head office before results are confirmed by issue of a
QUALITY ASSURANCE: certificate.
Marks are analysed at Trinity’s head office before results Examiners are standardised annually and are observed
are confirmed by issue of a certificate. regularly by a senior examiner. A proportion of
A significant proportion of written examinations are double examinations are recorded for the purpose of monitoring.
marked and some performance examinations are recorded
for the purpose of monitoring.
Examiners are standardised annually and observed
regularly by a senior examiner.
Trinity College London Diploma in Trinity College London Associate

Teaching in the Lifelong Learning and Licentiate Diploma in Music
Sector (Dance) QUALIFICATION ABBREVIATION:
ATCL/AMusTCL or LTCL/LMusTCL
DTLLS (Dance) QCF LEVEL:
ATCL Diplomas are accredited at Level 4
QCF LEVEL:
LTCL Diplomas are accredited at Level 6
Level 5
BACKGROUND:
BACKGROUND:
The following awards are available:
The Diploma in Teaching in the Lifelong Learning Sector
(DTLLS) in Dance is designed to qualify teachers working g ATCL Diploma in Music Performance (ATCL Recital)
in institutions which offer dance education and training to g LTCL Diploma in Music Performance (LTCL Recital)
young people and adults in post-compulsory education. It g ATCL Diploma in Pro-Music Performance
gives Qualified Teacher Status in Learning and Skills (QTLS). g LTCL Diploma in Pro-Music Performance
New registrations for this qualification will close on 30 April
g AMusTCL Diploma in Music Literacy
2014.
g LMusTCL Diploma in Music Literacy
g LTCL Diploma in Music Composition
DATE OF FIRST TEACHING: g ATCL Diploma in Principles of Instrumental/Vocal
2008 Teaching
g LTCL Diploma in Instrumental/Vocal Teaching
2008
g LTCL Diploma in Music Teaching.
PREREQUISITES:
1877
Those who have successfully completed the Level 4 units and
met all the required learning outcomes will gain 60 credits at DATE OF FIRST AWARD:
Level 4 and will then be able to join any DTLLS programme 1877
at Level 5. Before candidates are accepted on the DTLLS,
there should be an initial assessment of their suitability for PREREQUISITES:
the proposed course of study. This must review: No prerequisites for ATCL or LTCL performance, but the
syllabus is cumulative and entry assumes mastery of the
g level and relevance of existing academic or vocational/ previous level.
professional qualifications – e.g. through a CV
g level of understanding of dance practice (where Equivalent standard to QCF Level 3 for entry to AMusTCL,
necessary a practical dance assessment is LMusTCL or LTCL Music Composition.
recommended)
Minimum age for ATCL Pro-Music Performance is 16.
g level of personal language, literacy, numeracy and ICT
skills and qualifications (see above) Minimum age for ATCL Principles of Instrumental/Vocal
g study skills support needs Teaching is 18.
g previous teaching experience and subjects taught
g motivation, needs, goals and time available for study Minimum age for LTCL Instrumental/Vocal Teaching is 21.
g access and other individual support needs, including NUMBER OF UNITS/STRUCTURE:
the involvement of colleagues from different subject Trinity qualifications are unitised.
specialisms where required
g Criminal Record Bureau checks where required. ASSESSMENT METHOD:
100% external assessment conducted by Trinity examiners.
This qualification comprises a number of mandatory units EXAMINATION TIMING:
and one optional unit. Examinations are available all year round.
This qualification involves a combination of internal and Results are confirmed by issue of a certificate.
external assessment. Internal assessments are externally
GRADING SYSTEM:
moderated by Trinity.
Distinction, Pass, Below Pass. Outcome statements and
EXAMINATION TIMING: criteria describing the various levels of achievement
Ongoing assessment during course. required for each attainment band are included in the
syllabuses.
Varies depending on the timing of the course. Certification QUALITY ASSURANCE:
will cease on 30 April 2015. Marks are analysed at Trinity’s head office before results
GRADING SYSTEM:
are confirmed by issue of a certificate.
Pass, Below Pass. Outcome statements and criteria Performance examinations are recorded.
describing the level of achievement required are included
in the syllabus. A proportion of written examinations are double-marked.
QUALITY ASSURANCE: Examiners are standardised annually and observed
Internal assessments are externally moderated by Trinity. regularly by a senior examiner.
External assessment is conducted by trained Trinity
assessors who are standardised annually.
Trinity College London Certificate They are available in the following subjects:
for Music Educators g FTCL Diploma in Music Performance (FTCL Recital)

g FMusTCL Diploma in Music Literacy
QUALIFICATION ABBREVIATION: g FTCL Diploma in Music Composition
CME g FTCL Diploma in Music Education.
QCF LEVEL: DATE OF FIRST TEACHING:
Level 4 1877
BACKGROUND: DATE OF FIRST AWARD:
The Trinity Level 4 Certificate for Music Educators (Trinity 1877
CME) is designed for music educators who work with
PREREQUISITES:
children and young people. It is supported by a flexible
programme of learning and will be offered by a network of Equivalent standard to QCF Level 6 for all Fellowship
Trinity CME centres. diplomas.
Detailed information can be obtained from Trinity College FTCL Music Education also requires at least two years’ full
(see Appendix A for contact details). time teaching experience, or four years’ part time.
DATE OF FIRST TEACHING: Dissertation topics for FMusTCL and FTCL Music Education
2014 must be approved prior to entry.
DATE OF FIRST AWARD: Minimum age for FTCL Music Education is 21.
2015
PREREQUISITES: Trinity qualifications are unitised.
None.
ASSESSMENT METHOD:
NUMBER OF UNITS/STRUCTURE: 100% external assessment conducted by Trinity examiners.
Six units as under the following headings:
EXAMINATION TIMING:
g understanding how children and young people learn Examinations are available all year round.
music
g planning, facilitating and evaluating their learning
g reflective practice and professional development
g promoting children and young people’s positive GRADING SYSTEM:
behaviour Approved, Not Approved. Outcome statements and criteria
g equality, diversity and inclusion describing the level of achievement required are included
g safeguarding. in the syllabus.
ASSESSMENT METHOD: QUALITY ASSURANCE:
Internal assessment validated by external Trinity assessors. Marks are analysed at Trinity’s head office before results
EXAMINATION TIMING: are confirmed by issue of a certificate.
Internally assessed by centres through a portfolio of Performance examinations are recorded and all FTCL
evidence, so no exam or single assessment point. performances are listened to in full by a senior examiner.
A proportion of written examinations are double marked.
GRADING SYSTEM: Examiners are standardised annually and observed
Pass or Below Pass. regularly by a senior examiner.
QUALITY ASSURANCE:
Centres must be validated before they can run the CME Trinity College London Graded
and are subject to regular inspections. Assessments made
by centres are sampled by Trinity using a risk based scale –
Examinations in Music
higher risk centres will have more assessments sampled, up Literacy/Theory
to 100% if necessary.
QCF LEVEL:
Grades 6–8 = Level 3
Trinity College London Fellowship BACKGROUND:
Diploma in Music Graded examinations in theory of music aim to provide
a solid foundation in music literacy: the conventions of
Western music notation, melody, rhythm and harmony.
FTCL/FMusTCL At the higher levels, these qualifications also assess basic
QCF LEVEL: knowledge of musical history, form and instrumental
Level 7 capabilities (e.g. range).
These diplomas demand higher level skills, including public 1877
concert standard performance, planning, development and DATE OF FIRST AWARD:
promotional abilities, and critical reflection. 1877

None, but the syllabus is cumulative and entry assumes 100% external assessment conducted by a Trinity
mastery of the previous grade. examiner.
NUMBER OF UNITS/STRUCTURE: EXAMINATION TIMING:
Each grade comprises one unit. Examinations are available all year round.
100% external assessment conducted by Trinity examiners. Results are confirmed by issue of a Certificate.
Examinations are available in May and November. Distinction, Merit, Pass, Below Pass. Outcome statements
and criteria describing the various levels of achievement
required for each attainment band are included in the
syllabuses.
GRADING SYSTEM:
Distinction, Merit, Pass, Below Pass. Outcome statements Grades 6–8 are allocated UCAS Tariff points as follows:
and criteria describing the various levels of achievement Grade UCAS Tariff points
required for each attainment band are included in the Grade 8 (Distinction) 75
syllabuses. Grade 8 (Merit) 70
Grade 8 (Pass) 55
Graded examinations in Music Literacy and Theory are Grade 7 (Distinction) 60
allocated UCAS Tariff points as follows: Grade 7 (Merit) 55
Grade 7 (Pass) 40
Grade 6 (Distinction) 45
Grade 6 (Merit) 40
Grade 8 (Merit) 25
Grade 6 (Pass) 25
Grade 8 (Pass) 20
Grade 7 (Merit) 15 For more information about the UCAS Tariff, please see
Grade 7 (Pass) 10 Appendix B.
QUALITY ASSURANCE:
Grade 6 (Merit) 10
Grade 6 (Pass) 5 Examiners are standardised annually and are observed
regularly by a senior examiner. A proportion of
For more information about the UCAS Tariff, please see examinations are recorded for the purpose of monitoring.
Appendix B.
QUALITY ASSURANCE: Trinity College London Graded
are confirmed by issue of a Certificate.
Examinations in Performing Text
QCF LEVEL:
A proportion of papers are double marked. Grades 1–3 = Level 1, Grades 4–5 = level 2,
Examiners are standardised annually. Grades 6–8 = Level 3
BACKGROUND:
The aim of Trinity’s graded examinations in speech is to
Trinity College London Graded provide an alternative to the speech and drama syllabus
Examinations in Music Performance for developing performance skills with candidates who
do not wish to demonstrate specific skills in acting. These
QCF LEVEL: examinations concentrate on performance of verse and
Grades 1–3 = Level 1, Grades 4–5 = Level 2, prose, and prepared and unprepared reading. They do
Grades 6–8 = Level 3 not require acting or improvisation but allow for the
development of interpretation and presentation skills.
BACKGROUND:
(Trinity also offers graded examinations in choral speaking,
Trinity’s graded examinations in music are offered in
which are not accredited by Ofqual as they involve group
45 instruments covering keyboard, strings, woodwind,
assessments).
brass, percussion and voice. They span eight grades and
the schemes of assessment are based upon a clearly DATE OF FIRST TEACHING:
defined syllabus of incremental standards and repertoire. 1918
DATE OF FIRST TEACHING: DATE OF FIRST AWARD:
1877 1918
DATE OF FIRST AWARD: PREREQUISITES:
1877 None, but the syllabus is cumulative and entry assumes
PREREQUISITES:
None, but the syllabus is cumulative and entry assumes NUMBER OF UNITS/STRUCTURE:
mastery of the previous grade. Each grade comprises one unit.
NUMBER OF UNITS/STRUCTURE: ASSESSMENT METHOD:
Each grade comprises one unit. 100% external assessment conducted by a Trinity examiner.
EXAMINATION TIMING:
Examinations are available all year round.
DATE OF RESULT PUBLICATION: and professional skills that an actor needs in order to
Results are confirmed by issue of a certificate. prepare for a varied and high-level performing career.
GRADING SYSTEM: Coursework will include acting in both live and recorded
Distinction, Merit, Pass, Below Pass. Outcome statements media, voice, movement, integrated studies and
and criteria describing the various levels of achievement professional development. Candidates need to audition
required for each attainment band are included in the successfully for a course that has been validated to provide
syllabuses. the Diploma by Trinity College London. Each validated
course has its own unique identity and will provide the
QUALITY ASSURANCE: Diploma within its own curriculum.
Marks entered onto report forms are analysed at Trinity’s
head office before results are confirmed by issue of a The Level 5 Diploma in Professional Acting provides the
certificate. successful candidate with 150 credits at Level 5.
Examiners are standardised annually and are observed DATE OF FIRST TEACHING:
regularly by a senior examiner. A proportion of 1999
examinations is recorded for the purpose of monitoring. PREREQUISITES:
Selection by audition.
Trinity College London Award in NUMBER OF UNITS/STRUCTURE:

The Diploma is a five-unit qualification in which candidates
Preparing to Teach in the Lifelong are required to have passed all five units to attain the
Learning Sector Diploma.
QUALIFICATION ABBREVIATION: ASSESSMENT METHOD:

PTLLS Units 1, 2, 3 and 5 are internally assessed by the course
provider and moderated by Trinity College London. Unit
QCF LEVEL: 4, the performance unit, is externally assessed by Trinity
Level 4 College London. However, it is expected that the course
BACKGROUND: provider will also assess Unit 4 internally.
This qualification provides a threshold licence to teach,
allowing individuals to apply for full teaching roles as ESOL The assessment method consists of the following:
teachers in the lifelong learning sector. coursework, oral examination, portfolio of evidence,
practical demonstration/assignment, practical examination.
2008 EXAMINATION TIMING:
Ongoing assessment during course – external assessment
conducted at the end of the course.
2008
PREREQUISITES:
See syllabus. End of summer term.
NUMBER OF UNITS/STRUCTURE: GRADING SYSTEM:

This is a single unit qualification. Pass/Fail
ASSESSMENT METHOD: Outcome statements and criteria describing the level of

This qualification is internally assessed and externally achievement required are included in the syllabus.
EXAMINATION TIMING:
Ongoing assessment during course.
Trinity College London Diploma in
Professional Dance (Classical Ballet
Varies depending on the timing of the course. or Contemporary Dance)
Pass, Below Pass. Outcome statements and criteria Level 5
BACKGROUND:
in the syllabus.
This is a two year vocational qualification. The emphasis
QUALITY ASSURANCE: of the qualification is on the artistic, creative, technical
Internal assessments are externally moderated by Trinity. and professional skills that a dancer needs in order to
External moderation is conducted by trained Trinity fully prepare for a varied, sustainable and high level
examiners who are standardised annually. performing career in professional dance. Coursework will
require candidates to major in either classical ballet or
contemporary dance, with a secondary dance discipline
Trinity College London Diploma in as a minor subject, plus supporting studies. Candidates
Professional Acting need to audition successfully for a course that has been
validated to provide the Diploma by Trinity College
QCF LEVEL: London. Each validated course has its own unique identity
Level 5 and will provide the Diploma within its own curriculum.
BACKGROUND: The Level 5 Diploma in Professional Dance (Classical Ballet
This is typically a one-year vocational course with the or Contemporary Dance) provides the successful candidate
emphasis of the course on the artistic, creative, technical with 255 credits at Level 5.

1999 1999
DATE OF FIRST AWARD: DATE OF FIRST AWARD:
2001 2001
PREREQUISITES: PREREQUISITES:
Selection by audition. Selection by audition and interview
The Diploma is a unit-based qualification in which Each diploma comprises four units.
candidates are required to have passed either Units 1 or 2
(optional choice) and Units 3, 4 and 5. ASSESSMENT METHOD:
Combination of internal assessment externally moderated
ASSESSMENT METHOD:
by Trinity and external assessment conducted by a Trinity
Units 1, 2, 3 and 5 are internally assessed by the course
assessor.
provider and moderated by Trinity College London. Unit
4, the performance unit, is externally assessed by Trinity EXAMINATION TIMING:
College London. However, it is expected that the course Ongoing assessment during course – external assessment
provider will also assess Unit 4 internally. is conducted at the end of the course.
The assessment methods consist of the following: DATE OF RESULT PUBLICATION:
coursework, oral examination, portfolio of evidence, End of summer term.
practical demonstration/assignment, practical
examination. Note: Music and Theatre Production Skills will be
withdrawn from the register in summer 2014.
EXAMINATION TIMING:
Ongoing assessment during course – external assessment GRADING SYSTEM:
conducted at the end of the course. Pass, Below Pass. Outcome statements and criteria
DATE OF RESULT PUBLICATION: in the syllabus.
End of summer term.
QUALITY ASSURANCE:
GRADING SYSTEM:
Internal assessments are externally moderated by Trinity.
Pass, Fail. Outcome statements and criteria describing the External assessment is conducted by trained Trinity
level of achievement required are included in the syllabus. assessors who are standardised annually.
QUALITY ASSURANCE:
Internal assessments are externally moderated by Trinity. These qualifications provide a progression route to the
External assessment is conducted by trained Trinity performing arts sector.
assessors who are standardised annually.
Trinity College London Graded
Trinity College London Diploma in Examinations in Rock & Pop
Professional Acting/Dance/Music/ QCF LEVEL:
Theatre Production Skills Grades 6–8 = Level 3
Level 6 Trinity’s graded examinations in rock & pop are offered for
BACKGROUND: bass, drums, guitar, keyboards and vocals. They span eight
The overall aim of the full suite of qualifications is to grades and the schemes of assessment are based upon
give formal recognition to the skills, knowledge and a clearly defined syllabus of incremental standards and
understanding acquired by students in their training for repertoire.
employment as professional dancers, actors, performing DATE OF FIRST TEACHING:
artists in musical theatre and those engaged in production 2012
roles supporting performance. The objectives of each
qualification are that, in each of the given specialisations, DATE OF FIRST AWARD:
successful students will demonstrate that they have 2012
acquired:
PREREQUISITES:
g imaginative, expressive and technical skills as creative None, but the syllabus is cumulative and entry assumes
artists mastery of the previous grade.
g professional employment skills and a relevant NUMBER OF UNITS/STRUCTURE:
knowledge of the industry Each grade comprises one unit.
g the ability to reflect critically on their subject and
appraise their own practice ASSESSMENT METHOD:
g personal skills and qualities that will enhance their 100% external assessment conducted by a Trinity
professional and personal lives examiner.
g adequate preparation for a varied career in the
EXAMINATION TIMING:
professional arts and entertainment industry.
The following awards are available: Diploma in DATE OF RESULT PUBLICATION:
Professional Dance, Diploma in Professional Musical Results are confirmed by issue of a certificate.
Theatre, Diploma in Professional Production Skills.
GRADING SYSTEM: DATE OF RESULT PUBLICATION:

Distinction, Merit, Pass, Below Pass. Outcome statements Results are confirmed by issue of a certificate. Certification
and criteria describing the various levels of achievement will cease on 31 March 2015.
required for each attainment band are included in the
GRADING SYSTEM:
syllabuses.
Distinction, Merit, Pass, Below Pass. Outcome statements
Grades 6–8 are allocated UCAS Tariff points as follows: and criteria describing the level of achievement required
Grade 8 (Distinction) 75 QUALITY ASSURANCE:
Grade 8 (Merit) 70 External assessment is conducted by trained Trinity
Grade 8 (Pass) 55 assessors who are standardised annually.
Grade 7 (Merit)
Grade 7 (Pass)
55
40 Trinity Guildhall College London
Grade 6 (Distinction) 45 Graded Examinations in Speech
Grade 6 (Merit) 40
Grade 6 (Pass) 25 and Drama
QCF LEVEL:
For more information about the UCAS Tariff, please see Grades 1–3 = Level 1, Grades 4–5 = Level 2,
Appendix B. Grades 6–8 = Level 3
Examiners are standardised annually and are observed The aim of Trinity’s graded examinations in speech and
regularly by a senior examiner. A proportion of drama is to provide a scheme of assessment against which
examinations are recorded for the purpose of monitoring. candidates, teachers and parents may measure progress
and development, whether towards professional training or
as a leisure activity.
These qualifications facilitate progression to the next level
of the QCF. DATE OF FIRST TEACHING:
1918
Trinity College London Certificate in 1918
Safe and Effective Dance Practice PREREQUISITES:
QCF LEVEL:
Level 5
BACKGROUND:
Each grade comprises one unit.
This qualification/certification ensures that candidates have
good knowledge of all the elements that make up safe ASSESSMENT METHOD:
and effective dance practice. These include basic anatomy 100% external assessment conducted by a Trinity examiner.
and physiology, nutrition, injury management, appropriate
EXAMINATION TIMING:
resources, etc. Upon completion of this certificate, a dance
practitioner (eg teacher, director, choreographer) will be able
to apply the principles of safe and effective dance practice to DATE OF RESULT PUBLICATION:
the design and delivery of a dance session. Results are confirmed by issue of a certificate within eight
weeks of the examination.
New registrations for this qualification closed on 31 December
2013. GRADING SYSTEM:
Distinction, Merit, Pass, Below Pass. Outcome statements
DATE OF FIRST TEACHING: and criteria describing the various levels of achievement
2009 required for each attainment band are included in the
DATE OF FIRST AWARD: syllabuses.
2009
From 2008 Grades 6–8 are allocated UCAS Tariff points as
PREREQUISITES: follows:
None, but most candidates will have had professional
dance training and/or professional dance experience,
for example as a dance teacher, rehearsal director, Grade 8 (Merit) 60
professional dancer or community dance practitioner. Grade 8 (Pass) 45
NUMBER OF UNITS/STRUCTURE: Grade 7 (Distinction) 55
Grade 7 (Merit) 50
This qualification comprises two units.
Grade 7 (Pass) 35
ASSESSMENT METHOD: Grade 6 (Distinction) 40
This qualification is 100% externally assessed. Grade 6 (Merit) 35
Grade 6 (Pass) 20
EXAMINATION TIMING:
Examinations are available all year round. For more information about the UCAS Tariff, please see
Appendix B.

Marks entered onto report forms are analysed at Trinity’s This qualification is designed for the trainee with little or
head office before results are confirmed by issue of a no experience of teaching English in the contemporary
certificate. ESOL classroom but with a high level of competence in
spoken and written English, whether English is the first,
Examiners are standardised annually and are observed
second or a foreign language for the trainee. It equips him
regularly by a senior examiner. A proportion of
or her with the most basic skills and knowledge needed to
examinations is recorded for the purpose of monitoring.
take up a post as a TESOL teacher and give him or her a
firm foundation for self-evaluation and further professional
Trinity College London Diploma development.
in Teaching English (ESOL) in the DATE OF FIRST TEACHING:

1980
Lifelong Learning Sector DATE OF FIRST AWARD:
QCF LEVEL: 1980
Level 5 PREREQUISITES:
BACKGROUND: g as a minimum, qualifications for entry to higher
This qualification is designed for candidates who wish to education in the UK or applicant’s own education
obtain relevant qualifications for working as full role ESOL systems
teachers in the lifelong learning sector. g competence in written and spoken English appropriate
to a teacher of English, whether English is applicant’s
It is also suitable as a stand-alone qualification for first, second or foreign language: the varieties of
candidates who already possess a relevant generic written and spoken English deemed appropriate for a
teaching qualification (e.g. PGCE) or those wishing to take teacher of English include regional and world varieties
it as part of a larger qualification. as well as British Standard English and Received
DATE OF FIRST TEACHING: Pronunciation, but successful applicants’ levels of
2008 competence in English must be of a standard sufficient
to enable them to perform the function of role models
DATE OF FIRST AWARD: as language teachers
2008 g an awareness of the significance of the structure and
PREREQUISITES: functions of English in teaching the language
See syllabus. g willingness to work cooperatively as a member of the
whole training group and respond constructively to
NUMBER OF UNITS/STRUCTURE: feedback on personal performance
This qualification comprises two mandatory units and one g potential for combined study including language
optional unit selected from a group of two. analysis and practical training that is rigorous and
ASSESSMENT METHOD: demanding of time, energy and emotional stamina:
This qualification involves a combination of internal and full-time intensive and part-time extensive courses make
external assessment. Internal assessments are externally rather different demands on trainees in this respect
g any other areas of experience or competence,
demonstrated through tests or tasks not specified by
EXAMINATION TIMING: Trinity.
DATE OF RESULT PUBLICATION: This qualification comprises five units.
Varies depending on the timing of the course.
ASSESSMENT METHOD:
GRADING SYSTEM: This qualification is internally assessed and externally
Pass, Below Pass. Outcome statements and criteria moderated by Trinity.
in the syllabus. EXAMINATION TIMING:
QUALITY ASSURANCE:
Internal assessments are externally moderated by Trinity. DATE OF RESULT PUBLICATION:
GRADING SYSTEM:
examiners who are standardised annually.
Trinity College London Certificate in the syllabus.
in Teaching English to Speakers of QUALITY ASSURANCE:

Internal assessments are externally moderated by Trinity.
Other Languages
External moderation is conducted by trained Trinity
QUALIFICATION ABBREVIATION: moderators who are standardised annually.
Cert TESOL
QCF LEVEL:
Level 5
Trinity College London Licentiate g all claimed ESOL teaching experience must have
occurred within the five years prior to the interview for
Diploma in Teaching English to the course.
Speakers of Other Languages g the candidate must have had no more than one year’s
break from ESOL teaching immediately prior to the
QUALIFICATION ABBREVIATION: start of the course
LTCL Dip TESOL g a minimum of 75% of claimed teaching experience
must be with classes. 25% may have been with one-
QCF LEVEL:
to-one learners. Candidates with recent experience
Level 7
predominantly of one-to-one teaching, not exceeding
BACKGROUND: 25% of total teaching experience claimed, are advised
The LTCL Diploma TESOL is designed to encourage the that the examinations involve the teaching of classes
acquisition and development of professional knowledge and that they must therefore refresh or develop their
and expertise, as well as the refinement of practical full-class teaching skills before attempting the course.
teaching skills. The aims of the Diploma are as follows:
g to enhance teachers’ knowledge of contextual issues This qualification comprises four units.
concerning the teaching of English to speakers of other ASSESSMENT METHOD:
languages Units 1 and 3 are externally assessed by Trinity. Units 2
g to refine and extend their ability to employ a variety of and 4 are internally assessed and externally moderated by
practical skills Trinity.
g to develop their knowledge and skills to a point where
they become effective practitioners in a range of EXAMINATION TIMING:
known and unpredicted TESOL teaching situations Ongoing assessment during course – external assessment
without supervision conducted by Trinity according to each unit.
g to recognise and confirm their achievements in the DATE OF RESULT PUBLICATION:
above areas Varies depending on approach to study.
g to extend their motivation and inform their strategies
for continuing professional development GRADING SYSTEM:
g to contribute to the development internationally of Distinction, Merit, Pass, Below Pass. Outcome statements
TESOL as a mature, qualified and regulated profession and criteria describing the level of achievement required
and act as a benchmark for employers and others with are included in the syllabus.
concern for the quality of TESOL. QUALITY ASSURANCE:
DATE OF FIRST TEACHING: Internal assessments are externally moderated by Trinity.
1975
DATE OF FIRST AWARD: examiners who are standardised annually.
1976
PREREQUISITES:
Candidates for the LTCL Diploma TESOL examinations
Trinity College London Diploma in
Teaching in the Lifelong Learning
g
must have a degree or equivalent. This could be

another type of qualification which shows evidence
of sustained academic study which would potentially
Sector (ESOL)
enable the candidate to cope successfully with the QUALIFICATION ABBREVIATION:
requirements of the LTCL Diploma. (Applicants who DTLLS (ESOL)
do not possess a degree, but rather ‘an equivalent’
QCF LEVEL:
must be tested more stringently at interview, and an
enhanced written task submitted as an Appendix) Level 5
g an initial formal TESOL training (eg CertTESOL or BACKGROUND:
equivalent) is highly recommended, but not essential This qualification is a requirement for ESOL teachers
g language skills — candidates should demonstrate working in a full teaching role within the lifelong learning
an awareness of, and interest in, language and have sector.
a high level of competence in English, in listening,
speaking, reading and writing skills, that is appropriate
to fully qualified teachers of English and which will 2008
enable them to follow the course successfully DATE OF FIRST AWARD:
g candidates should demonstrate an interest in, and 2008
aptitude for, the development of teaching ability at
PREREQUISITES:
an advanced level with a wide range of learners, and
the capacity for advanced study of the principles See syllabus.
underlying language acquisition, learning and teaching NUMBER OF UNITS/STRUCTURE:
g the LTCL Diploma TESOL examinations lead to This qualification comprises a number of mandatory units
qualifications which are intended for experienced and one optional unit.
and (normally) practising ESOL teachers. The ESOL
ASSESSMENT METHOD:
teaching experience requirement prior to the course
start is two years full-time. In the case of part-time This qualification involves a combination of internal and
teachers the same minimum quantity of teaching external assessment. Internal assessments are externally
experience may be accumulated over a longer period moderated by Trinity.
EXAMINATION TIMING: Working experience:

Ongoing assessment during course. minimum of two years’ full-time English language
g

teaching or equivalent in part-time teaching, of
Varies depending on the timing of the course. appropriate classes; one-to-one teaching not included
in this minimum
GRADING SYSTEM:
and in addition
describing the level of achievement required are included g minimum of three years’ working experience to
in the syllabus. include significant duties over and above English
language teaching (this requirement may have
QUALITY ASSURANCE:
already been offered by candidates in lieu of any of
Internal assessments are externally moderated by Trinity. the qualifications listed above but could be of lesser
External assessment is conducted by trained Trinity responsibility).
examiners who are standardised annually. English language skills:
Applicants must have a level of English language
competence in speaking, listening, reading and writing
Trinity College London Fellowship equivalent to that of an educated (degree level) speaker
Diploma in TESOL Education of English as a first language or for those for whom English
is a second or foreign language, one or more of the
Studies (FTCL) following:
QUALIFICATION ABBREVIATION: g Trinity Graded Examinations in Spoken English: grade 10
FTCL TESOL g Trinity Integrated Skills in English: Level III
QCF LEVEL: g Cambridge ESOL: Certificate of Proficiency in English,
Level 7 Certificate in Advanced English
g Cambridge ESOL IELTS: minimum band 7.0 in all skills
BACKGROUND: g City and Guilds Advanced ESOL examination
The qualification aims to encourage candidates in the g TOEFL: minimum score 650.
following and assess their achievement:
g to describe and contextualise the design and This qualification comprises two units.
implementation of an appropriate project in a
structured and principled manner, giving consideration ASSESSMENT METHOD:
to the immediate and wider educational contexts, 100% external assessment conducted by Trinity examiners.
recent and relevant theoretical issues and current EXAMINATION TIMING:
practice; the project should be either one being Assessments are available all year round.
implemented at the present time or implemented
during the four years prior to registration with Trinity DATE OF RESULT PUBLICATION:
g to reflect critically on the work undertaken and propose Results are confirmed by issue of a certificate.
adaptations as relevant GRADING SYSTEM:
g to contribute to the documented archive of the English Merit, Pass, Below Pass. Outcome statements and criteria
language profession in a way that is developmental describing the level of achievement required are included
and stimulating for other participants. in the syllabus.
DATE OF FIRST TEACHING: QUALITY ASSURANCE:
2008 External assessment is conducted by trained Trinity
DATE OF FIRST AWARD: examiners who are standardised annually.
N/A
PREREQUISITES: University of West London
Academic qualifications/alternative relevant
experience: Qualifications/London College of
LTCL Diploma TESOL or equivalent qualification Music Examinations
(e.g. C.ESOL DELTA, PGCE with specialisation in TESOL),
MA in TESOL, Applied Linguistics, Language and Education. London College of Music (LCM) has offered examinations
or in music and in speech, drama and communication
for over 100 years. In 1991 it became part of Thames
minimum of three years’ experience of appropriate subject Valley University (TVU), which was renamed University
area(s) at a senior level – e.g: of West London (UWL) in 2011. LCM Examinations are
awarded and certificated by University of West London
g senior teacher and/or trainer in a language teaching
Qualifications (UWLQ).
school, college or university
g university lecturer in appropriate subject areas LCM Examinations offers qualifications in a wide range
g curriculum/syllabus designer of subjects, including piano, voice, organ, orchestral
g qualifications designer instruments, electronic keyboard and organ, jazz
g course designer (language or training) instruments, music theatre, popular music vocals, percussion
g manager of accreditation in an educational and a selection of speech, drama and communication
organisation options; and validates the acoustic, rock, electric and bass
g inspector on an educational inspection scheme guitar examinations of the Registry of Guitar Tutors.
g academic or business manager, or chief examiner, with
an awarding body/examinations board.
LCM Examinations caters for candidates of all levels: UWLQ Associate of the London
from introductory ‘Steps’ examinations for beginners,
through eight grades, to professional diplomas. Diplomas College of Music in Teaching
are available for both performers and teachers, and are QUALIFICATION ABBREVIATION:
offered at four levels: Diploma of the London College ALCM (TD)
of Music (DipLCM), Associate of the London College of
Music (ALCM), Licentiate of the London College of Music QCF LEVEL:
(LLCM) and Fellow of the London College of Music (FLCM). Level 5 (music subjects only)
Diploma holders are entitled to append the appropriate BACKGROUND:
letters after their names. Subjects: piano, pipe organ, electronic keyboard, electronic
The grades range from Level 1 to Level 3 of the QCF, and organ, flute, clarinet, oboe, bassoon, recorder, classical
are assessed against strict criteria at three levels: Pass, saxophone, French horn, trumpet, cornet, flugelhorn,
Merit and Distinction. The DipLCM is pitched at HE level trombone, tuba, violin, viola, cello, double bass, classical
1, the ALCM at HE level 2, the LLCM at HE level 3, and the guitar, electric guitar, percussion, singing, Irish traditional
FLCM at HE level M. music, Scottish traditional music, speech and drama, music
theatre.
LCM’s graded examinations, and diplomas in music
PREREQUISITES:
performance and teaching, are accredited by Ofqual.
Music Subjects: depends on option chosen.
Accredited qualifications at Grade 6–8 offered by LCM Drama and communication subjects: Grade 8.
Examinations attract UCAS Tariff points. ASSESSMENT METHOD:
Practical examination and written submission (all external).
UWLQ Associate of the London EXAMINATION TIMING:

Examinations are held throughout the year.
College of Music in Performance
GRADING SYSTEM:
QUALIFICATION ABBREVIATION: Pass (75%)
ALCM
QCF LEVEL: UWLQ Diploma of the London
Level 5 (music subjects only)
College of Music in Performance
BACKGROUND:
Subjects: piano, jazz piano, pipe organ, electronic QUALIFICATION ABBREVIATION:
keyboard, electronic organ, flute, clarinet, oboe, bassoon, DipLCM
recorder, classical saxophone, jazz flute, jazz clarinet, jazz QCF LEVEL:
saxophone, French horn, trumpet, cornet, flugelhorn, Level 4 (music subjects only)
trombone, tuba, jazz trumpet, jazz trombone, violin, viola,
BACKGROUND:
cello, double bass, classical guitar, percussion, singing, Irish
traditional music, Scottish traditional music, church music, Subjects: piano, jazz piano, pipe organ, electronic
speech and drama, acting, reading recital, verse speaking, keyboard, electronic organ, flute, clarinet, oboe, bassoon,
public speaking, communication, spoken English in religion, recorder, classical saxophone, jazz flute, jazz clarinet, jazz
music theatre. saxophone, French horn, trumpet, cornet, flugelhorn,
trombone, tuba, jazz trumpet, jazz trombone, violin, viola,
PREREQUISITES: cello, double bass, classical guitar, percussion, singing, Irish
Music subjects: depends on option chosen. traditional music, Scottish traditional music, music theatre,
Drama and communication subjects: Grade 8. speech and drama, verse speaking, acting, spoken English
ASSESSMENT METHOD: in religion, reading aloud, oral communication, personal
Practical examination, plus written submission for certain and professional communication.
options (all external). PREREQUISITES:
EXAMINATION TIMING: Music subjects: Grade 5 Theory of Music.
Examinations are held throughout the year. Drama and Communication subjects: Grade 8 Practical.
GRADING SYSTEM: ASSESSMENT METHOD:
Pass (75%) Practical examination (all external).
EXAMINATION TIMING:
GRADING SYSTEM:
Pass (75%)
UWLQ Diploma of the London BACKGROUND:

Subjects: acting, duologue, group performance, music
College of Music in Teaching theatre.
QUALIFICATION ABBREVIATION: ASSESSMENT METHOD:
DipLCM (TD) Practical examination (all external).
QCF LEVEL: EXAMINATION TIMING:
Level 4 (music subjects only) Examinations are held throughout the year.
Subjects: piano, jazz piano, pipe organ, electronic keyboard, Pass (65%), Merit (75%), Distinction (85%)
electronic organ, flute, clarinet, oboe, bassoon, recorder,
UWLQ graded examinations in Drama have been allocated
classical saxophone, jazz flute, jazz clarinet, jazz saxophone,
UCAS Tariff points for grades 6–8 as follows:
French horn, trumpet, cornet, flugelhorn, trombone, tuba,
jazz trumpet, jazz trombone, violin, viola, cello, double bass, Grade UCAS Tariff points
classical guitar, electric guitar, percussion, singing, Irish Grade 8 (Distinction) 65
traditional music, Scottish traditional music, speech and Grade 8 (Merit) 60
drama, music theatre. Grade 8 (Pass) 45
PREREQUISITES: Grade 7 (Merit) 50
Grade 5 Theory of Music. Grade 7 (Pass) 35
ASSESSMENT METHOD: Grade 6 (Distinction) 40
Grade 6 (Merit) 35
Practical examination (all external).
Grade 6 (Pass) 20
EXAMINATION TIMING:
Examinations are held throughout the year. For more information about the UCAS Tariff, please see
Appendix B.
GRADING SYSTEM:
Pass (75%)
UWLQ Graded Examinations in
UWLQ Fellowship of the London Music Literacy
College of Music in Performance QCF LEVEL:
QUALIFICATION ABBREVIATION: Grades 1–3 = Level 1
FLCM Grades 4–5 = Level 2
QCF LEVEL:
Level 7 (music subjects only) BACKGROUND:
BACKGROUND:
Subjects available: theory of music, popular music theory.
Subjects: piano, jazz piano, pipe organ, electronic ASSESSMENT METHOD:
keyboard, electronic organ, flute, clarinet, oboe, bassoon, Written examination (all external).
recorder, classical saxophone, jazz flute, jazz clarinet, jazz
GRADING SYSTEM:
saxophone, French horn, trumpet, cornet, flugelhorn,
trombone, tuba, jazz trumpet, jazz trombone, violin, viola, Pass (65%), Merit (75%), Distinction (85%)
cello, double bass, classical guitar, percussion, singing, Irish UWLQ graded examinations in Music Literacy have been
traditional music, Scottish traditional music, church music, allocated UCAS Tariff points for grades 6–8 as follows:
speech and drama.
PREREQUISITES: Grade 8 (Distinction) 30
LLCM Grade 8 (Merit) 25
ASSESSMENT METHOD: Grade 8 (Pass) 20
Practical examination (all external).
Grade 7 (Merit) 15
EXAMINATION TIMING: Grade 7 (Pass) 10
Examinations are held throughout the year. Grade 6 (Distinction) 15
Grade 6 (Merit) 10
GRADING SYSTEM: Grade 6 (Pass) 5
Approved/Not Approved.
Appendix B.
Drama
QCF LEVEL:
Grades 1–3 (Acting, Music Theatre) = Level 1
Music Performance
Grades 4–5 (Acting, Music Theatre) = Level 2 QCF LEVEL:
Grades 6–8 (Acting, Music Theatre) = Level 3 Grades 1–3 = Level 1
BACKGROUND:
Subjects: piano, jazz piano, electronic keyboard, electronic
organ, flute, clarinet, oboe, bassoon, recorder, classical Speech and Drama
saxophone, jazz flute, jazz clarinet, jazz saxophone, French
horn, trumpet, cornet, flugelhorn, trombone, tuba, jazz QCF LEVEL:
trumpet, jazz trombone, violin, viola, cello, double bass, Grades 1–3 = Level 1
classical guitar, electric guitar, bass guitar, acoustic guitar, Grades 4–5 = Level 2
rock guitar, drum kit, tuned percussion, timpani, singing, Grades 6–8 = Level 3
popular music vocals, Irish traditional music, Scottish ASSESSMENT METHOD:
traditional music, church music. Practical examination (all external)
ASSESSMENT METHOD: EXAMINATION TIMING:
Practical examination (all external). Examinations are held throughout the year.
Examinations are held throughout the year. Pass (65%), Merit (75%), Distinction (85%)
GRADING SYSTEM:
UWLQ graded examinations in Speech and Drama have
Pass (65%), Merit (75%), Distinction (85%)
been allocated UCAS Tariff points for grades 6–8 as
UWLQ graded examinations in Music Performance have follows:
been allocated UCAS Tariff points for grades 6–8 as follows: Grade UCAS Tariff points
Grade UCAS Tariff points Grade 8 (Distinction) 65
Grade 8 (Distinction) 75 Grade 8 (Merit) 60
Grade 8 (Merit) 70 Grade 8 (Pass) 45
Grade 8 (Pass) 55 Grade 7 (Distinction) 55
Grade 7 (Pass) 40 Grade 6 (Distinction) 40
Grade 6 (Pass) 25
For more information about the UCAS Tariff, please see Appendix B.
Appendix B.
UWLQ Licentiate of the London

UWLQ Graded Examinations in College of Music in Performance
Speech
QCF LEVEL: LLCM
QCF LEVEL:
Level 6 (music subjects only)
BACKGROUND:
BACKGROUND:
Subjects: piano, jazz piano, pipe organ, electronic
Subjects available: verse speaking, reading aloud, oral
keyboard, electronic organ, flute, clarinet, oboe, bassoon,
communication.
recorder, classical saxophone, jazz flute, jazz clarinet, jazz
ASSESSMENT METHOD: saxophone, French horn, trumpet, cornet, flugelhorn,
Practical examination (all external). trombone, tuba, jazz trumpet, jazz trombone, violin, viola,
cello, double bass, classical guitar, percussion, singing, Irish
EXAMINATION TIMING:
traditional music, Scottish traditional music, church music,
speech and drama, acting, public speaking, verse speaking,
GRADING SYSTEM: reading recital, spoken English in religion, music theatre.
Pass (65%), Merit (75%), Distinction (85%)
PREREQUISITES:
UWLQ graded examinations in Speech have been ALCM
allocated UCAS Tariff points for grades 6–8 as follows: ASSESSMENT METHOD:
Grade UCAS Tariff points Music subjects: practical examination (all external).
Grade 8 (Distinction) 65 Drama and communication subjects: practical examination
Grade 8 (Merit) 60 and written submission (all external).
Grade 8 (Pass) 45
EXAMINATION TIMING:
Grade 7 (Merit) 50
Grade 7 (Pass) 35 GRADING SYSTEM:
Grade 6 (Distinction) 40 Pass (75%)
Grade 6 (Merit) 35
Grade 6 (Pass) 20

Appendix B.
UWLQ Licentiate of the London PREREQUISITES:

Generally, there are no entry requirements laid down
College of Music in Teaching (e.g. formal qualifications from school or further education)
but in certain cases, a minimum level of basic education or
language may be required – in some cases the awarding
LLCM (TD) body may expect a candidate to have achieved the
QCF LEVEL: (equivalent of the) level below that which is being applied
Level 6 (music subjects only) for prior to entry.
Subjects: piano, pipe organ, electronic keyboard, electronic Qualifications vary in size – usually defined by a
organ, flute, clarinet, oboe, bassoon, recorder, classical recommended number of guided learning hours (GLH) for
saxophone, French horn, trumpet, cornet, flugelhorn, NQF qualifications, and a specified number of credits for
trombone, tuba, violin, viola, cello, double bass, classical QCF qualifications. There is no limit to the number of units
guitar, electric guitar, percussion, singing, Irish traditional in a qualification, but practicalities determine a sensible
music, Scottish traditional music, speech and drama, music amount.
theatre.
Most VRQs are defined as Awards/Certificates/Diplomas at
PREREQUISITES: each level and the structure can be all mandatory or made
Music subjects: ALCM or ALCM (TD). up of a set of mandatory units and a set of optional units
Drama and communication subjects: ALCM in Teaching. from which to choose the rest.
ASSESSMENT METHOD: ASSESSMENT METHOD:
Practical examination and written submission (all external). All VRQs must include a form of independent assessment
or an alternative approved by the regulatory authorities
EXAMINATION TIMING:
and all methods used must be appropriate to the
qualification type. They must:
GRADING SYSTEM:
Pass (75%)
g be fit for purpose in that they provide a valid measure
of the required skills, knowledge and understanding
and/or competence
Vocationally Related Qualifications g provide opportunities for candidates to demonstrate
QUALIFICATION ABBREVIATION: their abilities to meet a full range of requirements
VRQs
g also be manageable and cost-effective as well as being
free from covert or overt discrimination in wording or
NQF/QCF LEVEL: content.
Levels 1, 2 and 3
EXAMINATION TIMING:
BACKGROUND: Most qualifications are available on demand, with some
VRQs are available in a wide variety of vocational areas. fixed-date assessment sessions. This depends on individual
Qualification suites include Health, Public Services and centres, many of which are colleges and may have specific
Care/Science and Mathematics; Agriculture, Horticulture times of the year for assessment. Online assessment is
and Animal Care/Engineering and Manufacturing becoming more and more common and this can be done
Technologies/Construction, Planning and the Built at any time in any place. As with all assessment it must be
Environment/ICT/Retail and Commercial Enterprise/ appropriate to the qualification itself.
Leisure, Travel and Tourism/Arts, Media and Publishing/
History, Philosophy and Theology/Social Sciences/ DATE OF RESULT PUBLICATION:
Languages, Literature and Culture/Education and Training/ Ongoing
Preparing for Life and Work/Business, Administration GRADING SYSTEM:
and Law. More than 100 awarding organisations offer Qualifications and their composite units are graded.
VRQs including AQA, City & Guilds, Edexcel, EDI, NCFE, QUALITY ASSURANCE:
NOCN, Ascentis and OCR. Full details of all accredited Ofqual evaluates qualifications and the organisations
qualifications and awarding organisations can be found that award them against nationally established criteria. It
at the Register of Regulated Qualifications (http://register. formally recognises awarding organisations by checking
ofqual.gov.uk). they have adequate resources to award their qualifications.
The subject matter of the units and the qualification must Ofqual also runs an accreditation system that ensures the
support the qualification’s purpose. It must: qualifications awarded by recognised bodies meet specific
criteria.
g specify the knowledge, skills and/or understanding
required, giving a clear indication of coverage and
All suites of qualifications offer clear progression routes,
depth
where appropriate, to further education or training and/or
g be expressed in terms of what a successful candidate
employment opportunities. They are also supported by the
will have learned or will be able to do (outcomes)
appropriate Standards Setting Body/Council where one exists.
g refer to any relevant National Occupational Standards
or to professional standards if it is employment
related or attests to competence in an occupation or
profession
g comply with subject/sector criteria where these exist
and be accurate and up-to-date.
Welsh Baccalaureate Advanced ASSESSMENT METHOD:

For the Core, candidates are assessed through:
Diploma g Key/Essential Skills Wales portfolios
QUALIFICATION ABBREVIATION: g an Individual Investigation at Level 3 (minimum 3,000
WBAD/WBQ words), based on issues arising from the Core and/or
Options
NQF LEVEL:
component diary/records showing how the curriculum
Level 3.
g
requirements have been met.

