2010

UK
Qualifications
For entry to university or college in 2010

This guide provides accurate and

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

© UCAS 2009

ALL RIGHTS RESERVED.

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FURTHER INFORMATION ON QUALIFICATIONS AND TARIFF POINTS

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UCAS QUALITY AWARDS

Beacon
ISO/IEC 27001:2005
Certificate No. IS 501022
company
Preface

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

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

UK QUALIFICATIONS 1
Contents

PAGE
List of abbreviations 8

Qualifications in England, Wales and Northern Ireland

Introduction 11
The National Qualifications Framework, regulators, awarding bodies 13
Developing the Qualifications and Credit Framework 17
QUALIFICATIONS CURRENTLY OFFERED 18
Applied Qualifications
Diploma 36
Extended Project 55

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

2 UK QUALIFICATIONS
 Contents

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

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

UK QUALIFICATIONS 3
Contents

EDI (Education Development International) Qualifications 46

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

4 UK QUALIFICATIONS
 Contents

NCFE NVQ in Spectator Safety 78

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

UK QUALIFICATIONS 5
Contents

Certificate of Secondary Education (CSE) 116

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

NORTHERN IRELAND 130

Qualifications in Scotland 131

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

6 UK QUALIFICATIONS
 Contents

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

Scottish Qualifications Certificate (SQC) 148
Commemorative Certificates 148
Scottish Certificate of Education (SCE) 148
Certificate of Sixth Year Studies (CSYS) 148
Record of Education and Training (RET) 148
Certificates awarded by Scottish Vocational Education Council’s predecessor bodies: Scottish Business Education Council and
Scottish Technical Education Council (SCOTBEC, SCOTEC) 148
Progress File 148
National Record of Achievement (NRA) 148
Young Enterprise Scotland 148
Modern Apprenticeships in Scotland (MA) 148
ROUTES INTO HIGHER EDUCATION IN SCOTLAND 149
Scottish Access to Higher Education Programmes, Courses and Pathways 150
Scottish Wider Access Programme (SWAP) 150
Access Courses run by Higher Education Institutions 150
Direct Entry Pathways 150
Community Education, Voluntary Organisation Routes 150
Summer Schools 150
Credit Accumulation and Transfer 150
International Foundation Programme (IFPS) 150

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

UK QUALIFICATIONS 7
List of abbreviations

A Advanced CRA Centre for Recording Achievement

AA Advanced Apprenticeship CSCA Cambridge Skills and Career Award
ABC ABC Awards CSE Certificate of Secondary Education (no longer current)
ABL Awarding Body Linkage CSV Community Service Volunteers
ABRSM Associated Board of the Royal Schools of Music CSYS Certificate of Sixth Year Studies (no longer current)
ACAC Curriculum and Assessment Authority for Wales (no longer current) CTA Certificate for Teaching Assistants
ACCAC Awdurdod Cymwysterau Cwricwlwm Ac Asesu Cymru/Qualifications, DABs Diploma Awarding Bodies
Curriculum and Assessment Authority for Wales (now DCELLS) DCE Diploma in Child Care and Education
ACER Australian Council for Education Research DCELLS Department for Education, Lifelong Learning and Skills
ACGI Associate of City and Guilds Institute DCSF Department for Children, Schools and Families
ADA Advanced Double Award DDP Diploma Development Partnership
ADES Association of Directors of Education in Scotland DEBF Diploma in English for Banking and Finance
AEA Advanced Extension Award DENI Department of Education in Northern Ireland
AEB Associated Examining Board (no longer current)
DfES Department for Education and Skills (replaced by DCSF and DIUS)
AGNVQ Advanced General National Vocational Qualification (no longer
DFSM Diploma in Financial Services Management
current)
DIDA Diploma in Digital Applications
AH Advanced Higher
DipFS Diploma in Financial Studies
AICE Advanced International Certificate of Education
DPPW Diploma in Playgroup Practice in Wales
AIDA Award in Digital Applications
DPW Diploma in Playwork
ALCC Associate of London Chamber of Commerce and Industry
DTEP Diploma in Trust and Estate Practice
AO Alternative Ordinary level
EB European Baccalaureate
APEL Accreditation of Prior Experiential Learning
ECTS European Credit Transfer System
APL Accreditation of Prior Learning
AQA Assessment and Qualifications Alliance EDI Education Development International
AS Advanced Subsidiary (from September 2000) EFL English as a Foreign Language
AS Advanced Supplementary (last examination 2001) EQL Equestrian Qualifications Limited
ASC Association of Scottish Colleges ESOL English for Speakers of Other Languages
ASDA Advanced Subsidiary Double Award EU European Union
ASDAN Award Scheme Development and Accreditation Network FAD Foundation Art and Design
ASVCE Advanced Subsidiary Vocational Certificate of Education FC First Certificate
(last award 2006) FCE First Certificate in English
ATD Advanced Technician Diploma FD First Diploma
AVA Authorised Validating Agency FE Further Education
AVCE Advanced Vocational Certificate of Education (last award 2006) FEFC Further Education Funding Council
AVCEDA Advanced Vocational Certificate of Education Double Award FEHQ Framework for Higher Education Qualifications
(last award 2006) FEI Further Education Institution
BEC Business Education Council (no longer current) FEnto Further Education National Training Organisation
BHS The British Horse Society FLAW Foreign Languages at Work
BIS Department for Business Innovation and Skills FLIC Foreign Languages for Industry and Commerce
BMAT BioMedical Admissions Test FMP Final Major Project
BTEC Business and Technology Education Council FSMQ Free-standing Mathematics Qualification
CABs Component Awarding Bodies FTC Full Technological Certificate
CACHE Council for Awards in Children’s Care and Education FTD Full Technological Diploma
CAE Certificate of Advanced English GAMSAT Graduate Medical School Admissions Test
CAS Creativity, Action, Service GC General Certificate
CATS Credit Accumulation and Transfer System GCE General Certificate of Education
CBI Confederation of British Industry GCGI Graduate of City and Guilds Institute
CBS Cambridge Business Skills GCSE General Certificate of Secondary Education
CCEA Northern Ireland Council for the Curriculum, Examinations
GD General Diploma
and Assessment
GLH Guided Learning Hours
CCLC Council for Citizenship and Learning in the Community
GNVQ General National Vocational Qualification
CCP Certificate in Childminding Practice
GOAL Global Online Assessment for Learning
CCP Contact Centre Professional
GSVQ General Scottish Vocational Qualification (no longer current)
CEE Certificate of Extended Education (no longer current)
H Higher
CeFS Certificate in Financial Studies
HAS Headteachers’ Association of Scotland
CELS Certificate in English Language Skills
HAT History Aptitude Test
CEP Curriculum Enrichment Programme
HE Higher Education
CES Certificate of Extended Studies
CFS Certificate of Further Studies HEFC Higher Education Funding Council
CFSP Certificate in Financial Services Practice HEI Higher Education Institution
CIB Chartered Institute of Bankers HIE Highlands and Islands Enterprise
CIDA Certificate in Digital Applications HL Higher Level
CIE University of Cambridge International Examinations HMIE Her Majesty’s Inspectorate of Education
CIOBS Chartered Institute of Bankers in Scotland HNC Higher National Certificate
CIT Cambridge Information Technology HND Higher National Diploma
CLS Community Learning Scotland HPAT Health Professions Admission Test
CNAA Council for National Academic Awards (no longer current) IAD Advanced Diploma in Computer Studies
COSLA Convention of Scottish Local Authorities IAS International Accounting Standards
CPD Certificate of Professional Development IB International Baccalaureate
CPD Continuing Professional Development IBO International Baccalaureate Organization
CPE Certificate of Proficiency in English ICCE International Certificate of Christian Education
CQFW Credit and Qualifications Framework for Wales

8 UK QUALIFICATIONS
 List of abbreviations

ICCS International Certificate in Computer Studies PFIG Progress File Implementation Group
ICF Industrial Careers Foundation QA Quality Assurance
ICM Institute of Commercial Management QAA Quality Assurance Agency for Higher Education
ICT Information and Communication Technology QAN Qualification Accreditation Number
IDCS International Diploma in Computer Studies QCDA Qualifications and Curriculum Development Authority
IELTS International English Language Testing Certificate QCDA Qualifications and Curriculum Development Agency
IFPS International Foundation Programme – Scotland QCF Qualifications and Credit Framework
IFS ifs School of Finance QIA Quality Improvement Agency
IGCSE International General Certificate of Secondary Education RET Record of Education and Training (no longer current)
IT Information Technology SACCA Scottish Advisory Committee on Credit and Access
ITO Industry Training Organisation SBA Scenario-Based Assignment
IVA Integrated Vocational Assessment SBS School Based Syllabus
IWA Institute of Welsh Affairs SCAA School Curriculum and Assessment Authority (no longer current)
JAC Joint Advisory Committee SCAVA Standing Conference of Authorised Validating Agencies
JACQA Joint Advisory Committee for Qualifications Approval SCE Scottish Certificate of Education (no longer current)
JCG Joint Curriculum Group SCOP Standing Conference of Principals (now GuildHE)
JMB Joint Matriculation Board (no longer current) SCOTBEC Scottish Business Education Council (no longer current)
KS Key Stage SCOTCAT Scottish Credit Accumulation and Transfer
LCCI London Chamber of Commerce and Industry International SCOTEC Scottish Technical Educational Council (no longer current)
LCGI Licentiate of City and Guilds Institute SCOTVEC Scottish Vocational Education Council (no longer current)
LCM London College of Music (no longer current) SCQF Scottish Credit and Qualifications Framework
LCMM London College of Music and Media SE Scottish Enterprise
LEAG London East Anglian Group (no longer current) SEB Scottish Examination Board (no longer current)
LMC Learning Materials for Change SEC Secondary Examinations Council (no longer current)
LNAT National Admissions Test for Law SEEC Southern England Consortium for Credit Accumulation and Transfer
LSC Learning and Skills Council SEED Scottish Executive Education Department
LSN Learning and Skills Network SEETLD Scottish Executive Enterprise, Transport and Lifelong Learning
LTSN Learning and Teaching Support Network Department
MCGI Member of City and Guilds Institute SEFIC Spoken English for Industry and Commerce
MEG Midlands Examining Group (no longer current) SEG Southern Examining Group (no longer current)
MML Modern and Medieval Languages Test SFEFC Scottish Further Education Funding Council
MSAT Medical School Admissions Test SGA Scottish Group Award
NC National Certificate SHEFC Scottish Higher Education Funding Council
NCSC National Christian Schools’ Certificate SIFP Scottish International Foundation Programme (no longer current)
NCSCB National Christian Schools’ Certificate Board SL Standard Level
NCVQ National Council for Vocational Qualifications (no longer current) SP Special Paper (no longer current)
ND National Diploma SPA Scottish Progression Award
NDAQ National Database of Accredited Qualifications SPA Supporting Professionalism in Admissions
NDTEF National Design and Technology Education Foundation SQA Scottish Qualifications Authority
NEA Northern Examining Association (no longer current) SQC Scottish Qualifications Certificate
NEAB Northern Examinations and Assessment Board (no longer current) SSAScot Sector Skills Alliance Scotland
NICATS Northern Ireland Credit Accumulation and Transfer System SSC Sector Skills Council
NICC Northern Ireland Council for the Curriculum (no longer current) STEP Sixth Term Examination Paper
NICCEA Northern Ireland Council for the Curriculum, Examinations and STUC Scottish Trade Unions Congress
Assessment (often abbreviated to CCEA) SUfI Scottish University for Industry
NISEAC Northern Ireland Schools Examinations and Assessment Council (no SUJB Southern Universities Joint Board
longer current) SVQ Scottish Vocational Qualification
NISEC Northern Ireland Schools Examinations Council (no longer current) SWAP Scottish Wider Access Programme
NNEB National Nursery Examination Board (no longer current) TD Technician Diploma
NOCN National Open College Network TEC Technician Education Council (no longer current)
NQF National Qualifications Framework TEC Training and Enterprise Council (no longer current)
NRA National Record of Achievement TOEFL Test of English as a Foreign Language
NTO National Training Organisation (now replaced by Sector Skills Council) TSA Thinking Skills Assessment
NUCCAT Northern Universities Consortium for Credit Accumulation and UACE(S) Universities Association for Continuing Education (Scotland)
Transfer
UCAS Universities and Colleges Admissions Service
NUS National Union of Students
UCCA Universities Central Council on Admissions (no longer current)
NVQ National Vocational Qualification
UCLES University of Cambridge Local Examinations Syndicate
O Ordinary level (no longer current)
UfI University for Industry
OCEAC Oxford and Cambridge Examinations and Assessment Council (no
longer current) UKCAT UK Clinical Aptitude Test
OCN Open College Network ULEAC University of London Examinations and Assessment Council (no longer
current)
OCR Oxford, Cambridge and RSA examinations
ULSEB University of London Schools Examination Board (no longer current)
OCSEB Oxford and Cambridge Schools Examination Board (no longer current)
ULSED University of London Schools Examination Department (no longer
Ofqual Office of the Qualifications and Examinations Regulator current)
OIB Option Internationale du Baccalauréat UMS Uniform Mark Scale
ONC Ordinary National Certificate UODLE University of Oxford Delegacy of Local Examinations (no longer
OND Ordinary National Diploma current)
OU Open University UUK Universities UK
PD Professional Development VCE Vocational Certificate of Education
PDA Professional Development Award WBAD Welsh Baccalaureate Advanced Diploma
PDP Professional Development Planning WJEC Welsh Joint Education Committee
YE Young Enterprise

UK QUALIFICATIONS 9
Qualifications in
England, Wales and
Northern Ireland
Introduction
PURPOSE OF THE PUBLICATION
This publication is designed to help those handling admissions in
member institutions of the applications systems administered by
UCAS (UCAS, GTTR, CUKAS and UKPASS) to understand fully the
various qualifications which applicants are likely to offer for entry
to HE in Autumn 2010.
It provides an alphabetical listing of current qualifications and a
separate listing of phased out “legacy” qualifications. It flags up
forthcoming developments, eg Phases Two, Three and Four of the
new suite of Advanced Diplomas which will be offered for entry to
HE from 2011, 2012 and 2013/4 respectively. This will help to
inform HEIs’ preparatory work of establishing and publishing their
admissions policies and entry requirements.
HE admissions offices find themselves embracing frequent
changes to the pre-HE qualifications landscape. Applicants to
HE increasingly come from diverse backgrounds and offer a
wide range of qualifications and entry routes. HE admissions
officers and staff need to be familiar with, and responsive to,
general (academic), vocational, occupational and applied
qualifications, and alternative entry routes to HE such as the
new Access to HE Diplomas, lifelong learning, work-related
learning, experiential learning (which can be accredited
through APEL), Apprenticeships etc.
They also need to be briefed on forthcoming changes to
qualifications, in order to be proactive in their response to them
and to publish their policies transparently at the earliest
opportunity.
Good practice in the HE admissions process calls for a high level
of transparency and accountability. If HE is to be able to
recognise potential and treat all applicants with equity and on
their merits, admissions officers and staff need to have a full
working knowledge and understanding of all major qualifications
and entry routes into HE. This is essential if they are to operate
fair and inclusive admissions policies and widen participation
successfully without compromising standards.
This publication is intended to be an objective and authoritative
source of information to support HEIs in operating the
admissions process professionally and equitably on the basis
of informed judgements about qualifications offered for entry
to HE. It includes information about the UCAS Tariff scores
for each qualification where these were available at the time
of writing. Further announcements will be made during
2009-10 and readers are invited to check the UCAS website
for updated information – www.ucas.ac.uk/advisers/ucas_tariff/.
It is for individual HEIs to establish their own admissions policies
and to determine the relevance or acceptability of qualifications
for entry to their programmes. HEIs are encouraged to declare
such policies clearly and openly and to consider using the UCAS
Tariff to express clearly both entry requirements and offers.
This publication will also be a valuable resource for advisers,
teachers and guidance staff in schools, colleges, Connexions and
other agencies to inform the guidance they give to potential
applicants to HE on their choice of pre-HE programme and the
currency of qualifications for entry to HE. For that purpose this
publication should be used in conjunction with the UCAS Course
Search facility on the UCAS website – www.ucas.ac.uk/
students/coursesearch/ – which gives detailed information on the
acceptability of qualifications for each course and the relevant
entry requirements. For most courses the Entry Profiles on
Course Search give more detailed information.
CHANGES FOR 2010 ENTRY
2010 entry to HE sees an unprecedented level of change to the
qualifications likely to be offered by applicants, and the majority
of UK applicants will be offering qualifications which are either
new or re-structured. Not only are there many new qualifications,
but this is the year when important changes to GCE A level affect
entry to HE for the first time.
The main changes for 2010 entry are:
g new four-unit GCE A levels in many subjects
g A* introduced in all GCE A levels, Advanced Diplomas and
Extended Project
g phase one of Advanced Diplomas and Progression Diplomas
g the Extended Project as a compulsory part of Advanced
Diplomas and greater take-up as an adjunct to GCE A level
programmes
g new Pre-U Certificates and Diplomas
g new AQA Bacc
g greater take-up of Access to HE Diplomas
g greater take-up of new National Certificates in Scotland
g introduction of new Scottish Baccalaureates in Languages
and Science
g greater take-up of Welsh Baccalaureate Qualification
g growing use of the Qualifications and Credit Framework
(QCF), the new framework for creating and accrediting
qualifications in England, Wales and Northern Ireland. It
provides a repository for credit-based units which will form
qualifications using rules of combination.
GROUP AWARDS INCLUDING DIPLOMAS
HEIs need to be aware of the challenges which increasingly arise
from the growth of group awards or baccalaureates. Existing
examples include the International Baccalaureate (IB), European
Baccalaureate (EB) and the Welsh Baccalaureate Qualification
(WBQ). To these will be added the Advanced Diploma (equivalent
to 3.5 A levels) (2010 entry), the Extended Diploma (equivalent to
4.5 A levels) (2013 entry), the Pre-U Diploma (2010 entry), the
AQA Bacc (2010 entry) and the Scottish Baccalaureate (2010
entry). For 2011 entry to HE the Welsh Baccalaureate will have
provision to incorporate the Principal Learning of Diplomas. The
latter will be accredited as a separate qualification – Principal
Learning (Wales).
The main feature of such awards is the creation of a large
coherent programme of study which will typically occupy most or
all of the learner’s time, and often include skills development and
a project. They can roughly be divided into those which consist of
purpose-built components such as the IB and the Pre-U Diploma
(where the options are made up of Pre-U Principal Subjects or a
combination of these and A levels), and those which package
existing qualifications such as the WBQ and AQA Bacc, both of
which include A levels or other existing qualifications. The WBQ
has a substantial compulsory core consisting of key skills, Wales,
Europe and the World, work-related education and personal and
social education, and options of two A levels or equivalent, while
the AQA Bacc requires completion of three A levels, an AS in
General Studies, Critical Thinking or Citizenship, the Extended
Project and curriculum enrichment.
The new Diplomas are applied qualifications which have at their
heart newly-devised Principal Learning in each Diploma subject
UK QUALIFICATIONS 11
Introduction
line and which include functional skills, personal learning and
thinking skills, work experience and a project. The Advanced
and Extended Diplomas also include Additional and Specialist
Learning (ASL) which can be chosen from a substantial catalogue
currently mainly consisting of existing qualifications. It is expected
that purpose-built ASL units will be added over time. An example
is the recently accredited qualification Mathematics for Engineers.
In general group awards provide added value and arguably
the achievement may be greater than the sum of the parts.
However, this is where challenges arise for HE admissions.
A group award such as the IB or the forthcoming Extended
Diploma is significantly larger than the typical A level entry
requirement of three A levels, and issues arise of equitable
treatment of applicants offering large programmes of study.
In the case of the IB the offer is typically based on the overall
numerical score for the qualification as a whole, but where
a group award packages existing qualifications there is the
possibility that HEIs may unpack the qualification into its
components and base entry requirements and conditional
offers on achievement in components, potentially undermining
the integrity of the award as a whole.
HEIs are urged to frame entry requirements and offers which
respect the achievement of the award as a whole, while setting
hurdles in individual components where this is considered
appropriate. Advanced and Extended Diplomas raise particular
issues over this as the grading is based on the Principal Learning
and project alone, this effectively being the same as a
Progression Diploma. While the learner is required to complete
the ASL in order to be awarded the Advanced or Extended
Diploma, it will not form part of the overall grading and will be
graded according to whatever grading system applies to the ASL
qualification offered. HEIs will therefore need to address ASL
separately in entry requirements and offers.
Breadth is a feature of group awards but can take a number of
forms. The IB requires achievement in a number of domains and
therefore guarantees substantial breadth. Typically group awards
which package existing qualifications eg AQA Bacc and WBQ do
not impose any rules of combination on the optional qualifications
and therefore the choice of A levels can provide either breadth or
specialism. The breadth in such group awards is provided by the
generic elements eg key skills, General Studies etc. The project
can contribute to breadth but may often be related to the main
subject(s) of study, and in Diplomas it is a requirement that the
project should be related to the subject line of the Principal
Learning. Diplomas have a substantial amount of applied learning
within a single subject line, but it should be noted that these lines
are themselves very broad. The ASL of Diplomas can be used
either for breadth and contrast or for additional specialism in the
subject line. Thus Diplomas can be either broad or specialised,
but in all cases they involve generic functional skills and personal
learning and thinking skills.
12 UK QUALIFICATIONS
PROJECTS
Increasingly group awards include a project which can potentially
be a valuable preparation for study within HE. This is a mandatory
feature of Diplomas, the IB (Extended Essay), the WBQ (Individual
Investigation), the Pre-U Diploma (Independent Research Report)
and the Scottish Baccalaureates (Interdisciplinary Project). In
most cases the candidate, in consultation with the centre, has
freedom of choice of topic, but for Diplomas the topic must relate
to the Principal Learning subject line, and the Scottish
Baccalaureate will require the project to be interdisciplinary.
The Extended Project will be widely available for learners taking A
levels and other qualifications and should be a valuable adjunct
to such programmes, offering potential for either breadth or
greater depth. The project can take a number of forms eg
Dissertation, Investigation/Field Study, Performance or Artefact.
However, in every case a Production Log is completed by the
learner and verified by the supervisor, and the candidate is
required to produce a written report, the evidence and a
presentation, giving structure and rigour to the process.
In the context of an A level programme the Extended Project
is not mandatory. If HEIs consider it to be of value to support
progression to HE, they are urged to encourage its uptake and
to include it in entry requirements and conditional offers if that
is felt appropriate. Entry Profiles could be used to give guidance
on good uses of the Extended Project to support progression to
particular HE courses.
FUTURE DEVELOPMENTS
By 2013 all 17 Diploma lines will be in place and learners
throughout England will have the right to access any of them. In
that context the Government anticipates rationalising provision
into the following qualification groupings:
g
GCSEs and A levels
g
Diplomas
g
Apprenticeships
g
Foundation Learning Tier
Other qualifications would be accommodated in Diploma ASL
where appropriate and would only be available on a standalone
basis if there was evidence of need as judged by the Joint
Advisory Committee for Qualifications Approval (JACQA).
In 2013 there will be a major review of qualifications to include
GCE A levels. By that time two of the three subject-based Phase
Four Advanced Diplomas, in Languages and Humanities, will have
been established and there will be evidence from the delivery of
the 14 Diplomas in Phases One to Three and the re-structured A
levels. The Advanced Diploma in Science will be offered for entry
to HE in 2014.
Detailed information on future developments of qualifications and
entry routes in Scotland, Wales and Northern Ireland is to be
found on pages 132 and 134.
The National Qualifications Framework,
Regulators, Awarding Bodies
THE NATIONAL QUALIFICATIONS FRAMEWORK
The three regulators for England, Wales and Northern Ireland,
Ofqual, DCELLS and CCEA, work to safeguard the public interest
in the standards of external qualifications and are responsible for
maintaining the integrity of the National Qualifications Framework
(NQF). The NQF enables learners to make informed judgements
on the qualifications they need and to identify clear progression
routes to their chosen career. These regulators develop and
publish criteria for the accreditation of external qualifications,
accredit external qualifications against those criteria for inclusion
in the NQF, and keep all aspects of external qualifications under
review.
Only qualifications accredited by the regulators in England, Wales
and Northern Ireland are allowed into the NQF.
The NQF aims to:
g enable learners, providers, employers and users of
qualifications to understand the range of qualifications
available
g show how different types of qualifications relate to each
other and to promote and support informed choices and
progression opportunities
g help learners of all ages and circumstances to make
informed decisions on selecting the qualification(s) that best
meet their needs.
The NQF provides learners with a clear structure. It is designed to
be coherent, transparent and inclusive, and to help users,
including admissions staff in HE. It is intended to provide clarity,
particularly when read in conjunction with the UCAS Tariff
(see Appendix B), which gives agreed numerical equivalences
between key qualifications in the NQF for England, Wales and
Northern Ireland, and also with qualifications in the framework
for Scotland.
The NQF and the criteria for the accreditation of external
qualifications were revised following public consultation and
completed in November 2003. The revised NQF and criteria were
published in the Statutory regulation of external qualifications in
England, Wales and Northern Ireland 2004, and were fully
operational from 1 September 2004.
The number of levels in the revised NQF was increased to nine
(Entry level to level 8) to improve alignment with the Scottish and
Irish frameworks. Entry level and levels 1, 2 and 3 remained
unchanged. Revised levels 4 to 8 were introduced to align with a
comparable level of demand to the five levels of QAA’s
Framework for Higher Education, in order to ease progression
between externally awarded National Qualifications Framework
qualifications and university-awarded qualifications, promoting
access, motivation and achievement in education and training.
Level 3 is the normal level of programmes offered for entry to HE.
Some qualifications, such as GCSE, cover more than one level.
The categories ‘general’, ‘vocationally related’ and ‘occupational’
were removed from the National Qualifications Framework, as
feedback on the consultation showed that these categories were
divisive and did not contribute to parity of esteem between
academic and vocational qualifications.
The table below shows how the nine levels in the revised NQF
link to the previous NQF, and provides a broad indication of how
they compare with the Framework for Higher Education
Qualifications (FEHQ) levels.

FRAMEWORK FOR NATIONAL QUALIFICATIONS NATIONAL QUALIFICATIONS

HIGHER EDUCATION FRAMEWORK (REVISED – FRAMEWORK (PREVIOUS)
QUALIFICATIONS IMPLEMENTED FROM SPRING 2004)

D (Doctoral) Doctorates 8 Vocational diplomas

M (Masters) Masters degrees, postgraduate 7 Vocational certificates and diplomas 5 Higher levels
certificates and diplomas [NVQ 5]

H (Honours) Bachelors degrees, graduate 6 Vocational certificates

certificates and diplomas and diplomas

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

Further Education, Foundation Degrees, Higher Vocational certificates and diplomas 4 Higher levels
National Diplomas [NVQ 4]

C (Certificate) Certificates of Higher Education 4 Vocational certificates

and diplomas

3 Key skills
Vocational certificates and diplomas 3 Advanced
A levels
[NVQ 3]

2 Key skills
Vocational certificates and diplomas 2 Intermediate
GCSE (Grades A*–C)
[NVQ 2]

1 Key skills
Vocational certificates and diplomas
Basic skills 1 Foundation
GCSE (Grades D–G)
[NVQ 1]

Entry Basic skills

Certificates of achievement Entry

UK QUALIFICATIONS 13
The National Qualifications Framework, Regulators, Awarding Bodies

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

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL INDICATORS

FRAMEWORK LEVEL INDICATORS EXAMPLES OF

LEVEL QUALIFICATIONS

8 Level 8 qualifications recognise leading experts or practitioners in a particular field. Learning at this level
involves the development of new and creative approaches that extend or redefine existing knowledge or Specialist awards
professional practice.

7 Level 7 qualifications recognise highly developed and complex levels of knowledge which enable the
development of in-depth and original responses to complicated and unpredictable problems and situations. Diploma in Translation;
Learning at this level involves the demonstration of high level specialist professional knowledge and is Fellowship in Music
appropriate for senior professionals and managers. Level 7 qualifications are at a level equivalent to
Masters degrees, postgraduate certificates and postgraduate diplomas.

6 Level 6 qualifications recognise a specialist high level knowledge of an area of work or study to enable the Certificate or Diploma in Management
use of an individual’s own ideas and research in response to complex problems and situations. Learning at
this level involves the achievement of a high level of professional knowledge and is appropriate for people
working as knowledge-based professionals or in professional management positions. Level 6 qualifications
are at a level equivalent to Bachelors degrees with honours, graduate certificates and graduate diplomas.

5 Level 5 qualifications recognise the ability to increase the depth of knowledge and understanding of an Diploma in Construction;
area of work or study to enable the formulation of solutions and responses to complex problems and Certificate in Performing Arts
situations. Learning at this level involves the demonstration of high levels of knowledge, a high level of
work expertise in job roles and competence in managing and training others. Qualifications at this level
are appropriate for people working as higher grade technicians, professionals or managers. Level 5
qualifications are at a level equivalent to intermediate higher education qualifications such as Diplomas of
Higher Education, Foundation and other degrees that do not typically provide access to postgraduate
programmes.

4 Level 4 qualifications recognise specialist learning and involve detailed analysis of a high level of Diploma in Sport & Recreation;
information and knowledge in an area of work or study. Learning at this level is appropriate for people Certificate in Site Management;
working in technical and professional jobs, and/or managing and developing others. Level 4 qualifications Certificate in Early Years Practice
are at a level equivalent to Certificates of Higher Education.

3 Level 3 qualifications recognise the ability to gain and, where relevant, apply a range of knowledge, skills Certificate for Teaching Assistants;
and understanding. Learning at this level involves obtaining detailed knowledge and skills. It is appropriate NVQ 3; A levels; Advanced
for people wishing to go to university, people working independently or in some areas, supervising and Extension Awards; Certificate in
training others in their field of work. Small Animal Care

2 Level 2 qualifications recognise the ability to gain a good knowledge and understanding of a subject area NVQ 2; GCSE Grades A*-C
of work or study, and to perform varied tasks with some guidance or supervision. Learning at this level Certificate in Coaching Football;
involves building knowledge and/or skills in relation to an area of work or a subject area and is appropriate Diploma for Beauty Specialists2
for many job roles.

1 Level 1 qualifications recognise basic knowledge and skills and the ability to apply learning with guidance NVQ 1; Certificate in Plastering;
or supervision. Learning at this level is about activities which mostly relate to everyday situations and may GCSE Grades D-G;
be linked to job competence. Certificate in Motor Vehicle Studies

Entry Entry level qualifications recognise basic knowledge and skills and the ability to apply learning in everyday Qualifications are offered at
situations under direct guidance or supervision. Learning at this level involves building basic knowledge Entry 1, Entry 2 and Entry 3,
and skills and is not geared towards specific occupations. in a range of subjects

1
Further information on qualifications awarded by higher education institutions is available from the Quality Assurance Agency for Higher Education (QAA) at www.qaa.ac.uk.
2
Please note that titles such as ‘Certificate’ and ‘Diploma’ are not indicators of the level of a qualification.

14 UK QUALIFICATIONS
 The National Qualifications Framework, Regulators, Awarding Bodies
PROGRESS OF ACCREDITATION OF QUALIFICATIONS
The regulators continue to accredit a broad range of
qualifications across all sector/subject areas. In September 2008,
there was a total of 8,379 accredited qualifications. Work is
progressing on the extent to which provision meets the needs of
users and to review whether there is any duplication/overlap of
qualifications or significant gaps.
DATABASE OF QUALIFICATIONS
The National Database of Accredited Qualifications (NDAQ),
available at www.accreditedqualifications.org.uk lists each
qualification and its unique qualification accreditation number
(QAN), units, level, start and end dates for the period of
accreditation, and the last date on which certification can be
awarded. The database also provides a direct link to each awarding
body, examples of progression routes and job roles, downloadable
information on qualifications and an enhanced search facility.
UNITISATION IN THE NATIONAL QUALIFICATIONS
FRAMEWORK
The revised post-16 curriculum includes unitised qualifications,
for example, GCE AS (currently two or three units) and GCE A
level (currently four or six units). Revised GCE A level criteria were
incorporated into new specifications for first teaching in 2008.
The majority of A levels became four-unit awards. New
qualifications with the same AS and A2 structure as existing
GCE qualifications were introduced to replace the VCEs for first
teaching in September 2005. The new qualifications are known
as Advanced Subsidiary and Advanced GCEs in applied subjects,
and five awards are available: AS (three AS units), AS double
award (six AS units), Advanced (three AS and three A2 units),
Advanced with additional AS (three AS and six A2 units) and
Advanced double award (six AS and six A2 units). Usually, the
smallest size of qualification taken by 16-19 learners is the AS,
with the exception of the single-unit FSMQs and key skills
qualifications (see below).
ENTRY TO HIGHER EDUCATION WITH QUALIFICATIONS
OUTSIDE THE NATIONAL QUALIFICATIONS FRAMEWORK
When the process of accreditation of qualifications within the
framework is complete, there should be few, if any, external
qualifications up to level 3 offered for entry to HE by applicants
from the UK which have not been accredited within the framework.
It is open, however, to any university or college to admit students
from any background they believe to be suitable, and the
possession of a qualification accredited within the framework is
not a prerequisite for entry. HEIs will, for example, continue to
admit adults through the APL, with European or international
qualifications, or Access to HE Diplomas.
REGULATORS
Responsibilities for statutory regulation of external qualifications
lie with three regulators.
g In England, the regulator is the Office of the Qualifications
and Examinations Regulator (Ofqual), which regulates all
external qualifications.1 Ofqual and DCELLS (in Wales) work
with the Scottish Qualifications Authority (SQA) to ensure that
National Vocational Qualifications (NVQs) and Scottish
Vocational Qualifications (SVQs) remain aligned. (Note: In
2009 the Qualifications and Curriculum Authority (QCA) was
split into the Office of the Qualifications and Examinations
Regulator (Ofqual), and the Qualifications and Curriculum
Development Agency (QCDA). Ofqual is the new regulator of
qualifications, exams and tests in England. QCDA is
responsible for developing the curriculum, improving and
delivering assessments, and reviewing and reforming
qualifications).
g In Wales, the Department for Children, Education, Lifelong
Learning and Skills (DCELLS) regulates all external
qualifications except for the formal accreditation of individual
NVQs, which is the sole responsibility of Ofqual.2
g In Northern Ireland, the regulator is the Council for the
Curriculum, Examinations and Assessment (CCEA), which
regulates external qualifications other than NVQs, which are
the responsibility of Ofqual.3
For the purposes of statutory regulation (Section 24(6) and (7) of
the Education Act 1997) an ‘external qualification’ is a
qualification that is:
g academic or vocational in nature (including a National
Vocational Qualification), but not an academic qualification at
first degree level or any comparable or higher level, and
g authenticated or awarded by an outside body (that is, a body
or person other than the institution or employer that provides
the course of education or training leading to the qualifications).
The Government’s aim is to encourage adults to achieve their full
potential through learning and to encourage more learners to
take broader but coherent programmes of study, including key
skills. Students should feel confident that consistently high
standards of quality prevail no matter which qualifications they
choose. To support these aims, the regulators, in exercising their
strategic functions, are commissioned to:
g improve access, participation, motivation and attainment in
education and training, thereby supporting the development
of individuals
g encourage lifelong learning by reviewing regularly the range
and nature of provision and clarifying the relationships
between qualifications
g accredit a range of qualifications, including broad
equivalences and progression routes
g make it easier for learners to study in breadth, to combine
and choose between different types of qualifications, and to
specialise where necessary for progression
g promote public confidence in the quality, rigour, cost-
effectiveness and consistency of standards within and across
qualifications through processes of accreditation, monitoring
and follow-up that are efficient, effective and fair.
The regulators are also responsible for matters such as
establishing subject criteria for GCE A level and AS, GCSE etc, the
accreditation of specifications drawn up by awarding bodies, and
the quality assurance arrangements for these and other
qualifications.
The QAA acts as the regulator for Access to HE in England, Wales
and Northern Ireland, having responsibility for the regulation,
quality assurance and recognition of Access Diplomas.
AWARDING BODIES
There are now 128 awarding bodies recognised by the regulators
for England, Wales and Northern Ireland, the majority of which
offer a range of types of qualification. Around half are specialist
awarding bodies with fewer than 10 accredited qualifications.
The 140 awarding bodies include the three unitary awarding
bodies in England, AQA, Edexcel and OCR, formed in order to
maintain standards in GCSE, GCSEs in vocational subjects, GCE
A level and AS qualifications, and to rationalise the provision of
specifications within subject areas.
1
Section 24 of the Education Act 1997 as amended by the Learning and Skills Act
2000 and the Education Act 2002
2
Section 30 of the Education Act 1997, as extended by the Education
(Qualifications, Curriculum and Assessment Authority for Wales) (Conferment of
Functions) Orders 1997 and 2001, and amended by the Learning and Skills Act
2000 and the Education Act 2002.
3
The Education (Northern Ireland) Order 1998
UK QUALIFICATIONS 15
The National Qualifications Framework, Regulators, Awarding Bodies
The chart below shows the relationship between former examining/awarding bodies and the current unitary awarding bodies.
AEB The Associated Examining Board
SEG Southern Examination Group
NEAB Northern
JMB Joint Matriculation Board & Northern
Examinations &
Examining Association
Assessment Board
UCLES University of Cambridge Local
Examinations Syndicate
OCEAC Oxford &
UODLE University of Oxford Delegacy of
Cambridge Examinations
Local Examinations
and Assessment Council
OCSEB Oxford & Cambridge Schools
Examination Board
RSAEB RSA Examinations Board
MEG Midland Examining Group
ULEAC University of London Examinations
& Assessment Council
Edexcel
BTEC Business & Technology
Education Council
ASSESSMENT AND QUALIFICATIONS ALLIANCE
AQA is the unitary awarding body formed in 1997 as an alliance
of AEB/SEG, City & Guilds and NEAB, to deliver GCSE, GCE and
GNVQ awards. A formal merger of AEB and NEAB into AQA took
place in April 2000.
City & Guilds continues as an independent awarding body,
offering mainly vocational qualifications. Its former GNVQ
provision was taken over by AQA.
AEB/SEG and NEAB brought to AQA their established suites of
GCSE and GCE examinations, entry level qualifications, Access
awards, Basic Tests and a range of Examinations and Tests for
Special Purposes and other schemes of assessment. These
qualifications and GNVQ awards have been certificated by AQA
since summer 1998. All new GCSE, GCE, Key Skills, entry level
and other qualifications are developed and offered by AQA.
AQA has a co-operative working relationship with the WJEC in
some GCSE and GCE subjects where AQA provides Welsh
language versions of examinations in GCSE economics, GCE
accounting, government & politics and home economics, GCE in
applied leisure studies and AEA in biology, chemistry, economics
and psychology.
AQA is the largest GCSE and GCE examination board, providing
approximately 50% of these examinations in the UK. AQA is again
working closely with City & Guilds in the development of Diplomas,
which will become generally available from September 2008 onwards.
EDEXCEL
Formed by a merger of ULEAC and BTEC in 1996, Edexcel is a
part of the Pearson Group. The awarding body offers a full range
of both general and vocational qualifications. Prior to the merger,
GCSE and A level/AS examinations were offered by ULEAC, itself
a merger of LEAG for GCSE examinations and ULSEB for
A level/AS examinations. The predecessor body to ULSEB, ULSED,
was a department of the University of London, but ULSEB and
ULEAC were independent bodies unrelated to the University.
16 UK QUALIFICATIONS
AQA Assessment and
Qualifications Alliance
Note: OCR sits alongside its
sister exam boards CIE and
Cambridge ESOL – these are all
part of Cambridge Assessment,
formerly the University of
Cambridge Local Examinations
OCR Oxford, Cambridge
Syndicate. Cambridge
and RSA Examinations
Assessment is a department of
the University of Cambridge (see
description under OCR).
Prior to and including the January 1992 examinations, certificates
were issued by the University of London; these would have
included O level and A level qualifications. However, the last
O level certificates for candidates sitting the examinations in the
UK were issued after the January 1988 examinations.
The first Advanced Supplementary certificates were issued for the
May/June 1989 examinations.
GCSE certificates for those examinations held between summer
1988 and November 1991 inclusive were issued by the LEAG.
ULEAC issued GCSE and A level/AS certificates from the
May/June 1992 examination series, until either November 1996
(GCSE) or January 1997 (A level/AS). Edexcel has issued all
GCSE and A level/AS certificates from May/June 1997.
In addition to NVQs, AVCEs, GCSEs and GCEs, Edexcel offers the
BTEC Framework of Qualifications, which extends from entry through
to level 1 to level 7, and includes vocational and vocationally related
qualifications across a wide range of occupational sectors as follows.
g Edexcel level 1 BTEC Introductory Certificate
g Edexcel level 1 BTEC Introductory Diploma
g Edexcel level 2 BTEC First Certificate
g Edexcel level 2 BTEC First Diploma
g Edexcel level 3 BTEC National Award
g Edexcel level 3 BTEC National Certificate
g Edexcel level 3 BTEC National Diploma
g Edexcel level 5 BTEC Higher National Certificate
g Edexcel level 5 BTEC Higher National Diploma
g Edexcel levels 1-3 BTEC Awards, Certificates and Diplomas
g Edexcel levels 4-6 BTEC Professional Awards, Certificates
and Diplomas
g Edexcel level 7 BTEC Advanced Professional Awards,
Certificates and Diplomas
g Digital Applications for IT Users qualifications (DiDA), the
successor to the GNVQ ICT (Foundation and Intermediate);
Diploma in Digital Applications (DiDA), Certificate in Digital
Applications (CiDA) and Award in Digital Applications (AiDA).
 Developing a Qualifications and Credit Framework throught tests and trials
Edexcel also offers qualifications internationally through London
Examinations, some of which are available to candidates in
UK centres.
OXFORD, CAMBRIDGE AND RSA EXAMINATIONS
OCR is the unitary awarding body established by the University of
Cambridge Local Examinations Syndicate (UCLES, now
Cambridge Assessment) and RSA Examinations Board (RSAEB).
From 1 October 1998, OCR took responsibility in the UK for all
qualifications offered by MEG, OCEAC and RSA. This includes
MEG Certificates of Achievement and GCSE syllabuses, OCEAC A
levels/AS and RSAEB’s NVQs and vocational qualifications. OCR
also offers a range of ‘stand-alone’ qualifications in Information
Technology, Business Skills and other vocationally oriented
subjects. In 2003, OCR introduced the OCR Nationals, a suite of
vocationally related qualifications at levels 1, 2 and 3. Since
2004, OCR has offered the Asset Languages assessment scheme
for language learners of all ages and abilities.
OCR offers the complete range of qualifications, examinations
and assessment services required by schools, colleges, training
providers and employers throughout the UK. These services are
provided in a comprehensive and coherent manner at all levels
from Entry to level 5 in all areas of the NQF.
OCR is one of the three exam boards incorporated within Cambridge
Assessment (the brand name of University of Cambridge Local
Examinations Syndicate). The Cambridge Assessment Group is
Europe’s largest assessment agency and includes University of
Cambridge International Examinations (CIE) – which is responsible
for International A levels, IGCSEs and the new Pre-U – and
University of Cambridge ESOL (English for Speakers of Other
Languages), which is the leading provider of English Language
Developing the Qualifications and Credit Framework
WHAT IS THE QUALIFICATIONS AND CREDIT FRAMEWORK
(QCF1)?
The regulators for England, Wales and Northern Ireland (Ofqual,
DCELLS and CCEA) are working together to develop a jointly
regulated Qualifications and Credit Framework (QCF).
The Qualifications and Credit Framework (QCF) is a new
framework for recognising and accrediting qualifications in
England, Wales and Northern Ireland. The framework is at the
heart of a major reform of the vocational qualifications system
designed to make the whole system both simpler to understand
and use, and more inclusive. The intention is to make both the
system and the qualifications offered far more relevant to the
needs of employers and more flexible and accessible for learners.
QCDA is working with employers to strengthen their role in
education and training through the development of the Employer
Recognition Programme (ERP). Employers can get their high
quality in-house training nationally accredited on the
Qualifications and Credit Framework (QCF) through the ERP. The
QCF awards credit for qualifications and units (small steps of
learning) and enables people to gain qualifications at their own
pace along flexible routes. Following two years of tests and trials
the QCF has now been approved for implementation.
The achievements of learners are expressed through credit,
indicating the size of the unit or qualification, and by level,
indicating the challenge. Learners are able to bank, accumulate
or transfer their credit as they progress up or across the QCF.
They are able to plan and control their own learning, opening up
different pathways and options as they move forward. All
1
In Wales the framework will form part of the Credit and Qualifications Framework for Wales (CQFW). The CQFW embraces all post-16 and higher education in Wales. Further
details can be found on www.cqfw.net. The name QCF is for the test and trial period only. The development of the QCF spans England, Wales and Northern Ireland.
Certificates. Cambridge Assessment is a department of the
University of Cambridge, and is a not-for-profit organisation.
For further information and advice on OCR GCE A level and AS,
AVCE and GCSE qualifications, and Entry level Certificates,
contact the Cambridge office. For information on OCR Nationals,
Key Skills, NVQs and vocationally related schemes, contact the
Coventry office. (See Appendix A for contact information.)
For information on Cambridge Assessment visit
www.cambridgeassessment.org.uk
THE WELSH JOINT EDUCATION COMMITTEE
WJEC was established in 1948 as a consortium of local
education authorities. Since 1997, it has been a company limited
by guarantee, owned and controlled by the 22 unitary authorities
in Wales.
WJEC offers GCE A level and AS, GCSE and Entry level
examinations to centres in England, Northern Ireland and Wales.
THE NORTHERN IRELAND COUNCIL FOR THE
CURRICULUM, EXAMINATIONS AND ASSESSMENT
CCEA was established in 1994 through the merger of the former
NISEAC and the NICC. NISEAC was formerly NISEC. CCEA advises
the Department of Education on all aspects of the curriculum and
assessment. The CCEA is also an independent awarding body
which maintains comparability with other awarding bodies by
submitting its GCSE and GCE specifications to Ofqual for
accreditation. Comparability of standards is further maintained
through the monitoring and scrutiny programmes which CCEA’s
regulatory unit commissions Ofqual to undertake on its behalf.
The Council is also responsible for conducting statutory
assessment throughout Key Stages 1, 2 and 3.
individuals’ achievements within QCF are recorded in a personal
‘learner record’, which is an accessible and useable record of all
of a learner’s credits and achievements.
The QCF also aims to aid progression from further education to
higher education.
Testing new level descriptors for the QCF
The level descriptors for the QCF provide a general, shared
understanding of learning and achievement at each of its nine
levels. As the QCF is inclusive, the level descriptors are designed
to be used across a wide range of learning contexts.
The level descriptors build on those developed through the
Northern Ireland Credit Accumulation and Transfer System
(NICATS), the existing level descriptors of the National
Qualifications Framework (NQF) and a range of level descriptors
from frameworks in the UK and internationally.
They are designed to be consistent (at higher levels) with the
levels of the Framework for Higher Education Qualifications in
England, Wales and Northern Ireland.
Learners will apply to HEIs with QCF units, qualifications and
credit. These achievements are nationally recognised and should
be considered by admissions tutors according to their current
procedures.
For more information about the QCF, please visit the QCDA
website www.qcda.gov.uk/8150.aspx
UK QUALIFICATIONS 17
Qualifications currently offered
ABC Awards level 3 Diploma in
Fashion Retail
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
This qualification has been developed in association with the
Fashion Retail Academy London. It has a uniqueness over existing
provision within this sector inasmuch as there is integrated
learning through practical application – in-store and academic
activities. This delivery and assessment approach ensures the
learners have a fulfilling experience in developing their personal
attributes along with skills and knowledge to excel in the fashion
retail industry and harbour an entrepreneurial talent.
The Diploma has achieved full status within the National
Qualifications Framework.
PREREQUISITES:
The level 2 Diploma in Fashion Retail
or
GCSE English and Mathematics Grades A – C or level 2 equivalent.
Aptitude and enthusiasm for the fashion retail industry.
6 months’ relevant work experience.
Minimum age 17 years.
NUMBER OF UNITS/STRUCTURE:
The programme consists of five mandatory units with four
additional units selected from eight available optional units.
The qualification equates to 600 GLH.
ASSESSMENT METHOD:
An internally assessed portfolio externally moderated by ABC
Awards. The Final Major Project is independently assessed and
externally moderated by ABC Awards.
GRADING SYSTEM:
Grade UCAS Tariff Points
Distinction 160
Merit 120
Pass 80
Associated Board of the Royal
Schools of Music
The Associated Board of the Royal Schools of Music (ABRSM)
conducts around 650,000 exams in more than 92 countries
around the world each year. ABRSM’s core activity is the
operation of an authoritative and internationally recognised
system of exams and assessments to encourage and motivate
players and singers at all levels through the provision of goals
and measurement of progress.
Examinations are offered in performance in 35 instruments,
singing, jazz (six instruments), music theory and practical
musicianship. The practical examination programme begins with
a preparatory test, which is designed to provide a positive
assessment of pupils after approximately nine months’ tuition.
Graded examinations start from Grade 1 and are numbered
progressively in order of difficulty to Grade 8. The practical
examinations require candidates to demonstrate proficiency in set
pieces, scales and arpeggios, sight-reading and aural skills.
Theory of music examinations aim to give students opportunities
to acquire a knowledge of the notation of western music, skills in
18 UK QUALIFICATIONS
constructing balanced rhythm patterns or completing given
melodic or harmonic structures, and an understanding of the
fundamental elements of western music, including the nature of
intervals, keys, scales and chords. Assessment is given at three
levels for each examination: pass, merit and distinction.
Beyond Grade 8, the student can progress to a series of Diploma
examinations at three levels: DipABRSM, LRSM and FRSM. At
each level there are three subject-lines: Directing, Performing and
Teaching. Each Diploma acts as a prerequisite for the next level
of Diploma and consists of two sections, the main ‘performance’
part and a second section which always contains two
requirements. At each level there is a viva voce and some written
work, a quick study for performing and teaching candidates and
an arrangement for directing candidates.
ABRSM Diploma in
Instrumental/Vocal Teaching
LRSM in Instrumental/
Vocal Teaching
FRSM in Music Education
QUALIFICATION ABBREVIATION:
DipABRSM, LRSM and FRSM
NATIONAL QUALIFICATIONS FRAMEWORK LEVELS:
DipABRSM – level 4
LRSM – level 6
FRSM – level 7
BACKGROUND:
The instrumental/vocal teaching diplomas are designed for
candidates who are intending to take up, or have already
embarked upon, the teaching of an instrument or instruments.
At each level, skills as an instrumental teacher of individuals
and/or groups are explored and assessed in increasing depth.
PREREQUISITES:
DipABRSM – ABRSM Grade 8 practical in the instrument
presented or a permitted substitution, and ABRSM Grade 6
theory (1992 syllabus).
LRSM – DipABRSM (Instrumental/vocal teaching) in the
instrument presented or a permitted substitution, and ABRSM
Grade 8 Theory (1992 syllabus).
FRSM – LRSM (Instrumental/vocal teaching) in the instrument
presented or a permitted substitution.
ASSESSMENT METHOD:
Video of teaching practice and case studies (LRSM), Written
submission, viva voce and quick study.
EXAMINATION TIMING:
Examinations are held throughout the year.
GRADING SYSTEM:
Distinction, pass or fail. Detailed criteria outlining the various
levels of achievement and attainment descriptions are included
in the syllabus.
QUALITY ASSURANCE:
A Diploma Board oversees all matters relating to Diplomas. As
well as ratifying procedures and monitoring decisions taken by
its committees, the Diploma Board advises on standards and
considers all matters of quality assurance.
 Qualifications currently offered