BACKGROUND:
The Welsh Baccalaureate Advanced Diploma is an For the Options, candidates are assessed in the normal
overarching qualification that gives parity of esteem to way for the qualification concerned.
vocational and academic routes. It is accredited at Level 3, EXAMINATION TIMING:
Level 2 and Level 1, i.e. there is also a Welsh Baccalaureate Dependent on the national timetable for Option subjects.
Intermediate Diploma at Level 2 and a Welsh
Baccalaureate Foundation Diploma at Level 1. It may be DATE OF RESULT PUBLICATION:
taken through the medium of either English or Welsh. March and August
DATE OF FIRST TEACHING: GRADING SYSTEM:

2003 For courses commencing from September 2013 the Core
of the Advanced level Welsh Baccalaureate will be graded
DATE OF FIRST AWARD: A* to C, based on learners’ attainment in the Essential
2005 Skills Wales and Key Skills components of the Core and the
PREREQUISITES: Individual Investigation, which will also be graded Pass/
Candidates embarking on the WBAD should have achieved Merit/Distinction.
a general education level commensurate with their A Pass (i.e. grade C and above) in the Core of the Welsh
intended programmes of study in the Options. Baccalaureate Advanced Diploma has been allocated
Credit is given to Options qualifications already achieved, 120 UCAS Tariff points. Points for the Core are awarded
which form part of the requirements of the WBAD. only when a candidate achieves the Welsh Baccalaureate
Advanced Diploma.
The minimum requirement for award of the WBAD is Details of the grading scheme can be found on the WJEC
achievement of the Welsh Baccalaureate Core Certificate website www.wbq.org.uk
and Options requirements.
FURTHER CHANGES:
The Core comprises a common curriculum for candidates, From September 2015 more far-reaching changes to the
including: Key/Essential Skills Wales; Wales, Europe and Welsh Baccalaureate Qualification will be implemented
the World; Work-Related Education, Personal and Social following the independent review of qualifications for
Education. Candidates must achieve at least three Key/ 14-19 year olds in Wales. These changes will impact on
Essential Skills Wales qualifications at Level 3 and three at those applying for entry to HE courses from 2017. Please
Level 2. see page 188 for further details.
The Options are qualifications which are accredited at QUALITY ASSURANCE:

Level 3, such as AS/A levels or vocational equivalents. In The WBAD is evaluated internally by the WJEC and
order to be awarded the WBAD, candidates must achieve monitored by the regulatory authority, the Welsh
a maximum of three qualifications at Level 3 which total Government.
720 GLH or 108 credits or 100% of the Level 3 threshold. PROGRESSION/ARTICULATION:
WBAD can be recognised by UK HEPs as fulfilling the
minimum matriculation requirements for entry.
Further information on the Welsh Baccalaureate can be
found at www.wbq.org.uk.
Skills/Enrichment

Ascentis Level 3 Certificate 2009
in Personal Development for NUMBER OF UNITS/STRUCTURE:
Progression Award – six credits. 50-60 Guided Learning Hours.
Candidates take two mandatory units plus two or three
NQF LEVEL: optional units.
Level 3
Certificate – 15 credits. 120-130 Guided Learning Hours.
BACKGROUND: Candidates take two mandatory units plus four or five
This qualification is intended to help learners to gain optional units.
recognition for their project management and teamwork
ASSESSMENT METHOD:
skills. It promotes the development of communication,
negotiation and presentation skills, and provides the skills
required in higher education and in many careers. GRADING SYSTEM:
Pass/Fail
In order to successfully achieve the qualification, learners
need to demonstrate skills such as: Both the award and the certificate are allocated UCAS
Tariff points as follows:
g Team work
Tariff points
g Project management
Certificate 50
g Effective communication
Award 30
g Working independently
g Presentation skills. For more information about the UCAS Tariff, please see
Learners are required to plan a project, complete a logbook, Appendix B.
take part in a group presentation, contribute towards PROGRESSION/ARTICULATION:
the production of a group report and a final product, These qualifications provide opportunities for learners
and complete 11 statements explaining their role within who demonstrate these skills at Level 3 to be well placed
the project. Achievement of the assessment criteria is to progress towards relevant sector qualifications and
monitored through a portfolio. This could include evidence national occupational standards. The units are valuable for
such as written questions and answers, a group report or providing skills, knowledge and understanding not only for
presentation, a reflective log or witness statements. volunteering but also maximising opportunities for staff
development, more effective performance and promotion
The course specification also offers opportunities to
within and outside employment.
develop and generate evidence for the generic and wider
Key Skills.
DATE OF FIRST TEACHING: ASDAN Level 3 Award and
2008 Certificate in Employability
QCF LEVEL:
One unit
Level 3 (Employability Awards and Certificates are also
ASSESSMENT METHOD: available as approved qualifications at Levels 1 and 2).
Portfolio of evidence, including a logbook BACKGROUND
GRADING SYSTEM: The aim of these qualifications is to provide a range of
Pass/Fail opportunities for learners to develop their personal and
employability skills in gaining a national qualification. At
QUALITY ASSURANCE:
Level 3 units include Research Skills, Project Management,
External moderation by Ascentis.
Problem Solving, Career Exploration, Planning and
Reviewing Learning, and Team Working.
ASDAN Level 3 Award and DATE OF FIRST TEACHING:
Certificate in Community 2008
Volunteering DATE OF FIRST AWARD:

2009
QCF LEVEL:
Level 3 (CVQ Awards and Certificates are also available at
Award – six credits. 50-60 Guided Learning Hours.
Levels 1 and 2)
Candidates take two mandatory units plus optional units.
BACKGROUND:
The aim of these qualifications is to help learners develop Certificate – 15 credits. 120-130 Guided Learning Hours.
skills within volunteering settings. It is assumed that Candidates take two mandatory units plus optional units.
learners who demonstrate skills at level 3 will be well ASSESSMENT METHOD:
placed to progress towards relevant sector qualifications Portfolio of evidence
and national occupational standards.
GRADING SYSTEM:
Pass/Fail
2008
Skills/Enrichment
These qualifications provide opportunities for learners who Development of skills at Level 3 support entry to HE. The
demonstrate these skills at Level 3 to be well placed to units are valuable for providing skills, knowledge and
progress towards HE and a range of sector qualifications, understanding for personal development and more effective
as well as employment. The units are valuable for performance within HE, and within and outside employment.
providing skills, knowledge and understanding for personal
development and more effective performance within HE,
and within and outside employment. ASDAN Certificate of Personal
Effectiveness
ASDAN Award of Personal QUALIFICATION ABBREVIATION:
Effectiveness ASDAN CoPE
QUALIFICATION ABBREVIATION: NQF LEVEL:

ASDAN AoPE Level 3 (CoPE is also available as an approved qualification
at Levels 1 and 2)
NQF LEVEL:
Level 3 (AoPE is also available as an approved qualification BACKGROUND:
at Levels 1 and 2) The ASDAN Level 3 Certificate of Personal Effectiveness is
a qualification in the National Qualifications Framework,
BACKGROUND: fully approved by Ofqual, and by other regulators for use
Ofqual accredited the ASDAN Award of Personal in Wales, Northern Ireland and Scotland. This certificate
Effectiveness into the QCF as a fully approved qualification incorporates the Universities Award at Level 3. CoPE
from 1 September 2011. AoPE at Levels 1, 2 and 3 at Levels 1, 2 and 3 provides a means of accrediting
provides a means of accrediting a wide range of
a wide range of personal, social and health education
personal, key and employability skills, leading to personal
(PSHE), citizenship and work-related activity along with
effectiveness. AoPE is a smaller, QCF version of the ASDAN
the development of personal effectiveness skills. The
Level 3 CoPE (Certificate of Personal Effectiveness).
qualification provides a model for the Government 14-19
DATE OF FIRST TEACHING: agenda especially in relation to developing skills for
2011 learning, skills for employment and skills for life. ASDAN
CoPE is a core feature to a HEFCE-funded Aimhigher
project seeking to develop autonomous learning.
2012
DATE OF LAST AWARD:
2003
Unspecified
2004
Award requires nine credits, approximately 70-80 Guided
Learning Hours, from at least three of the seven optional DATE OF LAST AWARD:
units listed below: 2020
g Research skills NUMBER OF UNITS/STRUCTURE:
g Improving skills in preparing and presenting Six units:
information
g Team working
g Planning and carrying out a piece of research
g Planning and reviewing learning
g Communication through discussion
g Tackling problems
g Planning and giving an oral presentation
g Learning through work experience
g Introduction to working with others
g Career exploration.
g Introduction to improving own learning and
performance
ASSESSMENT METHOD: g Introduction to problem solving.
Portfolio evidence, internally assessed and externally
moderated. ASSESSMENT METHOD:
Portfolio evidence, internally assessed and externally
EXAMINATION TIMING:
moderated.
Opportunities for portfolio moderation are made available
at least three times a year. EXAMINATION TIMING:
DATE OF RESULT PUBLICATION: Opportunities for portfolio moderation are made available
Ongoing assessment and publication of results. at least three times a year.
GRADING SYSTEM: DATE OF RESULT PUBLICATION:
Pass/Fail Ongoing assessment
The Award of Personal Effectiveness has been allocated GRADING SYSTEM:
UCAS Tariff points as follows: Pass/Fail
Grade UCAS Tariff points The Certificate of Personal Effectiveness has been
Pass 30 allocated UCAS Tariff points as follows:
For more information about the UCAS Tariff, please see Grade UCAS Tariff points
Appendix B. Pass 70
QUALITY ASSURANCE: For more information about the UCAS Tariff, please see
Assessment against AoPE standards, demonstrated and Appendix B.
evidenced through the completion of a range of activities
within different contexts.
Skills/Enrichment
QUALITY ASSURANCE: Qualifications accredited at NQF Level 3 (Common

Assessment against CoPE standards, which reflect Key Skills European Framework of Reference for Languages
Standards, demonstrated through the completion of a (CEFR) level C2)
range of activities within different contexts. Certificate of Proficiency in English (CPE) Grades A – C
Certificate in Advanced English (CAE) Grade A
Business English Certificates Higher (BEC H) Grade A
Entry to HE.
VARIANTS: Qualifications accredited at NQF Level 2 (CEFR level C1)
The CoPE qualification can now offer certificates that Certificate in Advanced English (CAE) Grades B and C
indicate the context through which the skills are developed, First Certificate in English (FCE) Grade A
e.g. CoPE through science, technology, engineering and Business English Certificates Higher (BEC H) Grades B and C
maths, CoPE through citizenship etc. The Universities Business English Certificates Vantage (BEC V) Grade A.
Award has been available for a number of years and Qualifications accredited at NQF Level 1 (CEFR level B2)
remains available as a separate enrichment programme or First Certificate in English (FCE) Grades B and C
as a significant part of the CoPE qualification. Business English Certificates Vantage (BEC V) Grades B
In Northern Ireland, CoPE at Level 3 is offered by the and C.
Awarding Body CCEA, by agreement with ASDAN, which
The qualifications are accredited by Ofqual and have
continues to offer Levels 1 and 2.
been mapped to the NQF for England, Wales and
Northern Ireland.
ASDAN Universities Award UCAS Tariff points for Cambridge English examinations
are shown in the following table.
The Universities Award provides a portfolio-based
framework for certificating student achievement across a Grade Tariff
points
broad range of curriculum enrichment and extra-curricular
Certificate of Proficiency in English Certificate in Advanced English
activities including: sports and arts activities, careers A 140
work, community placements, adventure activities, work B 110
experience, enterprise projects, PSHE and citizenship, C A 70
international links, mentoring and leadership, and many
valuable activities. For more information about the UCAS Tariff, please see
Appendix B.
Students gain credits for their achievements, demonstrate
their competence in a range of essential skills, and use Cambridge English exam results can be verified
the Universities Award to enhance career paths and UCAS online using a free Results Verification Service:
applications. www.cambridgeenglish.org/verifiers
Over 100 universities around the UK acknowledge
the value of the Universities Award in relation to the
development and assessment of personal skills, and a
CSV Learning Together and Student
number of these universities take it into consideration Community Partnerships
when making offers to applicants.
CSV Learning Together and Student Community
The Universities Award can be used to wrap around the Partnerships enable university and college students to
sixth form experience and provide a straightforward way play an active part in their local community through
of certificating student experience. It can also provide volunteering or as part of their assessed coursework.
a route to achieving the CoPE (Certificate of Personal
Effectiveness) qualification at Level 3. CSV Learning Together is a student tutoring programme
aimed at raising the aspirations and achievements of
young people. Student tutoring projects currently run in
Cambridge English Examinations most universities and colleges throughout the UK and
involve thousands of HE students annually. Students
Cambridge English Language Assessment is part of volunteer for up to 20 weeks and work with school pupils
the University of Cambridge and offers a range of on a one-to-one or group basis, providing a positive role
qualifications for learners and teachers of English, taken model, helping to improve their educational achievements
by over 4 million people in 130 countries. They help and encouraging them to continue in further and higher
people gain entrance to university or college, improve education. Students meanwhile acquire the habit of good
job prospects or measure progress in English. More than citizenship and develop their communication, organisation
13,500 universities, employers and government bodies and problem-solving skills. Some students tutor for credit,
worldwide rely on Cambridge English qualifications as and various certification and assessment mechanisms are
proof of English Language ability. used at different universities.
Cambridge English Language Assessment offers a number Many HEPs now provide opportunities for their students
of qualifications that are approved by the UK Home Office to be involved in positive community action as part of
for Tier 4 student visas and that are suitable for candidates their assessed coursework through Student Community
wishing to study in higher education in the UK: Partnerships. Such partnerships enhance students’ skills
development while potentially meeting a wide range of
community needs. Students are given the responsibility,
under academic supervision, of negotiating a project,
carrying out research and producing a clear and readable
Skills/Enrichment
report for a local charity or community organisation. In the The Scheme provides a scheme launch, a university
process they not only draw on their theoretical learning, residential workshop and a celebration and assessment day
but also put into practice a range of skills, including problem (CAD). During the project phase seminars are delivered on
solving, communication, use of information technology project management, problem solving, team work, career
and, where appropriate, teamwork. pathways, presentation and communication skills.
Both schemes provide the opportunity for students to Full and rigorous assessment of the team project is carried
acquire key skills and certification or accreditation through out at the CAD where teams display their projects, present
learning in the community. to a panel of assessors and face in-depth questioning
at their display stands. All members of the team receive
certificates of participation and detailed information
The Duke of Edinburgh’s Award regarding their achievements compared to regional and
BACKGROUND: national averages.
The Duke of Edinburgh’s Award is a programme of
personal development for all young people between the
ages of 14 and 24. Undertaken on a voluntary basis, Qualifications and Credit
the DofE offers personalised levels of challenge and Framework (QCF) English and
achievement through a balanced programme of activity
which includes four sections: Volunteering, Skills, Physical maths qualifications
and Expedition. At Gold level participants complete an QCF LEVELS:
additional fifth residential section. Entry Level, Level 1, Level 2.
A DofE Programme complements and enriches academic BACKGROUND:
studies offering an internationally recognised accreditation These qualifications were introduced from September
of achievement. At a wider level, it assists young people 2012 and replaced the Adult Basic Literacy and Numeracy
in developing and showing evidence of the personal qualifications. There were designed as stepping stone
qualities and skills which will contribute to their success in qualifications to Functional Skills and/or GCSEs in English
HE through: and maths. They are unit-based and credit-bearing
g taking responsibility for their own learning and qualifications and are intended to be mapped against
development the Adult Literacy and Numeracy Standards. At Level 2
g developing transferable skills such as teamwork, some of the qualifications will also be mapped against
leadership, communication, decision making, working Functional Skills.
to targets and deadlines They range in size from one-credit Awards to Certificates
adding breadth and depth to their formal studies,
at 13 credits or more. Within the QCF one credit tends
g
including involvement with community and with

to equate to 10 hours of learning time. As these are
people outside their peer group
unit-based qualifications the learner can achieve the
g accepting the challenge of trying new activities and/or
qualification incrementally by building up units and
persevering with current activities.
accumulating credit towards the qualification.
Engineering Education Scheme 2012
(England and Scotland) (EES) DATE OF FIRST AWARD:
2013
The Engineering Education Scheme (England and NUMBER OF UNITS/STRUCTURE:
Scotland) (EES) is administered by the Engineering This will vary according to which awarding organisation
Development Trust (EDT). is offering the qualification. These range from one
The Scheme provides students with an in-depth experience unit qualifications (Awards) to larger qualifications
in science, technology, engineering and maths (STEM), (Certificates). At Levels 1 and 2 there is the facility for the
which will allow them to make informed choices about smaller qualification (Award) to be embedded in the larger
their future studies and career. The EES experience qualification.
develops high level employability and personal, learning ASSESSMENT METHOD:
and thinking skills. Qualifications will use a range of assessment methods:
During this work-related learning experience a professional portfolio of evidence, controlled assessment, set tasks and
engineer from a link company/organisation liaises with tests, online assessment.
and mentors a team of four to six students and their EXAMINATION TIMING:
contact teacher over a period of about six months. They These qualifications have been primarily designed for adult
work as a team on a real scientific engineering or technical learners to access them throughout the academic year - in
problem. this sense they are ‘roll on and roll off’ and, as unit-based
The scheme is aimed at Year 12 (Lower Sixth) students qualifications, assessment and examination can take place
who are interested in STEM or a related discipline. once a unit has been completed. Assessment/examination
Each team is required to present their project solution windows will be published by each awarding organisation
and produce a full project report. Students have the as well as, in some cases, being available ‘on demand’.
opportunity to accredit their projects via the British Science
Association CREST (Creativity in Science and Technology)
Awards.
Skills/Enrichment
PROGRESSION/ARTICULATION: ladder of progression from Entry Level to Level 4 in the

The qualifications are intended to provide stepping stones skills of Communication, Application of Number and ICT.
for a range of adult learners towards Level 2 Functional
Skills and/or GCSEs. The new standards have been developed by converging
and drawing on best practice from the standards for
It should be noted that from 31 July 2015 in line with the Adult Literacy, Adult Numeracy and Adult ICT, and the
reforms referenced above, Level 2 QCF English and maths standards for Key Skills Communication, Application of
qualifications will no longer be publicly funded for adults in Number and ICT.
England.
ESW are applicable to all programmes, ages, abilities and
GRADING SYSTEM: contexts. They are required for success in all aspects of
Qualifications in the QCF may be graded but the overall education, training, work and life in general. They are
grading type for these qualifications will be ‘Pass’. therefore appropriate for a variety of candidates at all
levels from students and junior staff through to middle
and senior managers. They support the effectiveness of
Essential Skills (Northern Ireland) learning and performance both in education and at work,
NQF LEVEL: by encouraging the individual to:
Entry level, Level 1, Level 2 g think about their intentions and purposes
BACKGROUND: g plan a course of action
The specifications for these qualifications have been g implement the plan
developed from the Key Skills Communication and g reflect on their progress towards completing the plan
Application of Number Standards and the Adult Literacy g review the plan to suit changing circumstances or to
and Numeracy Core Curricula at the appropriate levels. overcome problems
g devise a new plan when the original one has been
There are three skills available at Levels 1 and 2: fulfilled.
Application of Number, Communication and ICT. It is also
possible to undertake Essential Skills qualifications in Adult The process underpinning all ESW qualifications is therefore:
Literacy and Adult Numeracy at Entry Level. Plan  Do  Reflect  Review.
Achievement at Level 2 can build on achievement at DATE OF FIRST TEACHING:
Level 1 and can be used to assist progression to recognised September 2010
qualifications at higher level.
DATE OF FIRST TEACHING: 2010
2004
PREREQUISITES:
NUMBER OF UNITS/STRUCTURE: No entry requirements
One-unit structure
ASSESSMENT METHOD: One unit qualification
ASSESSMENT METHOD:
GRADING SYSTEM: Portfolio assessment at Levels 1 to 4
Competence-based
EXAMINATION TIMING:
Essential Skills (NI) attract UCAS Tariff points only where No examinations. Ongoing assessment as per awarding
they form part of a composite Level 3 qualification: body arrangements.
Level UCAS Tariff points DATE OF RESULT PUBLICATION:

Level 2 10 Ongoing
GRADING SYSTEM:
For more information about the UCAS Tariff, please see Competence-based
Appendix B.
Essential Skills Wales qualifications attract UCAS Tariff
points only where they form part of a composite Level 3
Level 3 Key Skills and other appropriate qualifications.
qualification:
Essential Skills Wales Level 2 10
Level 3 20
NQF LEVEL: Level 4 30
Entry Level to Level 4
BACKGROUND:
Appendix B.
Key Skills and Basic Skills qualifications have been central
to the skills agenda in Wales in meeting the policy aim QUALITY ASSURANCE:
of ensuring that everyone masters the skills needed in Awarding body arrangements for external verification and/
education, work and life in general. or Moderation
The introduction of Essential Skills Wales (ESW) in PROGRESSION/ARTICULATION:
September 2010 brings clarity and consistency to this No specific qualification route. Transferrable skills
policy aim. The new standards and the associated applicable across all areas of education, employment and
qualifications provide, for the first time in Wales, a single life in general.
Skills/Enrichment
Functional Skills Key Skills

NQF LEVEL: NQF LEVEL:
Entry level, Level 1, Level 2 Levels 1–4
Functional Skills are about applying English, mathematics Key Skills are generic skills that are important and relevant
and information & communication technology in in everyday life for activities undertaken in education,
everyday and workplace situations. At Levels 1 and 2 they the workplace or training. They were achieved through a
can be mapped to existing GCSEs. They are available wide range of activities such as full- or part-time working,
as standalone qualifications for post-19 adult learners enrichment programmes, training programmes such as
in England, but are also a mandatory part of existing Apprenticeships or full- or part-time education. All six Key
apprenticeship frameworks (at Levels 1 and 2 and are also Skills (in communication, application of number, ICT,
a part of traineeships). problem solving, working with others and improving own
learning and performance) could be achieved at Levels 1–4.
The three functional skills of English, mathematics and
information & communication technology have been Following a review undertaken by the regulators during
available nationally since September 2010. 2002/3, revised Key Skills standards were introduced in
England from September 2004. Minor changes were
APPRENTICESHIPS:
made to the specifications, renamed as standards, to help
It is a requirement of the current specification for
apprenticeship standards in England (SASE) that candidates and centres produce more focused evidence in
intermediate apprentices must undertake and achieve portfolios.
at least a Level 1 in Functional Skills (or GCSE) and at In England
advanced level, the minimum requirement is Level 2. Key Skills in communication, application of number and
From the academic year 2014-15 all apprentices who ICT were accredited until the end of August 2010 and
begin an Intermediate Apprenticeship with Level 1 English were replaced by Functional Skills qualifications in English,
or mathematics will have to take up study of Level 2 in mathematics and ICT from September 2010 at Levels 1
those subjects during their apprenticeship. This can be and 2. Learners who enrolled on a Key Skills qualification
achieved through Functional Skills at Level 2. Apprentices before 1 September 2010 were funded to complete their
who begin their apprenticeship without Level 1 English or qualification up to the certification end date of 31 August
maths will be offered but not obliged to study at Level 2. 2012.
They will still be required to achieve Level 1 English and
In 2012, the end date for Key Skills qualifications in
maths as part of their Intermediate Apprenticeship.
communication, application of number and ICT, within
Although English, maths and ICT requirements can be met Apprenticeship Frameworks was extended until
in current apprenticeship frameworks through Functional 30 September 2013.
Skills this will change both as part of the broader reform
The wider Key Skills (problem solving, working with others,
to apprenticeships being implemented following the
and improving own learning and performance) were
Richard Review and through the introduction of reformed
removed from the NQF in April 2011.
GCSEs from September 2015. Once the reformed GCSEs
in English and maths are fully in place the ambition is for In Wales
apprentices to meet the English and maths requirements With effect from September 2004, all tests in Key Skills
through GCSEs. qualifications at all levels were discontinued for candidates
ASSESSMENT METHOD: in the Welsh education system. All candidates in Wales
Task-based controlled assessment, written examination, are expected to achieve Key Skills qualifications on the
online test. successful demonstration of competence through a
portfolio only. The discontinuation of the Key Skills tests
GRADING SYSTEM: did not affect the UCAS Tariff points for certificated Key
Pass/Fail Skills qualifications in Wales.
In Northern Ireland
Level 2 10
Following a review of Key Skills qualifications, CCEA
piloted a new approach to assessment of Key Skills
Functional Skills attract UCAS Tariff points only where they
qualifications. Unlike the existing multiple-choice tests,
form part of a composite Level 3 qualification.
candidates undertook tasks within appropriate contexts as
For more information about the UCAS Tariff, please see one element of the assessment regime. CCEA’s Key Skills
Appendix B. qualifications are currently certificated until 2014.
PROGRESSION/ARTICULATION: DATE OF FIRST TEACHING:
Functional Skills qualifications are designed from Entry 2000
Level 1 to Entry Level 2 to ensure clear progression DATE OF FIRST AWARD:
pathways and learning opportunities through to Level 2. 2000
PREREQUISITES:
No entry requirements.
Each Key Skill is a one-unit qualification.
Skills/Enrichment
ASSESSMENT METHOD: Since 2005, the ICF no longer directly delivers conferences,
The Key Skills in application of number, communication but works to promote activity in schools and colleges by
and ICT are assessed by a test (multiple-choice tests providing advice and intellectual capital. It also supports
at Levels 1 and 2 and short answer/extended response events being organised by Challenge Training Partners and
tests at Levels 3 and 4) and a portfolio of evidence (but other similar organisations.
see information above on candidates in the Welsh and
Northern Irish education systems). The Key Skills in working The aims of the ICF are to excite students to the challenge
with others, problem solving and improving own learning of a career in management, and to increase understanding
and performance are often referred to as the wider Key between business and education. Its primary role is
Skills and are only assessed on a portfolio basis. promoting conferences to allow students to develop and
practice their skills within a teamwork situation.
EXAMINATION TIMING:
Varies according to level and awarding body. At present, the ICF is prepared to produce a Summary
of Skills Achievement indicating the skills that have been
demonstrated by each student delegate on every course it
Varies according to level and awarding body.
helps to arrange. It has also had experience of producing
GRADING SYSTEM: evidence that will lead, under suitable moderation, to an
The three main Key Skills of application of number, assessment of the standard of level achieved.
communication, and IT carried UCAS Tariff points for
entry to HE from 2000-2010. The three wider Key Skills of
improving own learning and performance, problem solving, Trident Trust ‘Skills for Life’
and working with others carried UCAS Tariff points from
2007-2010. Tariff points for all six Key Skills were as shown
Programme
in the following table: The Trident Trust ‘Skills for Life’ Programme provides three
Grade UCAS Tariff points experiential, integrated elements for young people aged
Level 4 30 14-19 – Personal Challenge, Community Involvement,
Level 3 20 and Work Experience. The programme can be used in its
Level 2 10 entirety or as individual modules. Individual certificates
can be awarded for each element and the Trident Gold
UCAS Tariff points are not allocated to Level 2 Key Skills certificate is presented to students who successfully
unless they are part of a Level 3 composite qualification. complete all three parts.
This does not affect the points awarded to Levels 3 and 4 In order to receive certification, the student will have
Key Skills. developed a portfolio of evidence which details the
For more information about the UCAS Tariff, please see skills, competences and personal qualities that have
Appendix B. been learned or improved as a consequence of their
involvement in the activities. In addition, the student
QUALITY ASSURANCE: will have developed a personal action plan, recorded
Externally set and marked test and internally assessed and their activities, reviewed their progress and assessed the
externally moderated portfolio. outcomes for them personally.
There is no specific qualification route. Key Skills are
transferable skills most commonly needed for success in The Outward Bound Trust
education and training in general, and a range of activities Classic Award
at work. Institutions of higher education are making
explicit use of Key Skills, GCSEs and Functional Skills within BACKGROUND:
their undergraduate and postgraduate programmes, and The Classic Award is the original Outward Bound®
in initiatives such as the Higher Apprenticeships. experience for young people between the ages of 15 and
19. A 22-day immersion programme, young people will
take part in adventurous and challenging experiences in
Industrial Careers Foundation unique locations to build self-confidence, develop essential
QUALIFICATION ABBREVIATION: team and leadership skills and create real and practical
ICF experiences to reflect upon and learn from, helping to
support the transition into higher education. The Award
BACKGROUND: can also be used to fulfil Gold Duke of Edinburgh Award
Over many years, the ICF organised bespoke conferences, expedition requirements.
courses and events for schools and colleges to individual
requirements. The purpose of all events was to provide The Outward Bound Trust is an educational charity and
opportunities for student delegates to practise and the UK’s leading provider of bursary assisted outdoor
hone their managing (key) skills in the close company of learning and personal development for young people.
motivated adult advisers from business. In the process, the Starting in the UK in 1941, Outward Bound now exists in
students were therefore encouraged to improve their own 33 countries and is internationally recognised as helping
abilities. young people realise their potential through learning in the
wild.
Skills/Enrichment
HOW IT WORKS: At the end of the course, an Outward Bound report

Participants will spend their summer in a residential base, is written jointly by the instructor and participant to
either in the Scottish Highlands, England’s Lake District or document their learning and progress throughout the
Snowdonia in Wales developing key skills for their future course.
educational journey and employment careers.
WHAT IT DOES:
By participating in a range of outdoor activities, they will The programme will help prepare young people for higher
boost communication, team and leadership skills. Young education and employment by
people will be encouraged to reflect on their experiences
and with the support of their dedicated group instructor,
g developing independence skills through problem
transfer what they have learned to everyday situations at solving and understanding the importance of taking
home, school or work. responsibility
g managing people, situations and dealing with the
g Week 1: Introduction to new skills and activities, unexpected
building relationships and forming a team. g recognising the link between effort, perseverance and
reward
g Week 2: Put new skills to use, take on more g creating real experiences that develop skills in
responsibility as an individual and a team, progressing reflection, self evaluation and independent thought
to higher levels of challenge, including a 24-hour solo that can be transferred to all aspects of life.
camp.
g Week 3: Testing. Put the participants’ learning to the
test on a final group expedition, which they plan and
organise themselves.
Phased Out Qualifications
Admissions tutors may need to check the results of past 1975–1987

examinations, including, in the case of some mature The grading system for GCE O level was as follows.
applicants, some qualifications which have been obsolete
A Performance better than or equivalent to the previous pass
for a number of years. The following is a brief overview
B level: only these grades were normally acceptable to
of the chronology of academic qualifications in England,
C universities for the purposes of satisfying entry requirements.
Wales and Northern Ireland, which are likely to be relevant D A lower level of attainment.
to entry to HE. E The lowest level of attainment judged to be of sufficient standard
From 1918 to 1950 the main academic qualifications to be recorded.
were the School Certificate and Higher Schools Certificate
examinations. Grades D and E covered approximately the same range of
performance as the old School Certificate pass grade.
From 1951/2 to 1987 GCE examinations were available as
follows.
Alternative Ordinary level
Ordinary level Ordinary level, but with syllabuses designed for sixth
formers and other more mature candidates. AO/O*
This was normally taken after five years in a secondary
examinations were between GCE O level and A level in
school. In June 1988, the GCSE replaced GCE O level and
standard. They ceased in 1987, with the exception of
the CSE. However, some awarding bodies continue to offer
an examination entitled GCE O level for applicants in some Additional Mathematics and OCR-run subjects under the
overseas countries. title Additional Subjects. The certificates awarded do not
bear the signature of a DfES representative, but have
GRADING SYSTEMS been included in the DfES list of statutory qualifications.
Before 1963
The grades or marks awarded before 1963 corresponded The subjects in which the AO/O* examination has been
approximately to the GCE A level system (see above). The offered are:
pass mark was 45%, with the exception of the following.
g Additional French
Examining Board Pass Mark g Additional mathematics
Cambridge Variable from subject to subject g Additional mathematics (MEI)
London June 1953 to January 1959 – 47%
g Certificate in additional mathematics.
June 1960 to January 1973 – Grade 6
Oxford and Cambridge Variable from subject to subject AO/O* examinations should not be confused with a pass
Welsh Joint Education Committee 50%
allowed at GCE O level for a subject taken at GCE A level
up to and including the 1986 examinations. Assessment
June 1963–June 1974 was related to GCE O level standards, and the successful
For all examining boards, GCE O level grades did not candidate’s certificate recorded as GCE O level grade
appear on certificates until June 1975, when an official (shown with an asterisk).
grading system replaced the pass/fail system of reporting
results. Previously only unofficial grades were made
available to schools, candidates, universities and local
education committees. The marking systems used were as
shown in the following chart.
BOARD MARKING SYSTEM

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

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

Associated Examining Board January 1960 and earlier Pass 40%, allowed Ordinary 30–39%
To 1962 1+2: 70%; 3: 60–69%; 4: 55–59%; 5: 50–54%; 6: 40–49%;
7+8: 25–39% allowed Ordinary; 9: fail
Cambridge; Oxford and Cambridge To 1962 Raw marks given by the Joint Oxford and Cambridge Board (but not by Cambridge)
with different grades, maxima and pass marks for each subject and sometimes for each
year. Reduction of these to percentages was not encouraged by these boards.
Durham 1960 and earlier Results given as grades on a scale running from 90 to 0 by increments of 5.
Joint Matriculation Board To 1962 Results given as grades on a scale running from 95 to 0 by increments of 5.
London January 1960 and earlier Marks given
1960–63 1: 75% or better; 2: 70–74%; 3: 60–69%; 4: 50–59%; 6: 40–49%;
7+8: 30–39% allowed Ordinary; 9: fail
Oxford To 1962 Results given as grades on a scale running from 90 to 0 by increments of 5.
Southern Universities Joint Board Before 1963 Percentage marks given.
Welsh Joint Education Committee To 1962 Results given as grades: A: 75% or better; B: 60–74%; C: 50–59%; D: 40–49%.
Autumn 1963–winter 1986/7 (Durham from 1961) GCE A LEVEL POINTS SCORE SYSTEM
The GCE boards worked within a grading scheme originally In the early 1960s, UCCA devised a points score system
laid down by the Secondary Schools Examinations Council to help with the presentation of statistics; this was initially
and subsequently confirmed by the Schools Council. This based on a score of 1–5 (grade A = 5). In 1989, the system
scheme set out the distribution of grades which might be was amended by doubling the A level scores to take into
expected in subjects with large and average entries, the account the new Advanced Supplementary qualifications.
approximate proportions of the total entry allocated to This system was subsequently administered by UCAS and
each grade in such circumstances being as follows. became recognised as follows.
Grade A B C D E
Approximate % of entry Advanced Grade
Points 10 8 6 4 2
10 A
15 B
10 C
15 D
20 E
Advanced Supplementary
20 O Allowed Ordinary The GCE AS examinations were introduced in England
10 F Fail and Wales in 1987, and in Northern Ireland in 1988, to
encourage breadth in the post-16 curriculum. In particular,
The suggested percentages were for the guidance of they were intended to encourage students specialising in
boards, and actual percentages differed from subject to one discipline (for example, art/humanities) to broaden their
subject, depending on the calibre of the entry. knowledge of other areas of the curriculum (for example,
science/mathematics). The first certificates were issued in
The boards attempted to maintain continuity of standards 1989 for England and Wales and 1990 for Northern Ireland.
from one year to the next in each subject and also general
comparability of demands between subjects. In a grading The GCE AS was of the same academic standard as GCE
system of this kind, the central grades covered relatively A level. It was intended to represent no more than half
narrow mark ranges because they fell in the area where the study time of A level with an upper limit of 20% for
candidates were most closely bunched. This applied in coursework in most cases.
particular to grade C, which covered only a very narrow GCE AS subjects were often studied in tandem with
spread of marks. GCE A level subjects in schools or colleges of FE. In
theory, candidates could take GCE A level and AS in any
Candidates who failed by a narrow margin might be
combination, and the former CVCP endorsed the concept
given an ‘allowed Ordinary’ grade (O) which indicated a
of a programme consisting of two A levels and two AS
performance equivalent to at least grade C at GCE O level. qualifications. In practice, the majority of applicants who
From summer 1987 took GCE AS offered a single AS qualification in association
In 1985, the Secondary Examinations Council recommended with three GCE A levels.
a reform of the A level grading system, designed partly From September 2000, the GCE Advanced Supplementary
to resolve the problem of the narrow mark range defining was replaced by the new GCE Advanced Subsidiary
grade C. In April 1986, the Department of Education and (also with the abbreviation AS); in summer 2001 both
Science announced that, with effect from the summer qualifications were available for award. The Advanced
1987 examinations, a new A level grading system would be Supplementary is no longer available.
adopted as follows.
The GCSE and GCE A level/AS Code of Practice applied
A Highest grade awarded equally to both GCE A level and AS examinations. The
B establishment of subject cores common to both GCE
C A level and AS improved the relationship between those
D examinations. A number of GCE AS syllabuses were
E Lowest pass grade awarded modular, and the principles and practical arrangements
N Certificate to indicate the candidate’s performance fell short
were effectively as for modular GCE A levels. As with
of the standard required for grade E by a narrow margin.
GCE A levels, the same standards and subject cores applied
U Uncertificated
for modular GCE AS syllabuses as for syllabuses with
end-of-course assessment.
AWARDING BODIES
GCE AS examinations were offered by all the GCE
Certificate of Secondary Education
awarding bodies in England, Wales and Northern Ireland. The CSE examination was offered from 1965t to1987. In
TIMING OF EXAMINATIONS June 1988, the GCSE replaced CSE and GCE O levels. The
GCE AS examinations were held in the summer (May/June). modes of examining for the CSE varied according to the
Modular AS examinations were usually held in the same degree of involvement on the part of the candidate’s
sessions as modular A level. school. The principal forms were:
GRADING
g Mode 1 – examinations designed by the examining
The grading system for GCE AS was the same as for board on syllabuses set and published by the board
A level. The same standards applied to GCE AS as to GCE g Mode 2 – examinations designed by the examining
A level examinations. board on syllabuses devised by individual schools or
groups of schools
ACCEPTABILITY FOR ENTRY TO HIGHER EDUCATION g Mode 3 – both syllabuses and examinations created by
HEPs have accepted two GCE AS subjects in place of an schools under boards’ guidance and approval.
unspecified third GCE A level subject for entry to most
courses. For the purposes of entry to HE, one GCE AS As Modes 2 and 3 syllabuses were drawn up by individual
qualification was equivalent to half an A level and was schools or groups of schools, examinations on these
treated as such when calculating points scores. AS grades syllabuses were normally available only to pupils in the
were therefore scored as follows in the former UCAS points particular schools or groups of schools.
score system.
The three modes were not mutually exclusive; many
Grade A B C D E school-based examinations incorporated board-based
Points 5 4 3 2 1 components and vice versa. All combinations were subject
to moderation by the boards.
While there is no formal points score in the new UCAS
Many universities accepted CSE grade 1 as equivalent to
Tariff for GCE Advanced Supplementary, HEPs may wish to
grade C or above at O level or GCSE.
attribute the same Tariff points scores as for the equivalent
grade in the new GCE Advanced Subsidiary. It should be
noted that both types of AS qualification represent half the
value of the relevant full GCE A level qualification.
Joint 16+ examinations
Some applicants may indicate on their application forms
Special Papers that they took joint 16+ examinations. This indicates
that the applicants took part in examinations conducted
SPs were additional examinations which could be taken in by consortia of GCE boards and CSE boards. These
conjunction with, and at the same time as, the GCE examinations had their origins in the feasibility studies
A level examination in the same subject. Some awarding which led the Schools Council in 1976 to a form of
bodies offered SPs as stand-alone examinations that did examination similar to GCSE. In 1980, the Government
not require a link to related GCE A level subjects. For some proposed the GCSE as a single system of examining at 16+.
GCE A level subjects, there was no corresponding SP. The
questions were designed to test the level of knowledge and Applicants who took the joint 16+ examinations of various
understanding of candidates deemed to be more able. GCE/CSE consortia will have received two certificates unless
ungraded, one showing their results in terms of O level
SPs were offered by AQA, OCR, and WJEC. grades (A – E), the other in terms of CSE grades (1–5).
Grades achieved in such 16+ examinations were directly
SP results were graded as follows. equivalent to the corresponding GCE and CSE grades.
1 Distinction – an outstanding performance There is no formal correspondence between CSE grades
2 Merit – a good performance 2–5 and GCE O level grades D and E.
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 Certificate of Extended Education
The CEE was an official pilot examination recommended
It was possible for the candidate to pass an A level subject
by the Schools Council in 1976. It was primarily for
but to be unclassified in the SP.
students who had obtained CSE grades 2–4 and who were
Admissions tutors have sometimes taken into account the staying on for one year in the sixth form but who had no
results of SPs, but it has not been normal practice to include immediate intention of seeking admission to HE. It was
them within conditional offers. SP results were reported to discontinued in 1991.
HE in association with the relevant GCE A level results.
Although the Department of Education and Science’s
Following the introduction of AEAs in association with approval for the CEE was extended to 1985, and to 1986
revised GCE A levels from summer 2002, SPs have been only for two-year course candidates, the consortium for
phased out. the CEE continued to offer CEE examinations until 1990.
Since the experimental examinations began in 1972, the
CEE had in some areas been taken 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 examination in separate subjects at O and A levels. The
and grade V the lowest. CEE grades I, II and III, obtained grading system of the Senior Certificate Examination was
by candidates who took the CEE examinations conducted by marks (total 400) as follows.
by a consortium of GCE and CSE boards, were certified by
Ordinary level 160+ marks – Pass
those boards as being equivalent to at least grade C in the 240+ marks – Pass with Credit
former GCE O level examination. Advanced level 160+ marks – Pass
280+ marks – Pass with Distinction
Certificate of Extended Studies Between 1965 and 1969, the Northern Ireland General
Certificate of Education (GCE) examinations were
The CES was a post-GCSE examination offered by AQA conducted by the Ministry of Education.
(NEAB) in 1994-8. The subjects involved were biology,
chemistry, English, french, history, mathematics, physics From 1970 until 1984, the GCE Board, a statutory body
and religious studies. Syllabuses are suitable for students under the Education and Libraries (Northern Ireland)
who have attained GCSE grades C or D. In 1999 and 2000 Order, conducted the examinations. As a result of a
only, French was offered. CES was withdrawn after 2000. further legislative change in 1984, NISEC conducted the
examinations until 1989.
Each syllabus was free-standing, and required
approximately 90 hours’ teaching time. It could be Between 1990 and 1993, the examinations were
completed in one year or spread over two years. It conducted by NISEAC. Since 1994, this task has been
could be taken in combination with other courses, for undertaken by NICCEA (often expressed as CCEA).
example, GCSE, A level/AS, GNVQ. Successful candidates
were awarded Distinction, Merit or Pass Certificates. The
Distinction was awarded to candidates who provided work Diploma
above that normally expected at GCSE. The course bridged NQF LEVELS:
the gap between GCSE and GCE A level. Foundation Diploma – Level 1
Higher Diploma – Level 2
Progression Diploma – Level 3
Certificate of Further Studies Advanced Diploma – Level 3
AQA (formerly AEB) introduced a series of examinations The Diploma was taught in schools and colleges between
for the CFS in 1991. Syllabuses are offered for one year in 2008 and 2014.
10 different subjects. The CFS is designed primarily for
students who attained grade D or E at GCSE, but is also Following the Wolf review and regulatory changes to place
suitable for Access students in England, Wales and the Diploma on the same terms as other qualifications,
Northern Ireland and others for whom GCE A level or AS awarding organisations decided that they would not offer
examinations are inappropriate. Students could enter for the full Diploma from September 2012. Since then, the
any number of CFS subjects. The CFS in English, French main components of the Diploma have been available as
and German for Business was offered for the last time in qualifications in their own right, until their certification end
summer 2002. date.
The assessment pattern for each subject consists Some schools and colleges have continued to offer the
of coursework and one written paper. Results were individual components of the Diploma, e.g. Principal
announced officially as two percentage marks rounded to Learning, albeit no longer under the Diploma brand.
the nearest 5%. The Board underwrites a mark of 60% or
better for coursework, and 50% or better for written papers The final date for Diploma certification was 31 August
as representing a standard of attainment equivalent to 2014. The Diploma qualification has now been withdrawn,
grade C in GCSE. although some of the qualifications that made up the
Diploma are still available.
BACKGROUND:
Intermediate Certificates Diplomas were applied qualifications which combined both
academic and vocational studies across a range of industry
OCR offered a range of former UODLE Certificates in sectors, through work-related learning. They were first
Travel and Tourism, Leisure Studies, Nutrition and Food, taught in 2008 – with all 14 subjects or Lines of Learning
and Education and Care of Under-Fives. The Certificates available from 2010. 14-19 Diplomas were designed to
were designed to be taught in one year as an additional, provide progression routes into both employment and HE.
vocationally related course between GCSE and GCE A level.
The Certificates were offered for last examination by OCR Diplomas were designed to promote diversity, opportunity
in 2000. and inclusion by offering credible, industry-relevant applied
learning, alongside general learning, with real opportunities
OCR has provided the three Additional Mathematics
to practise skills.
syllabuses inherited from UCLES and OCSEB, based on the
former AO Additional Mathematics. These certificates were The Diploma subjects/Lines of Learning were: Business
offered for the last time in June 2002. Administration and Finance; Construction and the
Built Environment; Creative and Media; Engineering;
Environment and Land Based Studies; Hair and Beauty
Senior Certificate Examination Studies; Hospitality; IT; Manufacturing and Product
Development; Public Services; Retail Services; Society,
The Ministry of Education Senior Certificate Examination Health and Development; Sports and Active Leisure; and,
was conducted by the Ministry between 1925 and 1965, Travel and Tourism.
when the group certificate was superseded by the GCE
STRUCTURE OF DIPLOMAS c plan, research and complete independently, or take an

The Diploma was a composite qualification and included: identified and individual role in, a project.
d provide evidence of planning, organisation, research,
Principal learning
evaluation and outcomes of the project.
g
Generic learning
e produce a presentation on the completed project in
g
- Functional skills
an appropriate medium and designed for a specific
- Personal learning and thinking skills (PLTS)
audience.
- Work experience
- Project (extended project at Level 3) ADDITIONAL AND SPECIALIST LEARNING (ASL)
g
Additional and specialist learning (ASL) (not Additional and specialist learning gave students the
Progression Diploma). opportunity to deepen or broaden their learning by
choosing qualifications that complemented the principal
PRINCIPAL LEARNING
learning. For example, by taking a mathematics
Some principal learning qualifications are still available.
qualification within the engineering Diploma, a student
They are all specific to the Line of Learning, for example
learning programme could lead to a degree-level course in
Creative and Media. The Line of Learning had a number of
engineering.
units covering different aspects and carried a mandatory
50% applied learning requirement. Students selected ASL qualifications at the same level
Principal learning qualifications are consistent in size for as the Diploma they were taking, or one higher, e.g. the
each Diploma at a given level – 240 Guided Learning Foundation Diploma could have had ASL at Level 1 or 2.
Hours (GLH) at Level 1, 420 GLH at Level 2 and 540 GLH Lists of approved ASL qualifications for each subject/Line
at Level 3. They are assessed by a mixture of internal and of Learning were published in the ASL catalogue.
external assessment. DIPLOMA LEVELS
GENERIC LEARNING Diplomas were available at Levels 1, 2 and 3.
Generic learning was common across all Diploma Lines of
The Foundation Diploma (Level 1) was at the level of GCSE
Learning. It included a core of skills required by employers
grades D-G and approximately the size of five GCSEs.
and HE – personal, learning and thinking skills, functional
skills in English, mathematics and ICT, as well as work The Higher Diploma (Level 2) attainment was at the level
experience and a project. of GCSE grades A*-C and approximately the size of seven
PERSONAL LEARNING AND THINKING SKILLS (PLTS) GCSEs.
The PLTS framework included skills which required students
The Advanced Diploma (Level 3) attainment was
to be: independent enquirers; creative thinkers; reflective
equivalent to three and a half A levels and included
learners; team workers; self-managers; and effective
Principal learning, generic learning (which included
participators.
personal learning and thinking skills (PLTS) and functional
Students developed and applied these skills through skills), a project, work experience and a choice of additional
principal learning. and specialist learning (ASL).
FUNCTIONAL SKILLS The Progression Diploma (Level 3) was a smaller Level 3
Functional skills qualifications continue to be available. They qualification, equivalent in size to two and a half A levels.
allow students to develop their ability to apply their English, It included the principal learning and generic learning
maths and ICT skills in situations relevant to work and life. sections of the Advanced Diploma, but excluded additional
and specialist learning.
Diploma specifications required students to achieve the
functional skills qualification in English, mathematics and ASSESSMENT METHOD:
ICT at Level 1 for the Level 1 Diploma, and at Level 2 for Principal learning unit assessment – mix of course work
the Level 2 Diploma. The achievement of the Diploma at assessment, portfolio and written examination
Level 3 required achievement of Level 2 functional skills,
although this could be done alongside, or prior to, the Functional skills – task-based controlled assessment
Level 3 Diploma. Project – internal with external verification – see
WORK EXPERIENCE section above
Diploma students had to undertake a minimum of 10 days’
Additional and Specialist Learning – depended on the
work experience, preferably in the relevant sector.
qualification(s) taken.
PROJECT (LEVELS 1 AND 2)
EXTENDED PROJECT (LEVEL 3)
Most Diplomas were awarded in August at the time the
The project theme usually related to the principal learning majority of students received the results of the component
and enabled the student to explore a topic of interest in qualifications that make up the Diploma. The last
greater depth or breadth. certification date for the Diploma was 31 August 2014.
At Level 3, the Extended Project specifications required GRADING SYSTEM:
students to: The Diploma was graded. To achieve the overall Diploma
qualification, students needed to achieve all components
a select either individually or as part of a group, a
of the Diploma, including functional skills and additional
sector-relevant topic/area of interest for an in-depth
and specialist learning (except for Progression Diploma).
study, which provides opportunities to develop skills,
knowledge and understanding, and negotiate with The Diploma grade was derived from the total points score
their mentor the scoping of that project. of Principal learning and the project. All other components
b identify and draft objectives for their project and were required for aggregation of a Diploma, but did not
provide a rationale for their choice. determine the grade.
The grading of the Diploma was reported in the following For learners on programmes of study before September
way: 2000, qualifications included skills achievement, which was
recorded on students’ certification as BTEC Common Skills.
g
Foundation Diploma: A*, A, B or ungraded (U)
g
Higher Diploma: A*, A, B, C or ungraded (U) Learners on BTEC First and National programmes from
g
Advanced Diploma: A*, A, B, C, D, E or ungraded (U) September 2000 no longer followed the BTEC Common
The UCAS Tariff points for the Principal and Generic Skills within their programmes. They were encouraged to
Learning of the Advanced Diploma are as follows: take the Key Skills qualifications which were separately
certificated.
A* 350
A 300 BTEC qualifications from 2002
B 250
C 200
D 150 Edexcel Level 2 BTEC
E 100
Firsts (NQF)
The UCAS Tariff points for Principal Learning are as
follows: NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 2
BACKGROUND:
A* 210
A 180 The Edexcel Level 2 BTEC Firsts were designed to provide
B 150 specialist work-related qualifications in a range of sectors.
C 120 They were unit-based qualifications that focused on
D 90 particular aspects of employment within a vocational
E 60 sector. The Level 2 BTEC Firsts offered qualifications
that could extend the study and provide vocational
For more information about the UCAS Tariff, please see emphasis for learners following a GCSE or Applied GCSE
Appendix B. (Double Award) route or a combination of both in their
main programme of study. Equally the Edexcel Level 2
The total score for the Advanced Diploma was obtained BTEC Firsts offered focused qualifications for learners,
by adding the score for Additional and Specialist Learning particularly more mature learners, wishing to follow a
(ASL) to the score for Principal Learning and the Extended shorter programme of study that directly related to their
Project (Progression Diploma). The points for ASL work experience, or to an aspect of employment that they
depended upon the Tariff for the qualification concerned. wish to move into in due course.
QUALITY ASSURANCE:
There were key aspects within the Edexcel Level 2 BTEC
The regulatory framework for the Diploma was
First Qualifications.
underpinned by supporting arrangements for the
operation of the Diploma, including Ofqual agreed g The qualifications all had a specialist focus
procedures for awarding and grading. g All units were internally assessed and verified
g The BTEC First Certificates had the equivalence on
the School and College Achievement and Attainment
Use of English Tables to two GCSEs (A* – C)
g There was an overall qualification grade for
OCSEB offered the Use of English paper until 1989. From certification
1990 until 1995, it was offered by UCLES. Use of English g Some of the qualifications were approved as
was an examination outside the structure of GCSE and GCE. Technical Certificates.
BTEC qualifications prior to 2002
September 2002 DATE OF FIRST AWARD:
2003
(INCLUDING FORMER BTEC, BEC AND TEC QUALIFICATIONS)
DATE OF LAST AWARD:
2014
BTEC First, National and Higher NUMBER OF UNITS/STRUCTURE:
National Certificates and Diplomas Certificate – Three 60 GLH (guided learning hours)
units, including mandatory and specialist units, with a
BTEC First, National and Higher National qualifications qualification size of 180 GLH.
included two types of vocational unit: Diploma – Six 60-GLH (guided learning hours) units,
including mandatory core units with the remainder being
g core units, which specified the knowledge, skills and
specialist units, with a qualification size of 360 GLH.
understanding required for qualifications in the subject
area ASSESSMENT METHOD:
g option units, which provided the knowledge, skills and All units were internally assessed and externally verified.
understanding in more specialised areas, offering
The assessment was criterion-referenced, based on the
progression opportunities.
GRADING SYSTEM: programme of study. Equally, the Edexcel Level 3 BTEC

The grading of units was at Pass, Merit or Distinction. National Award offered a focused qualification for learners,
These were detailed as part of the documents for particularly more mature learners, wishing to follow a
certification. shorter programme of study that was directly related to
their work experience or to an aspect of employment that
Each qualification had an overall grade of Pass, Merit or
they wish to move into. It was broadly equivalent to one
Distinction. From September 2006 a Distinction* grade
GCE A level.
was available.
QUALITY ASSURANCE:
The Edexcel Level 3 BTEC National qualifications were
External verification and National Standards Sampling designed to provide specialist work-related qualifications
quality assurance was undertaken as follows. in a range of sectors. The qualifications were developed
to provide learners with a preparation for employment,
g Guidance and unit specification to provide career development opportunities for
To promote consistency, the awarding body issued those already in work and to enable progression and
standards for programme/unit outcomes, content, continuation of study in the vocational area, through
assessment and guidance on teaching and learning further or higher education. The Edexcel Level 3 BTEC
methods, programme design and assessment. National qualifications linked to the Occupational
g Approval Standards for the sector where these were appropriate
Any centre (college, school or company) wishing to and were supported by the relevant Sector Skills Council
offer the qualification had to gain approval for that (SSC).
and quality criteria were met, both for the centre and
2002
the qualification.
g External verification DATE OF FIRST AWARD:
The awarding body appointed an external verifier to 2003
every sector programme that it approved. These were
DATE OF LAST AWARD:
2012
competence, from education and industry who were
carefully selected and suitably qualified. They had a NUMBER OF UNITS/STRUCTURE:
responsibility for ensuring that: Six 60-GLH (guided learning hours) units to include
mandatory core units and the remainder being specialist
g centres assessed student performance using units, with a qualification size of 360 GLH.
strategies that were valid and reliable
g national standards of the qualifications were ASSESSMENT METHOD:
maintained All units were internally assessed and externally verified.
the consistency of the qualifications nationally was
The assessment was criterion-referenced, based on the
g

Before any awards were issued, an external verifier had GRADING SYSTEM:
to confirm that national standards were being applied Each unit was assessed and graded at Distinction, Merit
consistently and certification was valid. Verification was or Pass. The qualification had an overall grade awarded at
undertaken using a range of methods, including visits Distinction, Merit or Pass.
and remote sampling. Sampling of students’ work was
undertaken for all programmes. The Level 3 BTEC National Award has been allocated
The qualifications were developed to provide learners Grade UCAS Tariff points
with a preparation for employment, to provide career Distinction 120
development opportunities for those already in work and Merit 80
to enable progression and continuation of study in the Pass 40
vocational area (to any associated Level 3 vocationally-
related qualification or to a Level 2 or 3 occupational For more information about the UCAS Tariff, please see
competence qualification such as an NVQ). Appendix B.
QUALITY ASSURANCE:
External verification and National Standards Sampling
Edexcel Level 3 BTEC National quality assurance was undertaken as follows:
Award (NQF) g Guidance and unit specification
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: To promote consistency, the awarding body issued
Level 3 standards for programme/unit outcome, content,
BACKGROUND:
The Edexcel Level 3 BTEC National Award was a 360-guided g Approval
learning hours unit-based specialist qualification that
focused on particular aspects of employment within the
wishing to offer the qualification had to gain approval
vocational sector. As such, the BTEC National Award offered
a qualification which could extend study and provide
resources and quality criteria were met, both for the
vocational emphasis for learners following an Applied
centre and the qualification.
GCE or GCE route or a combination of both in their main
g External verification NUMBER OF UNITS/STRUCTURE:

The awarding body appointed an external verifier to Twelve 60-GLH (guided learning hours) units to include
every sector programme which it approved. These were mandatory core units and the remainder being specialist
experienced practitioners, normally with occupational units, with a qualification size of 720 guided learning
competence, from education and industry who were hours.
carefully selected and suitably qualified. They had a ASSESSMENT METHOD:
responsibility for ensuring that: All units were internally assessed and externally verified.
g centres assessed student performance using The assessment was criterion-referenced, based on the
strategies that were valid and reliable achievement of specified outcomes.
g national standards of the qualifications were
maintained GRADING SYSTEM:
g the consistency of the qualifications nationally was Each unit was assessed and graded at Distinction, Merit
monitored using national comparisons. or Pass. The qualification had one of five overall grades
awarded, as below.
Before any awards were issued, an external verifier had
to confirm that national standards were being applied The Level 3 BTEC National Certificate has been allocated
consistently and certification is valid. UCAS Tariff points as follows:
Verification was undertaken using a range of methods, Grade UCAS Tariff points
including visits and remote sampling. Sampling of DD 240
DM 200
students’ work was undertaken for all programmes.
MM 160
PROGRESSION/ARTICULATION: MP 120
The qualifications were developed to provide learners PP 80
with a preparation for employment, to provide career
development opportunities for those already in work For more information about the UCAS Tariff, please see
and to enable progression and continuation of study Appendix B.
in the vocational area (to any associated Level 4 or 5
QUALITY ASSURANCE:
vocationally-related qualification, including degrees, or
See Edexcel Level 3 BTEC National Award (page 167).
to a Level 3 or 4 vocationally-related qualification or
occupational competence qualification such as an NVQ). PROGRESSION/ARTICULATION:
See Edexcel Level 3 BTEC National Award (page 167).
Edexcel Level 3 BTEC National

Certificate (NQF) Edexcel Level 3 BTEC National
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Diploma (NQF)
Level 3 NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The Edexcel Level 3 BTEC National Certificate was BACKGROUND:
a 720-guided learning hours unit-based specialist The Edexcel Level 3 BTEC National Diploma was a
work-related qualification that covered the key knowledge 1080-guided learning hours unit-based qualification
and practical skills required in the vocational sector and designed to extend and deepen the specialist focus
also offered different emphasis through the choice of available in the Certificate. It was broadly equivalent to
specialist units. It was broadly equivalent to two GCE A three GCE A levels. The qualification prepared learners
levels or the 12-unit AVCE. The qualification offered an for employment in the sector and was suitable for
engaging programme for 16-19-year-olds who were clear 16-19-year-olds who had already decided that they wished
about the area of employment they wished to enter. Such to enter a specific area of work. Some adult learners made
learners may wish to extend their programme through the commitment required by this qualification in order
the study of a related GCE or other qualification. For adult to enter a specialist area of employment or progress
learners the Edexcel Level 3 BTEC National Certificate into higher education. Progression from this qualification
offered a specialist work-related qualification to confirm could be into employment where learners may progress
and extend their work experience if they were or had to professional body examinations. Alternatively, learners
been employed in the sector. It also provided a suitable may progress to degree or other higher education studies
qualification for those wishing to change career or move in the vocational sector or a related one.
into a particular area of employment following a career
break. This qualification provided opportunities which
2002
enabled progression and continuation of study in the
vocational area through further or higher education. DATE OF FIRST AWARD:
2003
2002 NUMBER OF UNITS/STRUCTURE:
Eighteen 60-GLH (guided learning hours) units to include
mandatory core units and the remainder being specialist
2003
units, with a qualification size of 1080 guided learning
hours.
ASSESSMENT METHOD: earlier variant of the qualification. The changed approach

All units were internally assessed and externally verified. to the description of student achievement for Access to
HE in recent years does not invalidate the achievement
The assessment was criterion-referenced, based on the of students who completed courses before the current
achievement of specified outcomes. common specification for the qualification was developed.
GRADING SYSTEM:
2009
Each unit was assessed and graded at Distinction, Merit
g
Access to HE Diplomas (ungraded; standard credit

or Pass. The qualification had one of seven overall grades
requirement for all awards – 60 credits; 45 at level 3)
awarded, as below. g 2007 and 2008
The Level 3 BTEC National Diploma has been allocated Some Access to HE Diplomas (ungraded; standard
UCAS Tariff points as follows: credit requirement – 60 credits; 45 at level 3);
some Access to HE certificates (ungraded; credit
Grade UCAS Tariff points requirements agreed at local level)
DDD 360 g Pre-2007:
DDM 320 Access to HE certificates (ungraded; credit
DMM 280 requirements agreed at local level)
MMM 240 1998-2007: certificate logo: green arrow head
g
MMP 200
with the words ‘Access to Higher Education
MPP 160
recognised by the Quality Assurance Agency for
PPP 120
Higher Education’
1992-1997: certificate logo: red triangle with
g
For more information about the UCAS Tariff, please see the words ‘recognised by the Higher Education
Appendix B. Quality Council’
QUALITY ASSURANCE: pre-1992: Access to HE certificates awarded
g
See Edexcel Level 3 BTEC National Award (page 167). through local arrangements.
PROGRESSION/ARTICULATION: The awarding bodies for the Access to HE qualification
See Edexcel Level 3 BTEC National Award (page 167). are known as ‘Access Validating Agencies’ (AVAs) and
were known as ‘Authorised Validating Agencies’ until
2008. There have been a large number of name changes
Higher National Qualifications – and mergers among AVAs since the Access Recognition
Scheme was first established in 1989. Details of current
Engineering and former AVAs are available on the Access to HE website
Before September 1999, Engineering National Certificate at www.accesstohe.ac.uk/HowCourses/AboutAVAs/Pages/
programmes had a unit value of 10.0, of which the default.aspx.
equivalent of at least 3.0 units were at NIII level. National
Diploma programmes had a minimum unit value of 16.0,
of which the equivalent of at least 6.0 were at NIII. Where
Progress File
an Edexcel unit is classified simply as N, it will for this ENGLAND
purpose be considered to be equally weighted between Progress File – a set of interactive materials designed to
NII and NIII. Engineering HNC programmes had a unit support learners’ goal-setting, learning and study skills,
value of 10.0, of which 8.0 had to be at H level. HND progress monitoring and recording of achievements – has
programmes had a minimum unit value of 16.0, of which been used by many schools and colleges since becoming
12.0 were at H level. NIII units used in Higher National nationally available in April 2002. These materials, supplied
programmes were designated at H/N level. free of charge by the Department for Education & Skills,
addressed a range of 14-19 and Skills White Paper policy
objectives – for the development of independent learners,
Access to HE Certificate able to manage their own development and to make
successful transitions between age phases, institutions and
The Access to HE Certificate was an undifferentiated award into work.
which was phased out between 2007 and 2009. It has
been replaced by the Access to HE Diploma, which has The DfES ceased to make Progress File materials available
both a common system of grading and a standard credit in April 2006 as the principles and processes that underpin
requirement. During the phasing-in period, Access to HE Progress File are now well-established and have been
Diplomas were awarded according to the standard credit adopted in an increasing range of other products and
requirement but the award remained ungraded. The Access services. Users are encouraged to continue applying those
to HE Certificate had neither a standard system for grading principles and processes to their own circumstances,
nor common credit requirements: the use of credit; specific making use of other tools and solutions as appropriate. To
credit requirements, and any system of grading used for the help in this transition, the DfES waived all copyright in its
Access to HE certificate were determined by local agreement. Progress File materials – so that they can be copied and
adapted for local use.
The outline below shows the qualification awarded to
students who registered on an Access to HE course for The Centre for Recording Achievement, has provided the
the first time and completed that course in the year(s) following additional information.
given. Students who completed recognised Access to HE
courses in earlier years; or who started courses prior to the “Progress File can help individuals record both academic
academic year in which the award was made (ie they were and non-academic achievements and select those most
studying part-time or took a break in their studies which relevant to their needs. The activities of reviewing and
ran across two or more years) may have been awarded an target setting are central to Progress File, which also
provides detailed guidance for users to help develop these
skills. It also provides a context within which Individual WALES

Learning Plans can focus on future educational and/or In Wales, the Assembly has provided funding for Careers
vocational targets being devised and implemented. Links Wales Online (CWO), which is targeted at both young
can also be made with approaches to teaching and learning people and adults in Wales, whether in or out of formal
being developed with vocationally related qualifications.” education. Its primary aims are to help people to initiate
their lifelong learning and career development process, and
Use in the admissions process then to provide support for that process. The main portal is
Many institutions recognise the value in helping individuals a gateway to dedicated pages for different target groups:
develop the skills of reflection, recording and action
up to 16, 16-19, 19+, professionals and employers.
planning. These not only help to build crucial personal
organisational and self-management skills, but enable CWO contains an ‘e-progress file’ that highlights both
them to take ownership of their own development and process and product benefits: (as) ‘a process that helps
apply their skills and achievements to a wide range of you take more control of your learning, your personal
situations. Progress File can be used in a wide range of development and your plans for the future. It’s about
contexts and can provide useful information for the HE making improvements, seizing opportunities and achieving
admissions process. Progress File is also designed to help more (which) enables you to:
individuals link their achievements to key skills.
g save all your information in one place and update it
A good recording achievement structure supports the whenever you want
development of students’ forward plans and can help g identify and value your skills and qualities, recognise
motivation and improve choice. Several projects have your achievements and use that information to make
shown that where such a structure is in place, applicants better choices for the future
can enhance the quality of their applications. g keep an up-to-date online record of all your plans,
The Centre for Recording Achievement, a national documents and information that you can share with
cross-sector network organisation, works to encourage the other people’.
use of records of achievement within the HE applications For more information see www.careerswales.com/.
process, and to support tutors and applicants in making
effective use of the recording and planning experience and SCOTLAND
documentation in all applications. The following ways in Within Scotland, parallel developments are in train. For
which engagement in Progress File practice can support an example, ‘Assessment is for Learning’ funding has been
application to HE have been identified. directed to every local authority in Scotland to focus on
three main strands, including formative assessment and
g Providing a basis for the construction of the personal personal learning planning. Progress Files are available in
statement an editable web-enabled version at www.ltscotland.org.
A source of additional material to support applications
uk/ and the Scottish Qualifications Authority (SQA) has
g
sent to particular institutions

developed a module on personal development planning
A direct source of evidence that may be valuable in
at HNC/HND level which was launched in June 2004. Most
g
considering applicants in Clearing

recently (January 2006), in response to the Consultation
g A document for collection and display of evidence
on ‘Assessment, Testing and Reporting 3–14’ (2003), the
accumulated in compact arrangements, local
progression records or within the new Partnership for Scottish Executive confirmed support for ‘the development
Progression initiative. of personal learning planning to reflect best practice,
taking full account of evaluations and concerns about
At Clearing, Progress File may enable individuals to offer manageability and workload, as a way of encouraging
additional, clear and up-to-date information to institutions to pupils to take a fuller part in managing and evaluating
assist decision-making at a critical time. Admission tutors may their own learning’ (at www.scotland.gov.uk/).
request a summary copy (not the original) of information
NORTHERN IRELAND
from the Progress File directly from the applicant.
For further information on Progress File and the NRA
Interest in recording achievement has not been confined in Northern Ireland, contact Department of Education,
to schools and FE. Over the last 10 years, a large number Northern Ireland (DENI), or CCEA – see Appendix A for
of HEPs have developed a range of practices under names details.
like Personal and Academic Records, Personal Profiles or
Learning Logs.
During 1999/2000, the QAA, CVCP (now Universities
Advanced General National
UK) and SCOP (now GuildHE) worked together to consult Vocational Qualifications
on the most appropriate means of taking forward the
recommendations of the Dearing Enquiry into HE that all
Advanced GNVQ
institutions should develop a Progress File (incorporating
a Personal Development Record based on a process of NQF LEVEL:
Personal Development Planning). A policy statement Level 3
was produced in May 2000. This set a target for the
BACKGROUND:
implementation of Personal Development Planning across
the HE sector as a whole by 2005/6. This was confirmed At Advanced level, the GNVQ has been replaced by the
in the HE Strategy Paper, The Future of Higher Education. Advanced Vocational Certificate of Education (AVCE).
From September 2005, the Centre for Recording
Achievement is supporting the Higher Education Academy
in the implementation of Personal Development Planning
in the HE sector.
The following table provides an equivalence with general Differentiation rested on the other, more significant
qualifications: assessment process. Advanced GNVQ students completed
activities, projects and assignments as well as taking part
Advanced 12 units 2 GCE A levels
in traditional lessons. As a result of this work, they put
6 units 1 GCE A level
together a portfolio of evidence, demonstrating that they
had met all the requirements of the GNVQ programme
Advanced GNVQ students could opt to do additional at the necessary standard. Key Skills were often achieved
studies alongside their GNVQ, either to broaden their through these activities, although separate teaching of Key
general education to or deepen their understanding of the Skills occurred where necessary.
particular vocational area they were studying. Key Skills
were a requirement of the The external assessment of the Single Award took two
pre-2000 GNVQs. forms: tests, and external moderation of the student’s
portfolio. The tests consisted of short-answer papers
Students could choose to take as additional studies: of one to two hours’ duration, marked by the awarding
g more vocational units (from either the same or another bodies’ examiners.
GNVQ subject area). Students received a separate EXAMINATION TIMING:
results slip and certificate for individual GNVQ units January/June
g additional Key Skills units (Improving Learning and
Performance, Working with Others and Problem
Solving) March/August
g separate foreign language units GRADING SYSTEM:
g one or more GCE A level Distinction/Merit/Pass
g one or more GCE Advanced Supplementary or
Subsidiary When the portfolio of evidence had been completed and
g other additional studies, e.g. BTEC qualifications, the unit tests passed, the student gained an overall Pass in
NOCN units, NVQ units, various certificates. the qualification. To achieve a higher overall grade (Merit
or Distinction), a student had to have strong evidence of
The Advanced GNVQ (Single Award) was also available as learning skills (planning, information seeking, handling
a pilot from September 1998, and was primarily aimed at and evaluation and use of language) and high quality
post-16 students. It was designed to be equivalent to one outcomes, as well as satisfying all the requirements of the
A level. Students had the option of taking this qualification 12 vocational units and the three mandatory Key Skills at
over one or two years. It gave a basis in a vocational area the appropriate level.
with the possibility of a certain amount of specialisation
QUALITY ASSURANCE:
via optional units.
The Advanced GNVQ (Full Award) was also available as a
The Single Award was a six-unit GNVQ at advanced level pilot using an interim structure and assessments.
only, covering the following vocational areas:
The pilot GNVQ included an interim unit structure, external
g Art and design short-answer tests, a new system for determining the
g Business overall grade to be awarded and new moderation of
g Health and social care students’ coursework.
g Information technology.
The aim of external moderation was to confirm that the
The Single Award was based on the same revised model as assessment decisions made by centres conformed to
the Advanced GNVQ (Full Award)(pilot). national standards. The standards moderation process
replaced the previous system of external verification.
Although the achievement of the Single Award led to
DATE OF LAST AWARD:
a qualification in its own right, it could also be used as
2000
progression towards a Full Award.
VARIANTS:
The Advanced GNVQ (Full Award) was made up of 12 units,
See also GNVQ and Part One GNVQ.
plus Key Skills, as follows:
eight mandatory vocational units
Sixth Term Examination Papers
g
g four optional vocational units

g three mandatory Key Skills in application of number, QUALIFICATION ABBREVIATION:
communication and information technology (IT). STEP
ASSESSMENT METHOD:
BACKGROUND:
In the pre-September 2000 model of the Advanced STEP was formerly administered by the Oxford and
GNVQ, students had to pass an externally set and marked Cambridge Schools Examination Board on behalf of
unit test in a variable number of mandatory units (most Cambridge Colleges. When it was first examined in the
commonly seven). These tests were designed to ensure mid-1980s, there were 22 STEP papers available. Over the
that students had the underpinning knowledge important years, the number of papers has been gradually reduced.
for the unit; they did not contribute to the overall grade of Most of them, with the exception of mathematics, were
the qualifications. examined for the last time in 2002 when Advanced
Extension Awards were introduced. There are now three
mathematics papers. They are all based on the mathematics DATE OF RESULT PUBLICATION:
Advanced GCE Common Core. STEP is currently used by March/August
some Cambridge Colleges and by other HEPs. GRADING SYSTEM:
DATE OF LAST AWARD: Distinction/Merit/Pass
2002 (except for Mathematics) VARIANTS:
NUMBER OF UNITS/STRUCTURE: See also GNVQs and GCSEs in vocational subjects.
Mathematics I
Mathematics II
Mathematics III Advanced Subsidiary Vocational
Candidates take one or two of these papers. Certificate of Education
ASSESSMENT METHOD: QUALIFICATION ABBREVIATION:
External assessment ASVCE (also known as the three-unit VCE)
EXAMINATION TIMING: NQF LEVEL:

June Level 3
DATE OF RESULT PUBLICATION: BACKGROUND:
August (same date as A/AS results) New qualifications with the same AS and A2 structure
as existing GCE qualifications were introduced to replace
GRADING SYSTEM:
VCEs for first teaching in September 2005. The new
Grade S: Outstanding qualifications are known as Advanced Subsidiary and
Grade 1: Very good Advanced GCEs in applied subjects, and four awards
Grade 2: Good are available: AS (three AS units), AS double award (six
Grade 3: Satisfactory AS units), Advanced (three AS and three A2 units) and
Grade U: Unclassified Advanced double award (six AS and six A2 units).
The minimum standard for Grade 2 is equivalent to the The ASVCE was available from September 2000 in the
minimum standard for Merit in an Advanced Extension following vocational areas only:
Award.
g Business
PROGRESSION/ARTICULATION: g Engineering
Higher education g Health & social care
g Information & communication technology (ICT).
Part One General National The ASVCE was designed to promote breadth and
add enrichment to students’ learning programmes,
Vocational Qualifications encouraging them to mix and match AVCE qualifications
QUALIFICATION ABBREVIATION: with other qualifications, or to pursue vocational
Part One GNVQ study part-time, possibly in conjunction with part-time
employment. Students would normally complete this
NQF LEVEL: award in one year, but it may have been taken over a
Level 1 = Foundation, Level 2 = Intermediate longer period.
BACKGROUND:
The ASVCE was referred to as ‘Advanced Subsidiary (AS)’.
Part One GNVQs became new GCSE qualifications in
However, while it was the same size as the GCE AS, it was
vocational subjects (Double Award) from 2002.
not ‘subsidiary’ in nature. Its units were assessed at full
Part One GNVQs have been available nationally since AVCE standard and there was no requirement to teach
September 1999 in seven vocational areas and are broadly them in a particular order.
equivalent to two GCSEs. They are also available post-16. DATE OF FIRST TEACHING:
The last normal certification date was summer 2003, 2000
the last resit opportunity being January 2004. These DATE OF FIRST AWARD:
qualifications have been replaced by GCSEs in vocational 2001
subjects.
DATE OF LAST AWARD:
DATE OF FIRST TEACHING: 2006
September 1999
DATE OF LAST AWARD: Three units
January 2004
ASSESSMENT METHOD:
NUMBER OF UNITS/STRUCTURE: The AVCE, ASVCE and AVCE Double Award all drew from
Three units the same pool of units and used the same assessment
ASSESSMENT METHOD: arrangements: a combination of externally assessed
An assessment regime consisting of a graded test per unit, written papers (usually 30%) and internally assessed
plus portfolio evidence. coursework/portfolio (usually 70%).
EXAMINATION TIMING:
January/June
GRADING SYSTEM: The achievement of an AVCE was not dependent on

For the ASVCE, an A – E grading system was used, giving achievement of Key Skills. However, the development of Key
comparability with GCE AS level. Skills formed an integral part of the AVCE and they were
signposted in the vocational units.
The ASVCE was allocated UCAS Tariff points as follows:
Grade UCAS Tariff points 2000
A 60
B 50 DATE OF FIRST AWARD:
C 40 2002
D 30
DATE OF LAST AWARD:
E 20
2006
For more information about the UCAS Tariff, please see NUMBER OF UNITS/STRUCTURE:
Appendix B. AVCE was available from September 2000 as a six-unit
GRADING ADDITIONAL INFORMATION:
award. The award consisted of a mixture of compulsory
and optional units. Within individual vocational areas,
U indicated an unclassified performance which was not
there may have been alternative models of how the
certificated.
AVCE was constructed, providing a measure of controlled
QUALITY ASSURANCE: flexibility. It could be taken over one or two years.
The ASVCE was quality assured by the same mechanisms
ASSESSMENT METHOD:
as the AVCE six-unit award.
The ASVCE, AVCE and AVCE Double Award all drew from
the same pool of units and used the same assessment
Advanced Vocational Certificate of arrangements: a combination of externally assessed
written papers (usually 30%) and internally assessed
Education coursework/portfolio (usually 70%).
QUALIFICATION ABBREVIATION: The broad aim of the redesign of vocational qualifications
AVCE (also known as the six-unit AVCE) at advanced level was to reduce the overall burden of
NQF LEVEL: assessment whilst strengthening the external element and
Level 3 making clearer what students need to learn as opposed to
what is assessed.
BACKGROUND:
New qualifications with the same AS and A2 structure AVCE qualifications were unit-based. Each unit clearly
as existing GCE qualifications were introduced to replace set out the learning which students must cover in order
VCEs for first teaching in September 2005. The new to provide the assessment evidence. Assessment criteria
qualifications are known as Advanced Subsidiary and were used to assess the students’ ability to apply their skills,
Advanced GCEs in applied subjects, and four awards knowledge and understanding in a vocational context. The
are available: AS (three AS units), AS Double Award (six assessment criteria were written for each unit, and the units
were written for, and addressed directly to, the students
AS units), Advanced (three AS and three A2 units) and
themselves. The exact nature of external assessment
Advanced Double Award (six AS and six A2 units).
depended on the subject area, level and unit content.
AVCEs were qualifications which enabled students to
Complete portfolio units were assessed by means of
develop skills, knowledge and understanding in the
unit-specific contextualised grading criteria. Evidence for
vocational area they were studying and prepared them
assessors on the use of the criteria was given in a section
for both the world of work and for progression to higher of the units entitled Essential Information for Teachers,
education. They were informally known as ‘Vocational which suggested teaching strategies, assessment strategies
A levels’. and resources, and includes Key Skills signposting.
AVCEs were designed to be related to National GRADING SYSTEM:
Occupational Standards in relevant sectors and to
The AVCE was allocated UCAS Tariff points as follows:
equip students with up-to-date knowledge, skills and
understanding of the underpinning principles and Grade UCAS Tariff points
processes of those sectors. Learning was expected to be A 120
active and student-led, although directed by teachers and B 100
supported by professional and employer input. The six-unit C 80
D 60
AVCE was the same size as GCE A level, and the overall
E 40
grade was on the same A–E scale.
In autumn 2000, the Advanced GNVQ was replaced by For more information about the UCAS Tariff, please see
the new AVCE as a part of the introduction of Qualifying Appendix B.
for Success reforms. The AVCE was available as a series
GRADING ADDITIONAL INFORMATION:
of different sizes of award to promote flexibility in the
The final grade was calculated using a points-based system.
post-16 curriculum:
Separate points were available for each unit, and these
g VCE Advanced Subsidiary (ASVCE) – three units were aggregated to determine an overall grade for the
g AVCE – six units qualification. These points should not be confused with
g AVCE Double Award – 12 units. those used on the UCAS Tariff (see above).
U indicates an unclassified performance, which was not
certificated.
QUALITY ASSURANCE: GRADING SYSTEM:

For internal assessment, a moderation system designed to The award resulted in the student receiving two related
ensure that entry grades are in line with national standards grades on an A–E scale, ie AA, AB, BB, BC, CC, CD, DD, DE,
replaced the external verification system. Normally at least EE. It should be understood that these are paired overall
a third of the overall assessment was externally set and grades for the whole award, and are not two individual
marked by the awarding bodies. grades relating to clusters of six units.
PROGRESSION/ARTICULATION: The AVCE (Double Award) was allocated UCAS Tariff
The AVCE was designed to promote flexibility in the points as follows:
post-16 curriculum allowing students to combine AVCE
with other qualifications, including GCE A level, GCE AS and
AA 240
the ASVCE.
AB 220
BB 200
Advanced Vocational Certificate of BC 180