ABRSM Diploma in Music Subjects: piano, harpsichord, organ, violin, viola, cello, double
bass, guitar, harp, recorder, flute, oboe, clarinet, bassoon,
Direction saxophone, horn, trumpet, cornet in B flat, flugelhorn, E flat horn,
trombone, baritone, euphonium, tuba, percussion, singing.
LRSM in Music Direction PREREQUISITES:
DipABRSM – ABRSM Grade 8 practical in the instrument
FRSM in Music Direction presented or a permitted substitution.
QUALIFICATION ABBREVIATION: LRSM – DipABRSM (Music Performance) in the instrument
DipABRSM, LRSM and FRSM presented or a permitted substitution.
NATIONAL QUALIFICATIONS FRAMEWORK LEVELS: FRSM – LRSM (Music Performance) in the instrument presented
DipABRSM – level 4 or a permitted substitution.
LRSM – level 6
FRSM – level 7 ASSESSMENT METHOD:
DipABRSM and LRSM – Instrumental/vocal recital with
BACKGROUND: programme notes, viva voce and quick study.
The Music Direction Diplomas are available to directors of
instrumental groups or choirs. Live and written components FRSM – Instrumental/vocal recital, written submission, viva voce
demonstrate for assessment command of directing technique in and quick study.
rehearsal and performance, understanding of the repertoire and EXAMINATION TIMING:
knowledge of the instruments and voices within the ensemble. Examinations are held throughout the year.
PREREQUISITES: GRADING SYSTEM:
DipABRSM – ABRSM Grade 8 practical or a permitted substitution. Distinction, pass or fail. Detailed criteria outlining the various
LRSM – DipABRSM (Music Direction) or a permitted substitution. levels of achievement and attainment descriptions are included in
the syllabus.
FRSM – LRSM (Music Direction) or a permitted substitution.
QUALITY ASSURANCE:
ASSESSMENT METHOD: A Diploma Board oversees all matters relating to Diplomas. As
DipABRSM and LRSM – Rehearsal and performance with well as ratifying procedures and monitoring decisions taken by
programme notes, viva voce and arrangement. its committees, the Diploma Board advises on standards and
considers all matters of quality assurance.
FRSM – Written submission, rehearsal and performance, viva
voce and arrangement.
EXAMINATION TIMING:
ABRSM Foundation, Intermediate
Examinations are held throughout the year. and Advanced level in Music
GRADING SYSTEM: Performance; Foundation,
Distinction, pass or fail. Detailed criteria outlining the various Intermediate and Advanced level
levels of achievement and attainment descriptions are included in
the syllabus. in Music Literacy
QUALITY ASSURANCE: NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
A Diploma Board oversees all matters relating to Diplomas. As Foundation = Grades 1–3 – level 1
well as ratifying procedures and monitoring decisions taken by its Intermediate = Grades 4–5 – level 2
committees, the Diploma Board advises on standards and Advanced = Grades 6–8 – level 3
considers all matters of quality assurance.
BACKGROUND:
ABRSM’s graded examinations aim to provide a clear framework
ABRSM Diploma in Music against which to measure musical development.
They provide teachers and candidates with an authoritative and
Performance internationally recognised examination and assessment system to
encourage and motivate players and singers at all levels, from the
LRSM in Music Performance earliest stages to conservatoire entry level, through the provision
of goals and the measurement of progress.
FRSM in Music Performance
In their own time and at their own pace, candidates from widely
QUALIFICATION ABBREVIATION: diverse backgrounds and with differing aspirations can derive
DipABRSM, LRSM and FRSM benefit from the Board’s rigorous and educationally sound structure.
NATIONAL QUALIFICATIONS FRAMEWORK LEVELS: To acknowledge levels of musicianship and attainment within
DipABRSM – level 4 grades through the award of additional marks leading to Merit or
LRSM – level 6 Distinction in recognition of higher levels of:
FRSM – level 7
g technical fluency
BACKGROUND: g musical understanding
The Music Performance Diplomas are designed to reflect g interpretative insight
candidates’ day-to-day experience as performers, whether g sensitivity of response
amateur or professional. As well as demonstrating skills as a g communication skills.
soloist, from LRSM there is the opportunity to specialise in one of
three roles: orchestral performer, chamber ensemble member or Grades 1–8 are available in Music Performance (piano, violin,
keyboard accompanist. viola, cello, double bass, treble recorder, flute, oboe, clarinet,

UK QUALIFICATIONS 19
Qualifications currently offered

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

horn, trombone, baritone, euphonium, tuba, guitar, harp, The practical examinations (music performance) require
percussion and singing); musical literacy. candidates to demonstrate proficiency in set pieces, scales and
arpeggios, sight-reading and aural skills. Assessment is given at
Grades 1–5 are available in music performance (descant three levels for each examination: distinction, merit and pass.
recorder, jazz piano, jazz flute, jazz clarinet, jazz saxophone (alto 130 marks are required to pass with distinction, 120 to pass with
and tenor), jazz trumpet, jazz trombone). merit, and 100 to achieve a pass, out of a possible 150 marks.
Grades 2–8 are available in music performance (organ).
Practical Grade UCAS Tariff Points
Grades 4–8 are available in music performance (harpsichord). Grade 8 Distinction 75
Grade 8 Merit 70
Grades 6–8 are available in music performance (bass trombone).
Grade 8 Pass 55
DATE OF FIRST AWARD: Grade 7 Distinction 60
1889 Grade 7 Merit 55
Grade 7 Pass 40
PREREQUISITES: Grade 6 Distinction 45
Grade 5 in Music Literacy (Theory), Practical Musicianship or in a Grade 6 Merit 40
solo jazz subject is required when taking Grade 6 or above in Grade 6 Pass 25
Music Performance.
Theory Grade UCAS Tariff Points
ASSESSMENT METHOD:
Grade 8 Distinction 30
ABRSM’s graded examinations are assessed according to Grade 8 Merit 25
criterion-referenced methods. Assessment is based on Grade 8 Pass 20
candidates fulfilling the syllabus requirements against published Grade 7 Distinction 20
criteria for each element of the examination. The criteria are Grade 7 Merit 15
published in ABRSM’s publication These Music Exams, which is Grade 7 Pass 10
available free of charge on request or as a downloadable PDF Grade 6 Distinction 15
from www.abrsm.org/resources/these-MusicExams0607.pdf/. Grade 6 Merit 10
Assessment is, therefore, manageable, safe and appropriate to Grade 6 Pass 5
the needs of learners. It is based on candidates fulfilling criteria
QUALITY ASSURANCE:
against appropriate and carefully chosen repertoire and
supporting tests which provide a logical progression through the This is provided by the Examinations Board, which comprises
grades. two delegates from each of the Royal Schools and is chaired by
the Principal of one of the Royal Schools, with ex-officio
Assessment is by individual examiner appointed by ABRSM. membership for the Chief Executive and Chief Examiner.
ABRSM uses generalist rather than specialist examiners, ie
examiners are engaged for their overall musicianship rather than The entire assessment process takes place under the supervision
for particular instrumental/vocal expertise. of the Examinations Board which:
g ratifies the appointment and dismissal of examiners
Techniques for applying the criteria are demonstrated in depth g ratifies the appointment of examiner trainers and moderators
during initial examiner training and in the subsequent in-service g monitors all aspects of syllabus creation and development
process. g monitors all examining activity.
The entire assessment is carried out by the examiner appointed Complaints concerning the conduct of an examination or about
by ABRSM at the date and time specified. As each element of the the result must in all cases be addressed to the Quality
examination is presented, the examiner makes a written record Assurance Manager, whose decision will be final.
on the mark form which describes what has been heard and
supports the mark awarded against the criteria published for the PROGRESSION/ARTICULATION:
grade. The syllabus structure from Prep Test to Grade 8 provides a
carefully graded scheme which covers all levels. Each grade
The standard of the examination is set by the pass marks and builds progressively on the skills of the previous level to provide
examiners add or deduct marks therefrom. Marks are not a logical framework for progress.
awarded either by deduction from the maximum or by addition
from zero. Skills are assessed consistently across all the grades with
assessment components unchanged whilst demands of
Each syllabus includes an outline of what the examiner will be repertoire, technique, knowledge, ability and independence
looking for, eg for piano candidates, the examiners will pay of thought increase. ABRSM’s examinations offer a
attention to: framework for progressive musical training against periodic,
unbiased assessment.
g accuracy of notes
g accuracy of time ABRSM’s examinations are listed as entry qualifications in the
g quality of touch music department prospectuses of many universities (eg Durham,
g variety and gradation of tone Bristol, Edinburgh and Birmingham), colleges of higher education
g choice of tempo and conservatoires. In addition, they are used to illustrate the
g observance of marks of expression standards required for entry to youth orchestras, choirs and other
g rhythm similar bodies.
g phrasing and accent
g use of practical fingering. ABRSM’s graded examinations are undertaken by full-time students
aged 16 to 18 as a complement to the main qualifications studied
EXAMINATION TIMING: and for the purpose of progression to higher education.
There are three examining sessions a year (roughly in March-
April, June-July and November-December).

20 UK QUALIFICATIONS

Access to Higher Education
Diploma
QUALIFICATION ABBREVIATION:
Access to HE Diploma
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
The Access to HE Diploma stands outside the National
Qualifications Framework (NQF). It was recognised as a level 3
qualification in the Labour Force Survey and is regarded as NQF
level 3 equivalent for funding purposes.
BACKGROUND:
The Access to Higher Education Diploma replaces the Access to
HE certificate. Applicants who started an Access to HE course
prior to 2008-09 may offer the Access to HE certificate.
The first Access to HE courses were introduced in the late 1970s
to provide a route into HE for mature students. A national
framework for course recognition, now managed by the Quality
Assurance Agency for Higher Education (QAA), has been in place
since 1989. The QAA Recognition Scheme for Access to Higher
Education in England, Wales and Northern Ireland (the
Recognition Scheme) describes the regulatory and quality
assurance arrangements for Access to HE courses, which are
managed at local level by Access Validating Agencies (AVAs).
AVAs develop and validate courses through partnership
arrangements with HE and FE institutions, and act as the
awarding bodies for the Access to HE Diploma. There are
currently 15 AVAs in England and Wales, which are licensed and
regulated by QAA. Contact details for AVAs are given at
www.accesstohe.ac.uk/avas/contacts.asp
Since 2008-09, a single set of qualification specifications for the
Access to HE Diploma, relating to the application of a common
credit framework, has been adopted on all QAA-recognised
Access to HE courses, and all recognised courses now lead to the
award of the Access to HE Diploma. Full details of the
Recognition Scheme and Diploma specifications are available at
www.accesstohe.ac.uk.
All recognised Access to HE Diplomas are listed on the
Access courses database at
ava.qaa.ac.uk/Subsites/PublicSearch/search.aspx
PREREQUISITES:
Access to HE courses are intended primarily for those who have
few, if any, formal qualifications. Any specific prerequisites for
individual courses are determined at local level.
NUMBER OF UNITS/STRUCTURE:
The Access to HE Diploma is a credit-based qualification
requiring the achievement of 60 credits (with at least 45 achieved
at level 3). A course leading to the Access to HE Diploma has a
unitised structure and provides a planned, coherent programme
of study in a defined subject area. Access to HE Diplomas can be
developed in any subject approved by a validation panel, in order
to respond to student demand and HE progression opportunities.
For each separately validated Access to HE Diploma, the required
60 credits are derived from achievement on a specified set of
units (the rules of combination) which are approved at an AVA
validation panel. Typically, courses include units in several
academic subjects relevant to the particular Diploma, supported
by units in study skills and other core subjects. Units of Access to
HE Diplomas are combined in different ways, and they can vary in
size (credit value) and number. However, the total volume of 60
credits is the same for all Access to HE Diplomas.
Titles of Access to HE Diplomas indicate the subject of study in a
Qualifications currently offered
standard format, for example, Access to HE (Nursing) or Access
to HE (Business Studies). Access to HE Diplomas may also be
designed to provide HE progression opportunities to a number of
different areas, for example, Access to HE (Humanities) or Access
to HE (Combined Studies). There is no prescribed or limited set of
titles, and details of curriculum for Access to HE Diplomas are
approved locally. Diplomas issued by AVAs carry the specific
award title, and include the QAA Access to HE logo, accompanied
by the words ‘recognised by the Quality Assurance Agency for
Higher Education’.
ASSESSMENT METHOD:
QAA requires assessment methods on Access to HE courses to
provide a range of assessment experiences which are appropriate
for a preparation for HE study in the named progression route.
Student achievement for the award of the Access to HE Diploma
is verified through a system of internal and external moderation,
which is overseen and regulated by the AVA, according to
requirements made by QAA.
EXAMINATION TIMING:
Determined by the provider at local level.
DATE OF RESULT PUBLICATION:
Determined by the AVA at local level. Results are normally
available from AVAs by the end of the first week in August.
GRADING SYSTEM:
There is a common system for grading on Access to HE, which
applies to all Access to HE Diplomas, from 2009-10 onwards. It
is a system of unit grading, through which each level 3 unit
achieved by a student is given a grade of pass, merit or
distinction. Because the number and size of units is not the same
for all Access to HE Diplomas, the number of grades achieved by
students on different courses also varies. The total number of
grades therefore reflects the curriculum structure of the particular
programme of study and is unrelated to the student’s standard of
performance. Unit transcripts are issued with Access to HE
Diplomas, and these identify the set of named units achieved by
a student, together with the number of credits and grades
achieved for that unit. Grades are not aggregated or averaged.
A set of seven generic grade descriptors, specified by QAA,
identifies types of performance that are relevant to study in HE.
The descriptors provide the common definitions and a standard
reference point for grading decisions on all Access to HE
Diplomas. The award of a pass grade equates to the achievement
of the learning outcomes of the unit, and there are separate sets
of statements which identify the standard of performance
required for the achievement of merit and distinction grades. Full
details of the grading system and specific advice for HE
admissions staff about making offers is available at is available at
www.accesstohe.ac.uk
QUALITY ASSURANCE:
The quality assurance of Access to HE is managed at course level
by the AVAs, with requirements specified in QAA’s Recognition
Scheme. AVAs’ procedures and practices are monitored and
reviewed by QAA.
PROGRESSION/ARTICULATION:
The Access to HE qualification has national recognition and may
be offered for entry to any UK HE undergraduate programme.
UK QUALIFICATIONS 21
Qualifications currently offered
Advanced Apprenticeship
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
Advanced Apprenticeships (formerly known as Modern
Apprenticeships or Advanced Modern Apprenticeships) were
introduced nationally in 1995 for school leavers capable of
achieving qualifications required to operate at craft, supervisory
and technician level in industry. They are intended to increase the
number of young people achieving level 3 NVQs (and SVQs in
Scotland) as well as Key Skills, after two or three years of work or
study. Advanced apprentices pursue a mix of high quality work-
based and off-the-job training, and Apprenticeships are available
across a range of over 80 sectors of business and industry. All
advanced apprentices are employees.
In England, local Learning and Skills Councils (LSCs) are currently
responsible for organising the local delivery of Advanced
Apprenticeships but from April 2010 they will be organised by
Local Authorities.
DATE OF FIRST TEACHING:
1995
DATE OF FIRST AWARD:
1997
PREREQUISITES:
Sector Skills Councils (SSCs) and Sector Bodies are responsible
for determining and publishing entry criteria. SSCs and Sector
Bodies design the content of each Advanced Apprenticeship
along with their employers.
NUMBER OF UNITS/STRUCTURE:
Dependent upon NVQ and other qualifications in the Advanced
Apprenticeship framework. All advanced apprentices pursue a
competence element (which can be either a National Vocational
Qualification or a qualification accredited in the new Qualifications
and Credit Framework) at a minimum of level 3, Key Skills at a
level set by each sector, and additional elements including
technical certificates, defined by employers as required in their
sectors (eg underpinning knowledge and understanding as
defined by relevant vocational education qualifications). The
Apprenticeship Blueprint (2005) acknowledges that flexibility can
be achieved by moving away from the three-qualifications
approach and puts emphasis on the need for apprentices to
develop occupational competence, with the necessary
underpinning knowledge and the transferable or Key Skills with
appropriate qualifications.
ASSESSMENT METHOD:
See NVQ. Most technical certificates may be assessed by
examination.
GRADING SYSTEM:
Pass/Fail of each element of the Advanced Apprenticeship
framework: NVQ, Key Skills, technical certificate.
QUALITY ASSURANCE:
Awarding Body/Adult Learning Inspectorate.
PROGRESSION/ARTICULATION:
Progression to FE and HE, including foundation degrees.
Advanced Extension Award
QUALIFICATION ABBREVIATION:
AEA
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
22 UK QUALIFICATIONS
BACKGROUND:
AEAs were introduced for advanced level students in England,
Wales and Northern Ireland in summer 2002. They replaced
Special (S) papers and are designed to challenge the most able
advanced level students, ensuring that they are tested against
standards comparable with the most demanding found in other
countries. Candidates are assessed on their ability to apply and
communicate effectively their understanding of the subject, using
the skills of critical analysis, evaluation and synthesis.
They are available to students whatever their school or college
and whichever specification they are studying, and require no
extra content to be taught. They also help universities differentiate
between the most able candidates, particularly in subjects with a
high proportion of A grades at advanced level.
AEAs are currently available in the following 18 subjects: biology,
business, chemistry, critical thinking, economics, English, French,
geography, German, history, Irish, mathematics, physics,
psychology, religious studies, Spanish, psychology, Welsh, Welsh
Second Language.
DATE OF FIRST TEACHING:
2000
DATE OF FIRST AWARD:
2002
PREREQUISITES:
A candidate does not have to enter for the relevant awarding
body’s corresponding GCE A level. However, AEAs are aimed at
the top 10% of students nationally in each subject. QCDA’s
guidance to teachers is that they should be confident that
candidates who are entered for AEAs are likely to obtain grade A
at A level in the subject concerned.
NUMBER OF UNITS/STRUCTURE:
One unit.
ASSESSMENT METHOD:
AEAs are 100% externally assessed. There is a single national
examination available in each subject.
EXAMINATION TIMING:
June
DATE OF RESULT PUBLICATION:
August (the same time as GCE A level results)
GRADING SYSTEM:
Assessment materials and mark schemes will lead to awards on a
two-point scale: Distinction and Merit, Distinction being the higher.
Candidates who do not reach the minimum standard for Merit will
be recorded as ungraded. AEAs are included in the UCAS Tariff –
the points for AEAs are over and above those gained from the
A level grade and came into effect for entry to HE in 2006.
Grade UCAS Tariff Points
Distinction 40
Merit 20
QUALITY ASSURANCE:
All the quality assurance procedures that apply to GCE A level
and AS examinations also apply to AEAs and are covered in the
same Code of Practice.
PROGRESSION/ARTICULATION:
AEAs may be taken into account for entry to HE, particularly for
high-demand courses.
VARIANTS:
AEAs are based on GCE A level subject criteria where they exist
rather than on individual specifications.

AQA Baccalaureate
QUALIFICATION ABBREVIATION:
AQA Bacc
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The AQA Baccalaureate is an overarching qualification comprising
four elements which together demonstrate that post-16 students
have achieved success in terms of A levels and wider learning
and enrichment activities. The qualification is being piloted by
36 schools and colleges for awards in 2008 and 2009 and is
available nationally from September 2008 for first awards in
2010.
DATE OF FIRST TEACHING:
Pilot – 2007 and Main – 2008
DATE OF FIRST AWARD:
Pilot – 2008 and Main – 2010
NUMBER OF UNITS/STRUCTURE:
Four key elements:
g Depth of study – Students’ three main GCE A level choices
g Breadth of study – AS in citizenship, critical thinking or
general studies
g Extended Project qualification (EPQ) (for 2010 awards)
g Enrichment activities – at least 100 hours in two/three of the
following core areas: work-related learning, community
participation, personal development.
ASSESSMENT METHOD:
GCE A and AS levels – as per specifications.
EPQ – as per specification (internally assessed and externally
moderated).
Enrichment activities – centres’ schemes are quality assured by
AQA and students’ enrichment outcomes verified.
EXAMINATION TIMING:
Available each Summer series.
DATE OF RESULT PUBLICATION:
August
GRADING SYSTEM:
Candidates must have achieved GCSE Grades A*-C in five
subjects including Maths and English, met the AQA Baccalaureate
enrichment requirements and achieved Grade E or higher in the
AS breadth subject.
The enrichment element is graded Pass/Fail.
Overall AQA Baccalaureate grades are then determined as
follows:
Three A levels and extended project
– each at Grade E or above = AQA Bacc
– each at Grade C or above = AQA Bacc with Merit
– each at Grade A or above = AQA Bacc with Distinction.
In 2009, the grading system depends on the three depth GCE
levels.
In 2010 the EPQ grade is counted in, so four Grade As and above
= Bacc with Distinction (three depth A levels and the EPQ).
Qualifications currently offered
In both years, candidates have to achieve a Pass in their
completion of their enrichment activities and also achieve at least
a Grade E in their breadth AS. The actual breadth grade is not
however counted in to the overall Bacc grade.
The grades are the final GCE grades (the ones which will appear
on candidates’ GCE certificates) which are available to
candidates in the year that they are entered for the AQA Bacc (
generally end of Year 13). The grades could comprise units which
have been retaken. The A levels could have been taken in more
than one sitting.
QUALITY ASSURANCE:
The constituent GCEs and EPQ meet the quality assurance
requirements associated with these qualifications. AQA quality
assures the enrichment element and outcomes.
PROGRESSSION/ARTICULATION:
Students will progress to higher education, training and
employment.
Bedales Assessed Courses
BACKGROUND:
Bedales Assessed Courses (BACs) are exclusive to Bedales
School, and were devised and introduced in 2006. They replaced
the school’s previous GCSE provision in 11 subject areas, and
were a response to the perception of staff, students and parents
that GCSEs in these subjects were too restrictive, insufficiently
stimulating, and too narrowly assessed. They are designed to be
better preparation for A level, incorporate a wider range of
assessment methods, encourage more independent learning, and
stimulate cross-curricular thinking.
DATE OF FIRST TEACHING:
September 2006
DATE OF FIRST AWARD:
August 2008
PREREQUISITES:
These courses are only undertaken by students in years 10-11 of
Bedales School, an independent secondary school in Hampshire.
NUMBER OF UNITS/STRUCTURE:
There are Bedales Assessed Courses in Ancient Civilisations, Art,
Classical Music, Dance, Design, English Literature, Geography,
History, Outdoor Work, ‘Philosophy, Religion and Ethics’, and
Theatre Arts. Each student takes 2-3 courses alongside a core of
5-7 GCSEs. BACs are given the same timetable and homework
time as GCSEs. Most Bedales students thus study and are
assessed in either nine or 10 subjects.
ASSESSMENT METHOD:
A range of assessment methods is employed, including
coursework, terminal exams, oral assessment, performance and
continuous assessment
EXAMINATION TIMING:
There are assessment points throughout the two year courses.
DATE OF RESULT PUBLICATION:
Bedales School publishes the BAC results to coincide with GCSE
results in August.
GRADING SYSTEM:
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 at least as difficult to
achieve as the equivalent GCSE grade, though precise
UK QUALIFICATIONS 23
Qualifications currently offered
comparison is not possible, since assessment objectives in BACs
are tailored to the demands of each subject and are often more
focused on creativity, independence of thought and cross-
curricular awareness as well as the more traditional areas of
knowledge, understanding and evaluation.
QUALITY ASSURANCE:
Each course is internally assessed and moderated, but final
moderation is undertaken by an independent external specialist in
the subject area.
PROGRESSION/ARTICULATION:
Bedales Assessed Courses are intended to be rigorous and
stimulating preparation for sixth form study.
The British Horse Society
Qualifications
The British Horse Society (BHS) is Britain's leading equestrian
charity. It is also the governing body for professional qualifications
for those wishing to work in the horse industry. The specific aims
of the Society centre on equine welfare. The BHS achieves these
by constantly striving towards improved knowledge through
education, training and advice. It lobbies government on issues
concerning equestrian-related issues.
Equestrian Qualifications GB Limited (EQL) is a subsidiary
company of the British Horse Society and is the new Awarding
Body for Equestrian Activity. EQL awards vocational qualifications
on behalf of the BHS and awards the government-backed
Scottish/National Vocational Qualifications. EQL also awards the
UKCC Endorsed Certificates in Coaching on behalf of the British
Equestrian Federation.
EQL (BHS) Stage 3 Horse
Knowledge and Care Certificate
(BHS Groom’s Certificate)
Holders will have demonstrated their ability to look after up to
four horses in stables and at grass. During the examination,
they will have shown competent use of time and will have given
practical demonstrations, as well as showing knowledge and
understanding to the level required as outlined in the
examination syllabus.
GRADING SYSTEM:
Pass/Fail.
Grade UCAS Tariff Points
Pass 35
EQL (BHS) Stage 3 Horse
Knowledge and Riding Certificate
Holders will have demonstrated their ability to ride a variety of
horses under a variety of circumstances. They will have shown
they are tactful yet effective riders, to the level required as
outlined in the examination syllabus.
GRADING SYSTEM:
Pass/Fail.
Grade UCAS Tariff Points
Pass 35
24 UK QUALIFICATIONS
EQL (BHS) Preliminary Teacher’s
Certificate
Holders will have demonstrated their ability to apply the basic
principles of teaching and will have shown that they are able to
improve their pupil's horsemanship progressively. They will have
shown that they understand the safety procedures and principles
in the organisation of a lesson or hack, and have the ability to
give a class lesson, lunge or lead rein lesson. They will have
discussed and answered questions on various topics to the level
as outlined in the examination syllabus.
The above certificates are government recognised and are
accredited onto the National Qualifications Framework.
Stage 3 Horse Knowledge and Care Certificate, Stage 3 Horse
Knowledge and Riding Certificate and the Preliminary Teacher’s
Certificate (PTC) have each been awarded UCAS Tariff points with
effect from 2008 entry to higher education.
Holders of the PTC may convert this qualification to the new
UKCC Endorsed EQL level 2 Certificate in Coaching (Equine).
Grade UCAS Tariff Points
Pass 35
Council for Awards in Children’s
Care and Education
The Council for Awards in Children’s Care and Education (CACHE)
is an internationally recognised, specialist Awarding Body for Early
Years, Care Education and Playwork and Children’s Services.
CACHE offers qualifications from Entry level to level 4. Information
on some of CACHE’s level 3 qualifications is listed in this
publication. Further information on the full range of qualifications
is available on the CACHE website ww.cache.org.uk or by
contacting CACHE’s head office as listed in Appendix A.
CACHE Certificate for Teaching
Assistants
QUALIFICATION ABBREVIATION:
CTA-L3
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The aim of the CTA-L3 is to support the NVQ at level 3 for
Teaching Assistants, facilitate good practice and high standards in
the role of Teaching Assistants, and increase skills and knowledge.
DATE OF FIRST TEACHING:
2001
DATE OF LAST AWARD:
2008 last registration, 2011 last certification.
PREREQUISITES:
CACHE does not prescribe any formal requirements in order to
start a programme of study for the CTA-L3. Candidates should be
at least 16 years of age at the date of registration for the
qualification, show that they have an adequate level of general
education to cope with the demands of the programme and be
working in a school at a Key Stage, on either a paid, voluntary or
placement basis.