CC 160
Education: Double Award CD 140
DD 120
QUALIFICATION ABBREVIATION: DE 100
AVCE Double Award EE 80
NQF LEVEL:
Level 3 For more information about the UCAS Tariff, please see
Appendix B.
BACKGROUND:
New qualifications with the same AS and A2 structure GRADING ADDITIONAL INFORMATION:
as existing GCE qualifications were introduced to replace U indicated an unclassified performance which was not
VCEs for first teaching in September 2005. The new certificated.
qualifications are known as Advanced Subsidiary and
QUALITY ASSURANCE:
Advanced GCEs in applied subjects, and four awards
The AVCE Double award was quality assured by the same
are available: AS (three AS units), AS double award (six
mechanisms as the AVCE six-unit award.
AS units), Advanced (three AS and three A2 units) and
Advanced double award (six AS and six A2 units).
The former Advanced GNVQ (which consisted of a minimum
Diploma of Achievement
of 12 units) was replaced by the AVCE Double Award. BACKGROUND:
OCR offered a skills-based Diploma of Achievement
The AVCE Double Award was equivalent in size to two designed to complement students’ studies on post-16
GCE A levels and would normally be taken over two years. courses. (This Diploma was previously offered by OCEAC.)
The Diploma course was concerned with the development
Students had the opportunity to supplement the AVCE
of a wide range of life skills, including key skills, and
Double Award with additional units which were graded
provided evidence in the form of a certificate reporting
separately. These were often in the same vocational
skills attainment, together with a portfolio. The assessment
subject area, or included language units. Where students
was withdrawn in 2004.
wished to take additional studies in a different vocational
area, they may have taken a six-unit AVCE or three-unit
AVCE award in that subject area. General National Vocational
DATE OF FIRST TEACHING: Qualifications
2000
GNVQ
2002
NQF LEVEL:
DATE OF LAST AWARD:
Level 1 = Foundation GNVQ, Level 2 = Intermediate GNVQ
2006
BACKGROUND:
GNVQs were introduced as part of the NQF for England,
Twelve units
Wales and Northern Ireland in response to the
According to the vocational subject area, the AVCE Double Government’s White Paper Education and Training for the
Award was structured within the following rules: 21st Century (May 1991).
g a minimum of six and a maximum of eight compulsory GNVQs are available at two levels and the following table
units provides an equivalence with qualifications in the general
g a maximum of six optional units. category.
ASSESSMENT METHOD: Intermediate 6 units 4 GCSEs (grades A*-C)

The ASVCE, AVCE and AVCE Double Award all drew from 3 units 2 GCSEs (grades A*-C)
the same pool of units and used the same assessment
arrangements, that is, through a combination of externally Foundation 6 units 4 GCSEs (grades D-G)
assessed written papers (usually 30%) and internally 3 units 2 GCSEs (grades D-G)
assessed coursework/portfolio (usually 70%).
Following the GNVQ Assessment Review (November 1995)

and piloting during 1996/8, GNVQs were redesigned
Adult Literacy and Adult Numeracy
in all areas. The redesigned GNVQ has been available NQF LEVEL:
since September 2000. The names of Foundation and Levels 1-2 and Entry Levels 1, 2 and 3
Intermediate GNVQs remain unchanged.
BACKGROUND:
The broad aim of the redesign was to reduce the overall The National Certificates in Adult Literacy and Adult
burden of assessment while strengthening the external Numeracy at Levels 1 and 2 provide an accreditation route
element and making clearer what students need to learn for adults wishing to have their achievements against the
as opposed to what is assessed. National Standards and Core Curricula for Adult Literacy
and Adult Numeracy recognised. National Certificates in
The achievement of a GNVQ is not dependent on Adult Literacy and Adult Numeracy are also available at
achievement of Key Skills. However, the development Entry levels 1, 2 and 3.
of Key Skills forms an integral part of the redesigned
qualifications. The revised Key Skills are signposted in the Learners had until 31 August 2012 to enrol for these
vocational units to support Key Skills achievement. Key qualifications at Levels 1 and 2 as they reach their
Skills are separately certificated through the Key Skills operational end date. People who enrolled on these courses
qualifications. by this date will have until 31 August 2014 to complete
their qualification, which is the certification end date.
The Government has decided that Foundation and
Intermediate six-unit GNVQs should be phased out, as
successor qualifications are identified. Candidates should 2001
no longer be able to register for these qualifications. DATE OF FIRST AWARD:
2001
2000 NUMBER OF UNITS/STRUCTURE:
Each Adult Literacy and Adult Numeracy qualification at
2002 Levels 1 and 2 is a one-unit qualification consisting of a
test comprising 40 multiple-choice questions each worth
NUMBER OF UNITS/STRUCTURE: one mark. The National Certificate in Literacy lasts one
Six units hour and the National Certificate in Adult Numeracy
lasts one hour and 15 minutes. At Entry Levels 1, 2 and 3
Each unit clearly sets out the learning the students must assessment is dependent on the regime adopted by the
cover in order to produce the assessment evidence. Awarding Body, but it is generally through an assignment
Assessment criteria are used to assess the students’ ability or task.
to apply their skills, knowledge and understanding in a ASSESSMENT METHOD:
vocational context. The assessment criteria are written for Externally set and marked test.
each unit, replacing the separate generic grading criteria.
Units, including the assessment criteria, are written for, and EXAMINATION TIMING:
addressed directly to, the students. On demand and available in e-assessment format in the
case of Levels 1 and 2.
ASSESSMENT METHOD:
Assessment is through a combination of internal and DATE OF RESULT PUBLICATION:
external requirements: namely continuously assessed On demand: Results within seven to 10 working days
portfolios and short test papers. The exact nature of (where e-assessment is used this may be immediate),
external assessment varies depending on the subject area, certification available within 30 working days.
level and unit content.
Monthly: as with on demand, but may vary according to
Complete portfolio units are assessed by means of the awarding body.
unit-specific contextualised grading criteria. Assessors are PROGRESSION/ARTICULATION:
guided in the use of the criteria by a new section in the The Certificates in Adult Literacy and Adult Numeracy at
units entitled ‘Essential Information for Teachers’, which Levels 1 and 2 use the same tests as those for Key Skills
suggests teaching strategies, assessment strategies and in Communication and Application of Number at those
resources, and includes Key Skills signposting.
levels. Success in the Certificates in Adult Literacy and Adult
GRADING SYSTEM: Numeracy will act as a proxy for the associated Key Skills
The final grade is calculated using a points-based system. tests in Communication and Application of Number at the
Separate points are available for each unit, and these same levels. The Certificate in Adult Literacy test at Levels 1
are aggregated to determine an overall grade for the and 2 also provides assessment of reading as part of ESOL
qualification. Grades for Foundation and Intermediate (English for Speakers of Other Languages) qualifications at
GNVQ remain as Pass, Merit and Distinction. Levels 1 and 2 accredited from September 2005. Certificates
in Adult Literacy and Adult Numeracy are necessary for
QUALITY ASSURANCE:
success in education and training in general, and enhance
For internal assessment, a standards moderation system
employment opportunities.
designed to ensure that entry grades are in line with national
standards has replaced the external verification system. GRADING SYSTEM:
Pass/Fail
Normally at least a third of the overall assessment is
externally set and marked by the awarding bodies.
VARIANTS:
See also Advanced GNVQs and Part One GNVQs.
ASDAN Certificate in Career DATE OF FIRST TEACHING:

2000
Planning DATE OF FIRST AWARD:
NQF LEVEL: 2001
Levels 1, 2 and 3
DATE OF LAST AWARD:
BACKGROUND: 2010
The Certificate in Career Planning was developed in line
with national guidance on Careers Education. It: PREREQUISITES:
CACHE did not prescribe any formal entry qualifications
g provided a framework for the development and in order to start a programme of study for the DCE-L3.
assessment of student learning in careers education Candidates were at least 16 years old at the date of
and preparation for working life registration for the qualification and had an adequate level
g prepared students for the challenge of flexible career of general education to cope with the demands of the
paths programme.
g provided clear evidence of delivery of Careers NUMBER OF UNITS/STRUCTURE:
Education and Guidance The full DCE-L3 12 units:
g was deliverable either through personal, social and Units 1, 2 – 120 hours each unit
health education/tutorial programmes or alongside Units 3, 4, 5, 6 – 90 hours each unit
other academic and vocational qualifications in a wide Units 9, 10 – 30 hours each unit
range of educational contexts Unit 12 required approximately 125 days of practical
g contributed to the development of individual Key Skills training
units.
An additional 90-hour personal and subject tutorial was
DATE OF FIRST TEACHING: recommended.
2002
Excluding Unit 12, each individual unit could stand
DATE OF FIRST AWARD: alone, was individually assessed and could be separately
2003 certificated.
DATE OF LAST AWARD: ASSESSMENT METHOD:
2012 g Portfolios
g Unit assignments
NUMBER OF UNITS/STRUCTURE: g Practice evidence records
Three units: g Professional development profiles
g Self development g An Extended Examination
g Career exploration The whole qualification was achieved through successful
g Career management. completion of all the required units, a Diploma Final Test
ASSESSMENT METHOD: Examination and satisfactory Professional Development
Although certification of individual units was available, Profiles and Practice Evidence Records.
to gain the full Career Planning qualification, candidates QUALITY ASSURANCE:
needed to complete all three units. The examinations were externally marked by approved
QUALITY ASSURANCE: CACHE markers and standardised using common grading
Assessed through a portfolio of evidence: each candidate criteria. The grade boundaries were set at an award
demonstrated their competence in each unit by presenting meeting attended by the Chief Examiner and the lead
a portfolio of evidence which clearly showed their ability examiners for the qualification.
to meet the standards. There were externally set questions
to check underpinning knowledge and understanding. The CACHE External verifiers checked a sample of marked and
portfolio was internally assessed and externally moderated. internally verified assignments.
Learners can progress to higher education to study a
CACHE Level 3 Diploma in Childcare degree in a related area. They may also progress to the
and Education CACHE Level 5 Diploma in Leadership for Health and
Social Care and Children and Young People’s Services
QUALIFICATION ABBREVIATION: (England) (QCF).
DCE-L3
Dependent on the pathway chosen, learners can also
NQF LEVEL:
progress to the following job roles.
Level 3
BACKGROUND:
g Pre-school worker
The DCE-L3 programme prepared candidates to work
g Pre-school managers
competently, safely and effectively with children aged 0-7 g Crèche assistants and managers
years 11 months whilst taking into account the fact that g Practitioner in a children’s/family centre
children live in families and communities. It also helped g Practitioner in day nurseries, nursery schools or
candidates working with older children, especially those reception classes in primary schools
with special needs, and prepared candidates to work in g Nanny
a wide range of settings with different professionals and g Children’s holiday representative
volunteers. g Residential childcare workers
g Youth workers
g Learning mentors.
CACHE Level 3 Certificate in BACKGROUND:

This qualification was aimed at people who worked in
Children’s Care, Learning settings or services whose main purpose is Children’s Care,
and Development Learning and Development.
2005
CCCLD-L3
NQF LEVEL:
2006
Level 3
DATE OF LAST AWARD:
BACKGROUND:
2014
The aim of the CCCLD-L3 was to support the NVQ at
Level 3 in Children’s Care, Learning and Development, and PREREQUISITES:
facilitate good practice and high standards for supervisory Learners were at least 16 years of age with either a Level
roles, competently, safely and effectively with children 2 early years qualification or significant experience in a
aged 0-16 years. childcare setting.
DATE OF FIRST TEACHING: NUMBER OF UNITS/STRUCTURE:
2005 The learner was required to complete all five units from
Group A plus two units from Group B and two units from
Group B or C.
2006
ASSESSMENT METHOD:
DATE OF LAST AWARD: Direct observation within the workplace combined with
2014 a portfolio of additional evidence such as professional
PREREQUISITES: discussions and witness testimonies.
Candidates were at least 16 years of age and working GRADING SYSTEM:
on a paid, voluntary or placement basis in the Children’s Pass/refer
Care, Learning and Development sector. They were also
able to show that they had an adequate level of general QUALITY ASSURANCE:
education to cope with the demands of the programme. CACHE ensures the quality and integrity of all qualifications,
at all levels, through the implementation of external quality
NUMBER OF UNITS/STRUCTURE: assurance processes which audit the Centre’s internal quality
Five units (each consisting of 60 hours) assurance and assessment procedures within all CACHE
All units were mandatory. Each unit could stand alone, be approved Centres. Qualifications are also quality assured
individually assessed and separately certificated. through external examination as appropriate.
ASSESSMENT METHOD:
All CACHE approved Centres are required, in accordance
Unit 2 was assessed through an MCQ test marked by with regulatory requirements, to complete internal quality
CACHE. assurance. This is a process of auditing the assessment
judgments made by assessors about learners’ knowledge
Units 1 and 3–5 were assessed through unit assignments and competence to ensure that any judgment made is valid,
provided by CACHE and internally marked and moderated. fair and authentic.
GRADING SYSTEM: CACHE has a robust approval system that ensures the
MCQ Test: Pass/Refer Centre has the correct resources to undertake delivery
Unit Asignments: A-E of the qualifications at all levels, and that there are
Overall: A-E procedures implemented that maintain the integrity of the
qualifications delivered, in line with CACHE requirements
QUALITY ASSURANCE:
and sector skills councils. It includes:
Customer Quality Advisers checked a sample of
assessment plans, assessor feedback to learners and a g the checking of assessor and internal quality assuror
sample of marked and internally verified assignments. competency to deliver the qualification, ie that they are
occupationally competent and knowledgeable to deliver
the qualification area and level, in accordance with
The CCCLD-L3 provided the underpinning knowledge
regulatory requirements
and skills for the NVQ Level 3 in Children’s Care, Learning
reviewing Centre documents in relation to the internal
and Development. Therefore, if the award was achieved
g
quality assurance and assessment strategy, ie internal

alongside the NVQ, thus making part of the Apprenticeship
quality assurance plans, evidence of internal quality
Framework, candidates could consider progression
assurance taking place, evidence of planned and
to a related Foundation Degree or other higher level
completed assessment of learners and evidence of
qualification.
learner achievement.
This rigorous process is undertaken by the Customer Quality
CACHE Level 3 NVQ in Children’s Adviser, Subject Specialist and External Examiner and
Care, Learning and Development ensures that the high value of CACHE qualifications are
maintained, which CACHE view as crucial.
External quality assurance audits are undertaken regularly
CCLD-L3
in response to the Centres’ ability to deliver and maintain
NQF LEVEL: integrity of the qualification effectively. These may be more
Level 3 frequent in some cases where it is identified that a Centre
needs extra support in order to achieve good practice in PROGRESSION/ARTICULATION:

their organisation. The qualification allowed candidates to go on and take a
higher level qualification such as a Foundation Degree. The
PROGRESSION/ARTICULATION: qualification could also be used to work as a child-minding
Learners could progress to higher education to study a network coordinator or a centre/playgroup/nursery manager.
degree in a related area. They could also progress to the
CACHE Level 5 Diploma in Leadership for Health and Social
Care and Children and Young People’s Services (England) CACHE Level 3 Diploma in
(QCF)
Early Years Care and Education
Dependent on the pathway chosen, learners could also
(Welsh Medium)
g Pre-school worker
W-DEYCE-L3
g Pre-school managers
g Crèche assistants and managers NQF LEVEL:
g Practitioner in a children’s/family centre Level 3
g Practitioner in day nurseries, nursery schools or reception
BACKGROUND:
classes in primary schools
This W-DEYCE-L3 was offered in the medium of Welsh
g Nanny
or bilingually. It was designed for group leaders or those
g Children’s holiday representative
with some experience in Children’s Care, Learning and
g Residential childcare workers
Development. It facilitated good practice and high
g Youth workers
standards with Cylchoedd Meithrin and all other pre-school
g Learning mentors.
provision. It was useful for workers across a range of
early years settings in a Welsh context as it contained an
CACHE Level 4 NVQ in Children’s emphasis on Welsh initiatives and culture.
Care, Learning and Development DATE OF FIRST TEACHING:
2000
CCLD-L4 DATE OF FIRST AWARD:
2002
NQF LEVEL:
Level 4 DATE OF LAST AWARD:
2013
BACKGROUND:
The aim of the CCLD-L4 was to provide a National PREREQUISITES:
Vocational Qualification for candidates who worked or CACHE did not prescribe any formal requirements in
wished to work with children aged 0-16 years. The award order to start a programme of study for the W-DEYCE-L3.
helped to recognise learners’ specialist learning and helped Candidates were at least 16 years of age at the date of
develop their career. registration for the award and able to show that they had
an adequate level of general education to cope with the
demands of the programme and have some day-to-day
2005 contact with children in a group setting.
2006 Four mandatory units (three of 60 hours and one of
DATE OF LAST AWARD: 30 hours).
2014
Each unit could stand alone, be individually assessed and
PREREQUISITES: separately certificated.
It was expected that learners would be working in settings
ASSESSMENT METHOD:
or services at a senior level in face-to-face roles with
Unit assignments: Unit 2 was externally assessed by
children, young people and families. Learners were also at
CACHE. All other units were marked and internally
least 18 years of age.
moderated within the centres.
GRADING SYSTEM:
The qualification was made up of four mandatory units
A–E
and five optional units. All nine units had to be finished in
order to gain the qualification. QUALITY ASSURANCE:
The assignment for one unit for every candidate was
ASSESSMENT METHOD:
Approved assessors visited candidates’ workplaces to
common grading criteria.
assess their work. Candidates met their assessor on a
regular basis. Customer Quality Advisers checked a sample of
GRADING SYSTEM: assessment plans, assessor feedback to learners and a
Pass/Refer sample of marked and internally verified assignments.

See CACHE Level 3 NVQ in Children’s Care, Learning and Level 3 provided the underpinning knowledge and skills
Development (page 177). for the NVQ Level 3 in Children’s Care, Learning and
Development. Therefore, if the award was achieved
alongside the NVQ, thus making part of the Apprenticeship
Framework, candidates could consider progression PROGRESSION/ARTICULATION:

to a related Foundation Degree or other higher level Learners could join the social care workforce working in
qualification. They could also progress to the CACHE Level domiciliary care or in residential care homes, progress
3 Extended Diploma for the Children and Young People’s to Level 5 QCF qualifications for management or senior
Workforce (QCF) and the CACHE Level 5 Diploma in practitioner roles in health and social care, or to specialist
Leadership for Health and Social Care and Children and qualifications reflecting the context in which they work.
Young People’s Services (England) (QCF).
Dependent on the pathway chosen, learners could also CACHE Level 3 NVQ in Health and
Social Care (Adults)
g Pre-school worker
g Pre-school managers QUALIFICATION ABBREVIATION:
g Crèche assistants and managers HSC(Adults)-L3
g Practitioner in a children’s/family centre NQF LEVEL:
g Practitioner in day nurseries, nursery schools or Level 3
reception classes in primary schools
g Nanny BACKGROUND:
g Children’s holiday representatives The HSC-L3 was designed for workers delivering care and
g Residential childcare workers support, often without direct supervision or those working on
g Youth workers their own in health and social care settings.
g Learning mentors. DATE OF FIRST TEACHING:
2009
CACHE Level 3 NVQ in Health and DATE OF FIRST AWARD:

2010
Social Care
DATE OF LAST AWARD:
QUALIFICATION ABBREVIATION: 2013
HSC-L3
PREREQUISITES:
NQF LEVEL: CACHE did not prescribe any formal requirements in order
Level 3 to study the HSC-L3. Candidates were at least 16 years of
BACKGROUND: age and showed an adequate level of general education to
The aim of the HSC-L3 was to provide a mixture of units cope with the programme.
in Care, Early Years and Management for people working NUMBER OF UNITS/STRUCTURE:
with children and young people up to 18 years old. The qualification was made up of four mandatory units and
DATE OF FIRST TEACHING: four optional units. All eight units had to be finished in order
2005 to gain the qualification.
DATE OF FIRST AWARD: ASSESSMENT METHOD:
2006 Approved assessors visited each candidate in their workplace
to assess their practical competence, knowledge and
DATE OF LAST AWARD: understanding. Each candidate submitted a portfolio to
2013 show their competence in all areas of the qualification.
CACHE did not prescribe any formal requirements in order Pass
to study the HSC-L3. Candidates were at least 16 years
of age, showed an adequate level of general education QUALITY ASSURANCE:
to cope with the programme and either had experience See CACHE Level 3 NVQ in Children’s Care, Learning and
of day or domiciliary care settings or were registered as a Development (page 177).
foster carer.
NUMBER OF UNITS/STRUCTURE: It was anticipated that learners progress to jobs in Health
The qualification was made up of four mandatory units and Social Care such as Senior Care Worker and Home Care
and four optional units. All eight units had to be finished in Organiser.
order to gain the qualification.
ASSESSMENT METHOD: CACHE Level 3 Diploma in
Approved assessors visited each candidate in their
workplace to assess their practical competence, knowledge Playgroup Practice in Wales
and understanding. Each candidate submitted a portfolio
to show their competence in all areas of the qualification.
DPPW-L3
GRADING SYSTEM:
NQF LEVEL:
Pass
Level 3
QUALITY ASSURANCE:
BACKGROUND:
See CACHE Level 3 NVQ in Children’s Care, Learning and
The DPPW-L3 was offered in the medium of English
Development (page 177).
and was specifically designed for work in playgroups in
Wales, for group leaders or those with some experience in
Children’s Care, Learning and Development, to facilitate DATE OF LAST AWARD:

good practice and high standards within pre-school 2013
provision in Wales. The qualification supported the Welsh
PREREQUISITES:
heritage and culture of Wales, the Curriculum Cymreig
and the Desirable Outcomes for Children’s Learning before
in order to start a programme of study for the DP-L3,
compulsory school age, with appropriate references to
however learners were at least 16 years old at the date of
Personal and Social Education for Wales.
registration. CACHE recommended that learners should
DATE OF FIRST TEACHING: have a related study of a course at Level 2, an adequate
2001 level of general education to cope with the demands of
the programme, a minimum of 50 hours of experience in a
playwork setting and day-to-day contact with children in a
2003
playwork setting.
DATE OF LAST AWARD:
2013
Six mandatory units of 60 recommended learning hours.
PREREQUISITES:
ASSESSMENT METHOD:
Unit assignments: Unit 1 was an MCQ Test marked by
in order to start a programme of study for the DPPW-L3,
CACHE. All other units were assessed by internally marked
but candidates were at least 16 years of age at the date
unit assignments.
of registration. Candidates’ literacy and numeracy was
expected to be at GCSE level or equivalent. GRADING SYSTEM:
MCQ Test: Pass/Refer
Three mandatory units of 60 hours. Unit 2-5: A-E
Overall: A-E
Each unit could stand alone, be individually assessed and
QUALITY ASSURANCE:
separately certificated.
Customer Quality Advisers checked a sample of marked
ASSESSMENT METHOD: and internally verified assignments.
CACHE. All other units were marked and internally
This diploma enabled learners to progress towards a
Foundation Degree in Playwork or BA Honours in Playwork.
GRADING SYSTEM:
A–E
QUALITY ASSURANCE:
CACHE Level 3 NVQ in Playwork
The assignment for one unit for every candidate was QUALIFICATION ABBREVIATION:
externally marked by CACHE and standardised using NVQP-L3
common grading criteria. The grade boundaries were
set at award meetings attended by the Chief Examiner NQF LEVEL:
and the Principal Examiners for the award. Scripts from Level 3
previous years were kept to ensure standards were BACKGROUND:
maintained year-on-year. This qualification was aimed at playworkers who were
Customer Quality Advisers checked a sample of supervising other members of staff within playwork settings.
assessment plans, assessor feedback to learners and a DATE OF FIRST TEACHING:
sample of marked and internally verified assignments. 2008
PROGRESSION/ARTICULATION: DATE OF FIRST AWARD:
Most learners went on to become playgroup assistant 2009
supervisors or managers. Candidates also progressed to
higher level qualifications as appropriate, for example a DATE OF LAST AWARD:
Foundation Degree. 2014
PREREQUISITES:
Learners were at least 16 years old with either a Level 2
CACHE Level 3 Diploma in Playwork playwork qualification or significant experience in a playwork
QUALIFICATION ABBREVIATION: setting.
DP-L3 NUMBER OF UNITS/STRUCTURE:
NQF LEVEL: Learners had to complete all 5 units from Group A plus four
Level 3 units from Group B.
BACKGROUND: ASSESSMENT METHOD:
The aims of the DP-L3 were to explore different techniques Portfolio of evidence
of observation as well as extend the candidate’s theoretical GRADING SYSTEM:
skills enabling them to manage play settings. Pass/refer
QUALITY ASSURANCE:
2006 See CACHE Level 3 NVQ in Children’s Care, Learning and
DATE OF FIRST AWARD: Development (page 177).
2007
PROGRESSION/ARTICULATION PROGRESSION/ARTICULATION:
On completing this qualification, learners could work in roles The award assisted those who were experienced/qualified
such as: in the area to specialise and/or progress/transfer into
g Playworker related/regulatory areas or higher levels of education or
g Worker in a holiday club training.
g Playwork development officer
Adventure centre supervisor
CACHE Level 3 NVQ in Supporting
g
g Hospital playworker
g Manager of any playwork provisions. Teaching and Learning in Schools
Learners could also progress to a Foundation Degree. QUALIFICATION ABBREVIATION:
NVQSTLS-L3
CACHE Level 3 Certificate of NQF LEVEL:

Level 3
Professional Development in Work
BACKGROUND:
with Children and Young People This qualification was aimed at people whose working
role called for knowledge and understanding and skills in
CPD-L3 planning and supporting teaching and learning in schools or
those wanting to work in this area.
NQF LEVEL:
Level 3
2008
BACKGROUND:
The CPD aimed to provide opportunities for candidates to
develop specialist knowledge; extend specialist knowledge; 2009
progress to more senior roles in their selected area; DATE OF LAST AWARD:
combine units to achieve a qualification that may allow 2014
transfer to related areas; and gain national standardised
PREREQUISITES:
underpinning knowledge to progress to higher level
qualifications. Learners were at least 16 years of age.
2000 Learners had to complete all six units in Group 1, plus
four units from Groups A – E (10 units in total). No more
DATE OF FIRST AWARD: than two units could be taken from Group E (B5 and B6
2001 leadership units could not both be taken).
DATE OF LAST AWARD: ASSESSMENT METHOD:
2013 Direct observation within the workplace combined with
PREREQUISITES:
a portfolio of additional evidence such as professional
It was expected that learners would already have a discussion and witness testimonies.
Children’s Care, Learning and Development qualification GRADING SYSTEM:
or equivalent at Level 3 that included evidence of Pass/refer
underpinning knowledge and understanding in the areas
QUALITY ASSURANCE:
of child development and education.
See CACHE Level 3 NVQ in Children’s Care, Learning and
NUMBER OF UNITS/STRUCTURE: Development (page 177).
One mandatory unit and two optional units, all 70 hours
(choice from 19 optional units). Units were free-standing PROGRESSION/ARTICULATION:
and can be separately certificated. Most learners sought employment in the school’s workforce
but some progressed to a relevant Foundation Degree.
ASSESSMENT METHOD:
CACHE. All other units were marked and internally CACHE Level 3 Certificate for
Teaching Assistants
GRADING SYSTEM:
Pass/Merit/Distinction
CTA-L3
QUALITY ASSURANCE:
NQF LEVEL:
Level 3
externally assessed by CACHE and standardised using
common grading criteria. The grade boundaries were BACKGROUND:
set at award meetings attended by the Chief Examiner The aim of the CTA-L3 was to support the NVQ at Level 3
and the Principal Examiners for the award. Scripts from for Teaching Assistants, facilitate good practice and high
previous years were kept to ensure standards were standards in the role of Teaching Assistants, and increase
maintained year-on-year. skills and knowledge.
Customer Quality Advisers checked a sample of marked DATE OF FIRST TEACHING:
and internally verified assignments. 2001
DATE OF FIRST AWARD

2002
Senior Awards
DATE OF LAST AWARD:
City & Guilds’ Senior Awards (Levels 4 to 8) were
2011 specifically designed to provide an employment-based
route to higher level qualifications. They provided formal
PREREQUISITES: recognition of professional and technical achievements in
CACHE did not prescribe any formal requirements in order the public services, industry and commerce.
to start a programme of study for the CTA-L3. Candidates
were at least 16 years of age at the date of registration Senior Awards were not appropriate for accreditation
for the qualification, had an adequate level of general on the NQF, so City & Guilds has allocated the nearest
education to cope with the demands of the programme comparable level on the NQF.
and were working in a school at a Key Stage, on either a Fellowship (FCGI)
paid, voluntary or placement basis. The highest award conferred by City & Guilds. It
NUMBER OF UNITS/STRUCTURE: recognised outstanding professional achievement in
One mandatory unit of 60 hours and one optional demanding appointments.
unit of 60 hours (choice of two options). Units could Membership (MCGI)
be stand-alone, individually assessed and separately At the level comparable to a master’s degree, professional
certificated. or senior managerial status.
ASSESSMENT METHOD: Graduateship (GCGI)/Associateship (ACGI)
Units assignments: Unit 1 was marked and internally At the level comparable to a first degree. The ACGI was
moderated within the centres. Unit 2 was externally a parallel award exclusively for students of the City &
assessed by CACHE. Guilds College, who had graduated with an engineering
GRADING SYSTEM: or computing degree of the Imperial College of Science,
A–E Technology and Medicine.
QUALITY ASSURANCE:
Licentiateship (LCGI)
At the level comparable to HNC or the first level of a degree
programme, and at a supervisory management level.
common grading criteria. The grade boundaries are set
at an award meeting attended by the Chief Examiner
and the Principal Examiners for the award. Scripts from
previous years were kept to ensure standards were ifs Certificate in Financial
maintained year-on-year. Services Practice
DATE OF FIRST TEACHING: QUALIFICATION ABBREVIATION:
Customer Quality Advisers checked a sample of CFSP
assessment plans, assessor feedback to learners and a
sample of marked and internally verified assignments. NQF LEVEL:
Level 3
Most learners sought employment in the schools’ workforce BACKGROUND:
but some progressed to a relevant foundation degree. The Certificate in Financial Services Practice (CFSP) was
designed to:
g improve students’ knowledge of the financial
City & Guilds Full Technological services industry
develop financial literacy and business awareness
Certificate
g
g help those working in a customer services environment

provide a better service to their customers
FTC The CFSP has also been designed to cover many of
NQF LEVEL: the knowledge and understanding requirements of the
Level 5 Providing Financial Services (Banks and Building Societies)
NVQs, particularly at levels 2 and 3.
BACKGROUND:
The definition of Level 5 is competence that involves the The aims of the CFSP are to:
application of skills and a significant range of fundamental g provide an up-to-date body of knowledge of the UK
principles across a wide and often unpredictable variety of financial services sector, which can serve as a basis for
contexts. Very substantial personal autonomy and often further study and development
significant responsibility for the work of others and for the g provide an introduction to organisational systems and
allocation of substantial resources featured strongly, as did processes both generally and within the financial
personal accountabilities for analysis and diagnosis, design, services sector
planning, execution and evaluation. g encourage an understanding of an individual’s role as
part of an organisation within the financial services
The Full Technological Certificate has been replaced by the
sector
Full Technological Diploma. g provide an opportunity for the individual to experience
a variety 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
in which regulation and legislation impact on, and
are relevant to, the individual’s organisation and the certificates has changed (see separate ICCE entry). NCSC
financial services industry in general qualifications remain valid in the UK.
g engender an awareness of the need for, and the value
of, effective customer service in the financial services
sector. 1994
DATE OF LAST AWARD: PREREQUISITES:

2004 A recommended minimum of two years on the full ACE
programme.
ASSESSMENT METHOD:
To complete the qualification, candidates must pass five NUMBER OF UNITS/STRUCTURE:
subjects – three core subjects and two option subjects. NCSC Level 1 = 16 units
The core subjects are designed to give students a broad NCSC Level 2 = 23 units
understanding of the financial services environment, while NCSC Level 3 = 30 units
the option subjects allow students to develop specialist NCSC Honours Certificate = 35 units
knowledge.
ASSESSMENT METHOD:
The CFSP can be studied as a self-study course or students By unit tests, essays and externally moderated
may receive tuition at an appointed centre. Each subject assessments (80% internal, 20% external).
is supported by a self-study text. Each subject requires
EXAMINATION TIMING:
approximately 40 hours of study time, which, for the whole
qualification, equates to approximately 200 hours of study. Throughout the year.
The subjects are assessed by two-hour multiple-choice DATE OF RESULT PUBLICATION:
examinations. Throughout the year.
The ifs Certificate in Financial Services Practice was A 100%–96%
allocated UCAS Tariff points as follows: B 95%–92%
C 91%–88%
Pass 60
D 87%–84%
E 83%–80%
For more information about the UCAS Tariff, please see Fail below 80%
Appendix B. QUALITY ASSURANCE:
All unit tests were moderated by external moderators.
VARIANTS:
Schools were vetted by an annual assessment visit. Home
ifs provides a wide range of qualifications to suit the needs
of the financial services industry. educated pupils receive home visits and are required to
submit all tests annually.
g Diploma in Financial Services Management (DFSM)
g Diploma in Mortgage Lending (DML) PROGRESSION/ARTICULATION:
g Diploma in Trust and Estate Practice (DTEP) Pupils completed all levels of the certification programme
g Certificate in Mortgage Advice and Practice (CeMAP) over a period of approximately five years. Pupils had to
g Certificate for Financial Advisers (CeFA) complete the lower certificates before proceeding to the
g Certified Documentary Credit Specialist (CDCS) next.
g Contact Centre Professional (CCP)
The Certificate and Diploma in English for Banking and
OCR Asset Languages
g
Finance (CEBF/DEBF).
Further information about ifs qualifications is available NQF LEVEL:
from ifs University College. Entry Level, Level 1, Level 2, Level 3
BACKGROUND:
NCSC National Christian Schools’ OCR Asset Languages was an assessment scheme
designed to support the Department for Education’s
Certificate National Languages Strategy by providing recognition of
QUALIFICATION ABBREVIATION: language proficiency. Attainment was measured against
NCSC the Languages Ladder, which is a multi-stage learning
programme that uses ‘can do’ statements to describe the
BACKGROUND: typical behaviour of language learners at each stage. The
The NCSC provides qualifications for pupils who use the scheme is designed as a measure of proficiency and thus is
Accelerated Christian Education (ACE) programme. A not associated with any particular programme of study. The
relatively small number of pupils gain these qualifications qualifications provided candidates with the opportunity to
annually, mainly from small independent faith-based demonstrate competence in one or more of the four skills
schools. A growing number of pupils educated at home (listening, speaking, reading, writing) and were available in
have opted for the NCSC Certificate programme. the following languages: Arabic, Bengali, Chinese (Mandarin
NCSC Level 3 is recognised by many universities for and Cantonese), Cornish, French, German, Modern Greek,
undergraduate entry. Gujarati, Hindi, Irish, Italian, Japanese, Panjabi, Polish,
Portuguese, Russian, Somali, Spanish, Swedish, Tamil,
Since September 2004, the NCSC has been replaced by
Turkish, Urdu, Welsh and Yoruba.
the International Certificate of Christian Education (ICCE).
The curriculum content and standard have been enhanced DATE OF FIRST TEACHING:
by the addition of coursework The designation of 2004 (Entry Level, Levels 1 and 2)
2005 (Level 3)
DATE OF FIRST AWARD: by OCR to ensure accuracy and consistency of centre

2005 (Entry Level, Levels 1 and 2) marking. The assessment methodology for listening
2006 (Level 3) and reading up to level 3 is based on an item-banking
DATE OF LAST AWARD:
approach and is designed to provide a rigorous basis
2013 for comparison across languages and levels. It relies on
item data analysis to ensure that papers are statistically
PREREQUISITES: comparable. Speaking and writing are assessed on a
There were no formal entry requirements for these criteria-based approach and training in the standards
qualifications. For Levels 1–3 candidates should normally is provided for teachers as well as for examiners and
have attained the level represented by achievement of a moderators.
qualification below the level for which they were entered.
These qualifications could be studied as part of lifelong
learning for many reasons, both recreational and/or OCR Level 3 Certificate for Young
vocational. They served as an end in themselves for
candidates who wished to develop their use of language or
Enterprise
used as a basis for progression up the Languages Ladder. QCF LEVEL:
NUMBER OF UNITS/STRUCTURE: Level 3
Each qualification comprisesed one unit, each assessing a
DATE OF LAST AWARD:
single skill.
2013
ASSESSMENT METHOD:
Listening, reading and writing were externally assessed. BACKGROUND:
Speaking was internally assessed and between 70% This qualification was accredited onto the Qualifications
(Entry Level) through 60% (Level 1 and Level 2) and 100% and Credit Framework (QCF) at Levels Entry, 1, 2 and 3.
(Level 3) was externally moderated. The qualification was developed by OCR in partnership
with Young Enterprise and aimed to recognise candidates’
EXAMINATION TIMING: skills, knowledge and understanding of enterprise activities.
There are four testing series during the academic year and It was designed to accredit candidates’ achievements
each series is designed to give maximum flexibility with and participation in the Young Enterprise Company
regard to timetabling of tests for Entry Level to Level 3. Programme. The qualification aimed to:
DATE OF RESULT PUBLICATION: g develop candidates’ knowledge of the enterprise
January, April, June and August depending on the series environment through practical experiences
entered. g develop candidates’ understanding of the factors
GRADING SYSTEM: affecting the success of a business enterprise
Each qualification is awarded in the following way: g develop candidates’ appreciation of economic
concepts in a business context
Entry level = Breakthrough grades 1–3 g encourage candidates’ development of practical skills
Level 1 = Preliminary grades 4–6 that would be of benefit in the workplace
Level 2 = Intermediate grades 7–9 g develop candidates’ understanding of the
Level 3 = Advanced grades 10–12 responsibilities of the individual in contributing to a
team activity.
Asset Languages Advanced Stage are allocated UCAS
Tariff points as follows: GRADING SYSTEM:
UCAS Tariff points
The qualification was graded Pass, Merit and Distinction.
Grade 12 Grade 11 Grade 10
The Certificate for Young Enterprise has been allocated
Speaking 28 20 12
Listening
25 18 11
Reading 25 18 11 Grade UCAS Tariff points
Writing 25 18 11 Distinction 40
Merit 30
For more information about the UCAS Tariff, please see Pass 20
Appendix B.
QUALITY ASSURANCE: Appendix B.
Listening, reading and writing are externally assessed and
speaking is internally assessed and externally moderated
Other Entry Routes to Higher Education
Accreditation of Prior Learning (APL) If both sets of actions are successfully implemented, it is
then possible for individual learners to negotiate the ‘terms
APL is the overall term widely used for the recognition and conditions’ that will enable them to study for the rest
of, and award of, academic credit on the basis of of the award against which their prior learning has already
demonstrated learning that has occurred at some time been recognised.
in the past. This learning may have come about as the
Some HEPs offer taught or online modules to facilitate the
result of a course, or self-directed study, or as the result of
APL process described above.
experience either at work or in leisure pursuits. It is used in
FE, adult education and HE for the purpose of: Learners wishing to take advantage of APL may do so on
the basis of many forms of learning:
g entry into a course or programme
g advanced standing on a course or programme g Experiential learning acquired in paid work
g credit against some of the outcomes of a course or g Experiential learning acquired in unpaid or voluntary
programme that will count towards an award. work
g Experiential learning acquired from leisure activities
Prior learning capable of assessment and accreditation g Uncertificated learning from self-directed study
may take the form of: g Certificated learning from abroad
g uncertificated or experiential learning (APEL or g Certificated learning from other UK educational
Accreditation of Prior Experiential Learning) institutions
g certificated learning (which is the form of prior learning g Certificated work-based learning.
most usually identified as APL, and also called APCL,
Within the sphere of further and adult education, learners
or Accreditation of Prior Certificated Learning. It can
may use their prior learning for:
also be termed RPL, or Recognition of Prior, or Previous,
Learning). g entry into vocational programmes
g entry with advanced standing onto some longer
The main underpinning principle of APL is that credit is
courses (for example, direct entry into the second year
given for evidence of learning, not for experience alone.
of HE programmes delivered in an FE college, such as a
The resulting credit is notionally of the same value within
foundation degree, HND, etc)
an award as that gained through a taught programme. g credit towards academic, vocational, occupational and
Arrangements for APL will vary from institution to
competence-based qualifications
institution. Full details of the process will be found within g entry into Access to Higher Education provision.
institutions’ own guidelines, regulations and quality
assurance frameworks. Within HE, prior learning may be used, upon assessment by
the receiving institution, for:
Learners wishing to use APL to access HE will need to:
g entry into the institution
identify a potential programme/award
direct entry into a second or subsequent year of a
g
g
match previous learning against the requirements

programme
g
stipulated by the institution g advanced standing with credit towards a target award
provide evidence of that learning – either in writing or
(for example, the award of credit against specified
g
some other tangible form, and/or through an interview.

modules within a programme, which do not necessarily
The institution, meanwhile, will need to: amount to the equivalent of a whole year).
ensure that the background information about the

Credit for Higher and Further
g
course is accurate and clearly expressed so that it is

possible for applicants to see how they might match Education Qualifications
prior learning to its outcome 1
WHAT IS CREDIT?
g have people available who can advise candidates in
Credit is a tool for assessing and expressing learning
the process of identifying prior learning and submitting
achievement and equivalence. It plays an important role in
evidence
rewarding the incremental progress of learners, facilitating
g provide assessors who can quantify the demonstrated
student transfer and recognising prior learning, and it
learning within the context of the programme/award
contributes to the definition of academic standards. The
that the candidate is seeking to access
QAA document ‘Academic Credit in Higher Education in
g satisfy itself that the evidence offered by the applicant
England’, written to accompany the Burgess proposals for
is sufficient, authentic, current and valid in relation to
a national credit framework in England, should be used
the relevant learning outcomes, taking into account
as a reference for further understanding of the definitions
the level and volume of credit sought.
and issues discussed here. The fundamental principle
is that credit is awarded only for evidence of learning
1
The Final Report of the Burgess Group on credit in England (2006) achievement. Two parameters are used to reflect the
proposed that, “by the start of the academic year 2009/10, English HEPs
should have credit-rated their main provision and thereafter include the
learning achievement: credit value and credit level.
credit value in a published description of each of the programmes they
offer”.
CREDIT VALUE g Level 8: Make a significant and original contribution