NUMBER OF UNITS/STRUCTURE:
One mandatory unit of 60 hours and one optional unit of 60
hours (choice of two options). Units can be stand-alone,
individually assessed and separately certificated.
ASSESSMENT METHOD:
Units assignments: Unit 1 is marked and internally moderated
within the centres and is subject to standards moderation. Unit 2
is externally assessed by CACHE.
EXAMINATION TIMING:
September, January, June
DATE OF RESULT PUBLICATION:
November, March, July
GRADING SYSTEM:
A–E
QUALITY ASSURANCE:
The assignment for one unit for every candidate is externally
marked by approved CACHE markers and standardised using
common grading criteria. The grade boundaries are set at an
award meeting attended by the Chief Examiner and the lead
examiners for the award. Scripts from previous years are kept
to ensure standards are maintained year-on-year.
A sample of the internally marked assignments is internally
moderated by CACHE’s moderators. Their work is monitored
through the Standards Moderation process.
PROGRESSION/ARTICULATION:
The CTA-L3, a qualification in its own right, provides the
underpinning knowledge and understanding for the NVQ level 3
for Teaching Assistants. Candidates may seek to progress to
higher level qualifications, teaching-related qualifications or QTS
as appropriate.
CACHE Certificate in Children’s
Care, Learning and
Development
QUALIFICATION ABBREVIATION:
CCCLD-L3
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The aim of the CCCLD-L3 is to support the NVQ at level 3 in
Children’s Care, Learning and Development, and facilitate good
practice and high standards for supervisory roles, competently,
safely and effectively with children aged 0-16 years.
DATE OF FIRST TEACHING:
2005
DATE OF LAST AWARD:
2010 last certification
PREREQUISITES:
Candidates should be a minimum of 16 years of age and be
working on a paid, voluntary or placement basis in the Children’s
Care, Learning and Development sector. They must also be able
to show that they have an adequate level of general education to
cope with the demands of the programme.
NUMBER OF UNITS/STRUCTURE:
Five units (each consisting of 60 hours)
All units are mandatory. Each unit can stand alone, be individually
assessed and separately certificated.
Qualifications currently offered
ASSESSMENT METHOD:
Unit 2 is assessed through a short answer paper and marked by
CACHE.
Units 1 and 3–5 are assessed through unit assignments provided
by CACHE and internally marked and moderated. Standards are
monitored through the Standards Moderation process.
EXAMINATION TIMING:
September, October, November, December, February, March, April,
May, June, July.
DATE OF RESULT PUBLICATION:
September, October, November, December, February, March, April,
May, June, July.
GRADING SYSTEM:
A–E
QUALITY ASSURANCE:
The assignment for one unit for every candidate is externally
marked by approved CACHE markers and standardised using
common grading criteria. The grade boundaries are set at an
award meeting attended by the Chief Examiner and the lead
examiners for the award. Scripts from previous years are kept
to ensure standards are maintained year-on-year.
A sample of the internally marked assignments is internally
moderated by CACHE’s moderators. Their work is monitored
through the Standards Moderation process.
PROGRESSION/ARTICULATION:
The CCCLD-L3 provides the underpinning knowledge and skills
for the NVQ level 3 in Children’s Care, Learning and
Development. Therefore, if the award is achieved alongside the
NVQ, thus making part of the Apprenticeship Framework,
candidates can consider progression to a related foundation
degree or other higher level qualification.
CACHE Certificate of
Professional Development in
Work with Children and Young
People
QUALIFICATION ABBREVIATION:
CPD-L3
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The CPD aims to provide opportunities for candidates to develop
specialist knowledge; extend specialist knowledge; progress to
more senior roles in their selected area; combine units to achieve
a qualification that may allow transfer to related areas; and gain
national standardised underpinning knowledge to progress to
higher level qualifications.
DATE OF FIRST TEACHING:
2000
DATE OF FIRST AWARD:
2002
DATE OF LAST AWARD:
2010 last certification
PREREQUISITES:
It is expected that candidates will already have a Children’s Care,
Learning and Development qualification or equivalent at level 3
that includes evidence of underpinning knowledge and
understanding in the areas of child development and education.
UK QUALIFICATIONS 25
Qualifications currently offered

NUMBER OF UNITS/STRUCTURE: DATE OF FIRST TEACHING:

Three units of 60 hours each 2007
One mandatory unit and two optional units (choice from 19 DATE OF FIRST AWARD:
optional units). Units are free-standing and can be separately 2008
certificated. NUMBER OF UNITS/STRUCTURE:
ASSESSMENT METHOD: Award – 2 units
Unit assignments: Unit 1 is externally assessed by a CACHE Certificate – 5 units
External Examiner. All other units are marked and internally Diploma – 12 units (units 1-9 are mandatory, and 3 units are
moderated within the centres and are subject to Standards chosen from units 10-21)
Moderation. ASSESSMENT METHOD:
EXAMINATION TIMING: Portfolios
September, January, June Assessment Tasks
Practice Evidence Records
DATE OF RESULT PUBLICATION: Professional Development Profiles
November, March, July Test paper
GRADING SYSTEM: GRADING SYSTEM:
A–E The overall grade for the CACHE Level 3 Award/Certificate/
QUALITY ASSURANCE: Diploma in Child Care and Education is awarded at Grades A – E.
The assignment for one unit for every candidate is externally With the exception of the multiple choice paper which is graded
marked by approved CACHE markers and standardised using pass/fail, each unit assessment and external assessment is
common grading criteria. The grade boundaries are set at an graded from A to E using grading criteria. Note that to gain the
award meeting attended by the Chief Examiner and the lead Award a student must pass the multiple choice test. To gain the
examiners for the award. Scripts from previous years are kept Certificate a candidate must pass the Award (i.e. pass the
to ensure standards are maintained year-on-year. multiple choice test) in addition to units 3-5 and sit the additional
A sample of the internally marked assignments is internally external assessment. Finally to gain the Diploma the candidate
moderated by CACHE’s moderators. Their work is monitored must pass both the Award and the Certificate, including the
through the Standards Moderation process. external assessments plus the additional units, both mandatory
and optional.
PROGRESSION/ARTICULATION:
The award can assist those who are experienced/qualified in the Those students taking the Diploma must pass the mandatory Unit
area to specialise and/or progress/transfer into related/regulatory 9 to achieve the qualification. This is different from all the other
areas or higher levels of education or training. units as it involves assessment of skills in the workplace using a
competence based approach.

CACHE Award, Certificate and These qualifications have been awarded UCAS Tariff points as
follows
Diploma in Childcare and
Award UCAS Certificate UCAS Diploma UCAS
Education Tariff Tariff Tariff
Points Points Points
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: A 30 A 110 A 360
Level 3
B 25 B 90 B 300
BACKGROUND: C 20 C 70 C 240
This qualification prepares students to work unsupervised, or in a D 15 D 55 D 180
supervisory capacity, with children and their families in a variety E 10 E 35 E 120
of settings and environments within the sector of Children’s
Services. It covers many of the National Occupation Standards in QUALITY ASSURANCE:
this area. The qualification is split into three stages Award, The examinations are externally marked by approved CACHE
Certificate and Diploma, with the Award and Certificate building markers and standardised using common grading criteria.
towards the Level 3 Diploma. It is expected that most people will
progress through the Award and Certificate to complete the A sample of the internally marked assignments is internally
Diploma in order to be able to work as an early years practitioner. moderated, and a different sample is externally moderated.

Throughout the Diploma level of the qualification, learners are

expected to participate in professional practice in a variety of CACHE Diploma in Childcare
settings in order to apply what they learn in a practical
environment. This will be assessed through Practice Evidence and Education
Records and Professional Development Profiles. QUALIFICATION ABBREVIATION:
DCE-L3
It is recommended that practical training be undertaken at all
stages (Award, Certificate and Diploma) of the qualification. To NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
become a competent practitioner, the range of training Level 3
environments should provide for a spread of experience. The
BACKGROUND:
training environments can include a learner’s place of work but
The DCE-L3 programme aims to prepare candidates to work
they must gain additional experience in placements outside their
competently, safely and effectively with children aged 0-7 years
usual work place.
11 months whilst taking into account the fact that children live in
families and communities. It will also help candidates who work

26 UK QUALIFICATIONS
 Qualifications currently offered

with older children, especially those with special needs, and A sample of the internally marked assignments is internally
prepare candidates to work in a wide range of settings with moderated, and a different sample is externally moderated by
different professionals and volunteers. CACHE’s moderators who visit each centre each year. Their work
is monitored through the Standards Moderation process.
DATE OF FIRST TEACHING:
2000 PROGRESSION/ARTICULATION:
The DCE-L3 provides the underpinning knowledge and
DATE OF FIRST AWARD:
understanding and practical competences and skills for a number
2001
of NVQ units within the NVQ level 3 in Children’s Care, Learning
DATE OF LAST AWARD: and Development and provides a sound basis of knowledge to go
2010 last certification on to higher level qualifications.
PREREQUISITES: VARIANTS:
CACHE does not prescribe any formal entry qualifications in order Candidates who have successfully completed certain approved
to start a programme of study for the DCE-L3 (but individual awards and registered for the DCE after September 2000 may be
centres may do so). Candidates must be at least 16 years old at able to enter directly into the second year of the DCE, at the
the date of registration for the qualification and have an adequate discretion of the centre.
level of general education to cope with the demands of the
programme.
NUMBER OF UNITS/STRUCTURE:
CACHE Diploma in Early Years
The full DCE-L3 consists of 12 units: Care and Education (Welsh
Units 1, 2 – 120 hours each unit
Units 3, 4, 5, 6 – 90 hours each unit
Medium)
Units 9, 10 – 30 hours each unit QUALIFICATION ABBREVIATION:
Unit 12 requires approximately 125 days of practical training. W-DEYCE-L3
An additional 90-hour personal and subject tutorial is NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
recommended. Level 3

Excluding Unit 12, each individual unit can stand alone, is BACKGROUND:
individually assessed and can be separately certificated. This W-DEYCE-L3 is offered in the medium of Welsh or
bilingually. It is designed for group leaders or those with some
ASSESSMENT METHOD: experience in Children’s Care, Learning and Development. It will
2 portfolios facilitate good practice and high standards with Cylchoedd
9 unit assignments Meithrin and all other pre-school provision. It is useful for workers
Practice evidence records across a range of early years settings in a Welsh context as it
3 professional development profiles contains an emphasis on Welsh initiatives and culture.
A test paper.
DATE OF FIRST TEACHING:
The whole qualification may be achieved through successful 2000
completion of all the required units, a Diploma Final Test Paper
DATE OF FIRST AWARD:
and satisfactory Professional Development Profiles and Practice
Evidence Records. 2002
DATE OF LAST AWARD:
EXAMINATION TIMING:
September, January, May 2010 last certification
PREREQUISITES:
DATE OF RESULT PUBLICATION:
September, February, July CACHE does not prescribe any formal requirements in order to
start a programme of study for the W-DEYCE-L3. Candidates
GRADING SYSTEM: should be at least 16 years of age at the date of registration for
Theory Grade UCAS Tariff Points the award, show that they have an adequate level of general
AA 240 education to cope with the demands of the programme and have
BB 200 some day-to-day contact with children in a group setting.
CC 160
DD 120 NUMBER OF UNITS/STRUCTURE:
EE 80 Four mandatory units (three of 60 hours and one of 30 hours).

Practical Grade UCAS Tariff Points Each unit can stand alone, be individually assessed and
A 120 separately certificated.
B 100
ASSESSMENT METHOD:
C 80
Unit assignments: Unit 2 is externally assessed by a CACHE
D 60
E 40
External Examiner. All other units are marked and internally
moderated within the centres and are subject to external
moderation.
QUALITY ASSURANCE:
The examinations are externally marked by approved CACHE EXAMINATION TIMING:
markers and standardised using common grading criteria. The September, January, June
grade boundaries are set at an award meeting attended by the
DATE OF RESULT PUBLICATION:
Chief Examiner and the lead examiners for the award. Scripts
November, March, July
from previous examinations are kept to ensure standards are
maintained year-on-year. GRADING SYSTEM:
A–E

UK QUALIFICATIONS 27
Qualifications currently offered

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

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

QUALIFICATION ABBREVIATION: BACKGROUND:

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

DATE OF FIRST TEACHING: DATE OF FIRST TEACHING:

2005 2001

DATE OF FIRST AWARD: DATE OF FIRST AWARD:

2006 2003

DATE OF LAST AWARD: DATE OF LAST AWARD:

2010 last certification 2010 last certification

PREREQUISITES: PREREQUISITES:
No formal entry requirements. However, candidates must be aged CACHE does not prescribe any formal entry qualifications in order
16 or over at the time of registering for the award. to start a programme of study for the DPPW-L3, but candidates
should be at least 16 years of age at the date of registration.
NUMBER OF UNITS/STRUCTURE: Candidates’ literacy and numeracy is expected to be at GCSE
One unit of 12 hours and four units of 30 hours each. level or equivalent.
Individual units are free-standing and can be separately NUMBER OF UNITS/STRUCTURE:
certificated. Three mandatory units of 60 hours
ASSESSMENT METHOD: Each unit can stand alone, be individually assessed and
Unit 1 is assessed by a multiple-choice question paper. Units 2–5 separately certificated.
are assessed through an assignment that is set by CACHE and
marked by the centre. ASSESSMENT METHOD:
Unit assignments: Unit 1 is externally assessed by CACHE. All
EXAMINATION TIMING: other units are marked and internally moderated within the
September, October, November, December, February, March, April, centres and are subject to monitoring through the Standards
May, June, July, or as required electronically. Moderation process.
DATE OF RESULT PUBLICATION: EXAMINATION TIMING:
September, October, November, January, February, March, April, September, January, June
May, June, July.
DATE OF RESULT PUBLICATION:
GRADING SYSTEM: November, March, July
A–E
GRADING SYSTEM:
QUALITY ASSURANCE: A–E
The assignment for one unit for every candidate is externally
marked by approved CACHE markers and standardised using QUALITY ASSURANCE:
common grading criteria. The grade boundaries are set at an The assignment for one unit for every candidate is externally
award meeting attended by the Chief Examiner and the lead marked by approved CACHE markers and standardised using
examiners for the award. Scripts from previous years are kept common grading criteria. The grade boundaries are set at an
to ensure standards are maintained year-on-year. award meeting attended by the Chief Examiner and the lead

28 UK QUALIFICATIONS
 Qualifications currently offered

examiners for the award. Scripts from previous years are kept to PROGRESSION/ARTICULATION:
ensure standards are maintained year-on-year. This diploma will enable candidates to progress towards a
Foundation Degree in Playwork or BA Honours in Playwork.
A sample of the internally marked assignments is internally
moderated by CACHE’s moderators. Their work is monitored
through the Standards Moderation process. CACHE Diploma in Pre-School
PROGRESSION/ARTICULATION: Practice
This award can provide entrance towards the NVQ level 3 in
Children’s Care, Learning and Development. Candidates may also QUALIFICATION ABBREVIATION:
seek to progress to higher level qualifications as appropriate. DPP-L3
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
CACHE level 3 Diploma in
BACKGROUND:
Playwork The qualification is designed primarily to prepare candidates to
QUALIFICATION ABBREVIATION: work at supervisory level with pre-school groups and playgroups
DP-L3 whilst taking into account the fact that children live in families
and communities. Its main focus is on the needs of children aged
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
from 1 to 5 years, who may be in sessional or, increasingly,
Level 3
extended full-day care.
BACKGROUND:
DATE OF FIRST TEACHING:
The aims of the DP-L3 are to explore different techniques of
2000
observation as well as extend the candidate’s theoretical skills
enabling them to manage play settings. DATE OF FIRST AWARD:
2002
DATE OF FIRST TEACHING:
2006 DATE OF LAST AWARD:
2010 last certification
DATE OF LAST AWARD:
2012 last certification PREREQUISITES:
CACHE does not prescribe any formal requirements in order to start
PREREQUISITES:
a programme of study for the DPP-L3. Candidates must be 16
CACHE does not prescribe any formal entry qualifications in order
years of age at the date of registration for the qualification, show
to start a programme of study for the DP-L3, however candidates
that they have an adequate level of general education to cope with
must be at least 16 years old at the date of registration. CACHE
the demands of the programme and be working with children in a
recommends that candidates have a related study of a course at
pre-school setting either as a volunteer or in paid employment.
level 2, an adequate level of general education to cope with the
demands of the programme, a minimum of 50 hours of NUMBER OF UNITS/STRUCTURE:
experience in a playwork setting and have day-to-day contact Three mandatory units of 60 hours and one optional unit of 60
with children in a playwork setting. hours (choice of three option units). Each unit can stand alone,
be individually assessed and separately certificated.
NUMBER OF UNITS/STRUCTURE:
Six mandatory units of 60 recommended learning hours. ASSESSMENT METHOD:
Unit assignments: Unit 1 is externally assessed by a CACHE
ASSESSMENT METHOD:
External Examiner. All other units are marked and internally
Unit assignments: Unit 1 is externally assessed by a CACHE
moderated within the centres and are subject to Standards
External Examiner. All other units are subject to Standards
Moderation.
Moderation.
EXAMINATION TIMING:
EXAMINATION TIMING:
September, January, June
September, January, June
DATE OF RESULT PUBLICATION:
DATE OF RESULT PUBLICATION:
November, March, July
November, March, July
GRADING SYSTEM:
GRADING SYSTEM:
A–E
A–E
QUALITY ASSURANCE:
QUALITY ASSURANCE:
The assignment for one unit for every candidate is externally
The assignment for one unit for every candidate is externally
marked by approved CACHE markers and standardised using
marked by approved CACHE markers and standardised using
common grading criteria. The grade boundaries are set at an
common grading criteria. The grade boundaries are set at an
award meeting attended by the Chief Examiner and the lead
award meeting attended by the Chief Examiner and the lead
examiners for the award. Scripts from previous years are kept
examiners for the award. Scripts from previous years are kept
to ensure standards are maintained year-on-year.
to ensure standards are maintained year-on-year.
A sample of the internally marked assignments is internally
A sample of the internally marked assignments is internally
moderated, and a different sample is externally moderated by
moderated, and a different sample is externally moderated by
CACHE’s moderators. Their work is monitored through the
CACHE’s moderators. Their work is monitored through the
Standards Moderation process.
Standards Moderation process.

UK QUALIFICATIONS 29
Qualifications currently offered
PROGRESSION/ARTICULATION:
The DPP-L3 provides the underpinning knowledge and
understanding, and practical competences and skills for a
number of whole NVQ units within the NVQ level 3 in Children’s
Care, Learning and Development. Candidates may also seek to
progress to higher level qualifications as appropriate.
CACHE level 3 NVQ in Health
and Social Care
QUALIFICATION ABBREVIATION:
HSC-L3
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The aim of the HSC-L3 is to provide a mixture of units in Care,
Early Years and Management for people working with children
and young people up to 18 years old.
DATE OF FIRST TEACHING:
2005
DATE OF LAST AWARD:
2011 last certification
PREREQUISITES:
CACHE does not prescribe any formal requirements in order to
study the HSC-L3. Candidates should be at least 16 years of age,
show an adequate level of general education to cope with the
programme and either have experience of day or domiciliary care
settings or be registered as a foster carer.
NUMBER OF UNITS/STRUCTURE:
The qualification is made up of four mandatory units and four
optional units. All eight units must be finished in order to gain
the qualification.
ASSESSMENT METHOD:
An approved assessor will visit the candidate in their workplace
to assess their practical competence, knowledge and
understanding. The candidate will need to submit a portfolio to
show their competence in all areas of the qualification.
GRADING SYSTEM:
Pass
QUALITY ASSURANCE:
CACHE ensures the quality of the NVQ process by the use of
internal and external verification. The objective of internal
verification is to check that the assessment judgements show
competence in each area, and ensure that the candidate is
working at the correct level. The external verifier will check on
the qualifications and vocational competence of the assessors
and the internal verifiers. In addition the external verifier will
monitor the assessment judgements of assessors by using a
sampling strategy covering all units, all assessors, all candidates
and all assessment methods, regularly over time. This process is
used to maintain high quality qualifications.
The external verifier visits each CACHE centre a minimum of
twice a year. During centre visits external verifiers will monitor
adherence to the Qualification and Curriculum Development
Authority (QCDA) criteria for Centre Approval and ensure that
quality assurance processes and procedures are rigorously
adhered to, as in Statutory Regulations 2004 and NVQ Code of
Practice 2006.
This ensures the integrity of the qualifications.
30 UK QUALIFICATIONS
PROGRESSION/ARTICULATION:
The HSC-L3 award will allow candidates to progress both
within and between the health and care sectors. Candidates
may also seek progress to higher level qualifications in a
foundation degree.
CACHE level 4 NVQ in Children’s
Care, Learning and Development
QUALIFICATION ABBREVIATION:
CCLD-L4
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 4
BACKGROUND:
The aim of the CCLD-L4 is to provide a National Vocational
Qualification for candidates who work or wish to work with
children aged 0-16 years. The award helps to recognise
candidates’ specialist learning and helps develop their career.
DATE OF FIRST TEACHING:
2005
DATE OF LAST AWARD:
2011 last certification.
PREREQUISITES:
It is expected that candidates will be working in settings or
services at a senior level in face-to-face roles with children,
young people and families.
NUMBER OF UNITS/STRUCTURE:
The qualification is made up of four mandatory units and five
optional units. All nine units must be finished in order to gain
the qualification.
ASSESSMENT METHOD:
An approved assessor will visit candidates’ workplaces to
assess their work. Candidates will meet their assessor on
a regular basis.
GRADING SYSTEM:
Pass
QUALITY ASSURANCE:
CACHE ensures the quality of the NVQ process by the use of
internal and external verification. The objective of internal
verification is to check that the assessment judgements show
competence in each area, and ensure that the candidate is
working at the correct level.
The external verifier will check on the qualifications and
vocational competence of the assessors and the internal verifiers.
In addition the external verifier will monitor the assessment
judgements of assessors by using a sampling strategy covering
all units, all assessors, all candidates and all assessment
methods, regularly over time. This process is used to maintain
high quality qualifications.
The external verifier visits each CACHE centre a minimum of
twice a year. During centre visits external verifiers will monitor
adherence to the Qualification and Curriculum Development
Authority (QCDA) criteria for Centre Approval and ensure that
quality assurance processes and procedures are rigorously
adhered to, as in Statutory Regulations 2004 and NVQ Code of
Practice 2006.
This ensures the integrity of the qualifications.
PROGRESSION/ARTICULATION:
The qualification will allow candidates to go on and take a higher
level qualification such as a foundation degree. The qualification
 Qualifications currently offered

can also be used to work as a child-minding network coordinator more information, or wish to discuss the Cambridge Pre-U,
or a centre manager. please contact the awarding body at international@cie.org.uk

University of Cambridge
International Examinations Cambridge International Level 3
University of Cambridge International Examinations (CIE) is the Pre-U Certificate in Subject
world's largest provider of international qualifications for 14-19-
year-olds. As a not-for-profit organisation, CIE is committed to (Short Course)
making high quality education available all around the world. CIE NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
qualifications are available in over 150 countries. It is part of Level 3
Cambridge Assessment, formerly the University of Cambridge
Local Examinations Syndicate (UCLES). CIE operates alongside BACKGROUND:
OCR, which provides examination and assessment services in the The Cambridge Pre-U Short Course is available in a range of
UK, and Cambridge ESOL (English for Speakers of Other Modern Foreign Languages and can be taken in the first or
Languages) which delivers a portfolio of qualifications for people second year of study. They are offered in order to encourage
learning English. students to develop a broad subject portfolio. The Certificate
(Short Course) has been accredited by Ofqual as having 180
Guided Learning Hours.
Cambridge International Level 3 DATE OF FIRST TEACHING:
Pre-U Certificate in Subject 2008
(Principal) DATE OF FIRST AWARD:
2009
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3 ASSESSMENT METHOD:
The assessment is linear, with all examinations being taken at the
BACKGROUND: end of the one-year study period.
The Cambridge Pre-U Certificate, developed by University of
Cambridge International Examinations (CIE), aims to prepare GRADING SYSTEM:
young people for success in their undergraduate studies. The Grade UCAS Tariff Points
qualification is different from A level in several respects. The D1 To be confirmed
D2 To be confirmed
certificates are available from a range of 26 subject syllabuses
D3 60
that will provide opportunities for students to go deeper into their
M1 53
chosen specialisms, and assessment will be more stretching at
M2 46
the top end. The Certificate (Principal) has been accredited by M3 39
Ofqual as having 380 Guided Learning Hours. Students may P1 32
choose to combine subjects to form part of the Cambridge Pre-U P2 26
Diploma (see section on Cambridge Pre-U Diploma). P3 20

DATE OF FIRST TEACHING:

2008 Ofqual will regulate the qualifications and ensure that the
standard of D3 is aligned to the standard of Grade A at AS level
DATE OF FIRST AWARD: and the standard of the P3 is aligned to the standard of a
2010 Grade E at AS.
ASSESSMENT METHOD: Further information on the Cambridge Pre-U, including
The assessment is linear, with all examinations being taken at the syllabuses, may be found by going to the CIE website on
end of the two-year study period www.cie.org.uk/cambridgepreu). If you have questions, would like
GRADING SYSTEM: more information, or wish to discuss the Cambridge Pre-U,
Grade UCAS Tariff Points please contact the awarding body at international@cie.org.uk
D1 To be confirmed
D2 145
D3 130 Cambridge Pre-U Diploma
M1 115
M2 101 BACKGROUND:
M3 87 University of Cambridge International Examinations (CIE) has
P1 73 developed a new qualification called the Cambridge Pre-U
P2 59 Diploma, which aims to prepare young people for success in their
P3 46 undergraduate studies.