The first parameter, credit value, is the number of credits to a specialised field of enquiry demonstrating a
which represents the amount of learning needed to command of methodological issues and engaging in
achieve a set of learning outcomes. The number of credits critical dialogue with peers.
is derived from an estimate of the notional learning time
involved. This is defined as the total amount of time which, This series of nine levels spans the FE/HE sectors in
on average, it is expected that a learner will undertake to England, Wales and Northern Ireland. Courses leading to
achieve a set of designated learning outcomes. Generally, the award of the bachelor degree with honours normally
in UK-based HEPs, the credit to learning time ratio is start at level 4 and culminate at level 6. NOCN uses an
normally 1 credit: 10 notional hours of study. In the FE equivalent set of descriptors for Entry level and levels 1 to 3,
and adult learning sectors, Access to HE courses, validated with some regional OCNs using levels 4 and 5.
by QAA-licensed regional Authorised Validating Agencies THE AWARD OF CREDIT
(AVAs), operate on the same basis of 1 credit: 10 hours. Credit is awarded for the assessed achievement of learning
Before August 2005 a tariff of 1 credit: 30 notional hours outcomes. These are statements of what the student
was used in this sector. will know, understand or be able to do, on successful
CREDIT LEVEL completion of the learning experience. Each module (HE)
The second parameter is the credit level, which is an or unit of assessment (FE) has a coherent set of formally
indicator of the relative academic demand on the learner identified learning outcomes. Normally, in order to earn
in undertaking the study. Successively higher levels reflect credit for the module, the student should satisfy the
increasing demand on the learner in terms of complexity, assessment criteria for all (or, in HE, the majority) of the
intellectual rigour and autonomy of learning. designated learning outcomes for the module or unit.
The module/unit is the smallest entity for which credit
Credit levels are related to but are different from may be awarded. The number of credits awarded for
qualification levels, which indicate the principal outcomes successful completion of the module is the credit value of
that a student should be able to demonstrate following the module. The credit value therefore defines the nominal
completion of awards at the designated level. The credit size of the module and reflects the estimated notional
levels are placed within a series of levels based upon learning hours. Thus all units, modules, programmes and
upward progression. The following outline level descriptors qualifications can be specified in terms of a credit value
are becoming increasingly widely used. and credit level(s).
g Entry: Employ recall and demonstrate elementary CREDITS AND QUALIFICATIONS
comprehension in a narrow range of areas. The QCF is a framework for recognising and accrediting
g Level 1: Employ a narrow range of applied knowledge, qualifications in England, Wales and Northern Ireland.
skills and basic comprehension within a limited range The framework was at the heart of a major reform of the
of predictable and structured contexts. vocational qualifications system designed to make the
g Level 2: Apply knowledge with underpinning whole system simpler to understand and use and more
comprehension in a number of areas and employ a inclusive. The intention was to make both the system and
range of skills within a number of contexts, some of the qualifications offered more relevant to the needs of
which may be routine. employers and more flexible and accessible for learners.
g Level 3: Apply knowledge and skills in a range of
The QCF awards credit for qualifications and units (small
complex activities demonstrating comprehension of
steps of learning) and enables people to gain qualifications
relevant theories. Access and analyse information
at their own pace along flexible routes.
independently and make reasoned judgements,
selecting from a wide choice of procedures in familiar Learners may achieve credit-based or other programmes
and unfamiliar contexts. that constitute acceptable evidence of their readiness
g Level 4: Develop a rigorous approach to the acquisition to commence an HE programme, or evidence of
of a broad knowledge base. Employ a range of supplementary achievement in addition to their main
specialised skills and evaluate information using it to qualification. Access to HE credits are recorded on
plan and develop investigative strategies. Determine transcripts/certificates provided by the AVA.
solutions to unpredictable problems.
g Level 5: Generate ideas through the analysis of The following table offers some guidance as to the
concepts at an abstract level with a command of equivalences between levels and qualifications at FE levels.
specialised skills and the formulation of responses to
Level 3 NVQ 3 AVCE GCE A level
well-defined and abstract problems. Level 2 NVQ 2 Intermediate GNVQ GCSE A*-C
g Level 6: Critically review, consolidate and extend a Level 1 NVQ 1 Foundation GNVQ GCSE D-G
systematic and coherent body of knowledge. Critically Entry level
evaluate new concepts and evidence from a range of
sources. Transfer and apply diagnostic and creative It is important to remember that not all UK HEPs use
skills and exercise significant judgement in a range of credit systems. The table below, however, sets out the
situations. recommended minimum credit values of undergraduate
g Level 7: Display mastery of a complex and specialised and associated qualifications offered by institutions in
area of knowledge and skills, employing advanced England, Wales and Northern Ireland. The second column
skills to conduct research or advanced technical or indicates the qualification level for each qualification.
professional activity.
QUALIFICATION FRAMEWORK FOR MINIMUM OVERALL RANGE OF LEVELS/ MAXIMUM CREDITS AT

HIGHER EDUCATION CREDITS NUMBER OF CREDITS LOWEST LEVEL
QUALIFICATIONS AT HIGHEST LEVEL
(FHEQ) LEVEL
Honours degree 6 360 credits Levels (3), 4, 5, 6 30 credits at Level 3
min 90 credits at Level 6
Ordinary degree 6 300 credits Levels (3), 4, 5, 6 30 credits at Level 3
Foundation degree 5 240 credits Levels (3), 4, 5 30 credits at Level 3
Diploma HE 5 240 credits Levels (3), 4, 5 30 credits at Level 3
HND 5 240 credits Levels (3), 4, 5 30 credits at Level 3
HNC 4 150 credits Levels (3), 4, 5 30 credits at Level 3
Certificate HE 4 120 credits Levels (3), 4 30 credits at Level 3
familiar with OU teaching methods and develop their

The Open University learning skills, they should be very well prepared for further
The Open University (OU) is the world’s leading open and degree-level study, whatever their educational background.
distance learning university. Established by Royal Charter
OU has paid special attention to its Level 4 (HE Level 1)
in 1969, it has become Britain’s largest higher education
modules to make sure that they are accessible to a wide
institution. The OU began teaching undergraduates in 1971.
variety of entrants, whether they already have knowledge
In its first year, OU had 20,000 students. In 2012, more than
of the subject area or not. The credits acquired contribute
205,000 people studied with OU, including over 13,000
towards the degree. Level 4 (HE Level 1) modules are
students studying directly with the University overseas. It
not preparatory to degree-level study, they are part of it.
offers a wide range of undergraduate and postgraduate
Some modules at Level 4 (HE Level 1) offer a certificate if
certificates, diplomas and degrees. Most qualifications are
completed successfully.
made up by combining free-standing courses.
Most undergraduate modules start in February or October
OU students study part-time from home, work or wherever
and run continuously for about nine months, with an
they choose. They have a personal tutor to answer
examination (if the module has one) in October.
questions and provide study support, including feedback
and assessment of regular pieces of written work. Many What is included in an individual module depends largely
modules also include optional group tutorials, usually on on the subject and on how it is taught. Most modules
weekday evenings or Saturdays. provide several of the following:
There are two main routes to an undergraduate degree. g Specially written textbooks, workbooks and other
Students can choose from the full range of undergraduate printed materials
modules to obtain a BA or BSc tailored to meet their own g Online Virtual Learning Enviroments and e-learning tools
requirements. Alternatively, they can choose from more g Equipment lent out for practical work – particularly for
than 40 honours degrees in different named subjects, science and technology courses
including computing, humanities, the natural sciences, g Audio and video recordings.
psychology and social sciences. Students need a minimum
In most OU modules, academic performance is measured
of 300 credits for a degree without honours and 360 for
by continuous assessment and written examinations or
a degree with honours. Most students do no more than
examined project work. Continuous assessment measures
60 points’ worth of modules a year and take at least six
performance in assignments throughout the module; these
years to complete their degrees. Some, however, study at
may be pieces of written work marked by the tutor, or
120 points a year, which is the equivalent of full-time.
multiple-choice questions marked by a computer. Marks
There are no selection procedures and no entry are combined with those awarded for any examined
requirements for most undergraduate-level modules and or project work at the end of the module to calculate a
qualifications. Most students find it sensible to start with student’s final result. Assessment in the OU is closely linked
either an Access module or a Level 4 (HE Level 1) module. to teaching. As well as marking assignments, tutors will
Access modules have been specially designed to help comment on them, pointing students in new directions,
students find out what it’s like to study with the OU, get elaborating on points of difficulty or contention and giving
a taste for the subjects offered, develop their study skills a general sense of progress.
and build their confidence, before committing themselves
Some students want to use OU module credits to enter first
to full undergraduate study at HE Level 1. They have two
degree programmes at other institutions, and perhaps to
start dates per year – October and February – and they are
gain exemption from part of the programme. Decisions
studied over a period of 30 weeks.
about admission and exemption are always made by the
As well as introducing particular subject areas, the 30- or other institution. The decision will depend on the availability
60- point Level 4 (HE Level 1) modules develop the skills of places, the appropriateness of the OU modules taken,
necessary to progress to higher levels. They provide extra and perhaps the level of pass obtained. Many universities
support, such as more frequent optional tutorials, to help have signed agreements with the OU, confirming that they
students to get used to the OU way of studying as quickly will take account of OU credit. In practice, almost all higher
and efficiently as possible. Tutorials give opportunities education institutions will consider applicants with OU
to meet a tutor and other students. Once students are credit, even if there is no formal agreement.
Wales
The Department of Education and Skills (DfES) is g To deliver a skilled workforce with high quality
contributing to the Welsh Government’s vision of better opportunities for all learners contributing to the
public services. creation of growth and jobs
g To support individuals, families and communities
The independent Review of Qualifications for 14-19 year to improve wellbeing by reducing inequality and
olds in Wales reported in November 2012. The Welsh increasing participation
Government accepted the review’s recommendations and g To see the Welsh language thrive in Wales.
is implementing these, as described below.
Following the Review of Qualifications in Wales, significant
Qualifications reform will deliver a new qualifications changes will be made to some qualifications for teaching
system for Wales, with a renewed emphasis on rigour, from September 2015. These will include a revised, more
quality assurance and confidence in the system and the rigorous Welsh Baccalaureate, new GCSEs in English
qualifications available in Wales. A new organisation, language and Welsh first language, two new GCSEs in
Qualifications Wales, will be established in 2015. It will mathematics, a revised suite of skills qualifications, with
bring more visible independence to regulation and quality Essential Skills Wales and Wider Key Skills no longer being
assurance and will simplify and strengthen confidence in used pre-16, and stronger regulation to ensure that
the qualifications system. vocational qualifications have relevance and value and are
OBJECTIVES rigorously assessed.
DfES leads the education and training system in Wales
A levels in Wales will have the same content as those
in its duty to improve outcomes for children, young
available in England and Northern Ireland, so far as is
people and learners of all ages and businesses so that all
possible. However, there will be some variation between
can reach their potential. Within DfES the Qualifications
A levels available in Wales and in other parts of the UK.
and Learning Division provides expert advice to Welsh
For example, AS and A levels will continue as coupled
Ministers on General, Vocational and Skills qualifications
qualifications in Wales, with the AS counting towards the
(except those within Higher Education) and discharges
final A level. This reflects support for the AS expressed by
the statutory responsibilities of Welsh Ministers in relation
stakeholders, including HEPs. For reformed AS and A levels
to the regulation of those qualifications in Wales. As
in Wales, however, the contribution of the AS towards the
part of this the Division is responsible for the approval
full A level will be reduced from the current 50% to 40%.
of qualifications for use with learners in Wales aged 14
or over, excluding higher education. Details of approved The Welsh Government will be working to ensure that
qualifications are available from the Database of Approved qualifications available in Wales are of a standard which
Qualifications in Wales (DAQW). More information on the are at least comparable with the rest of the UK and the
DAQW can be found at: www.daqw.org.uk/. best in the world.
PRIORITIES More information on qualifications in Wales can be found
The Department’s key objectives are as follows: at www.qualificationswales.org
g To raise the standards of education and training
provision, attainment and infrastructure across Wales
so that everyone can reach their potential
Northern Ireland
GCSES AND A LEVELS IN NORTHERN IRELAND GCSEs may be offered in either linear or modular format,
with modular assessments being available in both January
In 2012, the Minister for Education in Northern
and June each year. Given the proposed changes to
Ireland commissioned the Council for the Curriculum,
GCSE grading structure in England, at the time of writing,
Examinations and Assessment (CCEA) to undertake a
discussions are ongoing about the grading structure that
fundamental review of GCSEs and A levels in Northern
will apply to the revised CCEA GCSE specifications that
Ireland. The review commenced in October 2012 and
are scheduled to be introduced from first teaching from
CCEA presented its final report to the Minister in June
September 2017.
2013. Following a public consultation, the Minister
accepted the 49 recommendations in the report. CCEA A level specifications will be introduced for first
teaching from September 2016. The AS/A2 link will
Subsequently, the Minister confirmed that he was content
be retained and the specifications may be offered in
to allow the qualifications market in Northern Ireland to
either linear or modular format. At the time of writing,
remain open. This provides schools with a high level of
discussions are ongoing as to how practical work should be
flexibility in deciding the qualifications that can be offered
assessed within A level science specifications.
to pupils and means that they may offer GCSEs and/or
A levels from any of the Joint Council of Qualifications
(JCQ) awarding organisations. There is currently (as of
July 2014) only one exception to the open market in NI.
Only GCSE English language specifications which include
speaking and listening assessment as part of the overall
grade will be accepted in schools here. The Department
of Education will continue to keep matters of this nature
under review whilst the review of A level specifications (by
first teaching in September 2016) and GCSE specifications
(by first teaching in September 2017) is ongoing.
Qualifications
in Scotland
Introduction
GUIDE FOR ADMISSIONS STAFF The general topics covered are as follows.
This section is intended to give admissions tutors and
other staff with responsibility for admissions to higher g The Scottish Credit and Qualifications Framework
education providers (HEPs) an overview of Scottish g Awarding and accrediting body – Scottish
qualifications, particularly those that may be presented to Qualifications Authority
them by applicants. This overview includes the National g Scottish curriculum reform
Qualifications (introduced in Scotland from 1999) and g Current and lapsing Scottish National qualifications
phased out predecessor qualifications. g Phased out qualifications
g Certificates and other supporting evidence likely to be
This section also provides a background to entry to offered by applicants
higher education (HE) in Scotland, including relevant g Apprenticeships
information on the Scottish education system and recent g Routes into Higher Education in Scotland
developments. Of particular importance is the Scottish
Credit and Qualifications Framework (SCQF).
The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework and acquire new skills. In some circumstances, all or most
(SCQF) was created by bringing together all mainstream of the study undertaken in a year will be at one level and
Scottish qualifications into a single unified framework – progression will be from level to level.
HE qualifications, including HNCs and HNDs, National
Qualifications, such as Highers and Advanced Highers, and All qualifications awarded by Scottish degree-awarding
SVQs. Increasingly, provision other than that offered by institutions and those awarded or accredited by the
HEPs and SQA is being brought into the framework. The Scottish Qualifications Authority (SQA) have been (or
framework has 12 levels covering a range of qualifications are intended to be) credited and levelled to the SCQF.
Smaller components of qualifications (such as SQA units
from National 1 to HE Doctorate. The aims and benefits of
or university modules) are also allocated SCQF credit
the SCQF include:
and levels. Larger qualifications that are made up of a
g increasing understanding of the qualifications system number of components (for example, group awards and
g showing the relationship of qualifications to one degrees) are allocated a final or exit level, but will often be
another composed of components at a number of different levels.
assisting learners to plan their progress from one
SCQF credit points are used to quantify learning, to show
g
qualification to the next

clearly how large a qualification is. All required learning to
facilitating transfers of relevant credit gained from one
achieve the learning outcomes is taken into consideration.
g
qualification towards another qualification The SCQF works on the basis that each point is awarded
g helping employers plan training for employees for every notional 10 hours of learning (notional learning
g establishing links with other framework developments hours (NLH)), which includes both programmed and
across the UK and also to the European Qualifications independent study. Each qualification in the framework
Framework (EQF) to facilitate cross-border credit transfer has been allocated a number of general SCQF points,
or the portability of qualifications across boundaries. based on the total credit value of the component parts
The SCQF is a lifelong learning framework, which of the qualification. (SCQF points should not be confused
incorporates (or can incorporate) all general educational, with UCAS Tariff points, which may be used by some HEPs
vocational and HE provision. The underlying principle of when making offers – see Appendix B.)
the SCQF is that learning, defined by learning outcomes SCQF credit points and levels are used in programme
that have been or could be assessed and externally design, setting entrance requirements and as a basis
quality-assured, should be able to be credit-rated. Building for credit transfer. This approach facilitates broad
on this principle, the SCQF provides the context in Scotland comparability of achievement and should make it easier
through which the transfer of appropriate specific and for HEPs to award specific credit for direct entry to the
general credit can take place within and between HEPs programme or for entry into the later stages of first or
and between FE colleges and HEPs. subsequent years.
Increased demand at each level is set by factors such as The SCQF was developed and established jointly by the
complexity and depth of knowledge, links to associated organisations in Scotland that have prime responsibility
academic, vocational or professional practice, and degree for qualifications: QAA, Universities Scotland, SQA and the
of autonomy exercised by the learner. SCQF levels are Scottish Government. These Development Partners were
not directly related to years of study. In fact, in many joined by the Association of Scotland’s Colleges (now
programmes, students are likely to undertake courses at known as Colleges Scotland) in 2006.
different levels in the framework and, in the course of a
lifetime of learning, individuals may move from a higher Contact information for the SCQF is given in Appendix A.
to a lower level qualification as they take on new learning Admissions tutors will find up-to-date information on the
SCQF at www.scqf.org.uk
The Scottish Credit and Qualifications Framework
SQA QUALIFICATIONS IN THE SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK
SQA Qualifications in the

SCQF Scottish Credit and Qualifications Framework SCQF
Levels Levels
12 Doctorate* 12
11 Masters* SVQ 5 11
10 Honours Degree* 10
Professional
9 Ordinary Degree* Development 9
Awards SVQ 4
8 Higher National Diploma 8
7 Advanced Higher Higher National Certificate 7

Scottish Baccalaureates
Awards SVQ 3
6 Higher 6
Skills for Work Higher
National 5 / Intermediate 2 /
5 Skills for Work National 5 National SVQ 2 5
Progression
National 4 / Intermediate 1 / Awards/
4 Skills for Work National 4 SVQ 1 4
National
National 3 / Access 3 / Certificates
3 Skills for Work National 3 3
2 SCQF 2 - National 2 / Access 2 2
1 SCQF 1 - National 1 / Access 1 * Benchmark qualifications of higher education institutions 1
The SCQF is intended to show the relative size and level of and all types of qualification and is not designed to take
qualifications in the Scottish education and training system account of grades or allow points to be aggregated across
in a way that allows a wide range of users to understand levels. For a more detailed interactive version of the SCQF
the system better, and to track progression routes through table, including implementation timelines for Curriculum
the system. It is also intended to provide a nationally for Excellence, use the following link: www.sqa.org.uk/
agreed basis upon which credit and exemption (including readyreckoner
advanced standing) can be negotiated. It covers all levels
Awarding and Accrediting Body – Scottish Qualifications Authority (SQA)
SQA is a Non-Departmental Public Body which was Qualifications introduced in 1999 were benchmarked
formed on 1 April 1997 and replaced both the Scottish against predecessor qualifications (for example, Higher
Examination Board (SEB) and the Scottish Vocational against SCE Higher, Advanced Higher against CSYS) to
Education Council (SCOTVEC). It is now the single body ensure standards were vigorously maintained. Please see
responsible for Scottish qualifications, apart from degrees page 208 for information on historic changes to SQA
and professional qualifications. It is also responsible for qualifications.
the accreditation of SVQs, other qualifications based on
National Occupational Standards and qualifications which SQA regularly consults its centres and stakeholders
may be specified by Industry Regulatory Bodies such as (including HE) on aspects of its qualifications system and
the Security Industry; for providing advice as required to development, and will continue to liaise closely with other
the Scottish Government on Scottish qualifications, and on bodies, on general education and vocational education
the education, training and assessment that contribute to and training issues relating to mutual recognition and
qualifications. parity of esteem for qualifications across the UK.
SQA qualifications are designed to increase participation SQA has a customer contact centre to deal with enquiries
rates at all levels of post-S2 (second year, corresponding from tutors and potential applicants about new and old
to Year 9 in England) education, including HE, and to qualifications and how they relate to one another. Contact
encourage lifelong learning. With the introduction of the details can be found in Appendix A.
Curriculum for Excellence education reforms (see below),
this has changed to education from post-S3. The National
Scottish Curriculum Reform ABOUT THE NEW NATIONAL QUALIFICATIONS
National 4 and National 5 have a similar purpose to, but
have replaced, Standard Grade General and Credit, and
will replace Intermediate 1 and 2 respectively once dual
About Curriculum for Excellence running of Intermediate 1 and 2 and National 4 and
5 qualifications stops after 2014-15. Foundation level
(CfE) Standard Grade will be replaced by National 3. Access 1
and Access 2 qualifications are being replaced by National
Curriculum for Excellence (CfE) is the new 3-18 curriculum
1 and National 2 qualifications after a period of dual
which has been adopted by all publicly-funded schools
running ending in 2014-15.
in Scotland. It aims to make learning more relevant
to the modern world and give young people the skills, The new National 1 to National 5 qualifications were
knowledge and understanding they need to succeed in introduced for the 2013-14 academic year. The new Higher
learning, life and work. It is transforming education by qualifications were introduced for the 2014-15 academic
providing a coherent, flexible and enriched curriculum for year and the new Advanced Higher qualifications will be
all young people aged three to 18 and includes a review introduced for the 2015-16 academic year.
of other aspects of Scotland’s education system, including
qualifications, assessment and learning and teaching Revisions have been made to the existing Higher and
approaches. This will help prepare young people to take Advanced Higher qualifications to reflect the values,
their place in a modern society and economy. purposes and principles of CfE. The existing and new Higher
will dual run during 2014-15.
SQA is a partner organisation involved in developing the
Curriculum for Excellence programme. The other partners The Scottish Baccalaureates in Sciences and Languages
are the Scottish Government and Education Scotland were introduced in August 2009 and the Scottish
(formed by a merger of Her Majesty’s Inspectorate of Baccalaureates in Social Sciences and Expressive Arts were
Education (HMIe) and Learning and Teaching Scotland introduced in August 2012. These qualifications have the
(LTS)). Maximising the opportunities that CfE provides aim of encouraging more pupils to study these subjects in
requires a joined up approach across a range of sectors upper secondary school and assist young people in their
and bodies, and there has been much partnership working transition to tertiary education and employment. They
with the HE sector, along with others such as the teaching are especially aimed at high-achieving pupils and provide
unions, local authorities and employers. learners with a value added dimension to S6 study, through
an Interdisciplinary Project at the same level as Advanced
Universities have been, and continue to be, key partners Higher (SCQF Level 7).
in the development of CfE. As CfE is implemented, it is
ABOUT LITERACY AND NUMERACY
crucial that universities reflect on the implications and
benefits for their own activities and practices. This includes Development of literacy and numeracy skills is the
both learning and teaching strategies and admission and responsibility of all teachers and other practitioners who
recruitment policies. The aim is to ensure young people can support young people’s learning, regardless of where the
experience a smooth transition from schools and colleges young person is learning or the subject is being taught.
to universities, building on prior learning and preparing for Literacy and Numeracy units have been developed at SCQF
future learning. Levels 3, 4 and 5, using the Skills for Learning, Skills for Life
and Skills for Work framework, which can be accessed at
More specifically, learners will be applying to universities www.sqa.org.uk/sqa/63101.html
with enhanced skills for learning and new qualifications
from 2015 onwards. Flexibility in the way in which These units will be available for all learners to use in any
young people obtain qualifications is a key part of the relevant context.
personalisation and choice agenda within CfE and as a The Literacy unit is part of the English and Gàidhlig courses
result young people may have a much greater range of at National 3 and National 4. Work in English (National
pathways to obtaining qualifications than is currently the 5) and other courses may be used to contribute to the
case, e.g. Highers achieved over separate diets in S4 and Literacy unit at National 5. The Numeracy unit will form a
S5, or S5 and S6, or across all three years, or, for others, mandatory part of the new Lifeskills Mathematics courses
undertaking a programme of learning which bypasses lower at National 3, National 4 and National 5. The Numeracy
level qualifications – but not the learning and teaching unit will form a mandatory part of the Mathematics course
involved in them – and studying Highers over an extended at National 4.
period from some point in S4 onwards.
CfE represents a different approach to learning and

teaching in schools. This will help learners to develop Developing the new qualifications
skills and knowledge in more depth which they can use
across different subjects and gain abilities which they can The process of designing and developing new qualifications
apply to life outside the classroom. This fresh approach to has been a huge task involving teams from across SQA and
learning has necessitated new assessment methods and representatives from the teaching profession and wider
qualifications. SQA’s principal role is to design and develop, groups such as those who represent further and higher
assess, award and certificate the new qualifications. education, unions and professional organisations. SQA has
developed hundreds of qualifications at many levels and
The new qualifications will have equal status and credibility
across many subjects.
to those currently available and will support the new
curriculum.
Scottish Curriculum Reform
To ensure that each qualification is of the highest The last year for Standard Grade presentation was 2012-13
quality, the process has been designed to be transparent, with the final certification having taken place in August
allowing for extensive consultation, while maintaining 2013.
standards. This work is being undertaken to ensure that the
qualifications support the development of the required skills The new National Qualifications (Nationals 1–5) have been
among Scotland’s learners. implemented in centres in time for those who started S1
in August 2010. SQA and Education Scotland will continue
Work on the new qualifications started in 2006. Since then to support schools and colleges towards and through the
there has been engagement with partners, stakeholders different stages of implementation.
and the teaching profession on the policy, design and
development of the new qualifications. In 2013–14, the new National 2, National 3, National 4
and National 5 qualifications ran in schools and colleges
SQA has hosted meetings, seminars and workshops alongside the current Access 2, Access 3, Intermediate 1
with stakeholders to discuss issues such as assessment, and Intermediate 2. The new qualifications were available
curriculum planning, quality assurance and continuing for those in S4, while S5 and S6 students completed their
professional development. education with the existing qualifications.
SQA has also set up specific groups to take forward the In 2014–15, the new National 2, National 3, National 4,
development of the new and revised qualifications. National 5 and Higher qualifications were run in schools
and colleges alongside Access 2, Access 3, Intermediate 1,
Curriculum Area Review Groups (CARGs) provide advice and Intermediate 2 and the existing Higher. The new
guidance in each curriculum area. Each group is made up qualifications were available for those in S4 and S5, while
of nominated representatives from partner organisations, S6 students will complete their education with the existing
stakeholders, including HEPs, teaching associations and qualifications.
parent groups.
In 2015–16, the new National 2, National 3, National 4,
Qualifications Design Teams (QDTs) work on the design National 5, Higher and Advanced Higher will be available.
of qualifications within individual subjects such as physics, Dual running with the existing and current Higher and
history, English, music, etc. They are made up of nominated Intermediate 1 and 2 will cease. The new Advanced Higher
subject experts from schools, colleges and HEPs. qualifications will not be dual run.
Subject Working Groups (SWGs) carry out specific pieces of
work as designated by the QDTs. Teachers, college lecturers
and academics from HEPs are involved in these groups. More information
More information on published final documents can be For more information about Curriculum for Excellence,
found at www.sqa.org.uk/sqa/58115.html including the supporting documentation, development
schedule and timetable for implementation, please see:
www.sqa.org.uk/curriculumforexcellence
Delivering the new qualifications SQA also has a sign-up facility –MyAlerts– which provides
email notification when new content on CfE is added to the
Whilst the new qualifications are being implemented, there
site: www.sqa.org.uk/sqa/58116.html
is currently a two-year transition period in 2013-14 and
2014-15 while the current qualifications are phased out. For information on the year-by-year changes to Scottish
This is to allow the final year group studying Intermediate1 qualifications resulting from CfE, please also refer to
and/or Intermediate 2 to progress to the current Higher www.sqa.org.uk/readyreckoner
without disruption to their learning.
Existing (and lapsing) Scottish National Qualifications
This section covers the National Qualifications introduced and certification system, subjects traditionally regarded
since 1999 and all other relevant SQA qualifications. The as academic or general education and those perceived
information in this section is complemented by information to be more vocational and work-related. These National
published on the SQA website. You can also contact the Qualifications are based on National Courses and National
SQA customer contact centre (see Appendix A). Units. National Courses, for example, Highers and
Advanced Highers, are normally made up of three National
Units plus an external assessment. National Certificates,
introduced in 2007, may be made up of National Courses,
National Qualifications introduced National Units and Core Skills, which fit together to make
in 1999 a balanced and coherent programme of study. As part of a
phased programme, these new qualifications replaced SCE
The system of National Qualifications introduced in 1999 Highers, CSYS, GSVQs and some other group awards.
brought together into a single curriculum, assessment
LEVELS AND STANDARDS Intermediate 2 and Standard Grades from 2010 when SQA
National Qualifications are designed to let candidates study stopped reporting results in courses below Higher. The Tariff
at the level that offers the appropriate challenge. There points used since 2010 entry onwards are listed with the
are seven levels – National 1 to National 5, Higher and more detailed information for these qualifications provided
Advanced Higher – although not all subjects are available below.
at the full range of levels. During 2013-14 and 2014-15,
Access 1 to 3 and Intermediate 1 and 2 will be dual run
with the new National qualifications, when they will lapse.
While unlikely, some candidates may take a combination of National Courses (SCQF Levels 4
National 4 and 5 along with Intermediate 1 and 2 during to 7)
2013-15.
National Courses are made up of National Units, usually
The seven levels offer all candidates increased opportunities in a group of three units per course, plus an added value
for progression. Nationals are normally completed by assessment. Each unit at Levels 4 to 6 is normally made
candidates during S4. However, with the introduction up of 60 notional learning hours (NLH); at Level 7, each
of Curriculum for Excellence (CfE), candidates may unit is normally made up of 80 NLH. There is no external
take Nationals in later school years, depending on their assessment in the National or Higher Skills for Work
particular learner journey. Courses. At Levels 4 to 6 the number of units will vary if 30
or 120 NLH units are used in a course (sometimes units
The level of demand involved in National Qualifications
are reduced or increased in size, if appropriate, for the
has been benchmarked against that of a range of
purpose of the unit or National Course). At Levels 4 to 6 an
predecessor qualifications, including Standard Grades additional time allocation of 60 NLH is provided to allow
and Intermediates. SQA maintains an archive of marked students to integrate learning across the course. At Levels
candidate assessment material, which is used to monitor 5 to 7 it also enables them to prepare for the external
the stability of standards over time. SQA also applies a assessment. Thus the NLH for each course at SCQF Levels
system of national ratings, which monitors performance 4-6 is 240 hours, giving them a credit value of 24 SCQF
between subjects and ensures that all subjects at the same credit points. Courses at SCQF Level 7 (Advanced Higher)
level are comparable in terms of demand. are longer, reflecting the fact that SCQF Level 7 is the
starting point for higher education in Scotland. Therefore,
For National Courses with grades at Advanced Higher,
courses at SCQF Level 7 are 320 NLH and 32 SCQF credit
Higher and National 5, there are four grades of award:
points. The units of a course are related to the learning
A, B, C and D. These grades also apply to Intermediate 1
requirements of a coherent programme of study in a given
and 2. Full information about the award scales for National
subject area. Courses are SCQF credit-rated and, at SCQF
Courses at all levels, including Highers and Advanced
Levels 6 and 7, allocated UCAS Tariff points.
Highers, is outlined below.
The external assessment is usually an examination, but in
TIMES OF EXAMINATIONS AND NOTIFICATION OF RESULTS
FOR NATIONAL COURSES WITH GRADES several of the existing courses, and almost all of the new
All external assessments for graded National Courses take courses, this is supplemented by either an assignment, case
place in May-June and lead to certification in early August. study, performance, portfolio, practical activity, project or
There are also a number of externally assessed, project- sometimes a combination of these. The purpose of the
based National Courses that are available for completion at external assessment is to test that knowledge and skills
times other than the summer and lead to certification on a learned have been retained and can be integrated and
contextualised by the candidate. The external assessment
quarterly basis. Most candidates for project-based courses
also helps to assure end users of the qualifications that
are likely to be from FE colleges.
standards are being rigorously maintained.
NOTIFICATION OF RESULTS FOR NATIONAL COURSES
WITHOUT GRADES Grade Band Range of Standardised Marks
There is a small group of National Courses without grades A 1 85–100
A 2 70–84
that are made up of internally assessed Units and which
B 3 65–69
have no external assessment. These are the Skills for Work
B 4 60–64
Courses. Although most candidate results for these courses C 5 55–59
will continue to be reported in August along with results C 6 50–54
for National Courses with grades, they can be reported in D 7 45–49
any month of the year, depending on when the candidate – 8 40–44 fail
completes the course. These courses are subject to external – 9 Fewer than 40 fail
verification by SQA.
DATE OF NOTIFICATION TO UCAS Reporting:
SQA issues the results of summer examinations for National g Grades A, B, C, D reported to candidates
Courses at Higher, Advanced Higher and the Scottish g Band reported to the centre only.
Baccalaureate’s Interdisciplinary Project in early August.
The exact timing of the issue of results is notified in an Note: The grade bands are for SQA administrative purposes
annual circular to UCAS correspondents. only and SQA strongly advocates against the use of grade
bands in offer making. In terms of Appeals, candidates can
UCAS TARIFF POINT SCORES only have them considered between grades, not bands.
Since 2002 entry, graded National Courses at Advanced
Higher, Higher and Intermediate 2 levels along with Note
Standard Grade Credit level and Core Skills have been part Grade D was implemented from August 2004. Prior to
of the UCAS Tariff although UCAS withdrew the Tariff for this date, candidates who obtained Band 7 in a National
Course external assessment were awarded a grade A in the the National Assessment Bank for the pre-CfE qualifications
corresponding National Course at the lower level, provided to assist them with this work and ensure that national
they had successfully completed the units of the course. standards are applied to all unit assessments. Unit internal
assessments are also subject to a new and rigorous external
Scottish HEPs normally frame their conditional offers in verification process by SQA. Candidates are awarded a ‘pass’
terms of numbers and grades of passes in Higher Courses. in a unit when they have achieved all of the unit outcomes.
Highers have historically been taken at the end of a National Courses consist of units (usually three) which are
student’s fifth year (S5) of secondary education, often internally assessed but not graded. The National Units do
with more taken at the end of the sixth year (S6). With the
not contribute to the National Course grade, but must be
advent of Curriculum for Excellence, it is expected that it is
passed in order for candidates to achieve the Course.
less likely that there will be a standard pattern of provision,
and candidates may take different learner pathways
presenting for National 4 and 5, Higher and Advanced
Higher, at different stages. In S6, Highers may be taken: Advanced Highers
g as a resit (N.B. There is no winter re-sit diet in Scotland) Advanced Highers have been revised in the context of
g where candidates are completing a Higher within a Curriculum for Excellence. The new Advanced Higher
two-year programme of learning (as a single sitting)
qualifications will be available from 2015-16. The new
where candidates are progressing from National 5 in
Advanced Higher qualification will not be dual run. For more
g
fifth year
information on Curriculum for Excellence, please visit
g where candidates are building on the range of Higher
www.sqa.org.uk/curriculumforexcellence
subjects they completed in fifth year.
Since the abolition of “Age and Stage” regulations in AH
Scotland in 2005, some candidates may take some Higher
Courses in S4 and S5 or as a two-year Higher (one sitting) SCQF LEVEL:
in S4-S5. With CfE, various patterns of provision – including Level 7
bypassing National 5 qualifications – may become more
SCQF CREDIT VALUE:
common among some candidates. Years 12 and 13 in
32 credit points (320 NLH)
England correspond to the fifth (S5) and sixth years (S6) in
Scotland. (S6 in Scotland is only one year.) BACKGROUND:
See section on National Qualifications introduced in 1999.
Advanced Highers have normally been taken at the end
of the sixth year of secondary education. The number DATE OF FIRST TEACHING:
of Advanced Highers that students can achieve or the 2000
availability of the Scottish Baccalaureate to which they DATE OF FIRST AWARD:
may contribute may be affected by a school’s timetabling 2001
policy, and by the extent to which students decide to
broaden their knowledge and skills by taking National 5 or PREREQUISITES:
Higher Courses, or indeed, group awards such as National Advanced Highers are National Courses normally taken at
Certificates or National Progression Awards (NPAs). the end of a student’s sixth year of secondary education.
Many candidates will have studied the subject at Higher
For entry to HE, National 4 and 5 (and Intermediate 1 but a few applicants may have bypassed Higher and
and 2) Courses should be treated as equivalent to the moved directly to Advanced Higher. In some cases
old Standard Grade General and Credit respectively and Advanced Highers may be taken in fifth year instead of
therefore acceptable as backup to Highers in the main
Higher. Advanced Highers can also be taken by adults
subjects and as contributory to providing evidence of
in an FE college. However, with the implementation of
curriculum breadth. For those who bypass National 4 and
Curriculum for Excellence, it is expected that schools will
National 5 qualifications as part of two-year programmes
follow varied patterns of provision, enabling candidates
of learning culminating in Highers sat in a single diet at
to take Advanced Highers across S4-S6, depending on the
the end of that period, they will still experience curriculum
learner journey that they are undertaking.
breadth by undertaking the learning and teaching in these
qualifications, but will forego the summative assessment. NUMBER OF UNITS/STRUCTURE:
Normally, three 80-NLH National Units, plus an external
assessment. The number of units will vary if 40- or 160-
NLH units are used in the course. An additional 80-NLH is
National Units (available at SCQF allocated to allow students to integrate learning across the
Levels 1 to 7) course and to prepare for the external assessment.
ASSESSMENT METHOD:
National Units, which subsumed National Certificate Units
and Short Courses, are usually 60 NLH in length at SCQF The units that comprise the course are internally assessed
Levels 1 to 6, though some are fractions, for example, and externally verified. The external assessment usually
30 NLH, or multiples, for example, 120 NLH thereof. At includes two or more Course (external) assessment
SCQF Level 7, National Units are 80 NLHs or fractions or components. End of year question papers (exams) continue
multiples thereof. to be used in most Advanced Highers, but most also have
an additional Course assessment, such as an assignment,
National Units are internally assessed by teachers project, portfolio, performance, case study or practical as
and lecturers, who can draw on materials from SQA’s appropriate to the subject. This is the case with both the
Assessment Support Packs for the new qualifications and existing and new Advanced Highers.
EXAMINATION TIMING: DATE OF FIRST TEACHING:

May/June 1999 (although previous versions of the Higher date back
to 1888)
DATE OF RESULTS PUBLICATION:
August DATE OF FIRST AWARD:
2000
GRADING SYSTEM:
From August 2004 candidates have received a grade PREREQUISITES:
A – D. For information on the grading system prior to Highers are National Courses normally taken at the end of
August 2004 see the section on National Courses. a candidate’s fifth year (S5) of secondary education. They
are also commonly taken at the end of the sixth year (S6).
UCAS TARIFF POINTS (The fifth and sixth years in Scotland correspond to years
12 and 13 in England.) Highers can also be taken by adults.
A 130
B 110 However, with the implementation of Curriculum for
C 90 Excellence, it is expected that schools will follow varied
D 72 patterns of provision, enabling candidates to take Highers
across S4-S6, depending on the learner journey that they
Note are undertaking.
If a candidate has previously taken a qualification and then NUMBER OF UNITS/STRUCTURE:
proceeded to take a higher level qualification in the same National Courses with grades normally have three 60-NLH
subject such as Higher Chemistry followed by Advanced National Units, plus an external assessment. The number of
Higher Chemistry, the points score will be subsumed by the units will vary if 30- or 120-NLH units are used in the course.
points score of the qualification at the higher level. An additional 60 NLH is recommended to allow students to
Double counting of more than one qualification in the integrate learning across the course and to prepare for the
same subject area will not be permitted. The points score external assessment.
will be derived from the highest grades achieved in the National Courses without grades – Skills for Work –
highest level of the course. normally have four 60-NLH National Units and do not have
For more information about the UCAS Tariff, please see an external assessment. The number of units will vary if
Appendix B. 30-, 90- or 120-NLH units are used in the course.
QUALITY ASSURANCE: ASSESSMENT METHOD:

Subject to SQA’s system of quality assurance. See Guide to The units that comprise the unit assessment are internally
Assessment, which is available on SQA’s website at assessed and externally verified. Where courses contain an
www.sqa.org.uk/files_ccc/25GuideToAssessment.pdf external assessment, it is usually only an examination in
about half of Highers, with the rest including two or more
PROGRESSION/ARTICULATION: external assessment components. From 2014-15, almost
Advanced Higher is used for a variety of purposes, including all new Highers will usually include two or more course
entry to higher education. Whether Advanced Highers (external) assessment components. End of year question
are available to an individual at a school and the number papers (exams) continue to be used in most Highers, but
taken may be affected by a school’s timetabling policy and most will also have an additional course assessment, such
by the extent to which students decide to broaden their as an assignment, project, portfolio, performance, case
knowledge and skills by taking new courses at National 4 study or practical as appropriate to the subject.
and 5 or Higher levels. Scottish HEPs normally frame their
offers in terms of numbers and grades of pass in Higher EXAMINATION TIMING:
Courses. Some HEPs offer direct entry to second year on May/June
particular courses for candidates with Advanced Highers. DATE OF RESULTS PUBLICATION:
The pattern of uptake or continuation of Advanced August
Highers in S6 may be affected by candidates receiving
unconditional firm offers from HEPs based on their Higher GRADING SYSTEM:
results from S5. From August 2004, candidates have received a grade
A – D. For information on the grading system prior to
August 2004, see National Courses section on page 195.
Highers UCAS TARIFF POINTS

Highers have been allocated UCAS Tariff points as follows:
Highers have been revised in the context of Curriculum for
Excellence. The new Higher qualifications will be available
A 80
from 2014-15. In 2014-15 the existing Higher will be dual
B 65
run in centres alongside the new Higher qualifications.
C 50
For more information on the new qualifications and
D 36
Curriculum for Excellence, please visit www.sqa.org.uk/
Ungraded Highers (Pass) 45
curriculumforexcellence
SCQF LEVEL: Note
Level 6 If a candidate has previously taken a qualification and then
SCQF CREDIT VALUE: proceeded to take a higher level qualification in the same
24 Credit Points (240 NLH) subject such as Higher Chemistry followed by Advanced
Higher Chemistry, the points score will be subsumed by the
BACKGROUND: points score of the qualification at the higher level.
See section on National Qualifications introduced in 1999.
Double counting of more than one qualification in the
same subject area will not be permitted. The points score Scottish Baccalaureate in Languages – 2009
will be derived from the highest grades achieved in the Scottish Baccalaureate in Science – 2009
highest level of the course. Scottish Baccalaureate in Expressive Arts – 2012
Scottish Baccalaureate in Social Sciences – 2012
Appendix B. DATE OF FIRST AWARD:
Scottish Baccalaureate in Languages – 2010
QUALITY ASSURANCE:
Scottish Baccalaureate in Science – 2010
Subject to SQA’s system of quality assurance. See Guide to
Scottish Baccalaureate in Expressive Arts – 2013
Assessment, which is available on SQA’s website at
Scottish Baccalaureate in Social Sciences – 2013
www.sqa.org.uk/files_ccc/25GuideToAssessment.pdf
PREREQUISITES:
Highers are used for a variety of purposes, including entry Entry to the Scottish Baccalaureate is at the discretion
to higher education. Scottish HEPs normally frame their of the centre. However, the Baccalaureate is intended
conditional and unconditional offers in terms of numbers for candidates who, in fifth and sixth years of secondary
and grades of Higher passes. Many students will have education, are working at Higher and Advanced Higher
passed four, five or, in exceptional cases, six or more Highers level in two different, eligible subjects, together with English
by the end of fifth year and may well have obtained the (or ESOL or Gàidhlig) or mathematics.
required grades for entry to a Scottish HEP or college, NUMBER OF UNITS/STRUCTURE:
where they may be made unconditional offers based on Scottish Baccalaureate in Languages requires two
their Higher grades achieved in S5, while they are in S6.
different eligible modern or classical Language Courses, at
Most stay on at school for a further year to undertake
least one of which must be at Advanced Higher level. One
some combination of Advanced Higher and/or additional
of the courses taken must be English (or ESOL or Gàidhlig*)
Highers and/or free-standing National Units. More recently,
some schools – in partnership with FE colleges – offer HNC and this may be at Higher or Advanced Higher level.
awards alongside Highers, which are taken over S5-S6. Scottish Baccalaureate in Science requires two different
The number of Highers that students can achieve may be eligible science courses, at least one of which must be at
affected by a school’s timetabling policy. Advanced Higher level. One of the courses taken must be
mathematics (Higher or Advanced Higher level) or applied
mathematics (Advanced Higher level).
Scottish Baccalaureate Scottish Baccalaureate in Expressive Arts requires
The Scottish Baccalaureates in Expressive Arts, Languages, three different eligible courses, two of which must be
Science and Social Sciences consist of a coherent group at Advanced Higher level and one at Higher level. One
of current Higher and Advanced Higher qualifications in of these courses must be English (or ESOL or Gàidhlig*)
relevant subjects. or mathematics (or applied mathematics) at Higher or
Advanced Higher level.
Scot Bacc Scottish Baccalaureate in Social Sciences requires
three different eligible courses, two of which must be
SCQF LEVEL:
at Advanced Higher level and one at Higher level. One
Level 7
of these courses must be English (or ESOL or Gàidhlig*)
SCQF CREDIT VALUE: or mathematics (or applied mathematics) at Higher or
104 credit points (1040 NLH) Advanced Higher level.
BACKGROUND: *Learners who have Gàidhlig as their first language may
The Scottish Baccalaureate has been designed to provide count both English and Gàidhlig.
a challenging and rewarding experience for learners in fifth
and sixth year of secondary education who are able to The mandatory components of the Scottish Baccalaureate
cope with the demands of study at Higher and Advanced are:
Higher level.
Interdisciplinary Advanced Higher SCQF Level 7 (16 SCQF credits)
The Scottish Baccalaureate is made up of one Higher, Project Unit
Two courses Advanced Higher SCQF Level 7 (64 SCQF credits)
two Advanced Highers and the Interdisciplinary Project
One course Higher SCQF Level 6 (24 SCQF credits)
(IP), which is the same level as Advanced Higher. The
Interdisciplinary Project is the defining feature of the
Scottish Baccalaureate, bringing added value to the The Interdisciplinary Project is graded A, B or C and is
Scottish Baccalaureate as a whole. allocated UCAS Tariff points as follows:
INTERDISCIPLINARY PROJECT: Grade UCAS Tariff points
Key features of the Interdisciplinary Project: A 65
B 55
g Application or extension of subject knowledge in a C 45
relevant context
g Focus on generic and cognitive skills development The Interdisciplinary Project is allocated UCAS Tariff
g Opportunity to access different learning environments points rather than the Scottish Baccalaureate, as the other
g Learner negotiation of context will be important and components of the Scottish Baccalaureate already receive
should be related to areas of interest and/or future Tariff points. However, the Scottish Baccalaureate is graded
career aspiration. as a “Distinction” or “Pass” based on achievements in all of
the components.
ASSESSMENT METHOD: SCQF LEVEL:

The units that comprise the unit assessment are internally Levels 4 and 5
assessed and externally verified. Where courses contain
SCQF CREDIT VALUE:
an external assessment, it is usually an examination,
24 Credit Points (240 NLH)
but from 2014-15 for Highers the new qualifications will
usually include two or more course (external) assessment BACKGROUND:
components. Most Advanced Highers have historically See section on National Qualifications introduced in 1999.
had two or more external assessment components. End of DATE OF FIRST TEACHING:
year question papers (exams) continue to be used in most 2013
Highers and Advanced Highers, but most will also have
an additional course assessment, such as an assignment, DATE OF FIRST AWARD:
project, portfolio, performance, case study or practical as 2014
appropriate to the subject. PREREQUISITES:
CERTIFICATION: National 4 and 5 Courses are available to students normally
A Scottish Baccalaureate is not intended to be a full in the fifth and sixth year of secondary education and to
programme of study. It is expected that learners who take post-school students. However, with the implementation
a Baccalaureate will also take other courses in S5 and S6. of Curriculum for Excellence, it is expected that schools will
Their choice of subjects is likely to be based around interest, follow varied patterns of provision, enabling candidates to
career choice and the entrance requirements specified by take National 4 and 5 Courses across S4-S6, depending on
the universities where they wish to study. the learner journey that they are undertaking.
In addition to their Scottish Qualification Certificate (SQC) NUMBER OF UNITS/STRUCTURE:

showing Standard Grade, Intermediate, National, Higher National Courses with grades normally have three 60-NLH
and Advanced Higher Course achievement, learners who National Units, plus an external assessment. The number of
take a Baccalaureate and are successful will receive a units will vary if 30- or 120-NLH units are used in the course.
commemorative certificate for their Baccalaureate showing An additional 60-NLH is recommended to allow students to
either a Pass or Distinction. integrate learning across the course and to prepare for the
external assessment.
GRADING SYSTEM:
Candidates who achieve a Pass in all mandatory ASSESSMENT METHOD:
components and who do not meet the criteria for The units that comprise the unit assessment are internally
Distinction will be awarded a Pass in the Scottish assessed and externally verified. National 4 includes an
Baccalaureate. The Scottish Baccalaureate with Distinction Added Value unit which is assessed internally. National 5
will be awarded to candidates who achieve: courses are externally assessed, with most courses having
two or more Course (external) assessments, one of which
g Grade A in one Advanced Higher eligible course is usually an examination. The Course assessment (Added
g Grade A in one other component Value) at National 5 is set and marked by SQA and carries
g Grade B or above in all other components. six SCQF credit points (60 NLH). For National 5, the Course
assessment is marked internally and externally quality
QUALITY ASSURANCE:
assured by SQA.
Assessment, which is available on SQA’s website at GRADING SYSTEM:
www.sqa.org.uk/files_ccc/25GuideToAssessment.pdf National 5: A – D
National 4: Pass
External quality assurance of the Interdisciplinary Project
continues through external verification of centres’ internal The grade is determined by a candidate’s performance in
assessment decisions through subject specific quality the external course assessment.
forums.
QUALITY ASSURANCE:
Quality forums will bring together staff with an overview Subject to SQA’s system of quality assurance. See Guide to
of the assessment and internal verification processes from Assessment, which is available on SQA’s website at
a group of centres delivering the Interdisciplinary Project www.sqa.org.uk/files_ccc/25GuideToAssessment.pdf
Unit. PROGRESSION/ARTICULATION:
PROGRESSION/ARTICULATION: National 4 and 5 Courses will be used for a variety of
Candidates who achieve a Scottish Baccalaureate may purposes, including progression to Highers, Skills for
progress to: Work Courses at Higher, National Progression Awards at
SCQF Levels 5 or 6, National Certificates at SCQF Levels
g further or higher education 5 or 6, other courses in further education or training or
g employment/training. employment.
National 4 and 5 Courses

National 2 and 3 Courses
National 4 and 5 Courses will replace Intermediate 1
and 2 once dual running of Intermediate 1 and 2 and National 2 and 3 Courses will replace Access 2 and 3 once
National 4 and 5 qualifications stops after 2014-15. dual running of National 2 and 3 Courses and Access 2 and
For more information on the new qualifications and 3 Courses stops after 2014-15. For more information on
Curriculum for Excellence, please visit www.sqa.org.uk/ the new qualifications and Curriculum for Excellence, please
curriculumforexcellence visit www.sqa.org.uk/curriculumforexcellence
National 3 Courses are designed to develop skills and BACKGROUND:

knowledge in a specific subject area as well as skills for See section on National Qualifications introduced in 1999.
learning, skills for life and skills for work. Achieving a DATE OF FIRST TEACHING:
National 3 Course shows that a learner has demonstrated 1999
the specified knowledge and skills in a particular subject, at
the defined national standard. DATE OF FIRST AWARD:
2000
National 2 qualifications are designed for learners who
PREREQUISITES:
require additional support for learning. They will build
on the broad, general education and will encourage Int 1 and Int 2 are National Courses available to students
and challenge learners to work towards qualifications normally in the fifth and sixth years of secondary education
appropriate to their needs and achievement. and to post-school students. However, some schools
offered students in S4, for example, the opportunity to take
SCQF LEVEL: Intermediate Courses instead of Standard Grades.
Levels 2 and 3
SCQF CREDIT VALUE: National Courses with grades normally have three 60-NLH
18 Credit Points (180 NLH) National Units, plus an external assessment. The number
BACKGROUND: of units will vary if 30-, 90- or 120-NLH units are used in
See section on National Qualifications introduced in 1999. the course. An additional 60 NLH is recommended to allow
students to integrate learning across the course and to
DATE OF FIRST TEACHING: prepare for the external assessment.
2013
National Courses without grades – Skills for Work and
Personal Development Courses – normally have four
2014
60-NLH National Units and do not have an external
PREREQUISITES: assessment. The number of units will vary if 30-, 90- or
There is no age restriction on the use of National 2 and 3 120-NLH units are used in the course.
Courses but they are normally taken by candidates in S3
ASSESSMENT METHOD:
and above.
The units that comprise the course assessment are
NUMBER OF UNITS/STRUCTURE: internally assessed and externally verified. Where
National 2 and 3 Courses normally have three 60-NLH courses contain an external assessment, it is usually
National Units. an examination, or sometimes a project, product or
performance, or a combination of these. Unit achievement
ASSESSMENT METHOD:
does not contribute to the course grade, but must be
Assessment is carried out internally by teachers/lecturers.
achieved in order for the course to be awarded.
GRADING SYSTEM:
EXAMINATION TIMING:
National 2 and 3 Courses are not graded.
May/June (for National Courses with grades).
QUALITY ASSURANCE:
August for National Courses with grades. Results for
National Courses without grades are also normally issued
in August, but can be issued in any month of the year.
GRADING SYSTEM:
Learners may progress to higher level courses or group
From August 2004, candidates have received a grade
awards within the National Qualifications.
A – D. For information on the grading system prior to
The range of units and Courses at National 2 and 3 provides August 2004, see section on National Courses.
opportunities to begin to develop subject-specific skills, as QUALITY ASSURANCE:
well as skills for learning, skills for life and skills for work. Subject to SQA’s system of quality assurance. See Guide to
Intermediate 1 and Intermediate 2 PROGRESSION/ARTICULATION:
Intermediate Courses will be used for a variety of purposes,
These qualifications are currently being dual run with the including progression to Higher in subsequent years.
new National 4 and National 5 qualifications. The last year For entry to HE, they should be treated as equivalent to
of the presentation is 2014-15, with a final diet of exams in Standard Grade.
2015. For more information on Curriculum for Excellence,
see www.sqa.org.uk/curriculumforexcellence
Int 1 and Int 2
Access 2 and Access 3
SCQF LEVEL: These qualifications are currently being dual run with the
Int 1 – Level 4, Int 2 – Level 5 new National 2 and National 3 Courses. The last year of
presentation is 2014-15.
SCQF CREDIT VALUE:
Int 1 – 24 credit points (240 NLH) QUALIFICATION ABBREVIATION:
Int 2 –24 credit points (240 NLH) Acc 2 and Acc 3
SCQF LEVEL: the particular award. However, SGAs finished in July 2010.
Access 2 – Level 2 National Certificates have replaced SGAs – see section
Access 3 – Level 3 below on National Qualification Group Awards.
BACKGROUND: Core Skills are recorded on the Scottish Qualifications
See section on National Qualifications introduced in 1999. Certificate (SQC) as a profile if they are embedded within
DATE OF FIRST TEACHING: other qualifications. If they are dedicated Core Skills units
1999 then they will appear in the list of qualifications achieved
and the Core Skills profile.
1999
PREREQUISITES:
There is no age restriction on the use of Access 2 and 3 DATE OF FIRST AWARD:
Courses but they are normally taken by candidates in S3 2000
and above. NUMBER OF UNITS/STRUCTURE:
NUMBER OF UNITS/STRUCTURE: Core Skills are embedded in some National Courses and are
Normally three National Units each of 60 NLH. The number also offered as discrete National Units.
of units will vary if 30-NLH units are used in the course. ASSESSMENT METHOD:
ASSESSMENT METHOD: Embedded within National and Higher National courses
The units that comprise the course are internally assessed which means successful completion of one qualification
and externally verified. can automatically update a candidate’s Core Skills Profile
to reflect the highest level of Core Skill achieved to date.
Achievement can also be through internal assessment of
Mainly August, but can be issued in any month of the year. the units which are externally verified by SQA. Assessment is
GRADING SYSTEM: criterion referenced against specific standards.
Ungraded. Achievement is certified as a ‘Pass’. EXAMINATION TIMING:
QUALITY ASSURANCE: Discrete Core Skills units are not subject to external
Subject to SQA’s system of quality assurance. See Guide to assessment.
Assessment, which is available on SQA’s website at www. DATE OF RESULTS PUBLICATION:
sqa.org.uk/files_ccc/25GuideToAssessment.pdf Profile appears on the Scottish Qualification Certificate
PROGRESSION/ARTICULATION: (SQC), which is normally issued in August for candidates
Access 2 and 3 Courses will be used for a variety of taking National Courses. For other candidates, group award
purposes, including progression to National Courses at the results are issued weekly.
same levels and at higher levels. GRADING SYSTEM:
Curriculum for Excellence will see the Access 2 and 3 Core Skills are not graded, but the SCQF level at which they
courses being replaced by National 2 and National 3 have been achieved is shown as a profile on the SQC. Core
courses. In 2014-15, the current Access 2 and Access 3 Skills achieved through discrete units are included in the
will be dual run in centres alongside the new National unit achievement of the SQC.
2 and National 3 courses. For more information on UCAS TARIFF POINTS
Curriculum for Excellence please visit www.sqa.org.uk/ UCAS Tariff points have been allocated to Core Skills as
curriculumforexcellence follows:
Level UCAS Tariff points
Higher (SCQF Level 6) 20
Core Skills Intermediate (SCQF Level 5) 10
National Qualifications support the development of broad, Note

generic, transferable skills (Core Skills) valued in schools, FE Only Core Skills achieved through discrete units carry UCAS
and HE, employment and personal and social life. Tariff points.
SCQF LEVEL: For more information about the UCAS Tariff, please see
Level 2 to Level 6 Appendix B.
SCQF CREDIT VALUE: QUALITY ASSURANCE:
Units are usually six SCQF credit points (60 NLH), but are Subject to SQA’s system of quality assurance. See Guide to
also available at some SCQF levels as 15 NLH units Assessment, which is available on SQA’s website at www.
BACKGROUND: sqa.org.uk/files_ccc/25GuideToAssessment.pdf
The five Core Skills are Communication, Numeracy, PROGRESSION/ARTICULATION:
Information & Communication Technology (ICT), Problem The National Qualifications system supports the
Solving and Working With Others. Candidates for Scottish development of the Core Skills valued in FE and HE,
Group Awards (SGAs) were required to achieve at least employment and personal and social life.
three of the five Core Skills at the levels determined for
Standard Grades PREREQUISITES:

S Grades were normally studied over the third and fourth
Curriculum for Excellence has seen Standard Grades being years of secondary education.
replaced by National 3, National 4 and National 5 courses. ASSESSMENT METHOD:
The first National 3, 4 and 5 courses have been available In most subjects, a combination of internal and external
since 2013-14. The final Standard Grades were offered assessment.
in 2012/13. Standard Grades have been included in this
section at this time, as for many applicants to HE up to at EXAMINATION TIMING:
least 2015, they will be their pre-Higher qualifications. For May/June
more information on Curriculum for Excellence, please visit DATE OF RESULTS PUBLICATION:
www.sqa.org.uk/curriculumforexcellence August
QUALIFICATION ABBREVIATION: GRADING SYSTEM:
S Grade 1–6 pass grades, with 1 being the highest grade. S Grade
SCQF LEVEL: achievement is described on 3 levels: Credit level grades 1
Levels 3–5 and 2 (SCQF Level 5) General level grades 3 and 4 (SCQF
Level 4) and Foundation level covers grades 5 and 6 (SCQF
BACKGROUND: Level 3).
S Grades were first certificated in 1986 with the former
Ordinary Grade finally being discontinued in 1994. (Since QUALITY ASSURANCE:
2002, some schools have offered students the opportunity Subject to SQA’s system of quality assurance. See Guide to
to take Intermediate Courses in place of S Grade.) Assessment, which is available on SQA’s website at
S Grades are used for a variety of purposes including
DATE OF FIRST AWARD: entry to employment or progression to Intermediate,
1986 Higher and Advanced Higher National Courses. For entry
to HE, grades1–3 at S Grade are normally acceptable in
combination with Highers in the main subjects.
Higher National Qualifications (HNQ)
During 2013-14 SQA has been developing work for its DATE OF FIRST AWARD:
HN Enhancement Pilot, which has developed a range of 1925
support materials and resources to help support smoother PREREQUISITES:
articulation from the HNC to year 2 and HND to year 3 of Entry is at the discretion of the centre. However, applicants
Bachelor’s degrees. This has taken the form of alternative straight from school are normally expected to have a range
approaches to assessment, the development of higher of National Qualifications, including some at SCQF Level
education skills and maths for engineers. This has been 6, e.g. Highers. Non-school leavers will enter with a variety
a partnership development with colleges and universities of qualifications and/or experience. Many candidates may
in the following subject areas: Social Sciences, Business, undertake their HNC as employer-funded training through
Computing and Engineering. day or block release, or through distance learning.
HNCs developed under the 1988 design rules comprise
Higher National Certificates (HNC) 12 SQA credits (these preceded the SCQF). SQA credits
were based on a notional 80 hours of teaching and
learning, including independent study. Prior to modernising
HNC
all HNCs, five subject areas were reviewed using pilot design
SCQF LEVEL: rules. These HNCs were validated with 15 SQA credits,
Level 7 two of which were Integrated Assessments. Between
2003-2008, all HNCs were revised using the 2003 design
SCQF CREDIT VALUE:
principles and the SCQF and these comprise 96 SCQF credit
96 credit points (960 NLH)
points, eight SCQF credit points of which is a graded unit
However, many candidates take 120 credit points at SCQF Level 7. In the current HNCs, Core Skills may be
(1200 NLH worth of relevant units) for the purpose of signposted and/or embedded.
improving articulation to second year of Bachelor’s degree ASSESSMENT METHOD:
programmes. HNCs are internally assessed and externally verified.
BACKGROUND:
EXAMINATION TIMING:
HNCs are HE group awards covering broad occupational Flexible, but full-time college students normally complete
areas and are offered by colleges and some HEPs. HNCs in June.
1923 Flexible, but full-time college students normally receive
results in August. Group award results are also issued including independent study. Prior to modernising all
weekly. Group Award results are reported to UCAS along HNDs, a few were developed under pilot rules. These were
with the annual diet of results, but only the achievement comprised of 30 SQA credits, four of which were Integrated
of the Group Award is reported as a “Pass”. SQA plans to Assessments. All HNDs have been revised using the 2003
report the result of graded units to UCAS in the future. design principles and the SCQF and these are comprised of
240 SCQF credit points. 24 credits of these graded units –
GRADING SYSTEM:
one worth eight SCQF credit points at SCQF Level 7 plus 16
HNC Group Awards developed under the 1988 design rules
SCQF credits at SCQF Level 8 (the 16 credits can comprise
comprise Units which are awarded at Pass or Merit. HNCs
one large graded unit or two single equally sized graded
developed under the pilot design rules contain two SQA
units). In the revised HNDs, Core Skills may be signposted
credits of Integrated Assessments, which are Graded A, B
and/or embedded. It should be noted that a double credit
or C. HNCs developed under the 2003 design principles
graded unit will only be certificated with a single grade.
contain one graded unit worth eight SCQF credits at SCQF
Where three graded unit grades are considered by a HEP
level 7, which will be graded A, B or C. It should be noted
for offer-making, the 16 SCQF credit graded unit should be
that in rare circumstances some applicants who present the
taken as a ‘duplicate grade’, i.e. ‘AA’ instead of simply ‘A’ for
current HNCs may offer a mix of old units (graded Pass or
the purpose of clarification and equity.
Merit) and current (ungraded) HN units.
ASSESSMENT METHOD:
QUALITY ASSURANCE:
HNDs are internally assessed and externally verified.
Assessment, which is available on SQA’s website at EXAMINATION TIMING:
www.sqa.org.uk/files_ccc/25GuideToAssessment.pdf Flexible, but full-time college students normally complete
HNDs in June.
HNCs are designed and validated at SCQF Level 7. As DATE OF RESULT PUBLICATION:
such, students may progress to HNDs, degree courses or Flexible, but full-time college students normally receive
employment. HEPs make their own decisions on the specific results in July. Group award results are also issued weekly.
credit to be granted and many articulation agreements Group Award results are reported to UCAS along with the
exist between FE colleges and HEPs. Direct entry to year annual diet of results, but only the achievement of the
two of a degree programme is possible at some universities. Group Award is reported as a “Pass”. SQA plans to report
the result of graded units to UCAS in the future.
GRADING SYSTEM:
Higher National Diplomas (HND) HND Group Awards developed under the 1988 design rules
comprise units which are awarded at Pass or Merit. HNCs
QUALIFICATION ABBREVIATION: developed under the pilot design rules contain four credits
HND of Integrated Assessments, which are graded A, B or C.
SCQF LEVEL: HNDs developed under the 2003 design principles contain
Level 8 graded units – one worth eight SCQF credit points at SCQF
Level 7 plus 16 SCQF credits at SCQF Level 8 (the 16 credits
SCQF CREDIT VALUE: can comprise one double credit graded unit or two single
240 credit points (2400 NLH) credit graded units) each of which will be graded A, B,
BACKGROUND: or C. It should be noted that in rare circumstances some
HNDs are advanced HE group awards covering broad applicants who present the current HNCs may offer a mix
occupational areas and are offered by colleges and some of old units (graded Pass or Merit) and current (ungraded)
HEPs. HN units.
DATE OF FIRST TEACHING: QUALITY ASSURANCE:
1958 Subject to SQA’s system of quality assurance. See Guide to
1960
PREREQUISITES:
HNDs are designed and validated at SCQF Level 8. As such,
Entry is at the discretion of the centre. However, applicants students may progress to degree courses or employment.
from school are normally expected to have a range of HEPs make their own decisions on the specific credit to be
National Qualifications, including some at SCQF Level 6, granted and many articulation agreements exist between
e.g. Highers. Non-school leavers will enter with a variety of FE colleges and HEPs. Direct entry to year three of a degree
qualifications and/or experience. programme is possible at some universities.
HNDs developed under the 1988 design rules comprise 30
SQA credits (these preceded the SCQF). SQA credits were
based on a notional 80 hours of teaching and learning,
Other Scottish qualifications
Awards DATE OF FIRST TEACHING:

First introduced in session 1991/2
SCQF LEVEL:
Levels 1-12 1992
BACKGROUND: PREREQUISITES:
Awards are small flexible qualifications which are intended Entry was at the discretion of the centre.
to provide the learner with a variety of practical skills and
knowledge. Suitable for any type of learner, Awards are NUMBER OF UNITS/STRUCTURE:
designed to address and provide proof of specific skills. The number of Units in a National Certificate Group Award
was subject to the specific qualification.
SQA offers a range of Awards from Safe Road User to
ASSESSMENT METHOD:
Personal Achievement. Of particular interest to admissions
Subject to the requirements of the component parts of
tutors might be the Award in Volunteering Skills, which
the award, but normally internally assessed and externally
provides formal recognition of volunteering activity, and
verified.
the Leadership Award which is endorsed by the Chartered
Management Institute. EXAMINATION TIMING:
Assessment was ongoing throughout the year.
2009 DATE OF RESULT PUBLICATION:
Ongoing throughout the year on a weekly basis.
Ungraded. Achievement was certificated as a ‘Pass’.
Structure varies depending on Award. For more QUALITY ASSURANCE:
information, please see the Awards page on SQA’s website: Subject to SQA’s system of quality assurance. See Guide to
www.sqa.org.uk/sqa/41280.html Assessment, which is available on SQA’s website at
ASSESSMENT METHOD:
Internally assessed and externally verified by SQA. PROGRESSION/ARTICULATION:
Assessment is criterion referenced against specified National Certificate Group Awards offered progression to
standards. SVQs and HNCs/HNDs.
EXAMINATION TIMING:
Flexible National Qualification Group
DATE OF RESULT PUBLICATION: Awards (NQGAs)
Flexible
National Qualification Group Awards (NQGAs) is the term
GRADING SYSTEM: which encompasses two types of non-advanced Group
Ungraded. Achievement is certificated as a ‘Pass’. Awards – small, flexible National Progression Awards
QUALITY ASSURANCE: (NPAs) and larger, fixed-credit National Certificates (NCs).
Subject to SQA’s system of quality assurance. See Guide to Both NPAs and NCs provide those preparing for work with
Assessment, which is available on SQA’s website at opportunities to develop skills sought after by employers.
PROGRESSION/ARTICULATION: National Certificates
Please see the Awards page on SQA’s website at: www.
sqa.org.uk/sqa/41280.html for details on progression from QUALIFICATION ABBREVIATION:
individual Awards. NC
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL:
Level is dependent on the component units of the award,
National Certificate Group Awards but National Certificates are available at SCQF Levels 2-6.
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL: SCQF CREDIT VALUE:
Level is dependent on the component parts of the award SCQF Level 2 and 3 – 54 credit points (minimum) (540 NLH)
BACKGROUND:
SCQF Level 4, 5 and 6 – 72 credit points (minimum)
National Certificate Group Awards were validated by SQA (720 NLH)
and were the forerunner to the newer National Certificates,
which were developed and validated using the SCQF level
descriptors. This qualification was designed to provide
national recognition for specified groupings of Units which
form coherent programmes of study.
Other Scottish Qualifications

National Certificates are principally aimed at First introduced in session 2006/07.
16-18-year-olds and adults in full-time education, usually
in a further education college, and are linked to National
2007
Occupational Standards, as appropriate to the group
award area. They normally provide opportunities for PREREQUISITES:
candidates to develop all five Core Skills. Entry is at the discretion of the centre.
DATE OF FIRST TEACHING: NUMBER OF UNITS/STRUCTURE:
2005 Number of units can vary. However, there must be a
minimum of 12 SCQF credit points.
Subject to the requirements of the component parts of
PREREQUISITES:
the award, but normally internally assessed and externally
Entry is at the discretion of the centre.
verified.
EXAMINATION TIMING:
The number of units in a National Certificate is subject to
Assessment is ongoing throughout the year.
the specific qualification and the SCQF level.
ASSESSMENT METHOD:
Subject to the requirements of the units that make up
the award, but normally internally assessed and externally GRADING SYSTEM:
verified. Ungraded. Achievement is certificated as a ‘Pass’.
EXAMINATION TIMING: TARIFF POINTS:
Assessment is ongoing throughout the year. Only one NPA is currently Tariff-rated – NPA in PC Passport
Advanced Level (at SCQF Level 6). The Tariff points are as
follows:
Grade Tariff points
GRADING SYSTEM:
Pass 45
Ungraded. Achievement is certificated as a ‘Pass’.
TARIFF POINTS: For more information about the UCAS Tariff, please see
National Certificates at SCQF level 6 carry UCAS Tariff Appendix B.
points for entry to higher education. QUALITY ASSURANCE:
Please refer to the Tariff section of the UCAS website for a Subject to SQA’s system of quality assurance. See Guide to
list of which subjects are included in each group along with Assessment, which is available on SQA’s website at
the Tariff points: www.ucas.com/how-it-all-works/explore- www.sqa.org.uk/files_ccc/25GuideToAssessment.pdf.
your-options/entry-requirements/tariff-tables/Scottish- PROGRESSION/ARTICULATION:
National-certs National Progression Awards offer progression to SVQs,
QUALITY ASSURANCE: and HNCs/HNDs.
www.sqa.org.uk/files_ccc/25GuideToAssessment.pdf Professional Development Awards
PROGRESSION/ARTICULATION: (PDA)
National Certificates offer progression to SVQs, and
HNCs/HNDs. QUALIFICATION ABBREVIATION:
PDA
SCQF LEVEL:
National Progression Awards (NPA) SCQF Levels 6–12. Some legacy PDAs developed under
the old design rules were revised under the new design
NPA principles or were phased out by December 2010. The
old awards operate under the titles Certificate, Advanced
SCQF LEVEL: Certificate, Diploma, and Advanced Diploma and in many
Level 2-6 cases have not been SCQF credit rated, as they pre-dated
SCQF CREDIT VALUE:
the SCQF.
12 credit points (minimum) (120 NLH) The SCQF level is subject to the level of the Units that
BACKGROUND: comprise the PDA
National Progression Awards are designed to assess SCQF CREDIT VALUE:
a defined set of skills and knowledge in specialist SCQF Level 6 – 12 credit points (minimum) (120 NLH)
vocational areas, and are mainly used by colleges for SCQF Levels 7-12 – 16 credit points (minimum) (160 NLH)
short programmes of study. They are aligned to National
Occupational Standards or other professional or trade In reality, some PDAs are large group awards which can
body standards, as appropriate to the Group Award. represent 120 SCQF credits (1200 NLH) or greater.
BACKGROUND:
The PDA Modernisation Project (January 2007 until
Scottish Progression Awards (SPA)
December 2010) involved revising all existing PDAs SPAs have been gradually replaced by National Progression
according to the new design principles. Awards (NPAs) and National Certificates (NCs). Only one
Professional Development Awards (PDAs) are developed SPA, Rural Skills at SCQF Level 5, remains.
in partnership with key stakeholders and designed to QUALIFICATION ABBREVIATION:
ensure that they are more flexible in terms of size, delivery SPA
and assessment. They maintain a fitness for purpose that
SCQF LEVEL:
attends to the needs of rapidly evolving industrial practice
and employer and employee skills needs. They are delivered Normally, levels 3–8. SCQF level is subject to the level of
in Scotland’s colleges, by private education and training the units which comprise the SPA.
providers (ETPs), in some higher education providers (HEPs) BACKGROUND:
and can also be delivered by employers with SQA approval Designed to provide the underpinning knowledge and
status. PDAs are also available at SCQF Level 9 and above, enable progression to Scottish Vocational Qualifications
to offer industry high-level CPD for current and prospective (SVQ).
staff; specialised enskilling for graduates; and alternative
– work-related/based – higher education progression for
successful HND and Modern Apprenticeship (SVQ level First introduced in session 1998/9.
4) candidates. Smaller PDAs can sometimes be found PREREQUISITES:
embedded in other Group Awards, such as HNC/HNDs, or Entry is at the discretion of the centre.
can be large enough to embed an HNC within it.
DATE OF FIRST TEACHING: The number of Units in a SPA is subject to the specific
First introduced in session 1997/8. qualification. SPAs can comprise a group of SVQ units,
PREREQUISITES:
a group of National or Higher National Units, or a
Entry is at the discretion of the centre. combination of these. Assessment is subject to units that
comprise the qualification.
ASSESSMENT METHOD:
PDAs comprise a coherent group of Higher National Units,
SVQ Units or National Units or a combination of these. Subject to the requirements of the component parts of the
The design principles for PDAs determine that they will be: SPA.
EXAMINATION TIMING:
available at SCQF Levels 6–12
Assessment is flexible to meet candidate needs.
g
g made up of a minimum of two Units with a minimum

credit value of 12 SCQF credit points at level 6, and DATE OF RESULT PUBLICATION:
16 SCQF credit points at levels 7–12. There is no Ongoing throughout the year.
mandatory requirement for graded assessment or the
QUALITY ASSURANCE:
inclusion of Core Skills
based on National Occupational Standards, or other
g
professional body standards, as appropriate to the

www.sqa.org.uk/files_ccc/25GuideToAssessment.pdf.
Group Award area.
ASSESSMENT METHOD:
Candidates normally progress to a full SVQ or other
Normally continuous assessment and increasingly
training programme.
work-based.
EXAMINATION TIMING:
Subject to requirements of component parts of the PDA. Scottish Vocational Qualifications
DATE OF RESULT PUBLICATION: (SVQ)
GRADING SYSTEM: SVQ
Mostly ungraded, but where grading is involved, subject to
SCQF LEVEL*:
requirements of component parts of the PDA.
SVQ 1 – SCQF Level 4, SVQ 2 – SCQF Level 5, SVQ 3 –
QUALITY ASSURANCE: SCQF Levels 6-7, SVQ 4 – SCQF Levels 8-9, SVQ 5 –
Subject to SQA’s system of quality assurance. See Guide to SCQF Level 11
www.sqa.org.uk/files_ccc/25GuideToAssessment.pdf. *For several SVQs the levelling to the SCQF has not
yet occurred, so the levels are notional. The notional
PROGRESSION/ARTICULATION: positioning of SVQs on the SCQF gives a broad indication
PDAs are designed to help career entry, career of their place within it. As in most group awards, SVQs are
development or career enhancement, or they may help likely to be made up of units at a number of levels. As their
facilitate career change. However, HE may consider position on the SCQF is refined, it is likely that some SVQs
them for entry to degree programmes – particularly will be aligned to more than one SCQF level. SVQs are
those designed for post-HND progression, along with the being credit rated to the SCQF on an ongoing basis.
experience and other qualifications held by the applicant.
SCQF CREDIT VALUE:
Variable

SVQs are at five levels based on skills and competences Not graded.
required to do a job or range of jobs in a specific industry,
QUALITY ASSURANCE:
from basic operative to senior management. These levels
Accredited by SQA Accreditation and offered by a range
do not correspond with SCQF levels. They are analogues of
of bodies, including SQA Awarding Body. See Guide to
NVQs in the rest of the UK.
DATE OF FIRST TEACHING: www.sqa.org.uk/files_ccc/25GuideToAssessment.pdf.
First introduced in 1990.
PREREQUISITES: SVQ 3 and 4 may be used for entry to HE with or without
Appropriate workplace experience. advanced standing, sometimes in association with
Recognition of Prior Learning (RPL). SVQs 4 and 5 might
be used for entry to higher degrees and are sometimes
SVQs are unit-based and are assessed in the workplace or
offered in HE as part of postgraduate programmes.
in simulated workplace conditions.
Some colleges and HEPs in Scotland combine HNC/HND,
ASSESSMENT METHOD: degree or postgraduate programmes with SVQs at various
SVQs incorporate National Occupational Standards levels to ensure students have a broader experience of
identified by Sector Skills Councils (SSCs) (previously both academic and work-based activities. SVQs may be
National Training Organisations (NTOs)). Although the embedded in HE programmes such as HNC or HND and
focus is on performance, the importance of underpinning will be certificated accordingly. SVQ 2 and 3 or alternative
knowledge and understanding, particularly at the higher competency-based qualifications (CBQs) are mandatory
levels, is now well recognised and, following major reviews, components of a Modern Apprenticeship in Scotland.
steps have been taken to make these requirements more SVQ 4 or above (or alternative competence-based
explicit. qualifications) can contribute to a Technical or Professional
Apprenticeship.
EXAMINATION TIMING:
Assessment is flexible to meet candidate needs.
As part of a phased programme, National Qualifications (the analogue of key skills in the rest of the UK). GSVQ
have replaced SCE Highers, Certificate of Sixth Year candidates were also required to pass an integrated
Studies (CSYS), General Scottish Vocational Qualifications assessment, which was used to distinguish two levels of
(GSVQs), Scottish Group Awards (SGAs) and other achievement: Pass and Merit.
Units and groupings of Units and modules. A number
of applicants will only offer the National Qualifications,
while others – most likely mature applicants – will offer National Certificate Modules
some combination of old and new qualifications. A useful
explanatory summary of historic changes to Scottish National Certificate Modules were replaced by, or
secondary qualifications is available at www.scqf.org.uk converted into, National Units.
(select ‘Resources’ and then ‘Old vs New’). National Certificate Modules were introduced in 1984/5
when non-advanced vocational qualifications in Scotland
were modularised. Modules were offered in schools,
Certificate of Sixth Year Studies colleges, community education and training centres.
(CSYS) Candidates were assessed against outcomes and
performance criteria to ensure national standards, and
The final sitting of examinations for the CSYS was summer all centres were subject to external moderation and other
2001, except for CSYS English, which was summer 2002. quality assurance requirements.
CSYS was intended to encourage pupils who had Some modular programmes count towards the general
obtained a Higher pass in a subject in fifth year to pursue entrance requirements of some HEPs. In particular,
independent study in selected areas of that subject in sixth certain groups of modules are recognised as alternatives
year. However, the uptake of CSYS was limited. In most to Standard Grades and Highers and these recognised
subjects, there was a fairly wide range of options, and groupings are detailed in Recognised Groupings of National
candidates were required to work on individual projects Certificate Modules, published by SQA.
and lines of enquiry.
National Certificate Modules were used by the three
There were five grades: A, B, C, D and E, which were
Scottish Wider Access Programme (SWAP) consortia
broadly comparable to the same grades at GCE A level.
Some pupils with four or five good Highers studied up to to build access programmes tailored to meet the
three CSYS subjects in sixth year, with many combining admissions requirements of HE. Some institutions also
CSYS and additional Highers. had agreements with local schools and colleges which
recognised particular groupings of modules for entry to
Grade (previously known as Ranking) Band specified HNC, HND and degree programmes.
A 1
B 2
C 3 Scottish Group Awards (SGA)
D 4
E 5 SGAs were replaced by National Progression Awards (NPAs)
No award 6 and National Certificates and have not been available since
July 2010.
Reporting:
SGAs were introduced in 1999 and were made up of
Grades A, B, C (pass grades) were reported to both centres National Courses, National Units and Core Skills, which
and candidates. fitted together to make a balanced and coherent
programme of study, normally lasting a year for full-time
students and longer for part-time students. Untitled or
General Scottish Vocational general SGAs were available at all levels.
Qualifications (GSVQ) At Int 2 and Higher, named SGAs (e.g. Arts, Sciences,
Business, Technology) were also available.
GSVQs were replaced by Scottish Groups Awards (SGAs).
SGAs began to replace GSVQs from the start of session There was a minimum credit and Core Skills requirement
1999/2000 with no further certification of GSVQs after for all named and general SGAs. SGAs at Advanced Higher
30 September 2004. required 20 SQA unit credits (pre-SCQF), plus Core Skills
profile at specified levels; SGAs at Higher required 20 SQA
GSVQs were broadly based group awards leading to unit credits, plus Core Skills profile at specified levels; SGAs
employment and to FE and HE. Level 3 awards (pre-SCQF, at Int 1 and Int 2 required 16 SQA unit credits, plus Core
but comparable to SCQF Level 6) were designed to help Skills profile at specified levels.
enable progression to HE and were of particular interest to
admissions tutors. SGAs were designed to provide progression to FE and
HE and employment. Higher and Advanced Higher SGAs
These group awards were made up of specified numbers would have been of particular interest to admissions tutors
of mandatory and optional National Units (previously as they demonstrated that candidates had achieved
National Certificate Modules), with the balance between success over a coherent programme of subjects and in the
mandatory and optional varying according to the
five Core Skills.
award area. The mandatory element included core skills
Scottish Certificate of Education

(SCE) Highers
The final sitting of examinations for SCE Highers was
summer 2001, with the exception of SCE Higher English,
where the final diet of examinations for resit/two-year
candidates was 2002.
Bands and grades for SCE Highers are as follows.
Grade (previously Band (previously Scaled Mark
known 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 were reported to
the candidates
g The Band was reported to the centre.
Certificates and other supporting evidence likely to be offered
by applicants
Relevant contact information is given in Appendix A.

Record of Education and Training
Scottish Qualifications Certificate (RET)
(SQC) This has been replaced by the SQC. The RET recorded all
National Certificate Modules, Higher National Units and
The Scottish Qualifications Certificate (SQC) is a Workplace Assessed Units, and group awards based on
candidate’s record of achievement in group awards, these modules and units, prior to January 2000.
National Courses, National Units, Core Skills, Higher
National Units, Workplace-assessed Units and SCQF
credits. Since January 2000, the SQC has replaced the Certificates awarded by the Scottish
SCE, CSYS and RET issued by SQA’s predecessor bodies,
the Scottish Examination Board (SEB) and the Scottish
Vocational Education Council’s
Vocational Education (SCOTVEC). (SCOTVEC) predecessor bodies:
The SQC package includes the following: Scottish Business Education Council
g Summary of Attainment – a cumulative record of
(SBEC) and Scottish Technical
all group awards, Courses and stand-alone units a Education Council (STEC)
candidate has achieved since 1994
g Detailed Record of Attainment – lists all the Information on certificates issued by SCOTBEC and
qualifications a candidate has achieved since last SCOTEC is available from SQA.
issued with a certificate SUPPORTING EVIDENCE FOR ENTRY TO HIGHER EDUCATION
g Profiles – this section shows a candidate’s current At interview and in correspondence, applicants may refer
achievements in Core Skills and SCQF credits. to some of the information in the following sections.
Qualifications of particular interest to admissions tutors,
such as National 4 and 5, Standard Grade, Intermediate 1 Progress File
and 2, Higher and Advanced Higher, are recorded on the
SQC. In the case of National Qualifications, the Detailed The Progress File replaced the National Record of
Record of Attainment, which lists current achievements Achievement (NRA), which was introduced in February
linked to each examination diet, may prove particularly 1991 to provide one common, nationally recognised
helpful. format to summarise individuals’ experiences and
achievements and help them plan future developments.
The Progress File is designed to support lifelong learning
Commemorative Certificates and help people to plan their personal development and
Commemorative certificates are issued marking the future education and career. For updated information
completion of group awards. Thus, for example, a about the Progress File in Scotland, please refer to the
candidate completing a group award such as a National entry for ‘Progress File’ in the ‘Phased Out Qualifications’
Certificate, NPA, HNC, HND, SVQ or Scottish Baccalaureate section for England, Wales and Northern Ireland.
receives a commemorative certificate recognising that
achievement. In each case, details of all component Units
of the Courses or group awards are listed on the SQC. National Record of Achievement
(NRA)
Scottish Certificate of Education The NRA was replaced by the Progress File.
(SCE)
This has been replaced by the SQC. The Scottish Certificate Young Enterprise Scotland
of Education (SCE) recorded candidates’ achievements
Young Enterprise Scotland develops the enterprise skills
in Standard Grades, Highers and Short Courses prior to
of students aged 15 to 19, providing them with the
January 2000.
opportunity of forming and running their own companies.
The Young Enterprise Scotland examination is an
Certificate of Sixth Year Studies assessment of competence in work experience, with
questions related to the business excellence model.
(CSYS)
This has been replaced by the SQC. It recorded successes
in CSYS Courses prior to January 2002.
Certificates and other supporting evidence likely to be offered by applicants
Modern Apprenticeships in Scotland Technical and Professional

In Scotland, Modern Apprenticeships (MAs) were first Apprenticeships
developed in 1994. They continue to be developed and
Technical and Professional Apprenticeships were developed
reviewed by employer-led partnerships. MAs are designed
in response to feedback from the Scottish Government’s
to meet skill requirements of all sectors and prepare workers
‘Making Training Better’ Consultation in late 2011. They
for a highly skilled environment. They are aimed at those
are developed by Sector Skills Councils (SSCs), who consult
who are capable of achieving an SVQ at level 3 or above.
with employers and key partners in the sector to produce
Scottish Modern Apprenticeships comprise of a sector specific a programme which meets the needs of employers. They
SVQ, Core Skills and in some cases an industry specific are aimed at those who are capable of achieving an SVQ 4
component that varies from industry to industry. They may (SCQF Level 8) or above.
include additional units from other SVQs, industry-specific
Technical Apprenticeships are at SCQF Levels 8/9 and
qualifications, or academic qualifications such as Higher
Professional Apprenticeships are at SCQF Levels 10/11/12.
National Certificates and Higher National Diplomas.
Both types of apprenticeship contain the same three basic
The final apprenticeship certificate is presented by the criteria:
appropriate Sector Skills Council. g A relevant SVQ (or alternative competency-based
Currently, the body responsible for approving MA qualification), HN Qualification, professional
frameworks in Scotland is the Modern Apprenticeship qualification or other qualification at SCQF Level 8 and
Group (MAG). MAG comprises members from the following above
organisations: g Career Skills – the employer and the individual select
the appropriate Career Skills units within the agreed
g Scottish Government (chair) thresholds
g Sukills Development Scotland (SDS) g Industry specific training.
g Scotland’s Colleges
g SQA Accreditation CAREER SKILLS
g Scottish Training Federation Technical Apprentices should complete Career Skills units at
g Scottish Trades Union Congress SCQF Level 7 or above and achieve a minimum of
g SSC Qualifications Group. 15 credits in total. Professional Apprentices should
complete Career Skills units at SCQF Level 8 or above and
achieve a minimum of 20 credits in total. The units have
been grouped under four headings:
g Business Administration
g Management, including Business Continuity
Management and Government
g Enterprise
g Customer Service.
The body responsible for approving Technical and
Professional Apprenticeship framework in Scotland is the
Modern Apprenticeship Group (MAG).
Routes into Higher Education in Scotland
INTRODUCTION achieve the required entry qualifications for HE. Pupils will,
This section describes the main routes into HE in Scotland in theory, now have much more flexibility as to how to
and related topics, including credit accumulation and reach the four or five Highers HEPs still require for entry.
transfer using the SCQF. Variations will depend in part on the ability of the pupil
APPLICANTS FROM SCHOOLS and in part on the school curriculum policy.
The new curriculum arrangements are now being phased Some applicants are expected to bypass National 5s
in. 2014-15 is a transition year in that whilst most totally (or take one or two only), and study for Highers
applicants will present with the ‘new’ Higher, some may still over S4 and S5 (4th and 5th years). Some, especially
present with a mixture of Intermediate 2 and National 5 in the early stages of the curriculum change, will
qualifications. HEPs have adapted their admissions policies follow the more ‘traditional’ course of seven to nine
to recognise the new curriculum offers and the policies are National 5/Intermediate 2 qualifications and then take
all found on their websites. Highers in S5 and/or S6 (6th year). Patterns of how
Most applicants from schools will offer some combination students will take qualifications is expected to develop in
of Highers, Advanced Highers and Scottish Baccalaureates. the next few years.
Generally, pupils enter HE at age 18 after six years of MATURE APPLICANTS AND APPLICANTS FROM FURTHER
secondary education, but a significant minority enter at EDUCATION COLLEGES
17 after only five years in secondary school. Pupils who HEPs in Scotland recognise the importance and value
remain at school for a sixth year may undertake some of making their provision more accessible in a wide
combination of Advanced Highers and additional Highers, variety of ways, and have welcomed mature applicants
National 5s and/or free-standing National Units. and applicants from FE colleges with a wide range of
qualifications. FE colleges contribute significantly to the
The entrance requirements of Scottish HEPs will still provision of HE in Scotland, with a range of HNC and HND
be generally formulated in terms of passes in Highers. programmes from which many progress to degrees in the
HEPs do give recognition to Advanced Higher, but the HE sector.
recognition given to individual qualifications is decided by
individual HEPs and will vary depending on the course or Mature candidates and applicants from colleges are
faculty to which entry is sought. likely to offer a mixture of old and new Highers, SGAs,
National Units, National Certificate Modules, HNCs, HNDs
Standard grades have now been discontinued. and SVQs. Traditionally, certain groupings of National
Intermediate 2s will continue until 2014-2015. Most Certificate Modules have been recognised as an alternative
candidates, however, will now take the replacement to Standard Grades and Highers for the purposes of entry
qualification, National 5, from 2013-2014. to certain courses at Scottish HEPs. Detailed information
With the introduction of the new curriculum there is is available from SQA. Contact information is given in
much more flexibility on how students will progress to Appendix A.
EXAMPLES OF POSSIBLE PROGRESSION ROUTES FOR SCHOOL CANDIDATES
National 5s and National

4th year National 5s National 5s
Courses at Higher
National Courses at Higher
5th year National Course at Higher National Course at Higher
National Courses at Higher
National Courses at Higher National Courses at Advanced
6th year National Course at Advanced Higher
and/or Advanced Higher Higher/Scottish Baccalaureate
Routes into Higher Education in Scotland
Scottish Access to Higher Education informal learning opportunities can be used as access
courses for Community Learning and Development-
Programmes, Courses and Pathways endorsed qualifications. For further details, contact
Communities Scotland. Community Learning work-based
Over the years, access programmes have played an routes into HE are also available. For further details,
important role in increasing participation in HE in Scotland. contact Youth Link Scotland. Contact information for
In the past, the majority of Scottish Access Programmes Communities Scotland and Youth Link Scotland is given in
were run under the auspices of the Scottish Wider Appendix A.
Access Programme (SWAP) and continuing education
departments in Scottish HEPs. In recent years, a wider
range of institutions, including community education and Summer Schools
voluntary organisations, have become involved in provision
to create additional pathways to HE. Lifelong learning, A number of Scottish HEPs operate special entry Summer
social inclusion and increased participation in HE are Schools in order to support greater participation in HE
Scottish Goverment priorities. Additional pathways to HE and to assist access for disadvantaged students generally.
have been and are continuing to be developed. Special partnership arrangements between institutions
and education authorities seek to encourage applications
from young people who have the potential to succeed
Scottish Wider Access Programme in HE. Some Scottish HEPs have also established Science
(SWAP) Enhancement Summer Schools to widen access to Science
and Engineering to able students with non-standard
SWAP Access programmes are designed specifically for entrance qualifications. Information about Summer
adults seeking to progress to higher education. They Schools may be obtained direct from the institutions.
are one-year programmes developed using National
Qualification units which allow entry to a number of
degree courses. Students can undertake programmes Credit Accumulation and Transfer
in Humanities including Primary Education, Science and
Technology, Nursing, Health and Medical Studies. The SCQF is the national credit and qualifications
framework in Scotland. The SCQF builds on and replaces
SWAP students who successfully complete their SCOTCAT.
programmes are guaranteed progression to an HNC, HND
or degree course. SWAP Access Programmes are delivered
mainly in colleges and are recognised by the receiving International Foundation
higher education institutions through local consortium
arrangements.
Programme – Scotland (IFPS)
(Prior to September 2003 known as the Scottish
A directory of all SWAP programmes and progression
International Programme (SIP)).
routes is available from partner HEPs. Further information
on all the SWAP programmes and progression routes The programme is an established and recognised course
can be obtained from members of the SWAP consortia – for overseas students hoping to enter Scotland’s unique
SWAP: West and SWAP: East. Contact information is given system of higher education.
in Appendix A.
The purpose of the Foundation Programme is to enable
overseas students to obtain the grades needed to enter
Access Courses Run by Higher their chosen courses, by way of the Scottish Qualifications
Authority’s qualifications and Foundation examinations.
Education Providers
Prospective university students sit SQA Highers and the
A wide variety of access courses are run by individual Foundation English examination during the Academic
HEPs and there is rapid development in this area. For Summer Programme.
example, there are programmes which offer a bridge to
degree-level study for adults whose earlier education has Students who do not achieve all the required Higher
been disrupted or adversely affected. In addition, some grades have the opportunity to take the Foundation
credit-bearing part-time/short courses offered by HEPs can examinations. These examinations are accepted by the
be used as a route into HE. Summer Schools (see below) Scottish institutions of higher education as the equivalent
provide access for both school-leavers and mature students of Highers, and give Foundation students a second
whose formal qualifications are not a true reflection of opportunity to achieve the necessary grades. Foundation
their potential. Successful completion in some cases may students can enter higher education with a combination of
guarantee a place at the HEP. For details of courses, Higher and Foundation results.
contact the admissions office at the institution concerned.
The opportunity to upgrade Higher grade results through
the Foundation examinations is a special feature of
Community Education, Voluntary the Foundation Programme, and is available only to
Programme students. In effect, it allows Programme
Organisation Routes students to resit their examinations in the same year as
they attempt Highers.
Some HEPs and FE colleges have links with informal
community-based learning organisations. Many of the
Appendix A – Contact Details
ABC Awards Cambridge Assessment Council for the Curriculum

Robins Wood House 1 Hills Road Examinations and Assessment
Robins Wood Road Cambridge CB1 2EU (CCEA)
Aspley 29 Clarendon Road
Nottinghamshire NG8 3NH t: 01223 553 554 Clarendon Dock
f: 01223 460 278 Belfast BT1 3BG
t: 0115 854 1616 e: [email protected]
f: 0115 854 1617 w: www.cambridgeassessment.org.uk t: 028 9026 1200
e: [email protected] f: 028 9026 1234
w: www.abcawards.co.uk Cambridge International e: [email protected]
Examinations w: www.ccea.org.uk
AQA 1 Hills Road
Stag Hill House Cambridge CB1 2EU Community Service Volunteers
Guildford (CSV)
Surrey GU2 7XJ t: 01223 553 554 237 Pentonville Road
f: 01223 553 558 London N1 9NJ
f: 01483 300 152 w: www.cie.org.uk t: 020 7278 6601
e: [email protected] f: 020 7833 0149
w: www.aqa.org.uk Centre for Recording Achievement e: [email protected]
104-108 Wallgate w: www.csv.org.uk
Ascentis Wigan
Office 4 Lancashire WN3 4AB Department for Business,
Lancaster Business Park Innovation and Skills
Mannin Way t: 01942 826 761 1 Victoria Street
Caton Road f: 01942 323 337 London SW1H 0ET
Lancaster LA1 3SW w: www.recordingachievement.org
t: 020 7215 5000
t: 01524 845 046 City & Guilds e: [email protected]
f: 01524 388 467 1 Giltspur Street w: www.bis.gov.uk
e: [email protected] London EC1A 9DD
w: www.ascentis.co.uk Department for Education and
t: 0844 543 0000 (centres) Skills (DfES) Wales
Associated Board of the Royal t: 0844 543 0033 (learners) Welsh Government
Schools of Music f: 020 7294 2413 Cathays Park
24 Portland Place e: [email protected] Cardiff CF10 3NQ
London W1B 1LU w: www.cityandguilds.com
t: 0300 060 3300
t: 020 7636 5400 Chartered Banker Institute e: [email protected]
f: 020 7637 0234 Drumsheugh House w: www.wales.gov.uk/topics/
e: [email protected] 38b Drumsheugh Gardens educationandskills/
w: www.abrsm.org Edinburgh EH3 7SW
Department for Education (DfE)
ASDAN (Award Scheme t: 0131 473 7777 Sanctuary Buildings
Development and Accreditation f: 0131 473 7788 Great Smith Street
Network) e: [email protected] London SW1P 3BT
Wainbrook House w: www.charteredbanker.com
Hudds Vale Road t: 0370 000 2288
Bristol BS5 7HY Council for Awards in Care, Health f: 01928 738 248
and Education w: www.education.gov.uk
t: 0117 941 1126 CACHE Head Office
f: 0117 935 1112 Apex House Department of Education
e: [email protected] 81 Camp Road Northern Ireland
w: www.asdan.org.uk St. Albans Rathgael House
Hertfordshire AL1 5GB Balloo Road
British Horse Society Rathgill
Abbey Park t: 0845 347 2123 Bangor BT19 7PR
Stareton f: 01727 818618
Kenilworth e: [email protected] t: 028 9127 9279
Warwickshire CV8 2XZ w: www.cache.org.uk e: [email protected]
w: www.deni.gov.uk
t: 02476 840 508
f: 02476 840 501
e: [email protected]
w: www.bhs.org.uk
Duke of Edinburgh’s Award International Baccalaureate Malaysian Examinations Council

Gulliver House Peterson House Persiaran 1
Madeira Walk Malthouse Avenue Bandar Baru Selayang,
Windsor SL4 1EU Cardiff Gate 68100 Batu Caves,
Cardiff CF23 8GL Selangor Darul Ehsan, Malaysia
t: 01753 727 400
f: 01753 810 666 t: 029 2054 7777 t: +60 (0)3 6136 9663
e: [email protected] f: 029 2054 7778 f: +60 (0)3 6136 1488
w: www.DofE.org e: [email protected] e: [email protected]
w: www.ibo.org w: webmpm.edu.my/bi.main.php
Education Development
International Route des Morillons 15 Malvern College
International House Grand-Saconnex College Road
Siskin Parkway East Geneva CH-1218 Malvern
Middlemarch Business Park Switzerland WR14 3DF
Coventry CV3 4PE
t: +41 22 309 2540 t: 01684 581500
t: 024 7651 6500 f: +41 22 791 0277 e: [email protected]
f: 024 7651 6505 e: [email protected] w: www.malverncollege.org.uk
e: [email protected] w: www.ibo.org
w: www.ediplc.com National Assembly for Wales
International Certificate of Cardiff Bay
Engineering Development Trust Christian Education Cardiff CF99 1NA
(EDT) Maranatha House
Weltech Centre Unit 5 t: 0845 010 5500
Ridgeway Northford Close e: [email protected]
Welwyn Garden City Shrivenham w: www.assemblywales.org
Herts AL7 2AA Swindon SN6 8HL
NOCN
t: 01707 871 520 t: 01793 787 923 The Quadrant
e: [email protected] f: 01793 783 775 Parkway Business Centre
w: www.etrust.org.uk e: [email protected] 99 Parkway Avenue
w: www.icce-global.org Sheffield S9 4WG
English Speaking Board
(International) Ltd LCM Examinations t: 0114 227 0500
9 Hattersley Court University of West London f: 0114 227 0501
Burscough Road TC326 e: [email protected]
Ormskirk L39 2AY St Mary’s Road w: www.nocn.org.uk
Ealing W5 5RF
t: 01695 573 439 NCC Education Ltd
e: [email protected] t: 020 8231 2364 The Towers
w: www.esbuk.org f: 020 8231 2433 Tower Business Park
e: [email protected] Wilmslow Road
ifs University College w: www.uwl.ac.uk/lcmexams Didsbury
8th Floor Manchester M20 2EZ
Peninsular House Learning and Skills Improvement
36 Monument Street Service t: 01614 386 200
London EC3R 8LJ Friars House f: 01614 386 240
Manor House Drive e: [email protected]
t: 01227 818609 Coventry CV1 2TE w: www.nccedu.com
f: 01227 784331
e: [email protected] t: 024 7662 7900 NCFE
w: www.ifslearning.ac.uk e: [email protected] Q6 Quorum Business Park
w: www.lsis.org.uk Benton Lane
Industrial Careers Foundation Newcastle upon Tyne NE12 8BT
8 Nightingale Place Learning and Development
Buckingham MK18 1UF Education Centre t: 0191 239 8000
The GLADE Centre f: 0191 239 8001
t: 01280 812 547 Resources for Learning, Parkway e: [email protected]
e: [email protected] Bridgewater w: www.ncfe.org.uk
w: www.icf.org.uk Somerset TA6 4RL
Ofqual (Office of the
Institute of Commercial t: 01278 439347 Qualifications and Examinations
Management e: [email protected] Regulator)
ICM House w: www.glade.org Spring Place
Castleman Way Herald Avenue
Ringwood Coventry CV5 6UB
Hampshire BH24 3BA
t: 0300 303 3344
t: 01202 490555 f: 028 9023 1621
f: 01202 490666 e: [email protected]
e: [email protected] w: www.ofqual.gov.uk
w: www.icm.education
Open University t: 0300 244 4000 t: 020 7820 6100

Walton Hall f: 01397 795 001 f: 020 7820 6161
Milton Keynes MK7 6AA e: [email protected] e: [email protected]
w: www.scotland.gov.uk w: www.trinitycollege.co.uk
t: 01908 274 066
f: 01908 654 914
e: [email protected] Scottish Qualifications Authority UK Commission for Employment
w: www.open.ac.uk The Optima Building and Skills
58 Robertson Street Renaissance House
Glasgow G2 8DQ Adwick Park
Oxford, Cambridge and RSA Warth-upon-Dearne
Examinations t: 0345 279 1000 South Yorkshire S63 5NB
1 Hills Road f: 0345 213 5000
Cambridge CB1 2EU e: [email protected]
w: www.sqa.org.uk t: 01709 774 800
Vocational Qualifications: f: 01709 774 801
t: 02476 851 509 Scottish Wider Access Programme w: www.ukces.org.uk
f: 02476 421 944 SWAP West
e: [email protected] Glasgow Kelvin College
w: www.ocr.org.uk Stow Campus Universities Scotland
43 Shamrock Street Holyrood Park House
Glasgow G4 9LD 106 Holyrood Road
General Qualifications: Edinburgh EH8 8AS
t: 01223 553998 t: 0141 564 7206
e: [email protected] t: 0131 226 1111
f: 01223 552627 f: 0131 226 1100
e: [email protected] w: www.scottishwideraccess.org
w: www.ocr.org.uk w: www.universities-scotland.ac.uk
SWAP East
Pearson 34 Buccleuch Place
Edinburgh EH8 9JS Universities UK
One90 High Holborn Woburn House
London WC1V 7BH t: 0131 650 6861 20 Tavistock Square
t: 0845 618 0440 e: [email protected] London WC1H 9HQ
w: www.pearson.com w: www.scottishwideraccess.org
t: 020 7419 4111
w: www.edexcel.com f: 020 7388 8649
SEEC e: [email protected]
Prince’s Trust c/o PO Box 1241 w: www.universitiesuk.ac.uk
Prince’s Trust House Enfield
9 Eldon Street Middlesex EN1 9UB
Welsh Joint Education Committee
London EC2M 7LS t: 0845 217 7749 245 Western Avenue
t: 020 7543 1234 e: [email protected] Cardiff CF5 2YX
f: 020 7543 1200 w: www.seec.org.uk
t: 029 2026 5000
e: [email protected] e: [email protected]
w: www.princes-trust.org.uk Sports Leaders UK w: www.wjec.co.uk
23-25 Linford Forum
Quality Assurance Agency for Rockingham Drive
Milton Keynes MK14 6LY Young Enterprise Scotland
Higher Education 40 Wellington Street
Southgate House t: 01908 689180 Glasgow
Southgate Street f: 01908 393744 G2 6HJ
Gloucester GL1 1UB e: [email protected]
w: www.sportsleaders.org t: 0141 2020 650
t: 01452 557000 f: 0141 2020 654
f: 01452 557070 w: www.yes.org.uk
e: [email protected] TOEFL
w: www.qaa.ac.uk ETS Global UK
North London Business Park YouthLink Scotland
Building 3, Office 126 Rosebery House
Scottish Credit and Qualifications 9 Haymarket Terrace
Framework Oakleigh Road South
London N11 1GN Edinburgh EH12 5EZ
39 St Vincent Place
Glasgow G1 2ER t: 020 3640 7699 t: 0131 313 2488
f: 0871 978 7521 f: 0131 313 6800
f: 0845 270 7372 w: www.uk.etsglobal.org
w: www.youthlinkscotland.org
w: www.scqf.org.uk Trinity College London
Blue Fin Building
Scottish Government 110 Southwark Street
St. Andrew’s House London SE1 0TA
Regent Road
Edinburgh EH1 3DG
Appendix B – The UCAS Tariff
c Scottish Highers and Advanced Highers

INTRODUCTION c speech, drama and music awards at grades 6, 7
Admission to higher education courses is generally
and 8.
dependent upon an individual’s achievement in Level 3 g Some providers may also restrict the Tariff points they
qualifications, such as GCE A levels, BTEC (QCF)
recognise if they perceive a certain level of overlap
qualifications, the International Baccalaureate and OCR
in content in different subjects or qualifications, for
Cambridge Technicals.
example a provider may not count Tariff points gained
There are currently over 3,000 Level 3 (or equivalent) through a graded music examination if the applicant
qualifications available in the UK. Different qualifications also has Music A level.
have different grading structures (alphabetical, numerical g Where the Tariff tables refer to specific awarding
or a mixture of both). organisations, only qualifications from these awarding
organisations attract Tariff points. Qualifications with a
The UCAS Tariff is the system for allocating points to similar title, but from a different qualification awarding
qualifications used for entry to HE. It was developed to organisation do not attract Tariff points.
allow for broad comparisons to be made about a wide
range of qualifications by universities and colleges and to Further information regarding the specific entry
help them with their management information. requirements for individual HEPs and courses can be found
on the UCAS search tool (search.ucas.com).
Universities and colleges can use the UCAS Tariff to make
HOW DO UNIVERSITIES AND COLLEGES USE THE TARIFF TO
comparisons between applicants with different qualifications.
SUPPORT ADMISSIONS?
Tariff points are sometimes used in entry requirements,
The Tariff provides a facility to help universities and
although other factors are often taken into account.
colleges when expressing entrance requirements and
Visit www.ucas.com/how-it-all-works/explore-your-options/ when making conditional offers.
entry-requirements/tariff-tables to see which qualifications
Not all universities and colleges use the UCAS Tariff. Most
attract Tariff points and how many points each
prefer to express their entry requirements and make offers
qualification is awarded.
in terms of qualifications and grades rather than in Tariff
FURTHER INFORMATION points. Around one third of course entry requirements
Although Tariff points can be accumulated in a variety make reference to the Tariff.
of ways, not all qualifications will be acceptable for entry
to a particular HE course. The achievement of a points For the minority of courses that refer to UCAS Tariff points
score does not give an automatic entitlement to entry, in their entry requirements, there are different approaches:
and many other factors are taken into account in the g some list their entry requirements and make offers
admissions process. HEPs are autonomous and set their using only Tariff points – with no reference to specific
own entry requuirements. qualifications or grades
A new Tariff will be implemented for the 2017 admissions
g some ask for specific qualifications and a set number
cycle, i.e. for students making applications from September of Tariff points
2016 for HE courses starting from September 2017.
g some link the Tariff points required to specific
Information about the new Tariff, including timetables qualifications and grades.
for its implementation and resources for HEPs, applicants, Below are some examples of how Tariff points may be
schools and colleges and advisers, will be available on the used in offers:
UCAS website from September 2014.
g 280 Tariff points: A levels, Scottish Highers. BTEC
The UCAS search tool at www.ucas.com is the best source National Diplomas are acceptable qualifications
of reference to find out what qualifications are acceptable g 280 Tariff points: points from keys skills, General
for entry to specific courses. Studies A level, AS and CoPE will not be considered
HOW DOES THE UCAS TARIFF WORK?
g 280 Tariff points gained from at least three A levels or
g Qualifications attract UCAS Tariff points as described equivalent 18-unit qualifications
in the Tariff tables (see above). g 280 Tariff points including A levels in chemistry and
g Students can gain UCAS Tariff points based on their biology
qualification achievement. g 280 Tariff points, including at least grade B and C at
g Certain qualifications within the UCAS Tariff build A level
on qualifications in the same subject. In these cases g 280 Tariff points, including 120 points in Chemistry
some HEPs may only count the Tariff points from the A level.
qualification with the higher Tariff score (although
this is entirely at the discretion of the provider). For
example, this principle may be applied to:
GCE Advanced Subsidiary level and GCE
c
Advanced level
Appendix C – GCSE Subject Availability
Details about individual specifications are available from the relevant awarding bodies.
Title Awarding Body

Additional Applied Science AQA OCR WJEC
Additional Science AQA Pearson Edexcel WJEC
Additional Science A OCR
Additional Science B OCR
Additional Science M (Modular) AQA
Agriculture and Land Use CCEA
Ancient History OCR
Ancient History (Short Course) OCR
Applications of Mathematics (Pilot) Pearson Edexcel OCR WJEC
Applications of Mathematics AQA
Applied Art and Design (Double Award) AQA OCR WJEC
Applied Business CCEA Pearson Edexcel ICAAE OCR WJEC
Applied Business (Double Award) AQA Pearson Edexcel ICAAE OCR WJEC
Applied ICT A (Double Award) (Specification A) CCEA
Applied Science (Double Award) AQA CCEA OCR WJEC
Arabic Pearson Edexcel
Arabic: Spoken Language (Short Course) Pearson Edexcel
Arabic: Written Language (Short Course) Pearson Edexcel
Art and Design AQA CCEA Pearson Edexcel OCR WJEC
Art and Design (Short Course) AQA Pearson Edexcel
Astronomy Pearson Edexcel
Bengali AQA
Bengali: Spoken Language (Short Course) AQA
Bengali: Written Language (Short Course) AQA
Biblical Hebrew OCR
Biology AQA CCEA Pearson Edexcel WJEC
Biology A OCR
Biology B OCR
Biology M (Modular) AQA
Business and Communication Systems AQA CCEA OCR
Business Communications Pearson Edexcel
Business Studies AQA CCEA Pearson Edexcel OCR WJEC
Business Studies (Short Course) AQA Pearson Edexcel
Business Studies and Economics Pearson Edexcel
Catering WJEC
Chemistry AQA CCEA Pearson Edexcel WJEC
Chemistry A OCR
Chemistry B OCR
Chemistry M (Modular) AQA
Chinese Pearson Edexcel
Chinese: Spoken Language (Short Course) Pearson Edexcel
Chinese: Written Language (Short Course) Pearson Edexcel
Chinese (Mandarin) AQA
Chinese (Mandarin): Spoken Language (Short Course) AQA
Chinese (Mandarin): Written Language (Short Course) AQA
Citizenship Studies AQA Pearson Edexcel OCR
Citizenship Studies (Short Course) AQA Pearson Edexcel OCR
Classical Civilisation AQA OCR
Classical Civilisation (Short Course) AQA OCR
Classical Greek OCR
Classical Greek (Short Course) OCR
Computer Science AQA Pearson Edexcel WJEC
Computing OCR
Construction and the Built Environment CCEA
Contemporary Crafts CCEA
Cymraeg WJEC
Cymraeg Ail Iaith WJEC
Cymraeg Ail Iaith (Short Course) WJEC
Cymraeg Ail Iaith Cymhwysol WJEC
Cymraeg Ail Iaith Cymhwysol (Short Course) WJEC
Title Awarding Body

Dance AQA
Design and Technology OCR
Design and Technology (Short Course) AQA OCR
Design and Technology: Electronic Products AQA Pearson Edexcel
Design and Technology: Food Technology AQA Pearson Edexcel WJEC
Design and Technology: Graphic Products AQA Pearson Edexcel WJEC
Design and Technology: Product Design AQA OCR WJEC
Design and Technology: Product Design (Short Course) OCR
Design and Technology: Resistant Materials Technology AQA Pearson Edexcel WJEC
Design and Technology: Systems and Control Technology AQA WJEC
Design and Technology: Textiles Technology AQA Pearson Edexcel WJEC
Digital Communication (Pilot) Pearson Edexcel
Drama AQA CCEA Pearson 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 Award) AQA Pearson Edexcel OCR
English AQA CCEA Pearson Edexcel OCR WJEC
English Language AQA CCEA Pearson Edexcel OCR WJEC
English Literature AQA CCEA Pearson Edexcel OCR WJEC
Environmental and Land-Based Science OCR
Environmental Science AQA
Expressive Arts AQA OCR
Film Studies (Pilot) WJEC
French AQA CCEA Pearson Edexcel OCR WJEC
French: Spoken Language (Short Course) AQA CCEA Pearson Edexcel OCR
French: Written Language (Short Course) AQA CCEA Pearson Edexcel OCR
Further Additional Science AQA Pearson Edexcel
Further Additional Science A OCR
Further Additional Science B OCR
Further Mathematics CCEA
Gaeilge CCEA
General Studies AQA
Geography CCEA
Geography (Short Course) OCR
Geography A AQA Pearson Edexcel OCR WJEC
Geography A Modular Pearson Edexcel
Geography B AQA Pearson Edexcel OCR WJEC
Geology WJEC
German AQA CCEA Pearson Edexcel OCR WJEC
German: Spoken Language (Short Course) AQA CCEA Pearson Edexcel OCR
German: Written Language (Short Course) AQA CCEA Pearson Edexcel OCR
Greek Pearson Edexcel
Greek: Spoken Language (Short Course) Pearson Edexcel
Greek: Written Language (Short Course) Pearson Edexcel
Gujarati OCR
Gujarati: Spoken Language (Short Course) OCR
Gujarati: Written Language (Short Course) OCR
Health and Social Care AQA CCEA Pearson Edexcel OCR WJEC
Health and Social Care (Double Award) AQA CCEA Pearson Edexcel OCR WJEC
History CCEA WJEC
History A AQA Pearson Edexcel OCR
History A (Short Course) AQA
History B AQA Pearson Edexcel OCR
History B (Short Course) AQA OCR
Home Economics CCEA
Home Economics: Child Development AQA CCEA OCR WJEC
Home Economics: Food & Nutrition AQA OCR WJEC
Home Economics: Textiles WJEC
Hospitality CCEA WJEC
Hospitality and Catering (Double Award) WJEC
Human Health and Physiology AQA
Title Awarding Body

Humanities AQA OCR WJEC
Information and Communication Technology AQA CCEA Pearson Edexcel OCR WJEC
Information and Communication Technology (Double Award) Pearson Edexcel
Information and Communication Technology (Short Course) AQA CCEA OCR WJEC
Irish CCEA
Irish Spoken Language (Short Course) CCEA
Irish Written Language (Short Course) CCEA
Italian AQA Pearson Edexcel
Italian: Spoken Language (Short Course) AQA Pearson Edexcel
Italian: Written Language (Short Course) AQA Pearson Edexcel
Japanese Pearson Edexcel
Japanese: Spoken Language (Short Course) Pearson Edexcel
Japanese: Written Language (Short Course) Pearson Edexcel
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 and Tourism AQA CCEA Pearson Edexcel OCR WJEC
Leisure and Tourism (Double Award) AQA Pearson Edexcel OCR WJEC
Llenyddiaeth Gymraeg WJEC
Manufacturing CCEA OCR
Manufacturing (Double Award) Pearson Edexcel OCR
Mathematics AQA CCEA WJEC
Mathematics – Linear WJEC
Mathematics A Pearson Edexcel OCR
Mathematics B AQA Pearson Edexcel OCR
Media Studies AQA OCR WJEC
Media Studies (Double Award) AQA
Methods in Mathematics AQA
Methods in Mathematics (Pilot) Pearson Edexcel OCR WJEC
Modern Hebrew AQA
Modern Hebrew: Spoken Language (Short Course) AQA
Modern Hebrew: Written Language (Short Course) AQA
Motor Vehicle and Road User Studies CCEA
Moving Image Arts CCEA
Music AQA CCEA Pearson 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
Personal and Social Education (Short Course) WJEC
Persian OCR
Persian: Spoken Language (Short Course) OCR
Persian: Written Language (Short Course) OCR
Physical Education AQA CCEA Pearson Edexcel OCR WJEC
Physical Education (Double Award) AQA
Physical Education (Short Course) AQA Pearson Edexcel OCR WJEC
Physics AQA CCEA Pearson Edexcel WJEC
Physics A OCR
Physics B OCR
Physics M (Modular) AQA
Preparation for Working Life (Short Course) 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 Pearson Edexcel OCR WJEC
Psychology (Short Course) AQA
Religious Studies CCEA Pearson Edexcel
Religious Studies (Short Course) CCEA Pearson Edexcel
Religious Studies A AQA OCR WJEC
Religious Studies A (Short Course) AQA OCR WJEC
Title Awarding Body

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

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

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

Art AQA OCR
Art Modular Edexcel
Art: Drawing & Painting OCR
Art: Graphics OCR
Art: Photography OCR
Art: Textiles OCR
Art: Three Dimensional Studies OCR
Design & Technology AQA OCR WJEC
Design & Technology: Electronic Products Edexcel
French OCR
Geography AQA OCR
Geography Syllabus B Edexcel
German Edexcel OCR
History Syllabus A AQA Edexcel
History Syllabus B AQA
History Syllabus C AQA
History Syllabus C (British Social & Economic History) OCR
History Syllabus D (Schools History Project) Edexcel
History Syllabus E (Themes of British & World History) Edexcel
Information Technology AQA Edexcel OCR WJEC
Music Edexcel
Physical Education: Games Edexcel
Religious Education Syllabuses A & B Edexcel OCR WJEC
Religious Education Syllabuses A & D AQA
Spanish CCEA
Appendix E – GCE A level/AS subject availability
For full and up-to-date details of the subject availability for GCE Advanced Subsidiary and Advanced level qualifications visit the Register of Regulated
Qualifications on the Ofqual website at http://register.ofqual.gov.uk.
Subject Level Awarding Body

Accounting A level AQA OCR
Accounting AS AQA OCR
Anthropology A level AQA
Anthropology AS AQA
Applied Art and Design A level OCR Pearson Edexcel
Applied Art and Design AS OCR Pearson Edexcel
Applied Art and Design (Additional) (with AS) A level Pearson Edexcel
Applied Art and Design (Double Award) A level OCR Pearson Edexcel
Applied Art and Design (Double Award) AS OCR Pearson Edexcel
Applied Business A level AQA CCEA OCR Pearson Edexcel
Applied Business AS AQA CCEA OCR Pearson Edexcel
Applied Business (Additional) (with AS) A level AQA Pearson Edexcel
Applied Business (Double Award) A level AQA CCEA OCR Pearson Edexcel
Applied Business (Double Award) AS AQA CCEA OCR Pearson Edexcel
Applied Business (Double Award) (Pilot) A level WJEC
Applied Business (Double Award) (Pilot) AS WJEC
Applied Business (Pilot) A level WJEC
Applied Business (Pilot) AS WJEC
Applied Information and Communication Technology A level CCEA OCR Pearson Edexcel
Applied Information and Communication Technology AS CCEA OCR Pearson Edexcel
Applied Information and Communication Technology (Additional) (with AS) A level Pearson Edexcel
Applied Information and Communication Technology (Double Award) A level CCEA OCR Pearson Edexcel
Applied Information and Communication Technology (Double Award) AS CCEA OCR Pearson Edexcel
Applied Information and Communication Technology (Double Award) (Pilot) A level WJEC
Applied Information and Communication Technology (Double Award) (Pilot) AS WJEC
Applied Information and Communication Technology (Pilot) A level WJEC
Applied Information and Communication Technology (Pilot) AS WJEC
Applied Science A level AQA OCR
Applied Science AS AQA OCR
Applied Science (Additional) (with AS) A level AQA
Applied Science (Double Award) A level AQA OCR
Applied Science (Double Award) AS AQA OCR
Applied Science (Pilot) A level WJEC
Applied Science (Pilot) AS WJEC
Arabic A level Pearson Edexcel
Arabic AS Pearson Edexcel
Archaeology A level AQA
Archaeology AS AQA
Art and Design A level AQA CCEA OCR Pearson Edexcel WJEC
Art and Design AS AQA CCEA OCR Pearson Edexcel WJEC
Bengali A level AQA
Bengali AS AQA
Biblical Hebrew A level OCR
Biblical Hebrew AS OCR
Biology A level AQA CCEA OCR Pearson Edexcel WJEC
Biology AS AQA CCEA OCR Pearson Edexcel WJEC
Business Studies A level AQA CCEA OCR Pearson Edexcel WJEC
Business Studies AS AQA CCEA OCR Pearson Edexcel WJEC
Chemistry A level AQA CCEA Pearson Edexcel WJEC
Chemistry AS AQA CCEA Pearson Edexcel WJEC
Chemistry A A level OCR
Chemistry A AS OCR
Chemistry B A level OCR
Chemistry B AS OCR
Chinese A level Pearson Edexcel
Chinese AS Pearson Edexcel
Citizenship Studies A level AQA
Citizenship Studies AS AQA
Classical Civilisation A level AQA
Classical Civilisation AS AQA
Classics A level OCR
Classics AS OCR
Communication and Culture A level AQA
Communication and Culture AS AQA

Computing A level AQA OCR WJEC
Computing AS AQA OCR
Creative Writing A level AQA
Creative Writing AS AQA
Critical Thinking A level AQA OCR
Critical Thinking AS AQA OCR
Cymraeg Ail Iaith A level WJEC
Cymraeg Ail Iaith AS WJEC
Cymraeg Iaith Gyntaf A level WJEC
Cymraeg Iaith Gyntaf AS WJEC
Dance A level AQA
Dance AS AQA
Design and Technology A level OCR Pearson Edexcel WJEC
Design and Technology AS OCR Pearson Edexcel WJEC
Design and Technology: Food Technology A level AQA
Design and Technology: Food Technology AS AQA
Design and Technology: Product Design (3-D Design) A level AQA
Design and Technology: Product Design (3-D Design) AS AQA
Design and Technology: Product Design (Textiles) A level AQA
Design and Technology: Product Design (Textiles) AS AQA
Design and Technology: Systems and Control Technology A level AQA
Design and Technology: Systems and Control Technology AS AQA
Drama and Theatre Studies A level AQA Pearson Edexcel WJEC
Drama and Theatre Studies AS AQA Pearson Edexcel WJEC
Dutch A level OCR
Dutch AS OCR
Economics A level AQA CCEA OCR Pearson Edexcel WJEC
Economics AS AQA CCEA OCR Pearson Edexcel WJEC
Economics and Business A level Pearson Edexcel
Economics and Business AS Pearson Edexcel
Electronics A level AQA OCR WJEC
Electronics AS AQA OCR WJEC
Engineering A level Pearson Edexcel
Engineering AS Pearson Edexcel
English Language A level OCR Pearson Edexcel WJEC
English Language AS OCR Pearson Edexcel WJEC
English Language A A level AQA
English Language A AS AQA
English Language and Literature A level OCR Pearson Edexcel WJEC
English Language and Literature AS OCR Pearson Edexcel WJEC
English Language and Literature A A level AQA
English Language and Literature A AS AQA
English Language and Literature B A level AQA
English Language and Literature B AS AQA
English Language B A level AQA
English Language B AS AQA
English Literature A level CCEA OCR Pearson Edexcel WJEC
English Literature AS CCEA OCR Pearson Edexcel WJEC
English Literature A A level AQA
English Literature A AS AQA
English Literature B A level AQA
English Literature B AS AQA
Environmental Studies A level AQA
Environmental Studies AS AQA
Environmental Technology A level CCEA
Environmental Technology AS CCEA
Film Studies A level OCR WJEC
Film Studies AS OCR WJEC
French A level AQA CCEA OCR Pearson Edexcel WJEC
French AS AQA CCEA OCR Pearson Edexcel WJEC
Further Mathematics A level AQA CCEA OCR Pearson Edexcel WJEC
Further Mathematics AS AQA CCEA OCR Pearson Edexcel WJEC
Further Mathematics (MEI) A level OCR
Further Mathematics (MEI) AS OCR
General Studies A level OCR Pearson Edexcel
General Studies AS OCR Pearson Edexcel
General Studies A A level AQA
General Studies A AS AQA
General Studies B A level AQA
General Studies B AS AQA
Geography A level AQA CCEA OCR Pearson Edexcel WJEC
Geography AS AQA CCEA OCR Pearson Edexcel WJEC

Geology A level OCR WJEC
Geology AS OCR WJEC
German A level AQA CCEA OCR
German AS AQA CCEA OCR
Global Development AS Pearson Edexcel
Government and Politics A level AQA CCEA OCR Pearson Edexcel WJEC
Government and Politics AS AQA CCEA OCR Pearson Edexcel WJEC
Greek A level Pearson Edexcel
Greek AS Pearson Edexcel
Gujarati A level OCR
Gujarati AS OCR
Health and Social Care A level AQA CCEA OCR Pearson Edexcel
Health and Social Care AS AQA CCEA OCR Pearson Edexcel
Health and Social Care (Additional) (with AS) A level Pearson Edexcel
Health and Social Care (Double Award) A level AQA CCEA OCR Pearson Edexcel
Health and Social Care (Double Award) AS AQA CCEA OCR Pearson Edexcel
Health and Social Care (Double Award) (Pilot) A level WJEC
Health and Social Care (Double Award) (Pilot) AS WJEC
Health and Social Care (Pilot) A level WJEC
Health and Social Care (Pilot) AS WJEC
History A level AQA CCEA Pearson Edexcel WJEC
History AS AQA CCEA Pearson Edexcel WJEC
History A A level OCR
History A AS OCR
History B A level OCR
History B AS OCR
History of Art A level AQA CCEA
History of Art AS AQA CCEA
Home Economics A level CCEA
Home Economics AS CCEA
Home Economics (Food, Nutrition and Health) A level OCR
Home Economics (Food, Nutrition and Health) AS OCR
Human Biology A level AQA OCR WJEC
Human Biology AS AQA OCR WJEC
Humanities A level OCR
Humanities AS OCR
Information and Communication Technology A level AQA CCEA OCR WJEC
Information and Communication Technology AS AQA CCEA OCR WJEC
Irish A level CCEA
Irish AS CCEA
Italian A level Pearson Edexcel
Italian AS Pearson Edexcel
Japanese A level Pearson Edexcel
Japanese AS Pearson Edexcel
Journalism in the Media and Communications Industry A level CCEA
Journalism in the Media and Communications Industry AS CCEA
Law A level AQA OCR WJEC
Law AS AQA OCR WJEC
Leisure Studies A level OCR Pearson Edexcel
Leisure Studies AS OCR Pearson Edexcel
Mathematics A level AQA CCEA OCR Pearson Edexcel WJEC
Mathematics AS AQA CCEA OCR Pearson Edexcel WJEC
Mathematics (MEI) A level OCR
Mathematics (MEI) AS OCR
Media: Communication and Production A level Pearson Edexcel
Media: Communication and Production AS Pearson Edexcel
Media Studies A level AQA OCR WJEC
Media Studies AS AQA OCR WJEC
Modern Hebrew A level AQA
Modern Hebrew AS AQA
Moving Image Arts A level CCEA
Moving Image Arts AS CCEA
Music A level AQA CCEA OCR Pearson Edexcel WJEC
Music AS AQA CCEA OCR Pearson Edexcel WJEC
Music Technology A level Pearson Edexcel
Music Technology AS Pearson Edexcel
Panjabi A level AQA
Panjabi AS AQA
Performance Studies A level OCR
Performance Studies AS OCR
Performing Arts A level CCEA OCR Pearson Edexcel
Performing Arts AS CCEA OCR Pearson Edexcel