Ofqual will regulate the qualifications and ensure that the
standard of D3 is aligned to the standard of Grade A at A level
and the standard of the P3 is aligned to the standard of a Grade
E at A level.
Further information on the Cambridge Pre-U, including
syllabuses, may be found by going to the CIE website on
www.cie.org.uk/cambridgepreu). If you have questions, would like
The qualification is different from A level in several respects. The
Cambridge Pre-U Diploma includes subject syllabuses that will
provide opportunities for students to go deeper into their chosen
specialisms, assessment will be more stretching at the top end,
and there is greater scope for independent research. The
assessment is linear, with all examinations for Principal Subjects
being taken at the end of the two-year study period.
DATE OF FIRST TEACHING:
2008

UK QUALIFICATIONS 31
Qualifications currently offered

DATE OF FIRST AWARD: and arts and humanities), plus the option of research projects.
2010 AICE draws upon the full portfolio of Cambridge’s post-16
NUMBER OF UNITS/STRUCTURE:
provision (A level, AS level and a smaller half-credit programme
Students will have the opportunity to qualify for the overarching in English unique to AICE). The individual choice of subjects within
Diploma by taking the core component (comprising the global these areas is intended to provide a flexible, comprehensive and
perspectives portfolio and the independent research report) plus integrated curriculum programme.
three principal subjects. This will provide a holistic, challenging GRADING SYSTEM:
and rigorous preparation for university study. The core is also A candidate needs to take and pass subjects equivalent to a
available as a stand-alone qualification. minimum of six credits to obtain the AICE Diploma. The credit
ASSESSMENT METHOD:
rating of counting qualifications is A level = 2, AS level = 1, AICE
The Cambridge Pre-U Diploma is scored separately, by Half Credit = 0.5 and Research Projects = 1.
aggregation of results in three principal subjects and the core The AICE Diploma is awarded on the basis of a points system, as
component (the two components of the core each having half the shown in the following table:
weight of a principal subject). Principal subjects will be given a
maximum of 24 marks and global perspectives and the Grade A level Points AS Points
independent research report a maximum of 12 each with the A 120 60
Diploma as a whole a mark out of 96. B 100 50
C 80 40
D 60 30
E 40 20

Grade Principal Subject Global Short Course

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

32 UK QUALIFICATIONS

Cambridge International General
Certificate of Secondary
Education
QUALIFICATION ABBREVIATION:
IGCSE
BACKGROUND:
IGCSE was developed by CIE and introduced in 1988 primarily as
a qualification for overseas candidates. It aims to prepare
students for further academic success, including progression to
A and AS level study. The qualification is equivalent in standard to
GCSE and may be considered acceptable at Grades A, B or C in
lieu of GCSE on a subject for subject basis. Detailed information
may be obtained from CIE.
ASSESSMENT METHOD:
The IGCSE is assessed on an eight-point scale of grades: A* – G.
Since 1994, there has been an additional grade of A starred (A*)
to reflect a level of performance above Grade A, and to reward
outstanding achievement.
Full information is available from CIE.
Cambridge International
Diplomas
BACKGROUND:
Cambridge International Diplomas (formerly Cambridge Skills and
Career Awards) assess the practical application of career-based
knowledge across a range of business-focused areas. Cambridge
International Diplomas at Advanced level are equivalent to A level,
and Cambridge International Diplomas at Standard level are
equivalent to GCSE.
Diplomas satisfying university matriculation requirements in lieu
of A level are:
g Cambridge International Diploma in Business (Advanced
level)
g Cambridge International Diploma in Travel and Tourism
(Advanced level)
g Cambridge International Diploma in Computing.
The Cambridge International Diplomas in IT Skills and ICT are of a
more practical application, and candidates presenting these
qualifications at Foundation and Standard level can be considered
to have fulfilled their IT Key Skills requirements.
NUMBER OF UNITS/STRUCTURE:
Diplomas are modular in structure, and to achieve a full Diploma
at a given level, candidates need to pass both the compulsory
core modules and the requisite number of optional modules.
ASSESSMENT METHOD:
The assessment methods include written examinations and
assignments, all externally assessed by Cambridge.
GRADING SYSTEM:
Successful Diploma candidates are awarded Distinction, Merit
and Pass, where Distinction level may be taken as performance
equivalent to the award of A level Grade B, Merit to Grade C and
Pass to Grade D. Three types of certification can be awarded –
Full Diploma, Core Module and Optional Modular. Institutions are
advised to accept only those applicants presenting a Full
Diploma.
Qualifications currently offered
City & Guilds
City & Guilds offers qualifications at eight levels, as follows:
8 Fellowship (FCGI)
7 Membership (MCGI)/Master Professional Diploma/Level 5 NVQ/SVQ/
Level 5 vocational awards
6 Graduateship (GCGI)/Associateship (ACGI)
5 IVQ Advanced Technician Diploma/Full Technological Diploma
4 Licentiateship (LCGI)/Higher Certificate/Higher Level Study Skills
3 Level 3 NVQ/SVQ/Vocational/General Education/IVQ Technician Diploma/
IVQ Advanced Diploma
2 Level 2 NVQ/SVQ/Diploma of Vocational Education (Foundation)/General
Education Technician Certificate/IVQ Diploma/IVQ Technician Certificate
1 Level 1 NVQ/SVQ / Vocational Award/ IVQ Certificate.
International Vocational Qualifications (IVQs)
International Vocational Qualifications (IVQs) measure candidates’
underpinning knowledge of a subject and their ability to apply this
knowledge in a work context within the chosen occupational
area. IVQs offer a progressive structure and are available at NQF
levels 1-5.
City & Guilds Level 5 IVQ
Advanced Technician Diploma
QUALIFICATION ABBREVIATION:
IVQ ATD
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 5
BACKGROUND:
The QCDA definition of level 5 is competence that involves the
application of skills and a significant range of fundamental
principles across a wide and often unpredictable variety of
contexts. Very substantial personal autonomy and often significant
responsibility for the work of others and for the allocation of
substantial resources feature strongly, as do personal
accountabilities for analysis and diagnosis, design, planning,
execution and evaluation.
Available in a range of subjects. Candidates will be able to
demonstrate high levels of knowledge, a high level of work
expertise in job roles and competence in managing and training
others. Qualifications at this level are appropriate for people
working as higher grade technicians, professionals or managers.
ASSESSMENT METHOD:
Written examinations: set and marked by City & Guilds
Written/ practical assignments: set by City & Guilds, marked by
the centre, externally verified by City & Guilds.
GRADING SYSTEM:
Written examinations: Distinction, Merit, Pass
Written assignments: Distinction, Merit, Pass
Practical assignments: Pass
QUALITY ASSURANCE:
Internal and external verification.
PROGRESSION/ARTICULATION:
Degrees/employment.
UK QUALIFICATIONS 33
Qualifications currently offered
City & Guilds Level 3 IVQ
Advanced Diploma
QUALIFICATION ABBREVIATION:
IVQ AD
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The QCDA definition of level 3 is competence in a broad range of
varied work activities performed in a wide variety of contexts,
most of which are complex and non-routine. There is
considerable responsibility and autonomy, and control or
guidance of others is often required. level 3 represents an
advance or specialisation within a given occupation beyond the
usual accepted minimum standard and sometimes attracts
further formal industrial recognition.
Available in a range of subjects. Candidates will have acquired a
well-developed ability to absorb and communicate technical
information about the target subject, including a mastery of some
of the advanced mathematical and scientific principles involved.
Success at this level denotes skilled work of a complex nature
and the ability to undertake a supervisory role.
ASSESSMENT METHOD:
Written examinations: set and marked by City & Guilds
Written/ practical assignments: set by City & Guilds, marked by
the centre, externally verified by City & Guilds.
GRADING SYSTEM:
Written examinations: Distinction, Merit, Pass
Written assignments: Distinction, Merit, Pass
Practical assignments: Pass
QUALITY ASSURANCE:
Internal and external verification.
PROGRESSION/ARTICULATION:
Degrees/employment.
City & Guilds Level 3 IVQ
Technician Diploma
QUALIFICATION ABBREVIATION:
IVQ TD
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The QCDA definition of level 3 is competence in a broad range of
varied work activities performed in a wide variety of contexts,
most of which are complex and non-routine. There is
considerable responsibility and autonomy, and control or
guidance of others is often required. level 3 represents an
advance or specialisation within a given occupation beyond the
usual accepted minimum standard and sometimes attracts
further formal industrial recognition.
Available in a range of subjects. Candidates will have acquired a
well-developed ability to absorb and communicate technical
information about the target subject, including a mastery of some
of the advanced mathematical and scientific principles involved.
Success at this level denotes skilled work of a complex nature
and the ability to undertake a supervisory role.
ASSESSMENT METHOD:
Written examinations: set and marked by City & Guilds
Written/ practical assignments: set by City & Guilds, marked by
the centre, externally verified by City & Guilds.
34 UK QUALIFICATIONS
GRADING SYSTEM:
Written examinations: Distinction, Merit, Pass
Written assignments: Distinction, Merit, Pass
Practical assignments: Pass
QUALITY ASSURANCE:
Internal and external verification.
PROGRESSION/ARTICULATION:
Degrees/employment.
City & Guilds Level 2 IVQ
Diploma
QUALIFICATION ABBREVIATION:
IVQ D
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 2
BACKGROUND:
The QCDA definition of level 2 is competence in a significant
range of varied work activities, performed in a variety of contexts.
Some of the activities are complex or non-routine, and there is
some individual responsibility or autonomy. Collaboration with
others, perhaps through membership of a work group or team,
may often be a requirement.
Available in a range of subjects. Candidates will have acquired an
ability to understand and communicate more advanced technical
information than needed for the Technician Certificate about the
target subjects and to describe the principles of the subjects’
complex systems. Success at this level recognises competence in
a more demanding range of activities which require a degree of
individual responsibility.
ASSESSMENT METHOD:
Written examinations: set and marked by City & Guilds
Written/ practical assignments: set by City & Guilds, marked by
the centre, externally verified by City & Guilds.
GRADING SYSTEM:
Written examinations: Distinction, Merit, Pass
Written assignments: Distinction, Merit, Pass
Practical assignments: Pass
QUALITY ASSURANCE:
Internal and external verification.
PROGRESSION/ARTICULATION:
Level 3 qualifications/employment.
City & Guilds Level 2 IVQ
Technician Certificate
QUALIFICATION ABBREVIATION:
IVQ TC
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 2
BACKGROUND:
The QCDA definition of level 2 is competence in a significant
range of varied work activities, performed in a variety of contexts.
Some of the activities are complex or non-routine, and there is
some individual responsibility or autonomy. Collaboration with
others, perhaps through membership of a work group or team,
may often be a requirement.
Available in a range of subjects. Candidates will have acquired an
ability to understand and communicate more advanced technical
information than needed for the Technician Certificate about the

target subjects and to describe the principles of the subjects’
complex systems. Success at this level recognises competence in
a more demanding range of activities which require a degree of
individual responsibility.
ASSESSMENT METHOD:
Written examinations: set and marked by City & Guilds
Written/ practical assignments: set by City & Guilds, marked by
the centre, externally verified by City & Guilds.
GRADING SYSTEM:
Written examinations: Distinction, Merit, Pass
Written assignments: Distinction, Merit, Pass
Practical assignments: Pass
QUALITY ASSURANCE:
Internal and external verification.
PROGRESSION/ARTICULATION:
Level 3 qualifications/employment.
City & Guilds Level 1 IVQ
Certificate
QUALIFICATION ABBREVIATION:
IVQ C
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 1
BACKGROUND:
The QCDA definition of level 1 is competence in the performance
of a range of varied work activities, most of which may be routine
and predictable.
Available in a range of subjects. Candidates will have acquired an
ability to understand and communicate basic information about
the target subjects in spoken, written and computer form and by
means of diagrams, charts and statistics. Success at this level
indicates the ability to perform basic or routine activities which
provide the broad foundation for progression.
ASSESSMENT METHOD:
Written examinations: set and marked by City & Guilds
Written/ practical assignments: set by City & Guilds, marked by
the centre, externally verified by City & Guilds.
GRADING SYSTEM:
Written examinations: Distinction, Merit, Pass
Written assignments: Distinction, Merit, Pass
Practical assignments: Pass
QUALITY ASSURANCE:
Internal and external verification.
PROGRESSION/ARTICULATION:
Level 2 qualifications/employment.
Qualifications currently offered
City & Guilds Level 5 Full
Technological Certificate
QUALIFICATION ABBREVIATION:
FTC
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 5
BACKGROUND:
The QCDA definition of level 5 is competence that involves the
application of skills and a significant range of fundamental
principles across a wide and often unpredictable variety of
contexts. Very substantial personal autonomy and often significant
responsibility for the work of others and for the allocation of
substantial resources feature strongly, as do personal
accountabilities for analysis and diagnosis, design, planning,
execution and evaluation.
The Full Technological Certificate has been replaced by the Full
Technological Diploma.
City & Guilds Level 5 Full
Technological Diploma
QUALIFICATION ABBREVIATION:
FTD
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 5
BACKGROUND:
The QCDA definition of level 5 is competence that involves the
application of skills and a significant range of fundamental
principles across a wide and often unpredictable variety of
contexts. Very substantial personal autonomy and often significant
responsibility for the work of others and for the allocation of
substantial resources feature strongly, as do personal
accountabilities for analysis and diagnosis, design, planning,
execution and evaluation.
Candidates will be able to demonstrate high levels of knowledge,
a high level of work expertise in job roles and competence in
managing and training others. Qualifications at this level are
appropriate for people working as higher grade technicians,
professionals or managers.
The Full Technological Diploma is available for the following
qualifications:
g IVQs in Engineering (2565)
g IVQs in Telecommunication Systems (2730)
g IVQs in Motor Vehicle Engineering (3905)
g Technician IVQs in the Construction Industry (6165)
g IVQs in Applied Information Technology (7235)
g IVQs in Electrical and Electronic Engineering (8030-2000).
PREREQUISITES:
In order to obtain an FTD, the candidate must hold both an IVQ
Technician Diploma and an IVQ Advanced Technician Diploma in
the relevant subject, have a job role of a supervisory nature and
provide a portfolio of evidence which documents at least two
years’ appropriate work experience.
Holders of the FTC who wish to obtain an FTD must sit and be
successful in the relevant IVQ Technician Diploma and IVQ
Advanced Technician Diploma assessments and also satisfy the
practical portfolio element.
UK QUALIFICATIONS 35
Qualifications currently offered

City & Guilds Advanced EXAMINATION TIMING:

No external examination.
Professional Certificate GRADING SYSTEM:
QUALIFICATION ABBREVIATION: Distinction, Merit, Pass.
APC
QUALITY ASSURANCE:
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: External moderation.
Level 3
PROGRESSION/ARTICULATION:
BACKGROUND: Foundation Degrees/Degrees/Employment.
This is a bridging qualification to facilitate access to level 4
qualifications. It is aimed at people in work or with access to
work placement. Senior Awards
PREREQUISITES: City & Guilds’ Senior Awards (levels 4 to 8) have been specifically
Level 2 qualification designed to provide an employment-based route to higher level
NUMBER OF UNITS/STRUCTURE: qualifications. They provide formal recognition of professional and
Six units are required to complete the full qualification. Individual technical achievements in the public services, industry and
units can be certificated separately. commerce.

ASSESSMENT METHOD: Senior Awards are not appropriate for accreditation on the NQF,
Centre-devised assignments assessed by City & Guilds external so City & Guilds has allocated the nearest comparable level on
moderators. the NQF
GRADING SYSTEM: Fellowship (FCGI)
Distinction, Merit, Pass The highest award conferred by City & Guilds. It recognizes
outstanding professional achievement in demanding
QUALITY ASSURANCE:
appointments.
External moderation
PROGRESSION/ARTICULATION: Membership (MCGI)
Higher Professional Diploma or other sub-degree programme/ At the same level as a master’s degree, professional or senior
employment. managerial status.
Graduateship (GCGI)/Associateship (ACGI)
At the same level as a first degree. The ACGI is a parallel award
Higher Level Qualifications exclusively for students of the City & Guilds College, who have
graduated with an engineering or computing degree of the
Imperial College of Science, Technology and Medicine.
City & Guilds Higher Professional
Licentiateship (LCGI)
Diploma At the same level as HNC or the first level of a degree
QUALIFICATION ABBREVIATION: programme, and at a supervisory management level.
HPD
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 4
Diploma
BACKGROUND: NATIONAL QUALIFICATIONS FRAMEWORK LEVELS:
Equivalent to first year of a degree and available through part- Foundation Diploma – level 1
time or full-time delivery. Higher Diploma – level 2
Progression Award – level 3
Qualifications provide the opportunity for candidates to select both Advanced Diploma – level 3
higher level technical units and those focusing on management. Extended Diploma – level 3
The target audience is candidates in work or with access to work BACKGROUND:
placement who: The February 2005 14-19 Education and Skills White Paper
g require the vocational knowledge and skills within our called for reforms to the 14-19 curriculum and qualifications
qualifications to enable them to work effectively at a including the development of a suite of Diplomas. This has been
managerial level in their sector described as the most important change to England’s
g require a qualification which validates, confirms and qualification system in a generation. Its aim is to provide learners
consolidates their professional expertise in England with a major new alternative to the current academic
g are seeking a progression route which will facilitate entry to and vocational qualifications. From 2013 all learners in England
a related degree programme. will have a new 14-19 entitlement, and it is the Government’s
expectation that 14-19 year olds will have the option of
PREREQUISITES: Diplomas, GCSEs and A levels, Apprenticeships, and the
Level 3 qualification Foundation Learning Tier (to support students at lower levels).
NUMBER OF UNITS/STRUCTURE:
Diplomas are applied qualifications, which combine both the
Twelve units are required to complete the full qualification. academic and vocational and are contextualized to a range of
Individual units can be certificated separately. industry sectors through work-related learning. They are designed
ASSESSMENT METHOD: to provide progression routes into both employment and HE and
Centre-devised assignments which are externally moderated by are being developed by Diploma Development Partnerships
City & Guilds. (DDPs) led by the relevant Sector Skills Councils working with

36 UK QUALIFICATIONS

QCDA, Ofqual and the awarding bodies. While employers have a
major role in the development, HE is also actively involved. It is
widely accepted that the new Diplomas must meet HE's
requirements for progression.
Diplomas are designed to promote diversity, opportunity and
inclusion by offering high-quality, credible, industry-relevant
applied learning, alongside general learning, with real
opportunities to practise skills. The applied nature of Diplomas
requires learning through the experience of applying knowledge
and skills to tasks or contexts that have many of the
characteristics of real work. Critical to applied learning and
successful attainment are processes, particularly planning and
reviewing, that support experiential learning and give learners the
opportunity to reflect on their work-related experiences, to draw
out and articulate lessons learnt (both generalised and specific),
and then apply their learning to new situations or activities. The
effective engagement of learners in activity, review and
application is intended to provide depth and meaning to learning,
and enhance employability.
The process of creating Diplomas requires a review of existing
qualifications and it is anticipated that the best of those
qualifications (or units from them) will be included within the
Diplomas, eg as additional or specialist learning. DCSF has
recently conducted a consultation on a proposed 14-19
qualifications strategy.
Diplomas are available at Levels 1, 2 and 3.
The Foundation Diploma (Level 1) is equivalent to five GCSEs at
grades D – G.
The Higher Diploma (Level 2) is equivalent to seven GCSEs at
grades A* – C.
The Advanced Diploma (Level 3) is equivalent to three and a half
A levels and includes principal and generic learning, six personal
learning and thinking skills (PLTS), functional skills, a project,
work experience and a choice of additional and specialist learning
(ASL).
The Progression Award (Level 3) is a smaller award equivalent in
size to two and a half A levels. It includes the principal learning
and generic learning sections of the full Advanced Diploma, but
excludes the additional/specialist learning.
The Extended Diploma is being developed for introduction from
2011 to give students even greater choice and stretch, adding to
the range of options that the Diploma already offers. At Level 3 it
is expected to be equivalent to four and a half A levels.
Development of the Diploma is taking place in phases as follows:
Phase One – for first teaching in September 2008 and entry to
HE in 2010:
g
Creative and Media
g
Construction and the Built Environment
g
Engineering
g
Society, Health and Development
g
IT.
Phase Two – for first teaching in 2009 and entry to HE in 2011:
g
Environmental and Land-Based Studies
g
Manufacturing and Product Development
g
Hair and Beauty
g
Business Administration and Finance
g
Hospitality.
Qualifications currently offered
Phase Three – for first teaching in 2010 and entry to HE in 2012:
g
Public Services
g
Sport and Leisure
g
Retail
g
Travel and Tourism.
Phase Four – for first teaching in 2011 and entry to HE in 2013:
g
Humanities and Social Sciences (for first teaching in 2011
and entry to HE in 2013)
g
Languages and International Communication (for first
teaching in 2011 and entry to HE in 2013)
g
Science (for first teaching in 2012 and entry to HE in 2014).
All 17 Diplomas will be available throughout England by 2012,
and by 2013 all students in England will have a statutory
entitlement to access any Diploma of their choice. This will be
achieved through the delivery of Diplomas by consortia of
providers, and the Department for Children, Schools and Families
(DCSF) has established the Gateway process for the approval of
consortia. A Diploma availability geographical search tool is
available at: http://yp.direct.gov.uk/diplomas/where_to_study/
where_can_i_study/.
STRUCTURE OF DIPLOMAS
The Diploma is a composite qualification made up of:
g
Principal learning
g
Generic learning including functional skills and personal
learning and thinking skills (PLTS)
g
Work experience
g
Extended project
g
Additional and specialist learning (ASL) (not Progression
Diploma).
PRINCIPAL LEARNING
Principal learning is specific to the Line of Learning that a learner
chooses, for example Creative and Media. It comprises a number
of units covering different aspects of the Line of Learning and
carries a mandatory 50 per cent applied learning requirement –
ie learning by doing, set in a work-related context. Students will
acquire an awareness of a broad employment sector in addition
to work-relevant knowledge, skills and understanding.
The principal learning is consistent in size across all Diplomas, ie
240 guided learning hours (GLH) at Level 1, 420 GLH at Level 2
and 540 GLH at Level 3. It is assessed by a mixture of internal
and external assessment. For the Level 3 Diploma the proportion
of external assessment will be up to a third.
GENERIC LEARNING
Generic learning is common across all Diploma Lines of Learning.
It includes a core of skills required by employers and HE – six
personal, learning and thinking skills and functional skills in
English, mathematics and ICT.
The Personal, Learning and Thinking Skills (PLTS) framework
includes skills which require learners to be:
1 independent enquirers
2 creative thinkers
3 reflective learners
4 team workers
5 self-managers
6 effective participators.
Learners will develop and apply all these skills through the
principal learning. The skills will be assessed as they appear in
each Diploma, rather than separately. The project and work
experience will provide further opportunities to apply these skills.
UK QUALIFICATIONS 37
Qualifications currently offered

FUNCTIONAL SKILLS DATE OF FIRST AWARD:

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

38 UK QUALIFICATIONS

Diploma in Digital Applications/
Certificate in Digital Applications/
Award in Digital Applications
QUALIFICATION ABBREVIATION:
DIDA
CIDA
AIDA
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Levels 1 and 2
BACKGROUND:
g Successor to GNVQ ICT (Foundation and Intermediate)
g Mapped against the e-Skills National Occupational Standards
for IT Users and the National Curriculum Programme of Study
in ICT
g Practical approach used to develop a body of skills and
knowledge
g Promotes creative use of digital applications
g Work submitted for moderation in an e-portfolio.
Edexcel Qualifications in Digital Applications for IT Users are
part of the levels 1 and 2 provision of the National Qualifications
Framework (NQF).
They are designed to:
g develop students’ ability to select and use digital applications
appropriately and produce high quality outcomes
g enable students to demonstrate their knowledge and skills
through purposeful application.
Their broad objectives are to:
g give students the technical knowledge, skills and
understanding they need to use digital applications
competently
g equip students with some of the skills they will need in the
workplace or in further education or training
g promote learning through work-related contexts
g use e-portfolios as tools for learning and assessment
g develop an awareness of ethical, social, economic and
political consequences of the use of and access to digital
applications for individuals, organisations and society.
DATE OF FIRST TEACHING:
September 2005, following pilot 2004
DATE OF FIRST AWARD:
2006 (one-year programmes)
NUMBER OF UNITS/STRUCTURE:
Award in Digital Applications is equivalent to one GCSE and is
available at levels 1 and 2. The Award consists of Unit 1 Using ICT.
Certificate in Digital Applications is equivalent to two GCSEs and
is available at levels 1 and 2. The Certificate is composed of Unit
1 and a further unit chosen from Unit 2 Multimedia, or Unit 3
Graphics, or Unit 4 ICT and Enterprise.
Diploma in Digital Applications is equivalent to four GCSEs and is
available at levels 1 and 2. The Diploma is composed of all four
units – Unit 1 Using ICT, Unit 2 Graphics, Unit 3 Multimedia, Unit
4 ICT and Enterprise.
Qualifications currently offered
Diploma in Foundation Studies
(Art and Design)
Note: individual awarding bodies’ titles are as follows –
ABC: Diploma in Foundation Studies in Art, Design and
Media
Edexcel: BTEC Foundation Diploma in Art and Design
UAL: Foundation Diploma in Art and Design
WJEC: Diploma in Foundation Studies (Art, Design and
Media)
QUALIFICATION ABBREVIATION:
FAD (not used by WJEC)
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The FAD programme was created in the 1960s to prepare
students for degree-level study in art and design. It has
traditionally been viewed as a post-school qualification that is
normally taken in sixth form colleges, FE colleges and HEIs. The
qualification was redesigned in 2000, and from September 2000
has been accredited by QCDA and offered as a progression
qualification for HE and/or employment. It has consistently been a
most successful route for entry to degree-level studies in studio-
based art and design.
Four awarding bodies offer the level 3 FAD: ABC Awards (ABC),
Edexcel, the Welsh Joint Education Committee (WJEC) and
University of the Arts, London (UAL).
A high proportion of FADs are located in FE colleges, although it
is also available in some HEIs and a small number of schools and
sixth form colleges.
The programme is normally offered as a one-year full-time
programme, or as a two-year part-time programme.
It is designed to:
g enhance students’ capacity to learn and develop those
faculties and skills which lead to self-reliant learning
g develop students’ critical awareness of the contemporary
visual world and related contexts and the relationship of
contemporary practice to historical, cultural, environmental
and social influences
g develop students’ intellectual curiosity through critical
understanding and advanced learning using appropriate
methods such as a reflective journal and interaction between
self and others
g develop students’ ability in methods of creative production by
maintaining an open mind towards the exploration of new
ideas through risk taking
g connect to the workplace and employers through the
encouragement of participation in ‘live projects’ wherever
relevant to the specification
g provide a context in which students are able to identify and
interpret their strengths and direction through a continuous
diagnostic and progressive exploration of skills and concepts
central to art, design, craft and communication practice
g develop students’ understanding and awareness of the
opportunities and demands of study in art, design, craft and
communication in order to translate potential and ability into
realisable goals within higher education, chosen employment
or industry liaison opportunity.
DATE OF FIRST TEACHING:
2000
UK QUALIFICATIONS 39
Qualifications currently offered