Persian A level OCR
Persian AS OCR
Philosophy A level AQA
Philosophy AS AQA
Physical Education A level AQA OCR Pearson Edexcel WJEC
Physical Education AS AQA OCR Pearson Edexcel WJEC
Physics A level CCEA Pearson Edexcel WJEC
Physics AS CCEA Pearson Edexcel WJEC
Physics A A level AQA OCR
Physics A AS AQA OCR
Physics B A level OCR
Physics B AS OCR
Physics B: Physics in Context A level AQA
Physics B: Physics in Context AS AQA
Polish A level AQA
Polish AS AQA
Portuguese A level OCR
Portuguese AS OCR
Psychology A level OCR Pearson Edexcel WJEC
Psychology AS OCR Pearson Edexcel WJEC
Psychology A A level AQA
Psychology A AS AQA
Psychology B A level AQA
Psychology B AS AQA
Pure Mathematics A level AQA CCEA OCR Pearson Edexcel WJEC
Pure Mathematics AS AQA CCEA OCR Pearson Edexcel WJEC
Pure Mathematics (MEI) A level OCR
Pure Mathematics (MEI) AS OCR
Quantitative Methods (MEI) AS OCR
Religious Studies A level AQA CCEA OCR Pearson Edexcel WJEC
Religious Studies AS AQA CCEA OCR Pearson Edexcel WJEC
Russian A level Pearson Edexcel
Russian AS Pearson Edexcel
Science AS OCR
Science in Society A level AQA
Science in Society AS AQA
Sociology A level AQA OCR WJEC
Sociology AS AQA OCR WJEC
Software Systems Development A level CCEA
Software Systems Development AS CCEA
Spanish A level AQA CCEA OCR Pearson Edexcel WJEC
Spanish AS AQA CCEA OCR Pearson Edexcel WJEC
Sports Science and the Active Leisure Industry AS CCEA
Sports Science and the Active Leisure Industry A level CCEA
Statistics A level AQA
Statistics AS AQA
Statistics (MEI) AS OCR
Technology and Design: Systems and Control A level CCEA
Technology and Design: Systems and Control AS CCEA
Travel and Tourism A level OCR Pearson Edexcel
Travel and Tourism AS OCR Pearson Edexcel
Travel and Tourism (Additional) (with AS) A level Pearson Edexcel
Travel and Tourism (Double Award) A level OCR Pearson Edexcel
Travel and Tourism (Double Award) AS OCR Pearson Edexcel
Travel and Tourism (Double Award) (Pilot) A level WJEC
Travel and Tourism (Double Award) (Pilot) AS WJEC
Travel and Tourism (Pilot) A level WJEC
Travel and Tourism (Pilot) AS WJEC
Turkish A level OCR
Turkish AS OCR
Urdu A level Pearson Edexcel
Urdu AS Pearson Edexcel
Use of Mathematics AS AQA
Use of Mathematics (Pilot) A level AQA
Use of Mathematics (Pilot) AS AQA
World Development A level WJEC
World Development AS WJEC
Appendix F – Advanced Extension Award Subject Availability
First examined in June 2002, the Advanced Extension Award was introduced to challenge high achieving learners and to
differentiate between the top ten percent of students nationally. Following the changes made to GCE A levels in 2008,
specifically the introduction of the A* grade and ‘stretch and challenge’, it was decided AEAs were no longer required. They
were therefore withdrawn after the June 2009 examinations.
The exception to this is the Mathematics AEA offered by Pearson Edexcel, which will continue to be available until at least
August 2015.
The following is a list of the Advanced Extension Awards that were previously available for entry to HE. A single awarding
organisation offered the relevant examination on behalf of all the awarding organisations. Candidates did not have to enter
for the corresponding A level with that awarding organisation.
Subject Awarding Body
Biology and Biology (Human) AQA
Business OCR
Chemistry AQA
Critical Thinking OCR
Economics AQA
English OCR
French OCR
Geography WJEC
German CCEA
History Edexcel
Irish CCEA
Latin OCR
Mathematics Pearson Edexcel
Physics CCEA
Psychology AQA
Religious Studies Edexcel
Spanish Edexcel
Welsh WJEC
Welsh Second Language WJEC
Appendix G – AVCE/ASVCE/AVCE Double Award Subject Availability
The following is a list of the Advanced Vocational Certificate of Education (AVCE) qualifications which were available for
first teaching from September 2000 (six- and 12-unit awards). First awarded in 2001 for the six-unit AVCE and in 2002 for
the 12-unit AVCE, AVCEs have been replaced by A levels and AS in applied subjects for first teaching from September 2005.
Final teaching of two-year AVCE qualifications began September 2004, and one-year AVCE qualifications began September
2005. Last resits for AVCE qualifications were held in January 2007.
Title ASVCE AVCE AVCE Double Award
Art & Design 8 4 4
Business 4 4 4
Construction & the Built Environment 8 4 4
Engineering 4 4 4
Health & Social Care 4 4 4
Hospitality & Catering 8 4 4
Information & Communication Technology 4 4 4
Leisure & Recreation 8 4 4
Manufacturing 8 4 4
Media: Communication & Production 8 4 4
Performing Arts 8 4 4
Retail & Distributive Services 8 4 8
Science 8 4 4
Travel & Tourism 8 4 4
Appendix H – Additional Admissions Tests
THE NATIONAL ADMISSIONS TEST FOR LAW (LNAT)

Additional Admissions Tests Used for entry to law for the following universities:
currently in use for progression to University of Birmingham, University of Bristol, Durham
University, University of Glasgow, King’s College, London,
HE in the United Kingdom University of Nottingham, University of Oxford, SOAS
BIOMEDICAL ADMISSIONS TEST (BMAT) University of London, University College, London
Used for entry to Medicine and Veterinary School Entry method: registration and test booking via LNAT
Entry method: via applicant’s school or college, or test website www.lnat.ac.uk
centre administering the BMAT Registration for test starts: 1 August 2014
Entry deadline: 1 October 2014 Test starts: 1 September 2014
Test date: 5 November 2014 Entry deadlines: Oxford University – October 2014; on-time
applications to other LNAT universities – January 2015;
Duration of test: 2 hours
late applications to other LNAT universities – June 2015
Results available: 26 November 2014
Test date: Oxford applicants – October 2014; other
Further information: www.bmat.org.uk
on-time applicants – January 2015; other late
GRADUATE MEDICAL SCHOOL ADMISSIONS TEST (GAMSAT) applicants – June 2015
Used for graduate entry to Medicine Duration of test: 21/4 hours
Entry method: online via www.gamsat.acer.edu.au Further information: www.lnat.ac.uk
Entry deadline: 8 August 2014
SIXTH TERM EXAMINATION PAPERS (STEP)
Test date: 17 September 2014 Used for entry to Mathematics at the University of
Duration of test: 51/2 hours Cambridge. Other universities sometimes ask candidates to
Results available: late November 2014 take the STEP as part of their offer
Further information: www.gamsatuk.org Entry method: via applicant’s school or college, or test
HEALTH PROFESSIONS ADMISSION TEST (HPAT) centre administering the STEP
Used for entry into Health Professions courses at the Entry deadline: 30 April 2014
University of Ulster Test dates: 20, 26 and 27 June 2014
Entry method: online via HPAT website Duration of test: 3 hours per paper
www.hpat-ulster.acer.edu.au/register Results available: 14 August 2014
Entry deadline: 7 January 2015 Dates for 2015 will be available in September 2014
Test date: 31 January 2015 Further information: www.admissionstestingservice.org/
Duration of test: 3 hours for-test-takers/step/about-step
Results available late March 2015 THINKING SKILLS ASSESSMENT (TSA)
Further information: www.hpat-ulster.acer.edu.au Used for entry to certain courses at the University of
Cambridge, University of Oxford and University College
HISTORY APTITUDE TEST (HAT)
London
Used for entry into all courses that include History at
Entry method: the University of Cambridge and University
Oxford University
College London will inform applicants of all admission
Entry method: via applicant’s school or college, or test
requirements. Applicants to the University of Oxford must
centre administering the HAT
be entered by their school, college or test centre.
Entry deadline: 15 October 2014
Entry deadline: University of Oxford: 15 October 2014.
Test date: 5 November 2014 University of Cambridge: N/A, University College
Duration of test: 2 hours London: N/A
Further information: www.admissionstestingservice.org/ Test date: University of Oxford: 5 November 2014.
our-services/subject-specific/hat University of Cambridge: at interview. University College
MATHEMATICS ADMISSIONS TEST (MAT) London: on an ESPS assessment day
Used for entry to mathematics courses at Imperial College Duration of test: University of Oxford: 2 hours. University
London and University of Oxford of Cambridge: 90 minutes. University College London:
Entry method: via applicant’s school or college, or test 90 minutes
centre administering the MAT Further information: www.admissionstestingservice.org/
Entry deadline: 15 October 2014 for-test-takers/thinking-skills-assessment
Test date: 5 November 2014 UK CLINICAL APTITUDE TEST (UKCAT)
Duration of test: 2½ hours Used for entry to Medical and Dental Schools
Further information: www.admissionstestingservice.org/ Entry method: via UKCAT website
our-services/subject-specific/mat Entry deadline: 19 September 2014
Test dates: 1 July 2014 – 3 October 2014
Duration of test: 2 hours
Further information: www.ukcat.ac.uk
Appendix I – English language proficiency
In the case of a candidate whose mother tongue is CERTIFICATE IN ESOL SKILLS FOR LIFE
other than English, the following may be acceptable as Offered by Ascentis, Cambridge English, City and Guilds,
evidence of proficiency in English. See also the UK Visa Pearson Edexcel, Education Development International plc,
and Immigration website (www.gov.uk/government/ English Speaking Board, Learning Resource Network, NOCN
organisations/uk-visas-and-immigration) for information and Trinity College London. The levels are set to equivalent
on English language requirements for applicants who NQF levels.
require a visa.
For more information visit the individual awarding
ANGLIA EXAMINATION SYNDICATE organisation websites.
g AcCEPT Proficiency is the Ascentis Anglia ESOL
CITY & GUILDS
International Proficiency level assessment designed for
non-native English speakers requiring English for higher City & Guilds International ESOL (IESOL) and International
education. It is managed by Ascentis and Anglia Spoken ESOL (ISESOL) qualifications are available
Examinations at six levels and have been mapped to levels of the
g For information on the mapping of the qualification to Common European Framework of Reference (CEFR).
the CEFR (Common European Framework of Reference), The qualifications are accepted by the UK Visas and
please see www.anglia.org/institutions/CEFR. Immigration (UKVI), part of the Home Office, as meeting
the minimum English language requirements for UK visa
BRITISH INSTITUTES CERTIFICATES applications, including tier 4 applications.
g British Institutes examinations test the following
competences in the English language: reading, free – Preliminary: CEFR A1
writing, listening, speaking and use of English at every – Access: CEFR A2
level set out in the CEFR – Achiever: CEFR B1
g Universities may accept the following certificates for – Communicator: CEFR B2
entry: – Expert: CEFR C1
ESOL B2 Vantage
c
– Mastery: CEFR C2
ESOL C1 Effective Proficiency
c
ESOL C2 Mastery.
c For more information visit www.cityandguildsenglish.com
For further information visit www.britishinstitutes.org. EDUCATION DEVELOPMENT INTERNATIONAL (EDI)
CERTIFICATES IN ENGLISH LANGUAGE SKILLS (ESOL)
CAMBRIDGE ENGLISH EXAMINATIONS
Cambridge English exams are accepted by almost all UK
g EDI Entry 1 Certificate in ESOL International
universities and colleges as proof of English language skills. (JETSET Level 2)
They are also accepted by the UK Border Agency for Tier
g EDI Entry 2 Certificate in ESOL International
4 student visas. They can be taken in over 2,800 centres in (JETSET Level 3)
over 130 countries. To find your nearest centre visit: g EDI Entry 3 Certificate in ESOL International
www.cambridgeenglish.org/centres. (JETSET Level 4)
g EDI Level 1 Certificate in ESOL International
Various tests are offered: (JETSET Level 5)
g Cambridge English: Advanced, commonly known as the g EDI Level 2 Certificate in ESOL International
Certificate in Advanced English – CAE (NQF Level 2) (JETSET Level 6)
(See UCAS Tariff) g EDI Level 3 Certificate in ESOL International
g Cambridge English: Proficiency, commonly known as (JETSET Level 7).
the Certificate of Proficiency in English – CPE (NQF
Level 3) (see UCAS Tariff) For more information visit www.ediplc.com
g Cambridge English: First, commonly known as the First
ENGLISH SPEAKING BOARD
Certificate in English – FCE (NQF Level 1)
ESB Entry Level Certificate in EFL Entry 1 (ESOL)
Cambridge English: Business Certificates Higher,
g
g

commonly known as Business English Certificate Higher
g

– BEC H (NQF Level 2)
g
g Cambridge English: Business Certificates Vantage,

g ESB Level 1 Certificate in EFL (ESOL)
commonly known as Business English Certificate
g ESB Level 2 Certificate in EFL (ESOL)
Vantage – BEC V (NQF Level 1)
g ESB Level 3 Certificate in EFL (ESOL).
g ESOL Skills for Life Level 2 (NQF Level 2). For more information visit www.esbuk.org
For more information visit www.cambridgeenglish.org HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITY
CAMBRIDGE INTERNATIONAL EXAMINATIONS (CIE)
g Hong Kong Advanced Level Examination: Use of
g GCE O level English Language – grade C or better English – Grade E or better
g IGCSE English as a Second Language – grade C or better g Hong Kong Advanced Supplementary Level
g IGCSE First Language English – grade C or better. Examination: Use of English – Grade E or better
g Hong Kong Certificate of Education (HKCEE) prior to
For more information visit www.cie.org.uk 2007: English Language (Syllabus B) – Grade C or better.
2007 onwards: English Language Level 3 or better
UNIVERSITY OF CENTRAL LANCASHIRE ENGLISH LANGUAGE
EXAMINATIONS
g Hong Kong Diploma of Secondary Education (HKDSE)
Examinations have reading, writing, listening, speaking and – English Language.
use of English components graded separately from the
For more information visit www.hkeaa.edu.hk
overall grade on the transcript. Each examination is graded
pass, merit or distinction.
For more information visit: www.uclan.ac.uk
Appendix I – English language proficiency
INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM (IELTS) PEARSON LANGUAGE TESTS

IELTS is accepted by over 7,000 institutions worldwide, Pearson Test of English General (PTE General):
and is offered in over 500 test centres up to four times a Consisting of two parts: a written paper and a spoken test.
month. IELTS assesses all English language skills: reading,
writing, listening and speaking. The speaking module is The written paper tests listening, reading comprehension
assessed in a face-to-face conversational interview with a and writing skills. Both parts are externally assessed.
Universities and colleges may accept Level 3 (Council of
qualified examiner.
Europe Level B2), Level 4 (Council of Europe Level C1)
Candidates receive an IELTS Test Report Form which or Level 5 (Council of Europe Level C2) for entry at an
details their test scores. IELTS scores are given in bands undergraduate or postgraduate level.
from 1 - 9, including half bands. Most universities and
Pearson Test of English Academic (PTE Academic):
colleges in the UK will require between bands 5.0 to 7.5,
Computer-based test of international academic English
depending on the content of the course. IELTS Test Report
recognised by over 2,500 programs worldwide including
Forms have a recommended validity of two years and can
hundreds of universities around the UK. Test takers receive
be verified by the institution receiving them via a secure
an overall score and sub-scores for reading, writing,
online service.
speaking, and listening.
IELTS is jointly managed by British Council, IDP: The test is available throughout the year at secure test
IELTS Australia and the University of Cambridge ESOL delivery centres around the world. Scores are available
Examinations. To find a list of test centres, which online typically within five business days and students can
institutions are recognising the test and for general prepare using official PTE Academic practice tests. Most
information go to: www.ielts.org institutions will require a PTE Academic score in the range
LONDON CHAMBER OF COMMERCE AND INDUSTRY of 50-64. Some institutions may list a higher or lower score
INTERNATIONAL QUALIFICATIONS (LCCI) depending on the course.
g English for Business (EFB) – Pass at level 3
g English for Commerce (EFC) – Pass at level 3 Further information is available at www.pearsonpte.com
g English Language Skills Assessment (ELSA). TRINITY COLLEGE LONDON
Graded Examinations in Spoken English (GESE) which
For more information visit www.lcci.org.uk assess spoken English only, and correspoind to CEFR levels
MALAYSIAN UNIVERSITY ENGLISH TEST (MUET) pre A1–C2.
For further information about the Malaysian University
Integrated Skills in English (ISE) which assess all four
English Test, please contact the Malaysian Examinations
language skills – speaking, writing, listening and reading,
Council (contact details in Appendix A).
and correspond to CEFR levels A1–C2.
MICHIGAN ENGLISH LANGUAGE ASSESSMENT BATTERY
TEST OF ENGLISH AS A FOREIGN LANGUAGE (TOEFL)
(MELAB)
MELAB evaluates advanced level English language The TOEFL is offered in internet-based (iBT) and
competence of adult non-native speakers of English. paper-based (PBT) formats. Please visit www.ets.org/toefl/
locations to locate your nearest test centre.
MELAB is a secure test battery and is administered only by
authorised official examiners. The TOEFL iBT consists of four sections: reading, listening,
speaking and writing, and the entire test is four hours long.
For more information visit
Scores are reported for each of the four sections and an
www.cambridgemichigan.org/melab
overall score is also provided. Scores are available online
THE PASSWORD TEST around 10 days after the test date.
Password is an online English language test designed for
students preparing for academic study. It is most suitable The test is recognised and accepted in over 9,000
for students joining international foundation programmes, institutions globally. View the complete list of universities
pre-sessional courses, pre-master’s programmes and and colleges that accept TOEFL at www.ets.org/toefl/
ukdirectory. Each institution will list their TOEFL score
courses in English for academic purposes. Password is
requirements on their website and these may vary.
also used to pre-test students joining undergraduate and
postgraduate programmes. The test is aligned to the CEFR In the paper-based test, a score of 550 or above (600
and discriminates between CEFR level A2 to C1. Password or above is recommended for degrees with a literary
is securely delivered online, and gives instant test results. content) is usually required. Comparable scores for the
computer-based test are 213 or above, and 250 and
Further information, including the location of
above. Comparable scores for the internet-based test
Password test centres is available at
are 79 or above, and 100 and above. Scores are posted
www.englishlanguagetesting.co.uk
approximately five weeks after the test date.
PEARSON EDEXCEL
UNIVERSITY OF READING
g Level 1/Level 2 Certificate in English Language – grade Test of English for Educational Purposes (TEEP)
C or better Reading, listening, writing and speaking are reported
g International GCSE English as a Second Language – on the performance certificate as an overall score. An
grade C or better additional Language Knowledge paper is expressed as
g International GCSE English Language – grade C or ‘average’, ‘above average’ or ‘below average’ and used
better to adjust the overall grade in borderline cases. Minimal
g GCSE English Language – grade C or better. acceptance levels for joining academic courses usually vary
For more information visit www.edexcel.com from 5.0 to 7.5 overall. Results are usually available within
10 days, by email.
For more information visit www.reading.ac.uk/isli
Appendix J – National Courses to support Curriculum for Excellence (CfE)
The new qualifications Nationals and Highers are being introduced in Scotland between 2013 and 2015. They replace the
Access, Standard Grade, Intermediate and Higher qualifications. Subjects available in the new Nationals 4 and 5 and Highers
are listed below.
Title National 4 National 5 Higher
Accounting Y Y
Administration and IT Y Y Y
Art and Design Y Y Y
Automotive Skills Y
Biology Y Y Y
Building Services Engineering Y
Business Y
Business Management Y Y
Cantonese Y Y Y
Care Y Y Y
Chemistry Y Y Y
Childcare and Development Y
Classical Studies Y Y Y
Computing Science Y Y Y
Construction Crafts Y Y
Creative Digital Media Y
Creative Industries Y
Cruinn-eolas (Geography) Y Y Y
Dance Y Y
Design and Manufacture Y Y Y
Drama Y Y Y
Eachdraidh (History) Y Y Y
Early Education and Childcare Y Y
Economics Y Y
Energy Y
Engineering Science Y Y Y
Engineering Skills Y Y
English Y Y Y
Environmental Science Y Y Y
ESOL Y Y Y
Fashion and Textile Technology Y Y Y
Financial Services Y
Food and Drink Manufacturing Industry Y
French Y Y Y
Gaelic (Learners) Y Y Y
Gàidhlig Y Y Y
Geography Y Y Y
German Y Y Y
Graphic Communication Y Y Y
Hairdressing Y Y
Health and Food Technology Y Y Y
Health Sector Y Y
History Y Y Y
Hospitality Y Y
Hospitality: Practical Cake Craft Y
Hospitality: Practical Cookery Y Y
Human Biology Y
Italian Y Y Y
Laboratory Science Y
Latin Y Y Y
Lifeskills Mathematics Y Y
Mandarin (Simplified) Y Y Y
Mandarin (Traditional) Y Y Y
Maritime Skills Y
Matamataig (Mathematics) Y Y Y
Matamataig Fad-bheatha (Lifeskills Mathematics) Y Y
Mathematics Y Y Y
Media Y Y Y
Modern Studies Y Y Y
Music Y Y Y
Music Technology Y Y Y
Nuadh-Eolas (Modern Studies) Y Y Y
People and Society Y
Philosophy Y Y
Appendix J – National Courses to support Curriculum for Excellence (CfE)
Title National 4 National 5 Higher

Photography Y
Physical Education Y Y Y
Physics Y Y Y
Politics Y
Practical Electronics Y Y
Practical Metalworking Y Y
Practical Woodworking Y Y
Psychology Y Y
Religious, Moral and Philosophical Studies Y Y Y
Retailing Y
Rural Skills Y
Science Y
Sociology Y Y
Spanish Y Y Y
Sport and Recreation Y Y
Travel and Tourism Y Y
Uniformed and Emergency Services Y
Urdu Y Y Y
Appendix K – National Courses available in Scotland until 2015
(Intermediate to Advanced Higher Level)
This is a list of National Courses available until 2015. The last examinations date for these courses will be 2015. For more
information on National Courses, see www.sqa.org.uk
Title Intermediate 1 Intermediate 2 Higher Advanced Higher
Accounting 4 4 4 4
Administration 4 4 4 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
Beauty 8 8 4 8
Biology 4 4 4 4
Biology (Revised) 8 8 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
Chemistry (Revised) 8 8 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
Creative Cake Production 8 4 8 8
Dance Practice 8 8 4 8
Drama 4 4 4 4
Early Education and Childcare 8 8 4 8
Economics 8 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
English 4 4 4 4
English for Speakers of Other Languages (ESOL) 8 4 4 8
Fabrication and Welding Engineering 8 8 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
Health and Safety in Care Settings 8 4 8 8
Health and Social Care 8 8 4 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 – 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
Human Biology (Revised) 8 8 4 8
Information Systems 8 4 4 4
Italian 4 4 4 4
Latin 4 4 4 4
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
Appendix K – National Courses available in Scotland until 2015 (Intermediate to Advanced Higher Level)
Title Intermediate 1 Intermediate 2 Higher Advanced Higher

Mechatronics 8 8 4 8
Media Studies 4 4 4 8
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 8 8 4 8
Physical Education 4 4 4 4
Physics 4 4 4 4
Physics (Revised) 8 8 4 4
Play in Early Eduation and Childcare 8 8 4 8
Politics 8 8 4 8
Product Design 8 4 4 4
Psychology 4 4 4 8
Religious, Moral and Philosophical Studies 4 4 4 4
Retail Travel 8 8 4 8
Russian 4 4 4 8
Selling Overseas Tourist Destinations 8 4 8 8
Sociology 8 4 4 8
Spanish 4 4 4 4
Technological Studies 8 4 4 4
Travel and Tourism 4 4 4 8
Urdu 8 8 4 8
Woodworking Skills 4 4 8 8
Appendix L – National Qualification Group Awards (Scotland)
National Qualification Group Awards (NQGA) is the term which encompasses National Certificates (NCs) and National
Progression Awards (NPAs).
NATIONAL QUALIFICATIONS GROUP AWARDS (SCOTLAND) AVAILABLE TO CENTRES NOW:
Title Type of NQGA Level

Accounting National Certificate 5
Achieving Excellence in Sport National Progression Award 6
Acting and Performance National Progression Award 6
Acting and Theatre Performance National Certificate 6
Activity Tourism National Certificate 6
Activity Tourism National Progression Award 4
Administration National Certificate 5
Administration: Information Technology and Audio National Progression Award 5
Administration: Medical (Administrative Secretary) National Progression Award 5
Administration: Medical Receptionist National Progression Award 5
Administration: Office Skills and Services National Progression Award 5
Advertising and Public Relations National Certificate 6
Administrative Activities National Progression Award 4
Aeronautical Engineering National Certificate 6
Agriculture National Certificate 6
An Introduction to Horticulture National Certificate 4
Angling and Fisheries Conservation National Progression Award 4
Angling and the Aquatic Environment National Progression Award 3
Animal Care National Certificate 5
Animal Technology National Progression Award 6
Applied Sciences National Certificate 5
Applied Sciences National Certificate 6
Aquaculture National Progression Award 4
Aquaculture National Progression Award 5
Architecture and Art National Certificate 6
Architecture and Interior Design National Certificate 6
Army Preparation National Certificate 4
Art and Design: Digital Media National Progression Award 5
Art and Design: Digital Media National Progression Award 6
Art and Design National Certificate 6
Bakery National Certificate 5
Bakery National Progression Award 4
Barbering National Progression Award 5
Beauty and Digital Communication National Progression Award 4
Beauty Care National Certificate 6
Beauty Care and Make up National Certificate 5
Beauty Massage National Progression Award 5
Beauty Skills National Progression Award 4
Building Services Engineering National Certificate 6
Building Services Engineering National Progression Award 5
Built Environment National Certificate 6
Business National Certificate 5
Business National Certificate 4
Business and Marketing National Progression Award 4
Business and Marketing National Progression Award 5
Business with Information Technology National Progression Award 5
Business with Information Technology National Progression Award 6
Celtic Studies National Certificate 6
Child, Health and Social Care National Certificate 5
Civil Engineering National Certificate 6
Computer Aided Design & Technology National Certificate 6
Computer Arts and Animation National Certificate 5
Computer Arts and Animation National Certificate 6
Computer Games Development National Certificate 5
Computer Games: Creative Development National Certificate 6
Computer Games: Software Development National Certificate 6
Computer Games Development National Progression Award 4
Computers and Digital Photography National Progression Award 5
Computer Networks and Systems National Progression Award 5
Computer: Technical Support National Certificate 5
Computer: Technical Support National Certificate 6
Conservation of Masonry National Progression Award 6

Construction National Progression Award 5
Construction Operations National Progression Award 5
Contact Centre Employability Skills National Progression Award 4
Contemporary Gaelic Songwriting and Production National Progression Award 5
Cosmetology National Progression Award 4
Countryside Management National Certificate 5
Creative Beauty National Progression Award 4
Creative Facial Techniques and Digital Media National Progression Award 4
Creative Hairdressing National Progression Award 6
Creative Industries National Certificate 5
Creative Industries National Progression Award 4
Creative Printmaking with Photography National Certificate 6
Crofting National Progression Award 5
Dance National Certificate 4
Dance National Progression Award 4
Dance National Progression Award 5
Digital Literacy National Progression Award 3
Digital Media Animation National Progression Award 5
Digital Media Basics National Progression Award 4
Digital Media Computing National Certificate 4
Digital Media Editing National Progression Award 5
Digital Media Production National Progression Award 6
Digital Production Skills National Progression Award 5
Doing Business Online National Progression Award 5
Early Education and Childcare National Certificate 6
Electrical Engineering National Certificate 5
Electrical Engineering National Certificate 6
Electronic Engineering National Certificate 5
Electronic Engineering National Certificate 6
Employability and Citizenship National Certificate 3
Engineering Practice National Certificate 5
Engineering Systems National Certificate 5
Engineering Systems National Certificate 6
Enterprise and Business National Progression Award 6
Enterprise and Employability National Progression Award 4
Enterprise and Employability National Progression Award 5
ESOL for Employability National Certificate 4
ESOL for Employability National Certificate 5
Events Co-ordination National Certificate 5
Exercise and Fitness Leadership National Progression Award 6
Eye Treatments National Progression Award 5
Fabrication and Welding Engineering National Certificate 5
Fabrication and Welding Engineering National Certificate 6
Fashion, Design and Manufacture National Certificate 6
Financial Services National Progression Award 6
Fish Health and Nutrition National Progression Award 5
Fish Husbandry National Progression Award 5
Fitted Interiors National Progression Award 5
Food Manufacture National Progression Award 6
Food Safety Logistics National Progression Award 5
Formwork National Progression Award 5
Furniture National Certificate 5
Gamekeeping National Certificate 5
General Plant Operations National Progression Award 5
Geographical Information Systems: An Introduction National Progression Award 6
Greenkeeping National Certificate 5
Greenkeeping: An Introduction National Certificate 4
Hairdressing National Certificate 5
Hairdressing National Certificate 6
Hairdressing Technical Skills National Progression Award 5
Harris Tweed National Progression Award 5
Health and Social Care National Certificate 6
Health and Social Care: Promoting Reablement National Progression Award 6
Highways Maintenance – Excavation and Reinstatement National Progression Award 5
Highways Maintenance – Kerbs and Channels National Progression Award 5
Horse Care National Certificate 5
Horse Care National Progression Award 4
Horse Care National Progression Award 6
Horticulture National Certificate 5
Hospitality National Certificate 4

Hospitality National Certificate 5
Human Resources and the Law National Progression Award 6
Insulation and Building Treatments National Progression Award 5
Interior Systems National Progression Award 5
Internet Technology National Progression Award 4
Internet Technology National Progression Award 5
Introduction to Spectator Safety National Progression Award 5
Jewellery National Certificate 6
Jewellery: Advanced Techniques National Progression Award 6
Jewellery: Basic Techniques 1 National Progression Award 5
Jewellery: Basic Techniques 2 National Progression Award 5
Journalism National Progression Award 6
Laboratory Science National Progression Award 6
Land-based Engineering National Certificate 6
Land-based Engineering: An Introduction National Certificate 4
Legal Services National Certificate 6
Legal Studies National Progression Award 6
Local Food Production National Progression Award 6
Long Hair Design with Make-Up National Progression Award 5
Make-up Artistry National Certificate 6
Make-up Skills National Progression Award 5
Manicure and Pedicure Skills National Progression Award 5
Manufacturing Engineering National Certificate 5
Manufacturing Engineering National Certificate 6
Measurement and Control National Certificate 6
Mechanical Engineering National Certificate 6
Mechanical Maintenance Engineering National Certificate 5
Media National Certificate 6
Mobile Technology National Certificate 5
Mobile Technology National Progression Award 4
Model Making: TV and Film National Certificate 6
Music National Certificate 5
Music National Certificate 6
Music Business National Progression Award 6
Music for Wellbeing National Progression Award 6
Music Performing National Progression Award 6
Musical Theatre National Progression Award 6
Nail Enhancements National Progression Award 5
Organising Volunteering Events in Sport National Progression Award 6
Painting National Progression Award 5
PC Passport: Advanced National Progression Award 6
PC Passport: Beginner National Progression Award 4
PC Passport: Intermediate National Progression Award 5
Personal and Vocational Skills National Certificate 3
Personal and Vocational Skills National Certificate 4
Pharmacy Services National Certificate 6
Photography National Certificate 6
Photography National Progression Award 4
Photography National Progression Award 5
Plant Maintenance and Repair National Progression Award 5
Plant Operations – General Construction National Progression Award 5
Plant Operations – Highways Maintenance and Utilities National Progression Award 5
Play in a Sports Environment National Progression Award 6
Playwork and Childcare National Progression Award 5
Practical Science National Progression Award 5
Professional Computer Fundamentals National Progression Award 6
Professional Cookery National Certificate 5
Professional Cookery National Progression Award 3
Professional Cookery National Progression Award 4
Professional Cookery National Certificate 6
Professional Theatre Preparation National Progression Award 6
Radio Broadcasting National Progression Award 5
Radio Broadcasting National Progression Award 5
Retailing National Certificate 5
Roadbuilding National Progression Award 5
Rural Skills National Certificate 4
Rural Skills National Progression Award 5
Science and Health National Progression Award 4
Science and Technology National Progression Award 4
Scottish Bagpipes National Progression Award 2

Scottish Pipe Band Drumming National Progression Award 3
Screen Printing National Certificate 5
Shipping and Maritime Operations National Certificate 6
Social Sciences National Certificate 5
Social Sciences National Certificate 6
Social Software National Progression Award 4
Software Development National Progression Award 4
Sound Production National Certificate 6
Sound Production: Live National Progression Award 6
Sound Production: Recording National Progression Award 6
Sport and Fitness National Certificate 4
Sport and Fitness National Certificate 5
Sport and Fitness: Individual Sports National Progression Award 5
Sport and Fitness: Outdoor Sports National Progression Award 5
Sport and Fitness: Team Sports National Progression Award 5
Sporting Events: Personal Best National Progression Award 4
Sports Coaching: Angling National Progression Award 4
Sports Coaching: Angling National Progression Award 5
Sports Coaching: Angling Coarse National Progression Award 4
Sports Coaching: Angling Coarse National Progression Award 5
Sports Coaching: Angling Game National Progression Award 4
Sports Coaching: Angling Game National Progression Award 5
Sports Coaching: Angling Sea National Progression Award 4
Sports Coaching: Angling Sea National Progression Award 5
Sports Coaching: Archery National Progression Award 4
Sports Coaching: Badminton National Progression Award 6
Sports Coaching: Basketball National Progression Award 6
Sports Coaching: Boccia National Progression Award 4
Sports Coaching: Bowling National Progression Award 4
Sports Coaching: Bowling National Progression Award 5
Sports Coaching: Boxing National Progression Award 4
Sports Coaching: Canoe Freestyle National Progression Award 6
Sports Coaching: Canoe Polo National Progression Award 6
Sports Coaching: Canoe Racing National Progression Award 6
Sports Coaching: Canoe Slalom National Progression Award 6
Sports Coaching: Canoe Touring National Progression Award 6
Sports Coaching: Canoe Wild Water Racing National Progression Award 6
Sports Coaching: Canoeing National Progression Award 6
Sports Coaching: Coaching Swimming National Progression Award 4
Sports Coaching: Coaching Synchro National Progression Award 4
Sports Coaching: Coaching Water Polo National Progression Award 4
Sports Coaching: Cricket National Progression Award 6
Sports Coaching: Cricket National Progression Award 5
Sports Coaching: Curling National Progression Award 4
Sports Coaching: Cycle Speedway National Progression Award 5
Sports Coaching: Cycle Speedway National Progression Award 6
Sports Coaching: Cycling National Progression Award 4
Sports Coaching: Cycling National Progression Award 5
Sports Coaching: Cycling BMX National Progression Award 5

Sports Coaching: Cycling BMX National Progression Award 6
Sports Coaching: Cycling Mountain Bike National Progression Award 5
Sports Coaching: Cycling Mountain Bike National Progression Award 6
Sports Coaching: Cycling Road and Time Trial National Progression Award 5
Sports Coaching: Cycling Road and Time Trial National Progression Award 6
Sports Coaching: Cycling Track National Progression Award 5
Sports Coaching: Cycling Track National Progression Award 6
Sports Coaching: Cycling Cyclocross National Progression Award 5
Sports Coaching: Cycling Cyclocross National Progression Award 6
Sports Coaching: Dance Sport National Progression Award 4
Sports Coaching: Dance Sport National Progression Award 5
Sports Coaching: Equestrian British Dressage National Progression Award 5
Sports Coaching: Equestrian British Dressage National Progression Award 6
Sports Coaching: Equestrian British Eventing National Progression Award 6
Sports Coaching: Equestrian British Showjumping National Progression Award 6
Sports Coaching: Equestrian Driving National Progression Award 5
Sports Coaching: Equestrian Generic National Progression Award 4
Sports Coaching: Equestrian Riding for the Disabled National Progression Award 4
Sports Coaching: Equestrian Riding for the Disabled Driving National Progression Award 4
Sports Coaching: Equestrian Riding for the Disabled Driving National Progression Award 5
Sports Coaching: Equestrian Vaulting National Progression Award 4
Sports Coaching: Equestrian Vaulting National Progression Award 5
Sports Coaching: Football National Progression Award 6
Sports Coaching: General Gymnastics National Progression Award 4
Sports Coaching: General Gymnastics National Progression Award 5
Sports Coaching: Gymnastics National Progression Award 6
Sports Coaching: Gymnastics Acrobatic National Progression Award 4
Sports Coaching: Gymnastics Acrobatic National Progression Award 5
Sports Coaching: Gymnastics Men’s Artistic National Progression Award 4
Sports Coaching: Gymnastics Men’s Artistic National Progression Award 5
Sports Coaching: Gymnastics Pre-School National Progression Award 4
Sports Coaching: Gymnastics Pre-School National Progression Award 5
Sports Coaching: Gymnastics Rhythmic National Progression Award 4
Sports Coaching: Gymnastics Rhythmic National Progression Award 5
Sports Coaching: Gymnastics Trampolining National Progression Award 4
Sports Coaching: Gymnastics Trampolining National Progression Award 5
Sports Coaching: Gymnastics Women’s Artistic National Progression Award 4
Sports Coaching: Gymnastics Women’s Artistic National Progression Award 5
Sports Coaching: Golf National Progression Award 4
Sports Coaching: Golf National Progression Award 5
Sports Coaching: Hockey National Progression Award 6
Sports Coaching: Judo National Progression Award 4
Sports Coaching: Judo National Progression Award 5
Sports Coaching: Modern Pentatholon National Progression Award 4
Sports Coaching: Modern Pentatholon National Progression Award 5
Sports Coaching: Mountaineering National Progression Award 4
Sports Coaching: Mountaineering National Progression Award 5
Sports Coaching: Multi Skills National Progression Award 5
Sports Coaching: Netball National Progression Award 6
Sports Coaching: Open Canoe National Progression Award 6
Sports Coaching: Orienteering National Progression Award 4
Sports Coaching: Orienteering National Progression Award 5
Sports Coaching: Paddlesport Canoe National Progression Award 5
Sports Coaching: Paddlesport Canoe and Kayak National Progression Award 5
Sports Coaching: Paddlesport Kayak National Progression Award 5
Sports Coaching: Rowing National Progression Award 6
Sports Coaching: Rowing National Progression Award 5
Sports Coaching: Rugby League National Progression Award 4
Sports Coaching: Rugby League National Progression Award 5
Sports Coaching: Rugby Union National Progression Award 6
Sports Coaching: Sea Kayak National Progression Award 6
Sports Coaching: Shinty National Progression Award 4

Sports Coaching: Shinty National Progression Award 5
Sports Coaching: Shooting National Progression Award 4
Sports Coaching: Shooting National Progression Award 5
Sports Coaching: Squash National Progression Award 6
Sports Coaching: Surf Kayak National Progression Award 6
Sports Coaching: Table Tennis National Progression Award 6
Sports Coaching: Teaching Aquatics National Progression Award 4
Sports Coaching: Teaching Aquatics National Progression Award 5
Sports Coaching: Team Gymnastics National Progression Award 4
Sports Coaching: Team Gymnastics National Progression Award 5
Sports Coaching: Tennis National Progression Award 6
Sports Coaching: Triathlon National Progression Award 4
Sports Coaching: Volleyball National Progression Award 4
Sports Coaching: Volleyball National Progression Award 5
Sports Coaching: Weightlifting National Progression Award 4
Sports Coaching: Weightlifting National Progression Award 5
Sports Coaching: White Water Kayak National Progression Award 6
Sports Development National Progression Award 6
Stringed Musical Instrument Making and Repair National Certificate 5
Stringed Musical Instrument Making and Repair National Certificate 6
Supply Chain Operations National Progression Award 5
Technical Theatre National Certificate 6
Technical Theatre in Practice National Progression Award 6
Television Production National Progression Award 5
Travel and Tourism National Certificate 5
Travel and Tourism National Certificate 6
Water Operations National Progression Award 6
Water Operations: An Introduction National Progression Award 5
Web Design Fundamentals National Progression Award 5
Website Enterprise National Progression Award 5
Wellness Therapies National Certificate 6
Woodland Operations National Progression Award 6
Working with Asylum Seekers and Refugees National Progression Award 5
Working with Communities National Certificate 6
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2015 Uk Qualifications

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UK qualifications

For entry to university or

This publication contains information relating to a wide

The purpose of this guide is to provide helpful information

Qualifications in England, Wales and Northern Ireland

QUALIFICATIONS CURRENTLY OFFERED 18

Music/Performing Arts Qualifications

OTHER ENTRY ROUTES TO HIGHER EDUCATION

NORTHERN IRELAND 189

EXISTING (AND LAPSING) SCOTTISH NATIONAL QUALIFICATIONS 194

OTHER SCOTTISH QUALIFICATIONS 204

ROUTES INTO HIGHER EDUCATION IN SCOTLAND 212

A Advanced COSLA Convention of Scottish Local Authorities

STUC Scottish Trade Unions Congress

A levels in Wales are retaining an AS component with an GCSEs

Advertising These qualifications offer learners a range of pathways in

Anatomy, Physiology and These qualifications offer learners a range of pathways in

ASSESSMENT METHOD: PROGRESSION:

ABC Level 3 Certificate in NUMBER OF UNITS/STRUCTURE:

ABC Level 3 Diploma in Fashion Award – pass

Graphic Design All of these language qualifications can be tailored to suit

Award in Signing and Receiving Skills in British Sign NUMBER OF UNITS/STRUCTURE:

ABC Level 3 Award/Diploma in GRADING SYSTEM:

ABC Level 3 Award/Diploma in Pass

Sustainable Energy QUALITY ASSURANCE:

Diploma – learners must achieve a minimum of 64 credits NUMBER OF UNITS/STRUCTURE:

These qualifications are designed for people who are

ABRSM Graded Examinations Assessment is by individual examiners appointed by

BACKGROUND: The entire assessment is carried out by the examiner

Grades 1–8 are available in Music Performance (piano,

QUALITY ASSURANCE: of individuals and/or groups are explored and assessed in

Operational responsibility for apprenticeships in England Advanced Extension Award

AQA Baccalaureate GRADING SYSTEM:

Ascentis DATE OF FIRST TEACHING:

in Education and Training A minimum of 30 credits is required to achieve this

QCF LEVEL: PROGRESSION/ARTICULATION:

DATE OF FIRST TEACHING: government-backed Scottish Vocational Qualifications

PREREQUISITES: The British Horse Society has restructured its qualifications

NUMBER OF UNITS/STRUCTURE: The qualifications listed in this section are government

ASSESSMENT METHOD: BACKGROUND:

PROGRESSION/ARTICULATION: GRADING SYSTEM:

EQL Level 3 Award in the Principles

It is anticipated that learners selecting Group C (Early ASSESSMENT METHOD:

CACHE Level 3 Extended Diploma A* 420

Workforce (QCF) C 240

CACHE Level 3 Diploma for CACHE Level 3 Extended Diploma

Residential childcare workers

g Children’s holiday representative. number of learners.

This qualification has been developed in response to PROGRESSION/ARTICULATION:

CACHE Level 5 Diploma in Playwork DATE OF FIRST AWARD:

GRADING SYSTEM: PROGRESSION/ARTICULATION:

It has three pathways: DATE OF FIRST TEACHING:

Northern Ireland (QCF) g safeguarding and protection

BACKGROUND: GRADING SYSTEM:

QUALITY ASSURANCE: PROGRESSION/ARTICULATION:

(Management) (Wales and This qualification covers understanding of internally assuring

DATE OF FIRST AWARD: PREREQUISITES:

g Cleaner, customer service

DATE OF FIRST AWARD: PROGRESSION/ARTICULATION:

These qualifications have been awarded UCAS Tariff 2006