DATE OF FIRST AWARD: Edexcel can offer a Certificate of Unit Credit for any of the
2001 completed units 1 to 7.
PREREQUISITES:
Although not mandatory, the majority of students have at least Edexcel level 2 BTEC
two A levels. This requirement does not apply to mature students
who are assessed according to individual circumstances. First Certificate
NUMBER OF UNITS/STRUCTURE: NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
ABC: 8 units including at least one at level 4 Level 2
Edexcel: 9 units including two at level 4 BACKGROUND:
UAL: 7 units including one at level 4 Many major professional bodies recognise Edexcel’s BTEC
WJEC: 3 units including one at level 4. qualifications for exemption from professional examinations
ASSESSMENT METHOD: and/or entry to full corporate membership. In some professions,
All FAD programmes are externally assessed. ABC and Edexcel the Edexcel BTEC qualification is the main route to professional
operate an external assessment model hosted through the qualifications. Because employers and professional bodies are
confirmatory stage, WJEC operates through the FMP (Final Major heavily involved in the design of Edexcel BTEC qualifications, they
Project). Throughout the programme, a student’s progress is are recognised in industry and commerce. Some programmes
benchmarked through internal assessment. have been approved to run in-company at training centres to
meet the particular company needs.
EXAMINATION TIMING:
Summer term The Edexcel level 2 BTEC First Certificates are designed to
provide specialist work-related qualifications in a range of
DATE OF RESULT PUBLICATION:
sectors. They are unit-based qualifications that focus on
Certificates can be released from mid-July. particular aspects of employment within a vocational sector. The
GRADING SYSTEM: level 2 BTEC First Certificate offers a qualification that can extend
Distinction, Merit and Pass the study and provide vocational emphasis for learners following
a GCSE or Applied GCSE (Double Award) route or a combination
Final stage only is graded in the ABC and Edexcel specifications. of both in their main programme of study. Equally the Edexcel
WJEC weights each unit at 25%, with clear assessment strands level 2 BTEC First Certificate offers a focused qualification for
and descriptors for each unit culminating in a final assessment, learners, particularly more mature learners, who wish to follow a
weighted 50%. shorter programme of study that is directly related to their work
experience, or to an aspect of employment that they wish to
The following points for FAD came into effect for entry to HE from
move into in due course.
2006.
Grade UCAS Tariff Points
There are key aspects within the new Edexcel level 2 BTEC
Distinction 285 First Qualifications.
Merit 225 g The qualifications all have a specialist focus
Pass 165 g All units are internally assessed and verified
g The BTEC First Certificates have the equivalence on the
QUALITY ASSURANCE: DCSF Attainment Tables to two GCSEs (A* – C)
ABC Awards g There is an overall qualification grading for certification
All centres offering the qualification receive two visits: one by an g Some of the qualifications have been accredited as
ABC examiner and one by an ABC adviser. Reports written by Technical Certificates
advisers and examiners are forwarded to the National Lead
Examiner who reports findings and key issues to the ABC DATE OF FIRST TEACHING:
National Advisory Group and the Independent Steering Group, 2004
which is made up of representatives from the three awarding DATE OF FIRST AWARD:
bodies. Regional meetings are used to disseminate actions by 2005
these groups.
STRUCTURE OF QUALIFICATION:
Edexcel g Includes core and specialist units.
Edexcel external examiners review the statements of intent eight g Unit size is based on 30, 60, 90 or 120 guided learning
weeks prior to the examination visit and provide the centre with a hours, with a qualification size of 180 guided learning
feedback report. Examination visits to review the final major hours.
projects take place by negotiation with the centres.
ASSESSMENT METHOD:
WJEC All units are internally assessed and externally verified.
WJEC external assessment takes place in June each year.
Moderator-examiner reports are returned to centres and the The assessment is criterion-referenced, based on the
issues are carried forward to annual Boards of Study attended achievement of specified outcomes.
by all centres. GRADING SYSTEM:
PROGRESSION/ARTICULATION:
The grading of units is at Pass, Merit or Distinction. These are
Progression is largely into higher education and employment. detailed as part of the documents for certification.
Each qualification will have an overall grade of Pass, Merit or
VARIANTS:
Distinction, and since September 2006 a Distinction* grade has
ABC can offer a Certificate of Unit Credit to students who
been available.
complete units 1 to 7.

40 UK QUALIFICATIONS

QUALITY ASSURANCE:
External verification and National Standards Sampling quality
assurance is undertaken as follows.
g Guidance and unit specification
To promote consistency, the awarding body issues standards
for programme/unit outcomes, content, assessment and
guidance on teaching and learning methods, programme
design and assessment.
g Approval
Any centre (college, university, school or company) wishing to
offer the qualification has to gain approval for that
qualification by demonstrating that specified resources
and quality criteria are met, both for the centre and the
qualification.
g External verification
The awarding body appoints an external verifier (pre-HE
provision) or senior subject examiner (HE provision) to
every sector programme that it approves. These are
experienced practitioners, normally with occupational
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 strategies
that are valid and reliable
g national standards of the qualifications are maintained
g the consistency of the qualifications nationally is
monitored using national comparisons.
Before any awards are issued, an external verifier must confirm
that national standards are being applied consistently and
certification is valid. Verification is undertaken using a range of
methods, including visits and remote sampling. Sampling of
students’ work is undertaken for all programmes.
PROGRESSION/ARTICULATION:
The qualifications have been developed to provide learners with
a preparation for employment, to provide career development
opportunities for those already in work and to enable progression
and continuation of study in the vocational area (to any associated
level 3 vocational-related qualification or to a level 2 or 3
occupationally competent qualification (NVQs)).
Edexcel level 2
BTEC First Diploma
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 2
BACKGROUND:
Many major professional bodies recognise Edexcel’s BTEC
qualifications for exemption from professional examinations
and/or entry to full corporate membership. In some professions,
the Edexcel BTEC qualification is the main route to professional
qualifications. Because employers and professional bodies are
heavily involved in the design of Edexcel’s BTEC qualifications,
they are recognised in industry and commerce. Some
programmes have been approved to run in-company at training
centres to meet the particular company needs.
The Edexcel level 2 BTEC First Diplomas are designed to provide
specialist work-related qualifications in a range of sectors. They are
unit-based qualifications that focus on particular aspects of
employment within a vocational sector. The level 2 BTEC First
Diploma offers a qualification which can extend the study and
provide vocational emphasis for learners following a GCSE or
Applied GCSE (Double Award) route or a combination of both in
their main programme of study. Equally the Edexcel level 2 BTEC
First Diploma offers a focused qualification for learners, particularly
Qualifications currently offered
more mature learners, who wish to follow a shorter programme of
study that is directly related to their work experience or to an
aspect of employment that they wish to move into in due course.
There are key aspects within the new Edexcel level 2 BTEC
First Qualifications.
g The qualifications all have a specialist focus.
g All units are internally assessed and verified.
g The BTEC First Diplomas have the equivalence on the DCSF
Attainment Tables to four GCSEs (A* – C).
g There is an overall qualification grading for certification.
g Some of the qualifications have been accredited as Technical
Certificates.
DATE OF FIRST TEACHING:
2003
DATE OF FIRST AWARD:
2004
NUMBER OF UNITS/STRUCTURE:
g The structures include core and specialist units.
g Unit size is based on 30, 60, 90 or 120 guided learning
hours within a qualification size of 360 guided learning
hours.
ASSESSMENT METHOD:
All units are internally assessed and externally verified.
The assessment is criterion-referenced, based on the
achievement of specified outcomes.
GRADING SYSTEM:
The grading of units is at Pass, Merit and Distinction, which are
detailed as part of the documents for certification. Each qualification
will have an overall grade awarded at Pass, Merit or Distinction
and since September 2006 a Distinction* grade has been
available.
QUALITY ASSURANCE:
External verification and National Standards quality assurance is
undertaken as follows:
g Guidance and unit specification
To promote consistency, the awarding body issues standards
for programme/unit outcome, content, assessment and
guidance on teaching and learning methods, programme
design and assessment.
g Approval
Any centre (college, university, school or company) wishing to
offer the qualification has to gain approval for that qualification
by demonstrating that specified resources and quality criteria
are met, both for the centre and the qualification.
g External verification
The awarding body appoints an external verifier (pre-HE
provision) to every sector programme which it approves.
These are experienced practitioners, normally with
occupational 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 strategies
that are valid and reliable
g national standards of the qualifications are maintained
g the consistency of the qualifications nationally is
monitored using national comparisons.
Before any awards are issued, an external verifier must confirm
that national standards are being applied consistently and
certification is valid.
Verification is undertaken using a range of methods, including
visits and remote sampling. Sampling of students’ work is
undertaken for all programmes.
UK QUALIFICATIONS 41
Qualifications currently offered
PROGRESSION/ARTICULATION:
The qualifications have been developed to provide learners with
a preparation for employment, to provide career development
opportunities for those already in work and to enable progression
and continuation of study in the vocational area (to any associated
level 3 Vocational-Related Qualification or to a level 2 or 3
Occupationally Competent Qualification (NVQs))
Edexcel BTEC Short Courses
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Levels 1–7
BACKGROUND:
The BTEC short course framework is flexible, supporting and
enabling a range of different progression purposes. The
framework was designed to:
g support lifelong learning and achievement
g provide access to qualification pathways
g provide the means of approving programmes that assess
knowledge, understanding and skills development
g provide flexibility in terms of target audience, modes of
delivery and assessment regimes
g facilitate career progression and updating.
A number of new BTEC short course qualifications have been
devised, which are included within the NQF. For each qualification:
g there is a very specialist focus
g the structure normally comprises core and specialist units
g units are normally 30, 60, 90 or 120 guided learning hours
g sizes across levels 1–7 are normally: Award up to 90 hours,
Certificate up to 180 hours, and Diploma up to 300 hours
g level is indicated by 1, 2, 3, 4, 5, 6 or 7
g assessment is internal or external, depending on individual
structures.
ASSESSMENT METHOD:
Qualifications within the short course framework are assessed,
externally verified and recognised through national certification.
This is supported by a credit transcript, which records and
explains achievement at each of the levels of units undertaken.
QUALITY ASSURANCE:
External verification and National Standards Sampling quality
assurance is undertaken as follows:
g Guidance and unit specification
To promote consistency, the awarding body issues standards
for programme/unit outcomes, content, assessment and
guidance on teaching and learning methods, programme
design and assessment.
g Approval
Any centre (college, university, school or company) wishing
to offer the qualification has to gain approval for that
qualification by demonstrating that specified quality criteria
are met, both for the centre and the qualification.
g External verification
The awarding body appoints an external verifier (pre-HE
provision) or subject examiner (HE provision) to every sector
programme that it approves. These are experienced
practitioners, normally with occupational 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 strategies
that are valid and reliable
g national standards of the qualifications are maintained
g the consistency of the qualifications nationally is
monitored using national comparisons.
42 UK QUALIFICATIONS
Before any awards are issued, an external verifier must confirm
that national standards are being applied consistently and
certification is valid. Verification is undertaken using a range of
methods, including visits and remote sampling. Sampling of
students’ work is undertaken for all programmes. Some
programmes are permitted to report on their own sampling activity
rather than be subject to a second central sample in each year.
PROGRESSION /ARTICULATION
The framework is designed to be compatible with the NQF and
allows the learner to access and progress through further and
higher qualifications or training.
Edexcel level 3 BTEC
National Award
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
Many major professional bodies recognise Edexcel’s BTEC
qualifications for exemption from professional examinations
and/or entry to full corporate membership. In some professions,
the Edexcel BTEC qualification is the main route to professional
qualifications. Because employers and professional bodies are
heavily involved in the design of Edexcel’s BTEC qualifications,
they are recognised in industry and commerce. Some
programmes have been approved to run in-company at training
centres to meet the particular company needs.
The Edexcel level 3 BTEC National Award is a 360-guided learning
hours unit-based specialist qualification that focuses on particular
aspects of employment within the vocational sector. As such, the
award offers a qualification which can extend study and provide
vocational emphasis for learners following an Applied GCE or GCE
route or a combination of both in their main programme of study.
Equally, the Edexcel level 3 BTEC National Award offers a focused
qualification for learners, particularly more mature learners, who
wish to follow a shorter programme of study that is directly related
to their work experience or to an aspect of employment that they
wish to move into. It is broadly equivalent to one GCE A level.
The Edexcel level 3 BTEC National qualifications are designed to
provide specialist work-related qualifications in a range of sectors. The
qualifications have been developed to provide learners with a
preparation for employment, to provide career development
opportunities for those already in work and to enable progression and
continuation of study in the vocational area, through further or higher
education. The Edexcel level 3 BTEC National qualifications link to the
Occupational Standards for the sector where these are appropriate
and are supported by the relevant Sector Skills Council (SSC).
DATE OF FIRST TEACHING:
2002
DATE OF FIRST AWARD:
2003
NUMBER OF UNITS/STRUCTURE:
Total of 360 guided learning hours
ASSESSMENT METHOD:
All units are internally assessed and externally verified.
GRADING SYSTEM:
Grade UCAS Tariff Points
D 120
M 80
P 40

GRADING ADDITIONAL INFORMATION:
Each unit is assessed and graded at Distinction, Merit or Pass.
The qualification will have an overall grade awarded at
Distinction, Merit or Pass.
QUALITY ASSURANCE:
External verification and National Standards Sampling quality
assurance is undertaken as follows:
g Guidance and unit specification
To promote consistency, the awarding body issues standards
for programme/unit outcome, content, assessment and
guidance on teaching and learning methods, programme
design and assessment.
g Approval
Any centre (college, university, school or company) wishing to
offer the qualification has to gain approval for that qualification
by demonstrating that specified resources and quality criteria
are met, both for the centre and the qualification.
g External verification
The awarding body appoints an external verifier (pre-HE
provision) to every sector programme which it approves.
These are experienced practitioners, normally with
occupational 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 strategies
that are valid and reliable
g national standards of the qualifications are maintained
g the consistency of the qualifications nationally is
monitored using national comparisons.
Before any awards are issued, an external verifier must confirm
that national standards are being applied consistently and
certification is valid.
Verification is undertaken using a range of methods, including
visits and remote sampling. Sampling of students’ work is
undertaken for all programmes.
PROGRESSION/ARTICULATION:
To any associated level 4 or 5 vocationally related qualification,
including degrees, or to a level 3 or 4 vocationally related
qualification or occupationally competent qualification (NVQs).
Edexcel level 3 BTEC
National Certificate
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
Many major professional bodies recognise Edexcel’s BTEC
qualifications for exemption from professional examinations
and/or entry to full corporate membership. In some professions,
the Edexcel BTEC qualification is the main route to professional
qualifications. Because employers and professional bodies are
heavily involved in the design of Edexcel’s BTEC qualifications,
they are recognised in industry and commerce. Some
programmes have been approved to run in-company at training
centres to meet the particular company needs.
The Edexcel level 3 BTEC National Certificate is a 720-guided
learning hours unit-based specialist work-related qualification
that covers the key knowledge and practical skills required in the
vocational sector and also offers different emphasis through the
choice of specialist units. It is broadly equivalent to two GCE
A levels or the 12-unit AVCE. The qualification offers an engaging
programme for 16-19-year-olds who are clear about the area of
employment they wish to enter. Such learners may wish to extend
Qualifications currently offered
their programme through the study of a related GCE or other
qualification. Alternatively, their access to suitable work situations
may allow learners to achieve an NVQ qualification or individual
NVQ units in the vocational sector. For adult learners the Edexcel
level 3 BTEC National Certificate offers a specialist work-related
qualification to confirm and extend their work experience if they
are or have been employed in the sector. It also provides a
suitable qualification for those wishing to change career or move
into a particular area of employment following a career break.
This qualification provides opportunities which enable progression
and continuation of study in the vocational area through further or
higher education.
DATE OF FIRST TEACHING:
2002
DATE OF FIRST AWARD:
2003
NUMBER OF UNITS/STRUCTURE:
Total of 720 guided learning hours
ASSESSMENT METHOD:
All units are internally assessed and externally verified.
GRADING SYSTEM:
Grade UCAS Tariff Points
DD 240
DM 200
MM 160
MP 120
PP 80
GRADING ADDITIONAL INFORMATION:
Each unit is assessed and graded at Distinction, Merit or Pass.
The qualification will have one of five overall grades awarded,
as above.
QUALITY ASSURANCE:
External verification and National Standards Sampling quality
assurance is undertaken as follows:
g Guidance and unit specification
To promote consistency, the awarding body issues standards
for programme/unit outcome, content, assessment and
guidance on teaching and learning methods, programme
design and assessment.
g Approval
Any centre (college, university, school or company) wishing to
offer the qualification has to gain approval for that qualification
by demonstrating that specified resources and quality criteria
are met, both for the centre and the qualification.
g External verification
The awarding body appoints an external verifier (pre-HE
provision) to every sector programme which it approves.
These are experienced practitioners, normally with
occupational 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 strategies
that are valid and reliable
g national standards of the qualifications are maintained
g the consistency of the qualifications nationally is
monitored using national comparisons.
Before any awards are issued, an external verifier must confirm
that national standards are being applied consistently and
certification is valid.
Verification is undertaken using a range of methods, including
visits and remote sampling. Sampling of students’ work is
undertaken for all programmes.
UK QUALIFICATIONS 43
Qualifications currently offered

PROGRESSION/ARTICULATION: QUALITY ASSURANCE:

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

DATE OF FIRST TEACHING:

2002 Edexcel level 5 BTEC Higher
DATE OF FIRST AWARD:
2003
National Certificate
QUALIFICATION ABBREVIATION:
NUMBER OF UNITS/STRUCTURE:
Total of 1080 guided learning hours BTEC HNC
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
ASSESSMENT METHOD:
All units are internally assessed and externally verified. Level 5
BACKGROUND:
GRADING SYSTEM:
BTEC HNCs are currently designed to equip students with the
Grade UCAS Tariff Points
knowledge, understanding and skills required for success in
DDD 360
current and future employment or for progression to an
DDM 320
DMM 280
undergraduate degree, NVQs and/or professional body
MMM 240 qualifications. These vocationally related qualifications will enable
MMP 200 students to meet changing circumstances, whether these arise
MPP 160 from a shift in their own sphere of employment, promotion to
PPP 120 supervisory or management roles or from general changes in
business/professional practices, technological advances or the
GRADING ADDITIONAL INFORMATION: work environment.
Each unit is assessed and graded at Distinction, Merit or Pass.
The qualification will have one of seven overall grades awarded, DATE OF FIRST TEACHING:
as above. The first BTEC NQF HNCs were introduced in 2003.
DATE OF FIRST AWARD:
2004
PREREQUISITES:
Learners should have a profile of qualifications and/or experience
that shows an ability to progress to a level 5 qualification. For

44 UK QUALIFICATIONS

learners who have recently been in education, the entry profile is
likely to include one of the following:
g a BTEC National Certificate or Diploma
g an AVCE/Advanced GNVQ in an appropriate vocational area
g a GCE Advanced level profile that demonstrates strong
performance in a relevant subject or an adequate
performance in more than one GCE subject. This profile is
likely to be supported by GCSE grades at A* – C
g other related level 3 qualifications
g an Access to Higher Education Certificate awarded by an
approved further education institution
g related work experience.
Mature learners may present a more varied profile of
achievement that is likely to include extensive work experience
(paid and/or unpaid) and/or achievement of a range of
professional qualifications in their work sector.
NUMBER OF UNITS/STRUCTURE:
An HNC consists of 10 units, all of which have to be achieved at
Pass or above.
Units in the HNC are at one of two notional levels H1 and H2 (H1
= level 4, H2 = level 5) and are used to designate the relative
intellectual demand, complexity, depth of study and learner
autonomy for the unit. In these HNCs, 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 practices, greater specialisation in the field of study,
and an increasing independence in systematic enquiry and
analysis. H2 units are, generally speaking, studied in the final
year, building on prior knowledge or H1 units.
ASSESSMENT METHOD:
Assessment instruments are constructed by centres. Assessment
instruments should collectively ensure coverage of all assessment
criteria within each unit and should provide opportunities for the
evidencing of all the grade descriptors. It is advised that
assessment criteria and contextualised grade descriptors are
clearly indicated on each assessment instrument to provide a
focus for learners (for transparency and to ensure that feedback
is specific to the criteria) and to assist with internal standardisation
processes. Tasks/activities should enable learners to produce
evidence that relates directly to the assessment criteria and
grade descriptors.
GRADING SYSTEM:
Each unit is graded Pass, Merit or Distinction using grading
descriptors provided for the Higher Nationals. All qualifications
are awarded at Pass or Fail.
HEIs often specify the number of H2 units and/or the number of
Merit or Distinction unit grades (sometimes specifying these)
when framing their offers for degree programmes etc.
QUALITY ASSURANCE:
Independent assessment via external examiners.
PROGRESSION/ARTICULATION:
Into level 5 or 6 qualifications, such as degrees and/or
professional body qualifications, often allowing exemption from
the first year and/or second year of a degree or a specified part
of a professional qualification.
Qualifications currently offered
Edexcel level 5 BTEC Higher
National Diploma
QUALIFICATION ABBREVIATION:
BTEC HND
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 5
BACKGROUND:
BTEC HNDs are currently designed to equip students with the
knowledge, understanding and skills required for success in
current and future employment or for progression to an
undergraduate degree, NVQs and/or professional body
qualifications. These vocationally-related qualifications will enable
students to meet changing circumstances, whether these arise
from a shift in their own sphere of employment, promotion to
supervisory or management roles or from general changes in
business/professional practices, technological advances or the
work environment. The BTEC HND provides a wider breadth of
study than the BTEC HNC.
DATE OF FIRST TEACHING:
The BTEC NQF HNDs were first introduced in 2003.
DATE OF FIRST AWARD:
2004
PREREQUISITES:
Learners should have a profile of qualifications and/or experience
that shows an ability to progress to a level 5 qualification. For
learners who have recently been in education, the entry profile is
likely to include one of the following:
g a BTEC National Certificate or Diploma
g an AVCE/Advanced GNVQ in an appropriate vocational area
g a GCE Advanced level profile that demonstrates strong
performance in a relevant subject or an adequate
performance in more than one GCE subject. This profile is
likely to be supported by GCSE grades at A* – C
g other related level 3 qualifications
g an Access to Higher Education Certificate awarded by an
approved further education institution
g related work experience.
Mature learners may present a more varied profile of
achievement that is likely to include extensive work experience
(paid and/or unpaid) and/or achievement of a range of
professional qualifications in their work sector.
NUMBER OF UNITS/STRUCTURE:
HNDs consist of 16 units, all of which have to be achieved at
Pass or above.
H1 and H2 are notional level indicators, which show the relative
intellectual demand, complexity, depth of study and learner
autonomy. In all versions of HNDs and HNCs 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 practices, greater specialisation in the
field of study, and an increasing independence in systematic
enquiry and analysis. H2 units are, generally speaking, studied in
the final year, building on prior knowledge or H1 units.
ASSESSMENT METHOD:
Assessment instruments are constructed by centres. Assessment
instruments should collectively ensure coverage of all assessment
criteria within each unit and should provide opportunities for the
evidencing of all the grade descriptors. It is advised that
assessment criteria and contextualised grade descriptors are
clearly indicated on each assessment instrument to provide a
focus for learners (for transparency and to ensure that feedback
UK QUALIFICATIONS 45
Qualifications currently offered
is specific to the criteria) and to assist with internal
standardisation processes. Tasks/activities should enable learners
to produce evidence that relates directly to the assessment
criteria and grade descriptors.
All units are internally assessed.
GRADING SYSTEM:
Each unit is graded Pass, Merit or Distinction. There is no overall
grade. Units are assessed through contextualised grading criteria,
and where the student demonstrates higher level skills and
abilities, the higher grades of Merit or Distinction are awarded.
HEIs often specify the number of H2 units and/or the number of
Merit or Distinction grades (sometimes specifying these) when
framing their offers for degree programmes etc.
QUALITY ASSURANCE:
Independent assessment via external examiners.
PROGRESSION/ARTICULATION:
Into level 5 or 6 qualifications, such as degrees and/or
professional body qualifications, often allowing exemption from
the first year and/or second year of a degree or a specified part
of a professional qualification.
EDI (Education Development
International)
Education Development International (EDI) is one of the UK’s
premier examining and awarding bodies. EDI’s extensive range of
tests and qualifications are accredited by the UK regulatory
authorities. EDI’s vision is to offer progressive assessments and
qualifications throughout a learner’s academic life and on into
their professional career.
EDI was formed by the merger of Goal and LCCIEB (London
Chamber of Commerce and Industry Examinations Board)
in December 2002. EDI also offers a range of LCCI
International Qualifications, specialising in Finance, English
Language and Business Skills (see Appendix K for English
Language Proficiency tests).
EDI Certificate in Children’s Care,
Learning and Development
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The qualification has been specifically developed to give recognition
to learners who have demonstrated the required underpinning
knowledge and understanding to meet the technical certificate
requirements of the Children’s Care, Learning and Development
Advanced Apprenticeship. This qualification is relevant to all
occupational areas in which Children’s Care, Learning and
Development services are provided. This qualification is also
appropriate for those who wish to gain underpinning knowledge
and understanding through off-the-job learning, and for those in
schools who are interested in exploring a career in Child Care.
DATE OF FIRST TEACHING:
September 2005.
PREREQUISITES:
There are no formal entry requirements for this qualification.
However, learners should already have knowledge and skills
gained through either previous learning or employment or both.
NUMBER OF UNITS/STRUCTURE:
Five compulsory units at level 3
46 UK QUALIFICATIONS
Learners can complete individual units and progress to the full
Certificate in Children’s Care, Learning and Development on
achievement of all the compulsory units for this qualification.
ASSESSMENT METHOD:
100% external assessment
EXAMINATION TIMING:
On demand and online
DATE OF RESULT PUBLICATION:
Eight weeks for paper-based tests; 24 hours for online tests
GRADING SYSTEM:
Pass/Fail for each unit
PROGRESSION/ARTICULATION:
This qualification is recognised as a technical certificate in the
Advanced Apprenticeship framework. It is also appropriate for
those who wish to gain underpinning knowledge and
understanding through off-the-job learning.
EDI Certificate in Health and
Social Care
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The qualification has been specifically developed to give
recognition to learners who have demonstrated the required
underpinning knowledge and understanding to meet the technical
certificate requirements of the Health and Social Care Advanced
Apprenticeship. This qualification is relevant to all occupational
areas in which Health and Social Care services are provided. This
qualification is also appropriate for those who wish to gain
underpinning knowledge and understanding through off-the-job
learning, and for those in schools who are interested in exploring
a career in care.
DATE OF FIRST TEACHING:
January 2006
PREREQUISITES:
There are no formal entry requirements for this qualification.
However, learners should already have knowledge and skills
gained through either previous learning or employment or both.
NUMBER OF UNITS/STRUCTURE:
There are two pathways at level 3: Children and Young People,
and Adults. Each pathway has three compulsory units.
Learners can complete individual units and progress to the full
Certificate in Health and Social Care on achievement of all the
compulsory units for this qualification.
ASSESSMENT METHOD:
100% external assessment
EXAMINATION TIMING:
On demand and online
DATE OF RESULT PUBLICATION:
Six weeks for paper-based tests; 24 hours for online tests
GRADING SYSTEM:
Pass/Fail for each unit
PROGRESSION/ARTICULATION:
This qualification is recognised as a technical certificate in the
Advanced Apprenticeship framework. It is also appropriate for
those who wish to gain underpinning knowledge and
understanding through off-the-job learning.
 Qualifications currently offered

EDI Certificate in Audio PROGRESSION/ARTICULATION:

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

UK QUALIFICATIONS 47
Qualifications currently offered

EDI Certificate in Business PREREQUISITES:

There are no formal entry requirements for this qualification.
Practice However, learners should have achieved a level of practical skill,
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: knowledge and understanding appropriate to preparation for a
Level 3 level 3 qualification in Customer Service, through either previous
learning or experience. Learners should also have a level of
BACKGROUND: English equivalent to level 2 in the National Language Standards
This qualification is intended for learners who are seeking to to meet the communication requirements for this qualification.
increase their awareness and understanding of contemporary
NUMBER OF UNITS/STRUCTURE:
business practices and organisations. It is expected that learners
from all the main functional areas represented within the Two units:
business or those seeking to find employment in any of these Unit 1 – Customer Service Language and Principles
areas will be able to develop their understanding of business Unit 2 – Customer Service Rules and Regulations
activity and practices. Both units are tested through one multiple-choice paper
DATE OF FIRST TEACHING: comprising 50 questions to be answered in 90 minutes.
2001 ASSESSMENT METHOD:
PREREQUISITES: 100% external assessment.
Learners should have a standard of English which enables them EXAMINATION TIMING:
to make themselves understood in a business context and which Paper-based on demand or online.
is equivalent to English for Business level 3.
DATE OF RESULT PUBLICATION:
NUMBER OF UNITS/STRUCTURE: Four weeks for paper-based tests.
One unit. An examination lasting 21/2 hours containing six Online: 24 hours.
questions, of which four must be answered.
GRADING SYSTEM:
ASSESSMENT METHOD: Pass/Fail
100% external assessment
PROGRESSION/ARTICULATION:
EXAMINATION TIMING: To progress a career or improve the understanding to support
Twice a year and on demand that career; progress towards the NVQ level 3 in Customer
DATE OF RESULT PUBLICATION: Service; enter customer service roles that carry a significant
Six-eight weeks from end of exam period; six weeks for on demand. degree of responsibility; gain an Advanced Apprenticeship.

GRADING SYSTEM:
Pass 50%, Credit 60%, Distinction 75%. EDI Certificate in Delivering
PROGRESSION/ARTICULATION: Learning Using a Virtual Learning
Successful learners may go on to complete the Private
Secretary’s Diploma, level 3, or the Diploma in Business
Environment (VLE)
Administration, level 3. NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
EDI Certificate in Customer BACKGROUND:
This qualification is designed for teachers, tutors, trainers and
Service learning support staff for any curriculum area, who want to be
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: able to use a VLE or other on-line learning platform to provide
Level 3 on-line learning resources and assessments for their learners.
BACKGROUND: DATE OF FIRST TEACHING:
This qualification is intended to give learners a broader 2005
understanding of the principles and background to providing
customer service and how they can be applied to typical PREREQUISITES:
situations. It is suitable for: Learners need to be teachers, trainee teachers, tutors or trainers,
or in a learning support position. They need to have initial skills in
g those wishing to gain knowledge and understanding of the
word processing, data handling, using presentation software, e-
concept of customer service at a more advanced level
mail and internet.
g use as a development tool, building on previously gained
knowledge and experience in providing customer service NUMBER OF UNITS/STRUCTURE:
g progression towards an NVQ, such as the EDI NVQ level 3 in Learners complete three mandatory units.
Customer Service
ASSESSMENT METHOD:
g those wishing to gain the knowledge and understanding
Assessment is through internal assessment of the assignment for
necessary for taking some degree of responsibility for
each mandatory unit. Internal assessment is internally moderated
supervising or leading staff at lower levels
and then externally moderated by EDI.
g learners wishing to gain an Advanced Apprenticeship in
Customer Service. EXAMINATION TIMING:
Not applicable
This qualification is relevant to all occupational areas.
DATE OF RESULT PUBLICATION:
DATE OF FIRST TEACHING:
Results are published approximately eight weeks after the end of
2007 course date

48 UK QUALIFICATIONS
 Qualifications currently offered

GRADING SYSTEM:
The overall result is either Pass or Rererred.
EDI Certificate in Education
PROGRESSION/ARTICULATION:
Practice: ICT Skills
More advanced use of a VLE in teaching and learning. NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3

EDI Certificate in Education BACKGROUND:

Practice: ICT Advanced
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
This qualification is designed for those who want to gain a
certificate for planning, preparing, resourcing and delivering level
2 courses in ICT applications, educational and other software.
DATE OF FIRST TEACHING:
2003
PREREQUISITES:
Learners need to hold the EDI Certificate in Education 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 qualification or have carried out
40 hours of ICT training during the past year.
NUMBER OF UNITS/STRUCTURE:
Learners complete the three mandatory units, plus the Applied
Principles of Education if they do not hold the Education Practice:
ICT Skills qualification.
ASSESSMENT METHOD:
Assessment is through internal assessment of seven ICT teaching
resources and, if applicable, the Applied Principles of ICT
Education teaching project. Internal assessment is internally
moderated and then externally moderated by EDI.
Additionally learners devise teaching resources for Word
Processing and Data Integration in controlled conditions, and
these resources are externally assessed by EDI.
EXAMINATION TIMING:
Controlled assessments are carried out on a date determined by
the centre and in advance of a final date specified by EDI.
DATE OF RESULT PUBLICATION:
Results are published approximately eight weeks after the end of
course date.
GRADING SYSTEM:
The overall result is either Pass, Referred or Incomplete.
PROGRESSION/ARTICULATION:
To higher level generic or ICT teaching qualifications.
If learners also complete the level 3 Certificate in Education
Principles and Practice within their registration period, they are
awarded an EDI Diploma.
This qualification is designed for those who want to gain an ICT
teaching certificate or need certification for their ability to teach ICT.
PREREQUISITES:
Learners need to have five GCSEs or their equivalent, plus a level
3 qualification in ICT, or a level 2 qualification in ICT and ICT skills
and experience.
NUMBER OF UNITS/STRUCTURE:
Learners complete the three mandatory units plus two hours of
teaching practice.
ASSESSMENT METHOD:
Assessment is through internal assessment of ICT teaching
resources (Units 1a and 2) and a teaching project (Unit 3).
Additionally there is internal observation and assessment of the
two hours of teaching practice. Internal assessment is internally
moderated and then externally moderated by EDI.
For Unit 1b learners complete answers to a case study in
controlled conditions and these are then externally assessed
by EDI.
EXAMINATION TIMING:
Case study assessments are carried out on a date determined by
the centre and in advance of a final date specified by EDI.
DATE OF RESULT PUBLICATION:
Results are published approximately eight weeks after the end of
course date.
GRADING SYSTEM:
The overall result is either Pass, Referred or Incomplete.
PROGRESSION/ARTICULATION:
To higher level generic of ICT teaching qualifications.
If learners also complete the level 3 Certificate in Education
Principles and Practice within their registration period, they are
awarded an EDI Diploma.
EDI Certificate in Education
Principles and Practice
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
This qualification is designed for those who want to gain an
introductory teaching certificate or need confirmation of their
ability to teach.
DATE OF FIRST TEACHING:
2002
PREREQUISITES:
Learners need to have five GCSEs or their equivalent, plus a level
3 qualification, or a level 2 qualification and skills and experience
in their specialist area.
NUMBER OF UNITS/STRUCTURE:
Learners complete the three mandatory units, plus four hours of
teaching practice.
ASSESSMENT METHOD:
Assessment is through an examination and observation, and
assessment of two hours of the teaching practice.

UK QUALIFICATIONS 49
Qualifications currently offered

EXAMINATION TIMING: DATE OF FIRST TEACHING:

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

50 UK QUALIFICATIONS
 Qualifications currently offered

PROGRESSION/ARTICULATION: ASSESSMENT METHOD:

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

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Results are published approximately eight weeks after the end of
Level 3 course date.
GRADING SYSTEM:
BACKGROUND:
This qualification is designed for those who are new to teaching, The overall result is either Pass, Referred or Incomplete.
training or tutoring in the lifelong learning sector, want to be a PROGRESSION/ARTICULATION:
teacher or trainer in the lifelong learning sector or want to update To the level 5 Diploma in Teaching in the Lifelong Learning Sector
their underpinning knowledge and teaching or training skills. for those in the full teaching role.
DATE OF FIRST TEACHING:
2007 EDI Certificate in ICT Applications
PREREQUISITES: NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Learners need to have the skills and abilities to complete a Level 3
teaching qualification for the associate teacher role at level 3.
BACKGROUND:
NUMBER OF UNITS/STRUCTURE: This qualification is intended for learners who already have
Learners complete three mandatory units and option units to the knowledge and skills equivalent to a level 2 IT User qualification,
value of six credits. gained either through previous learning or employment or both,
ASSESSMENT METHOD: and is suitable for those wishing to acquire advanced practical IT
Assessment is through internal assessment of teaching practice, skills for modern business or for use as a development tool, to
an evidence of practice file and reflective journal. progress a career by acquiring the IT skills needed to support
that career.
Internal assessment is internally moderated and then externally
DATE OF FIRST TEACHING:
moderated by EDI.
2006
EXAMINATION TIMING:
PREREQUISITES:
Not applicable
There are no formal entry requirements for this qualification.
DATE OF RESULT PUBLICATION: However, learners should have achieved a level of practical skill,
Results are published approximately eight weeks after the end of knowledge and understanding as an IT user equivalent to level 2
course date. (eg level 2 Certificate for IT Users), through either previous learning
or experience. Learners should also have a level of English
GRADING SYSTEM:
equivalent to level 3 in the National Language Standards or level
The overall result is either Pass, Referred or Incomplete.
3 on the Language levels Framework to complete the practical
PROGRESSION/ARTICULATION: assignments successfully. Numeracy skills will be needed to
To the level 5 Diploma in Teaching in the Lifelong Learning Sector complete the spreadsheet assignment successfully.
for those in the full teaching role.
NUMBER OF UNITS/STRUCTURE:
Learners must achieve three units from a choice of five (Word
Processing, Spreadsheets, Presentation Software, Databases,
EDI level 4 Certificate in Teaching Email/Internet/IT Security).
in the Lifelong Learning Sector ASSESSMENT METHOD:
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Practical assignment and online test
Level 4 EXAMINATION TIMING:
BACKGROUND: On demand
This qualification is designed for those who are new to teaching, DATE OF RESULT PUBLICATION:
training or tutoring in the lifelong learning sector, want to be a Six weeks for paper-based tests; 24 hours for online tests.
teacher or trainer in the lifelong learning sector or want to update
their underpinning knowledge and teaching or training skills. GRADING SYSTEM:
Pass, Merit or Distinction for each unit. Pass/Fail for overall
DATE OF FIRST TEACHING:
qualification.
2007
PROGRESSION/ARTICULATION:
PREREQUISITES:
This qualification is appropriate for those who wish to gain
Learners need to have the skills and abilities to complete a
underpinning knowledge and understanding through
teaching qualification for the associate teacher role at level 4.
off-the-job learning.
NUMBER OF UNITS/STRUCTURE:
Learners complete three mandatory units and option units to the
value of six credits.

UK QUALIFICATIONS 51
Qualifications currently offered

EDI Certificate in Management g Merchandise, sales and stock management

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

52 UK QUALIFICATIONS
 Qualifications currently offered

EDI Certificate in Transport ASSESSMENT METHOD:

Assessment for Units 1–3 is as for the Certificate in Education
Engineering and Maintenance Practice: ICT Advanced. (Learners who already hold this
(Mechanical, Electrical and Coach) certificate are exempted from the assessments for these units.)

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

BACKGROUND: Additionally, learners should have a standard of English equivalent

This qualification is designed for those who want to gain a to the LCCI IQ level 2 English for Business qualification.
certificate for teaching Advanced/level 3 ICT or need certification NUMBER OF UNITS/STRUCTURE:
for their ability to teach level 3 ICT. One unit. A three-hour examination; four tasks to be completed
DATE OF FIRST TEACHING: from a choice of five.
2006 ASSESSMENT METHOD:
PREREQUISITES: 100% external assessment
Learners need to hold the EDI Certificate in Education Practice: EXAMINATION TIMING:
ICT Skills or have an equivalent qualification and experience to Three times a year and on demand.
provide a reasonable basis for entry to an advanced course. They
should also hold a teaching qualification or have carried out 40 DATE OF RESULT PUBLICATION:
hours of ICT training during the past year. Six-eight weeks from end of exam period; six weeks for on demand.
NUMBER OF UNITS/STRUCTURE: GRADING SYSTEM:
Learners complete the six mandatory units, plus the Applied Pass 50%, Credit 60%, Distinction 75%.
Principles of Education if they do not hold the Education Practice:
ICT Skills qualification.

UK QUALIFICATIONS 53
Qualifications currently offered

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

54 UK QUALIFICATIONS
 Qualifications currently offered

examiner appointed by the Examining Board, in mother QUALITY ASSURANCE:

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

COMPULSORY SUBJECTS OPTIONAL SUBJECTS COMPLEMENTARY

ACTIVITIES
Column 1 Column 2 Column 3 Column 4 Column 5
(2 periods) (4 periods) (3 periods) (2 periods)
Language I (4 periods) Biology Latin* Advanced language I Practical physics
Language II (3 periods) History Ancient Greek* Advanced language II Practical chemistry
Mathematics (3 periods) Geography Geography Advanced mathematics^ Practical biology
or Philosophy Philosophy Computing
Mathematics (5 periods) Language III Elementary economics ∫
Religion/Ethics (1 period) Language IV Sociology
Physical education (2 periods) History Art ∫
Economics Music ∫
Physics Physical education
Chemistry Drama
Biology
Art
Music

* Students may take these subjects only if they have taken them in Years 4 and 5.
^ Advanced mathematics may only be taken in conjunction with five-period mathematics.
∫ Not allowed if already chosen in column 3.

Extended Project g develop, where appropriate, as e-confident learners and

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The 14-19 White Paper called for the introduction of an extended
project to test a wide range of higher level skills such as research
and autonomous working. The extended project is a mandatory
part of Level 3 Diplomas and it is intended that all students
taking A level programmes should have the opportunity of
undertaking an extended project as part of their programme.
apply new technologies in their studies
g develop and apply skills creatively, demonstrating initiative
and enterprise
g use their learning experiences to support their personal
aspirations for HE and career development. The project is
likely to take a variety of forms, for example a piece of
research, a performance or an artefact. In each case, it will
be necessary for the student to provide evidence of the
organisation, research, evaluation and outcomes of the
project.

A level programmes are not compulsory and therefore the
extended project will not be mandatory. However, it is anticipated
that all schools and colleges will offer the opportunity of an
extended project, and that a significant proportion of students will
undertake one, particularly if they believe that it will assist
progression to HE.
At level 3, the extended project should offer opportunities for
candidates to:
g have a significant input to the choice and design of the
project, and take responsibility for either an individual task or
a defined task within a group project
g develop and improve their own learning and performance as
critical, reflective and independent learners
g develop and apply decision-making and, where appropriate,
problem-solving skills
g extend their planning, research, critical thinking, analysis,
synthesis, evaluation and presentation skills
The project is likely to take a variety of forms, for example a
piece of research, a performance or an artefact. In each case, it
will be necessary for the student to provide evidence of the
organisation, research, evaluation and outcomes of the project.
Guidance from HEIs will assist students in choosing appropriate
projects in the light of their aspirations for progression to HE.
Students will have a wide range of choice of extended project –
the project could relate closely to one or more of their A level
subjects or could be in another area in which the student has an
interest and aptitude. It has been suggested that for some
students the extended project might replace the fourth AS or
General Studies.
While Diploma students will be required to undertake a project
related to the Diploma line, it is likely that they will be free to
decide on the nature of the extended project undertaken
(dissertation, investigation, performance, artefact), but schools
and colleges will give guidance to their students in deciding the

UK QUALIFICATIONS 55
Qualifications currently offered
scope of their projects to ensure that they meet the criteria. It is
possible that the requirements or preferences of HEIs may be an
influence on the choice of extended project, and it would greatly
help students, and those who advise them in schools and
colleges, if HEIs could publish any requirements or preferences.
However, it should be noted that the success of the extended
project will depend on students being engaged with a topic which
sparks their imagination. The more the student has a major input
to the selection of the topic the more creative the outcome is
likely to be. Also, very useful generic skills aiding progression to
HE will be developed whatever the project undertaken.
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 or spanning
the two years.
DATE OF FIRST TEACHING:
2008 (pilots in 2006-7 and 2007-8)
DATE OF FIRST AWARD:
2009 (pilot students 2007 and 2008 entries)
ASSESSMENT METHOD:
Internal with external verification
DATE OF RESULT PUBLICATION:
August
GRADING SYSTEM:
The extended project has a common framework for both A level
students and those taking Diplomas and is graded A* to E.
UCAS Tariff points with effect from 2009 entry:
Grade UCAS Tariff Points
A* 70
A 60
B 50
C 40
D 30
E 20
The points score for A* has yet to be determined.
QUALITY ASSURANCE:
Ofqual arrangements for awarding and setting standards in the
Extended Project and Diploma are available at the following link –
www.ofqual.gov.uk/files/ofqual-08-3865_DASG_report.pdf
Free-Standing Mathematics
Qualifications
QUALIFICATION ABBREVIATION:
FSMQ
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
levels 1, 2, 3
BACKGROUND:
FSMQs (formerly referred to as Free-Standing Mathematics Units)
are qualifications for post-16 students (all are accredited pre-16)
that were piloted from September 1998 to August 2000. They
became part of the National Qualifications Framework from
September 2000.
The qualifications are available at three levels:
g Level 1 (Foundation) – includes mathematics at grades D –
G standard of GCSE Mathematics
g Level 2 (Intermediate) – includes mathematics at grades
A* – C standard of GCSE Mathematics
g Level 3 (Advanced) – includes mathematics equivalent to
that found in GCE A level and AS courses.
56 UK QUALIFICATIONS
At Advanced level, each free-standing qualification is similar in
size and demand to a unit of GCE A level/AS, but cannot be
aggregated to those qualifications. However, a choice of two of
the three FSMQs forms components of the GCE AS in Use of
Mathematics, for which teaching started in September 2001.
Each FSMQ:
g is a qualification in its own right
g requires 60 guided learning hours
g allows students to study principles and develop applications
of specific aspects of mathematics to some depth, drawing
upon and enhancing other areas of their work studies or
interests
g encourages the use of ICT tools to analyse real data
associated with a range of realistic contexts
g is graded A – E or U.
FSMQs have been designed to meet a range of student needs,
eg for:
g students wanting to gain some mathematics equivalent in
demand to GCSE mathematics
g students who already have GCSE mathematics at grade C or
above, who can use the units to reinforce or extend
particular areas of mathematics to support other areas of
study
g GCE A level or AVCE students who are taking non-
mathematical subjects but who would like to continue to
study some mathematics or who need mathematical back-up
to their post-16 programme
g applicants to Initial Teacher Training courses (or trainees on
those courses), for whom one qualification – Making
Connections in Mathematics – has been specifically
developed for this purpose. This qualification was
withdrawn in 2007
g students on Access to HE or Foundation courses
g students in HE who might use them as revision units
g apprentices and National Trainees
g employees, including those taking NVQs.
The following FSMQs are available:
Foundation
Managing money
Working in two and three dimensions
Making sense of data
Intermediate
Calculating finances
Solving problems in shape and space (withdrawn in 2007)
Handling and interpreting data
Making connections in mathematics (withdrawn in 2007)
Using algebra, functions and graphs
Foundations of advanced mathematics
Advanced
Using and applying decision mathematics (2006 onwards)
Using and applying statistics
Working with algebraic and graphical techniques
Modelling with calculus
Additional mathematics
DATE OF FIRST TEACHING:
2001
DATE OF FIRST AWARD:
2002
PREREQUISITES:
Generally GCSE mathematics – not at levels 1 and 2.

NUMBER OF UNITS/STRUCTURE:
Varies, generally one
ASSESSMENT METHOD:
Generally external and portfolio
EXAMINATION TIMING:
June, some examinations in January
DATE OF RESULT PUBLICATION:
August, some results published in March
GRADING SYSTEM:
Most FSMQs are assessed by equally weighted elements of
portfolio evidence and external examinations.
Only level 3 FSMQs carry Tariff points.
Grade UCAS Tariff Points
A 20
B 17
C 13
D 10
E 7
PROGRESSION/ARTICULATION:
GCE mathematics, HE
General Certificate of Education
Advanced level
QUALIFICATION ABBREVIATION:
GCE A level or A level
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The GCE A level was first introduced in 1951 to replace the
Higher Schools Certificate. The earlier history of the qualification
and its grading systems, including the arrangements up to and
including programmes started before September 2000, is
outlined in a subsequent section.
GCE A level is an advanced (level 3) qualification normally taken
in schools and colleges in England and Wales in Year 12 (for AS)
and Year 13 (for A2) (Year 14 in Northern Ireland), ie two years
after GCSE examinations.
The effect of Lord Dearing’s Review of Qualifications for 16-19-
year-olds in 1996, and the Government’s subsequent Qualifying
for Success consultation in 1997, was to create a flexible post-
16 system, which allows the opportunity for a broader curriculum
and greater choice without sacrificing depth or reducing the
standard of GCE A level.
In order to achieve these aims, the following major changes were
implemented in schools and colleges from September 2000.
g The GCE Advanced Subsidiary (AS) was introduced, both as
the first year of GCE A level and as a substantive qualification
in its own right.
g The structure of GCE A level was revised – modular system
introduced.
g The Advanced Supplementary qualification was phased out.
Candidates, in conjunction with schools/colleges, choose how
many GCE A level and AS examinations they take and there is
considerable flexibility in the way in which post-16 programmes
can be constructed. Students can also study a combination of
vocational and general qualifications if they wish.
Qualifications currently offered
GCE A levels are awarded by AQA, CCEA, Edexcel, OCR and
WJEC. Awarding bodies developed both GCE A level and AS
specifications for all subjects for use from September 2000. The
specifications reflect the structural changes for GCE A level and
AS qualifications.
All specifications are based on the requirements of the published:
g common criteria
g GCE criteria
g subject criteria, where applicable.
The criteria support the current Government policy aims to
address undue narrowness and lack of flexibility in the post-16
curriculum by encouraging broader programmes of study,
underpinned by rigorous standards and Key Skills.
The regulators in England, Wales and Northern Ireland considered
individual specifications against the criteria, and those that met
all the requirements were accredited to the National
Qualifications Framework.
Opportunities for developing and, where possible, generating
evidence for the assessment of one or more of the six Key Skills
are clearly indicated in all GCE AS and A level specifications.
Where a Key Skill is deemed to be integral to a subject, it is
assessed through the GCE A level and this is clearly stated in the
specification.
Further details are provided by the regulators and the awarding
bodies.
DATE OF FIRST TEACHING:
2000
DATE OF FIRST AWARD:
2002
PREREQUISITES:
Normally, candidates take the GCE AS level in their first year of
study and then take A2 units in their second year of study to
make it up to the full A level. However, it is possible to sit all of
the AS and A2 units in the same session at the end of the
course. There is therefore no requirement to have certificated AS
before moving on to the full A level.
NUMBER OF UNITS/STRUCTURE:
From 2000-2007, most GCE A level qualifications were based on
six units of approximately equal size.
g Three of these units constitute the GCE AS qualification,
representing the first half of the full A level.
g The other three constitute the second half of the GCE A level,
and are known collectively as A2. The A2 units contribute
only to the full GCE A level and do not constitute a separate
qualification.
In a small number of cases, GCE A level qualifications have had
fewer than six units. This applies to the small number of minority
foreign languages in order to guarantee continued provision of
the qualifications (new specifications for minority foreign
languages were introduced in September 1999). These are:
AQA: Bengali, Modern Hebrew, Panjabi, Polish
Edexcel: Arabic, Chinese, Japanese, Modern Greek
OCR: Biblical Hebrew, Dutch, Gujarati, Persian, Portuguese,
Turkish.
The following four-unit awards were added:
From 2005:
OCR: Critical thinking.
UK QUALIFICATIONS 57
Qualifications currently offered
From 2006:
AQA: Critical thinking.
Edexcel: Art & design, design & technology, religious studies;
OCR: Accounting, law;
WJEC: Psychology, world development, sociology.
CHANGES FROM SEPTEMBER 2008
Revised A level criteria were incorporated into new specifications
first taught in 2008. All A levels became four-unit awards, with
the exception of biology, chemistry, electronics, environmental
science, geology, mathematics, music, physics, some minority
languages and A levels in applied subjects.
The revisions were designed to ensure that A levels are more
challenging and that the highest levels of achievement are
recognised. The revised A levels were available for first teaching
in September 2008. The changes include:
g fewer units of study (from six to four) without a reduction in
content
g fewer structured questions, and more open-ended questions
which require extended essay responses
g more questions which require a synoptic overview of the
subject
g the introduction of an extended project
g the introduction of an A* grade which recognises very high
achievement.
ASSESSMENT METHOD:
The majority of GCE AS and A2 level specifications consist of both
external and internal assessment.
g The GCE AS units are assessed and graded to match the
level of attainment expected from students in the first half of
an advanced course of study.
g The more demanding A2 units are assessed at the full A
level standard.
GCE AS units focus on skills, knowledge and understanding
developed during the first half of an advanced course of study.
The conceptually less demanding material is assessed in AS units
and the conceptually more demanding material assessed in A2
units. Where subjects emphasise the development of skills rather
than the learning of specific content, the focus on particular skills
may differ in the AS and A2 units.
In all subjects, there will usually be some differences between the
types of questions used in AS and A2 examinations. There may,
for example, be a greater proportion of open-ended and essay-
style questions within A2 papers.
There is a continuing requirement for all GCE A levels to provide
opportunities for all students to demonstrate their written
communication skills (English, Welsh or Irish) in all subjects
except mathematics, and the synoptic assessment requirements
in all subjects.
There will be differences in the style of questions and
examination papers between subjects, and, where it is
appropriate, between specifications in the same subject.
Synoptic assessment was introduced as a requirement for all
modular GCE A levels to help ensure that the standard of GCE A
level continues to be maintained. Candidates are examined on
their ability to make connections between the different elements
of the subject at the end of the full GCE A level. The synoptic
element contributes at least 20% of the overall assessment and
appears in one or more of the A2 units. The nature of the
synoptic assessment varies according to the nature of the
particular subject.The GCE A level specifications permit a
maximum of 30% internal assessment.
58 UK QUALIFICATIONS
EXAMINATION TIMING:
There is a common examinations timetable across awarding
bodies, with examinations taking place in January and mid-May
to end of June. This arrangement allows centres to offer students
the opportunity of taking AS and A2 units in stages or all together
at the end of the course. Not all units are available for
examination in January. All specifications indicate clearly whether
units are available in January as well as June.
DATE OF RESULT PUBLICATION:
August/March
The exact timing of publication of GCE A level and AS
examination results is notified in an annual circular to UCAS
correspondents. Results from each awarding body are normally
available in mid-August via the UCAS Awarding Body Linkage
(ABL) process, which provides them to HEIs several working days
before the official publication date, on the understanding that the
results will not be revealed directly or indirectly to the candidates
themselves. The efficient operation of this service depends upon
UCAS being able to match information on the UCAS application
about the applicant with the records of the awarding body or
bodies concerned.
GRADING SYSTEM:
Graded on a scale of A* – E
GCE A level and AS qualifications carry points scores within the
UCAS Tariff.
If a student is taking the GCE AS and then proceeding to take the
full GCE A level in the same subject, the AS point score will be
subsumed into the A level point score.
Double counting of qualifications in the same subject area is not
permitted. The points score will be derived from the highest grade
achieved.
There is no limit to the points achievement from GCE or any other
qualifications. The concept of only counting ‘the best three A
levels’ has now been largely superseded, although some HEIs do
still adopt this system.
More detailed information about the UCAS Tariff is given in
Appendix B.
The scores used are as follows.
Grade UCAS Tariff Points
A* 140
A 120
B 100
C 80
D 60
E 40
U indicates an unclassified performance, which is not certificated.
The final result of the A level is based on the sum of individual unit
results. A2 units are graded using judgements about what might
be reasonably expected of all students at the end of the course.
The standards of the revised GCE A levels are the same as those
of the previous qualifications.
QUALITY ASSURANCE:
All GCE AS and A level examinations are subject to quality
assurance procedures. The regulators (QCDA, DCELLS and CCEA)
are responsible for keeping under review all aspects of school
examinations and assessments. They publish The Statutory
Regulation of External Qualifications which includes the common
criteria for all qualifications and the GCE A level qualification
criteria.

These comprise the essential requirements for GCE AS/A level
specifications in all subjects. They help to ensure uniformity of
standards and subject content between awarding body
specifications, and to clarify the relationship between GCE A level
and AS. They also help HE to know what has been studied and
assessed in the qualifications.
The subject criteria outline the:
g aims
g core content at AS and A2
g assessment objectives (and their relative weightings at AS
and A2)
g scheme of assessment
g grade descriptions.
All GCE AS and A level specifications are accredited by QCDA,
DCELLS and/or CCEA. All new specifications must comply with
the requirements of the common criteria, GCE A level qualification
criteria and, where they exist, the subject criteria.
The regulators also publish the GCSE, GCSE in vocational
subjects, GCE, Applied GCE and GNVQ Code of Practice which:
g lays down detailed procedures to promote accuracy, fairness,
quality and consistency across all awarding bodies
g represents an enhanced measure of national uniformity of
procedures and quality assurance.
The awarding bodies operate their own detailed quality assurance
procedures conforming to the Code of Practice. QCDA and
DCELLS carry out scrutinies, probes, five-yearly reviews and
comparability studies to monitor the quality of GCE A level and AS
examinations to ensure the fairness, consistency and
comparability of standards. CCEA as an awarding body abides by
the QCDA scrutiny programme to ensure comparability.
A list of GCE A level and AS specifications with agreed subject
titles is given in Appendix E.
PROGRESSION/ARTICULATION:
Information on areas such as recommended prior learning,
overlap of qualifications, progression opportunities, sequencing
of units and opportunities for developing and gathering evidence
for the assessment of key skills is clearly indicated in all
specifications. Commonly, students go on to higher education,
training and employment.
General Certificate of Education
Advanced Subsidiary level
QUALIFICATION ABBREVIATION:
AS level
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
GCE AS level is normally taken over one year of full-time study.
It has been designed as a free-standing qualification, or to
contribute the first half of a full GCE A level.
Where the normal pattern is for GCE AS to be taken over one
year of study, followed by a further year of study for GCE A level,
it is possible that some students may take one or more GCE AS
qualifications over two years. It is possible for GCE A level to be
taken over one year and a minority of students may take
advantage of this. It should also be understood that GCE AS is not
restricted to the first year of sixth form studies, and that it is
possible to take one or more further GCE AS qualifications in the
second year of post-16 study.
Qualifications currently offered
Government policy has encouraged the use of GCE AS
qualifications to introduce greater breadth and, where
appropriate, contrast within students’ post-16 programmes, and
this enables students to offer breadth and variety of qualifications
for entry to HE.
In order to be awarded an overall AS grade and a certificate, it is
necessary for the candidate to ask specifically to ‘cash-in’ units.
This normally takes place at the time the entry is made for the
final units for the qualification, although a student may cash in at
a later series. Certificates will only be issued on two occasions in
the year, following the June examination series and, for many
specifications, following the January examination series.
Students who have cashed in for an AS award must give the
grade in their UCAS application.
Candidates who have accepted and have been awarded an AS
certificate can resit AS units, in which case the better result
counts towards the full A level. However, candidates are not issued
with a new AS certificate unless they resit all the AS units, in which
case it is based solely on their resits because the earlier AS units
are ‘used up’ for AS purposes by the original act of AS certification.
It is not a requirement for a student taking AS leading to GCE
A level to cash in the AS units. Whether or not this action takes
place will depend upon the circumstances, including the policy of
the school/college concerned. UCAS has asked referees to give
an explanation of their institutions’ policies and any special
circumstances affecting an individual applicant as part of the
reference on the UCAS application. The regulators can provide
further information on the range of options available, and the
implications for entry to higher education.
Summer 2007 was the last session in which candidates were
able to decline certification. From the January 2008 examination
series, a candidate wishing to improve a grade is no longer
required, nor able, to decline the original award. This means, that
after certification, candidates do not have to retake the whole
qualification to improve performance but can do so through
re-sitting individual units.
Students are not normally able to combine the AS units taken on
one specification with the AS units taken on a different
specification. However, students completing 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 one specification to the A level of
another specification. Such arrangements are at the discretion of
the receiving awarding body. Permission is likely to be granted in
the vast majority of cases, but will depend on the compatibility of
the two specifications.
DATE OF FIRST TEACHING:
2000
DATE OF FIRST AWARD:
2001
PREREQUISITES:
Although there had not previously been a formal requirement
that a candidate must have taken a subject at GCSE before
attempting the same subject at GCE A level, recommended prior
learning has been a feature of new GCE specifications from
September 2000.
NUMBER OF UNITS/STRUCTURE:
From 2000-2007 most GCE A level qualifications were based on
six units of approximately equal size: the first three of these units
constituted the GCE AS qualification, representing the first half of
the full A level. In a small number of cases, GCE A level
qualifications had fewer than six units. This applies to the small
number of minority foreign languages in order to guarantee
UK QUALIFICATIONS 59
Qualifications currently offered
continued provision of the qualifications (new specifications for
minority foreign languages were introduced in September 1999).
These are:
AQA: Bengali, Modern Hebrew, Panjabi, Polish.
Edexcel: Arabic, Chinese, Japanese, Modern Greek.
OCR: Biblical Hebrew, Dutch, Gujarati, Persian, Portuguese,
Turkish.
The following four-unit awards have since been added:
From 2005:
OCR: Critical thinking.
From 2006:
AQA: Critical thinking.
Edexcel: Art & design, design & technology, religious studies;
OCR: Accounting, law.
WJEC: Psychology, world development, sociology.
Revised AS criteria have been incorporated into new
specifications first taught in 2008. All AS have become two-unit
awards, with the exception of biology, chemistry, electronics,
environmental science, geology, mathematics, music, physics, the
languages listed above and AS in applied subjects.
ASSESSMENT METHOD:
GCE AS units focus on skills, knowledge and understanding
developed during the first half of an advanced course of study.
The conceptually less demanding material is assessed in AS units
and the conceptually more demanding material assessed in A2
units. Where subjects emphasise the development of skills rather
than the learning of specific content, the focus on particular skills
may differ in the AS and A2 units. There is no synoptic
assessment in the GCE AS.
The majority of AS qualifications are assessed by means of
externally assessed written papers and internally assessed
coursework/ practicals of normally up to 30%.
EXAMINATION TIMING:
There is a common examinations timetable across awarding
bodies, with examinations taking place in January and June. This
arrangement allows centres to offer students the opportunity of
taking AS and A2 units in stages or all together at the end of the
course. AS units do not have to be taken during the first half of
the course only.
Not all units are available for examination in January. All
specifications indicate clearly whether units are available in
January as well as June.
AS/A levels in applied subjects were introduced for first teaching
in 2005 to replace VCEs. The first awards of the applied AS
qualifications were in summer 2006.
DATE OF RESULT PUBLICATION:
Results from each awarding body are normally available in
mid-August. The results of January examinations are normally
available in the following March.
GRADING SYSTEM:
Graded on a scale of A – E.
Grade UCAS Tariff Points
A 60 Highest grade awarded
B 50
C 40
D 30
E 20 Lowest pass awarded
U indicates an unclassified performance which is not certificated.
60 UK QUALIFICATIONS
Examiners grade the AS by judging the performance that might
reasonably be expected of advanced level students halfway
through the course, unlike the former Advanced Supplementary
examination in which judgements were made about performance
that might be expected at the end of the full A level.
The AS grade is based on students’ attainments in the two AS
units; for those who go on to complete the full A level, their grade
will be based on attainment in the two AS and two A2 units
combined. For candidates who sit all assessment units of A level
at the end of the course, grades will be awarded for the AS and
the full A level.
QUALITY ASSURANCE:
All GCE AS level examinations are subject to quality assurance
procedures. The regulators (QCDA, CCEA and DCELLS) are
responsible for keeping under review all aspects of school
examinations and assessments. They have published, in
conjunction with the awarding bodies, the GCSE, GCSE in
vocational subjects, GCE, VCE and GNVQ Code of Practice
2002/3 which:
g lays down detailed procedures to promote accuracy, fairness,
quality and consistency across all awarding bodies
g represents an enhanced measure of national uniformity of
procedures and quality assurance.
PROGRESSION/ARTICULATION:
GCE A level, AVCE (now replaced by applied GCE A levels),
Advanced Apprenticeship, training and employment.
VARIANTS:
Since 2000, there has been a small number of free-standing
AS qualifications, for which there is no equivalent GCE A level.
The list is given in Appendix E.
The GCE AS in Use of mathematics was introduced in September
2001, with first awards in summer 2002. This AS is designed to
meet the needs of students who do not intend to take the subject
to A level, but who would welcome an opportunity to study some
mathematics to AS level with an emphasis on how mathematics
is used to model a wide range of real-world problems.
This AS is of comparable demand to GCE AS mathematics, but
concentrates less on the mastery of additional content and more
on the process skills of reasoning, understanding the way in
which mathematics is used to model reality, and communication.
The AS is designed to be more applications orientated and to
stress the use of ICT for working with large data sets and
studying the graphical behaviour of functions.
The AS has three components, two of which are Advanced Free-
standing Mathematics Qualifications (FSMQs) (see section on
FSMQs above). All students have to study the Advanced FSMQ
Working with algebraic and graphical techniques and one of
using and applying statistics or modelling with calculus. In
addition, all students study a terminal unit – Applying
mathematics – which is unique to this qualification.
Students not obtaining the full AS in Use of mathematics
qualification will gain credit for each of the FSMQs successfully
completed.
The AS in Use of mathematics acts as a full proxy qualification for
the award of level 3 of the Key Skill of Application of Number.

GCE Advanced Subsidiary/
Advanced level in Applied
Subjects
QUALIFICATION ABBREVIATION:
AS, AS Double Award, A level, A level Double Award.
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
A levels in applied subjects are qualifications that enable students
to develop skills, knowledge and understanding in the area they
are studying and prepare them for both the world of work and for
progression to higher education. They have replaced the
Advanced Vocational Certificate of Education that used to be
informally known as ‘Vocational A levels’ or AVCEs. They have a
structure that is similar to the GCE AS/A2 model and were
available for first teaching in 2005/6 academic year. At the same
time, the formal distinction between GCEs and the old AVCEs has
been dropped and both applied and academic qualifications are
known as GCEs. However, a small number of subjects – art &
design, business, ICT and science – were previously available as
both GCEs and AVCEs. In order to distinguish between the two
qualifications, the term “applied” has been introduced into the
revised VCE qualification in these subjects: for example, the old
VCE in art & design is known as the GCE A level in applied art &
design.
A levels in applied subjects are designed to be related to National
Occupational Standards in relevant sectors and to equip students
with up-to-date knowledge, skills and understanding of the
underpinning principles and processes of those sectors. Learning
is expected to be active and student-led, although directed by
teachers and, where appropriate, supported by professional and
employer input.
A levels in applied subjects are available as a series of different
sizes of award to promote flexibility in the post-16 curriculum:
g AS – three units (three AS units)
g AS double award – six units (six AS units)
g A level – six units (three AS and three A2 units)
g A level double award – 12 units (six AS and six A2 units).
Students should be aware that not all awarding bodies offer the
full range of subjects and awards.
As with all GCE AS/A levels, the achievement of an AS/A level in
applied subjects is not dependent on achievement of Key Skills.
However, the development of Key Skills forms an integral part of
the award and they are signposted in all units.
DATE OF FIRST TEACHING:
2005
DATE OF FIRST AWARD:
AS and AS double award – 2006
A level and A level double award – 2007
NUMBER OF UNITS/STRUCTURE:
Applied AS/A levels were introduced in September 2005. The
awards consist of a mixture of mandatory and optional units.
Within individual sector areas, there may be alternative models
of how the award may be constructed, providing a measure of
controlled flexibility. In the VCEs, the mandatory units were
common to all specifications. However, with the applied A levels,
criteria were developed to inform the development by the
awarding bodies of their own mandatory units. The A levels may
be taken over one or two years. (The first A2 awards were not
available until 2007 and so any students studying a one-year
Qualifications currently offered
A level programme in 2005/6 would have taken the old VCE.)
From summer 2008, a new award was available to reward
achievement of candidates who have achieved nine units in an
AS/A level in an applied subject. The title of the award is:
Advanced GCE with Advanced Subsidiary (Additional) in [subject]
– 9 units (six AS and three A2)
It is not expected that many candidates will receive this award. It
has been created to reward candidates who for some reason
were unable to complete the full double award A level.
ASSESSMENT METHOD:
The four awards (outlined earlier) all draw from the same pool of
units and use the same assessment arrangements: a combination
of externally assessed written papers (usually one-third) and
internally assessed coursework/portfolio (usually two-thirds).
The broad aim of the redesign of vocational qualifications at
advanced level was to give the qualifications the same AS/A2
structure and A – E grading system as the GCE AS/A levels.
The qualifications are unit based. Each unit clearly sets out
the learning which students must cover in order to provide the
assessment evidence. Assessment criteria are used to assess the
students’ ability to apply their skills, knowledge and understanding
in a vocational context. The assessment criteria are written for
each unit, and the units are written for, and addressed directly
to, the students themselves. The exact nature of external
assessment varies depending on the subject area, level (ie AS
or A2) and unit content.
Evidence for assessors on the use of the criteria is given in
a section of the units entitled ‘Essential Information for
Teachers’ which suggests teaching strategies and resources,
and includes Key Skills signposting.
EXAMINATION TIMING:
January/June
DATE OF RESULT PUBLICATION:
March/August.
GRADING SYSTEM:
Note: A new grade of A* was introduced for A level in 2008.
AS level is reported on a five-grade scale from A – E where A is
the highest.
A level is reported on a six-grade scale from A* – E where A* is
the highest.
AS double award is reported on the following grading scale: AA,
AB, BB, BC, CC, CD, DD, DE, EE, EU
A level double award is reported on the following grading scale:
A*A*, A*A, AA, AB, BB, BC, CC, CD, DD, DE, EE, EU
Grade UCAS Tariff Points
AS A level
A* n/a 140
A 60 120
B 50 100
C 40 80
D 30 60
E 20 40
UK QUALIFICATIONS 61
Qualifications currently offered

AS A level SHORT COURSE GCSE

Double Double GCSE awarding bodies have offered short course GCSEs since
Award Award September 1996, the first examinations having taken place in
A*A* n/a 280 summer 1997. These qualifications cover half the subject content
A*A n/a 260 of a GCSE and are usually taught in half the time.
AA 120 240
AB 110 220 DATE OF FIRST TEACHING:
BB 100 200 GCSE was first introduced in 1986 with first examinations in 1988.
BC 90 180 Specifications were revised for first teaching in September 2001.
CC 80 160
CD 70 140 Applied GCSEs were developed for first teaching in September
DD 60 120 2002. A Single Award GCSE in science was introduced for first
DE 50 100 teaching in September 2006.
EE 40 80
DATE OF FIRST AWARD:
1988; 2003 (revised specification)
The final grade is calculated using a points-based system.
Separate points are available for each unit, and these are PREREQUISITES:
aggregated to determine an overall grade for the qualification. None
These points should not be confused with those used on the
NUMBER OF UNITS/STRUCTURE:
UCAS Tariff (see above).
Most GCSEs are offered at two tiers, foundation and higher,
U indicates an unclassified performance, which is not certificated. corresponding with level 1 and level 2 of the NQF.
QUALITY ASSURANCE: GCSEs are generally linear in structure. Some modular courses
For internal assessment, a moderation system designed to do exist, but have no set number of units. However, Applied
ensure that entry grades are in line with national standards has GCSEs have a three-unit structure (see subsequent entry). New
replaced the external verification system. Normally at least a third GCSEs in science are unit-based.
of the overall assessment is externally set and marked by the
ASSESSMENT METHOD:
awarding bodies.
The assessment is at the end of the course for the majority of
A subject listing of GCE A/AS levels in applied subjects is given in subjects and consists of both external and internal assessment.
Appendix E. The number of examination papers and the exact proportion of
internal assessment varies from subject to subject.
PROGRESSION/ARTICULATION:
The awards have been designed to promote flexibility in the Internal assessment, however, often accounts for 20% of the total,
post-16 curriculum allowing students to incorporate them into the remainder being external, although this varies across subjects.
their programmes and in particular to combine them with other Internal assessment includes coursework and practical investigations,
GCE AS and A2s. depending on the balance allowed by the subject criteria.
In certain subjects, specifications that consist solely of externally
assessed components (ie no coursework is required) are available
General Certificate of Secondary for part-time and private candidates. In these cases the normal
Education GCSE certificate will be issued.

QUALIFICATION ABBREVIATION:
GCSE
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
levels 1, 2
BACKGROUND:
The General Certificate of Secondary Education (GCSE) is a
qualification which is normally taken in schools at approximately
age 16. It was created by the merging of the former General
Certificate of Education (GCE) Ordinary (O) level and the
Certificate of Secondary Education (CSE) to form a single system
of examining at 16+. The change was designed to make the
examinations more inclusive, and GCSE was successful in
encouraging more people to take qualifications at 16.
Currently, the majority of pupils take GCSEs at the end of Key
Stage 4, the last two years of compulsory education.
GCSE qualifications are available in three sizes.
DOUBLE AWARD GCSE
The Double Award GCSE exists in the Applied GCSEs (GCSEs in
vocational subjects.) The qualification usually occupies two option
blocks in school timetables and students are awarded two grades,
eg AA, CD.
From September 2009 coursework will be replaced by controlled
assessment in most subjects. Controlled assessment is an
assessment that takes place under controlled conditions in
schools and is either set or marked by an awarding body.
EXAMINATION TIMING:
For all awarding bodies, the GCSE is taken in the summer,
normally from mid-May to the end of June. Some examinations
can also be taken in the winter, and some specifications use
staged assessment.
DATE OF RESULT PUBLICATION:
GCSE results are normally available in late August, one week
later than A level/AS results. HEIs can make conditional offers
to students incorporating a GCSE requirement in addition
to A level/AS. The process of confirming the offer is likely
to be delayed pending the issue of the GCSE results.
GRADING SYSTEM:
A* – C are the levels of attainment normally required for entry to
HE (level 2 in the NQF). The A* grade was introduced from 1994
to reflect a level of performance above grade A, and to reward
outstanding achievement. Grades D – G are lower levels of
attainment (level 1 in the NQF). U represents unclassified, ie
judged to be of insufficient standard to be recorded.

GCSE GCSE Double Awards are equivalent to two GCSEs in size,

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

62 UK QUALIFICATIONS

QUALITY ASSURANCE:
GCSEs are accredited, monitored and scrutinised by the Office of
the Qualifications and Examinations Regulator (Ofqual).
From December 2000, all GCSE examinations have been
governed by the joint regulators’ GCSE, GCE, GNVQ and AEA
Code of Practice.
GCSE specifications are developed in accordance with GCSE
regulations, and, where relevant, subject-specific criteria. An
element of internal assessment is a key feature of most GCSE
specifications.
During the 1999/2000 academic year, all GCSE specifications,
except for Welsh language and literature, English and English
literature, were revised and re-accredited. First teaching of these
qualifications started in September 2001 (first awards in
May/June 2003).
Revised GCSE specifications will be available from September
2008 for first teaching in 2009 (except science, which will
remain unchanged, and English, English literature, information
and communication technology (ICT) and mathematics, which will
be developed for first teaching in 2010).
PROGRESSION/ARTICULATION:
Recommended prior learning at GCSE level has been a feature of
new GCE specifications from September 2000. Students can also
progress to Applied GCE, Advanced Apprenticeships, NVQ,
training and employment.
VARIANTS:
GCSE Double Award and Short Course
GCSE mathematics has two tiers of entry: foundation (grades
C – G) and higher (grades A* – D). This replaced the three-tier
system from September 2006; first awards were in
summer 2008.
A number of GCSE titles are untiered.
Applied GCSE (formerly GCSE in
Vocational Subjects)
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
level 1, 2
BACKGROUND:
Applied GCSEs replaced Part One GNVQs from September 2002
in England and Wales. They are designed to provide an
introduction to a broad vocational area and enable progression to
further education, training or employment. They are available at
Key Stage 4 and post-16. Additional subjects
are currently being developed.
Key Skills are signposted within Applied GCSEs but are not an
integral part of them. The situation is similar to that which applied
to the Foundation and Intermediate GNVQs.
DATE OF FIRST TEACHING:
Applied GCSEs replaced the existing Part One GNVQ and were
introduced in September 2002. As well as the eight Applied
GCSEs introduced in 2002, QCDA is working with the awarding
bodies on further subject pilots in construction and the built
environment, hospitality and catering, and applied PE.
GCSE in applied performing arts (double award) was available for
first teaching from September 2006.
DATE OF FIRST AWARD:
2004
Qualifications currently offered
PREREQUISITES:
None
NUMBER OF UNITS/STRUCTURE:
Applied GCSEs consist of three common, compulsory and normally
equally weighted units in each subject. The regulatory authorities
develop the subject criteria in consultation with bodies such as
training organisations and subject associations.
The structure of Applied GCSEs differs from that of the former
Part One GNVQs, which were withdrawn in 2007. Students
cannot transfer units from an Applied GCSE to a six-unit
foundation or intermediate GNVQ.
ASSESSMENT METHOD:
One third external assessment (1 unit); two thirds internal
assessment (2 units) via portfolio.
EXAMINATION TIMING:
January/June
DATE OF RESULT PUBLICATION:
March/August
GRADING SYSTEM:
Applied GCSEs are equivalent to two GCSEs in size and result in
the award of full grades, A* A* – GG, with
U for unclassified.
QUALITY ASSURANCE:
Applied GCSEs are subject to the same quality assurance regime
as GCSEs (see above).
PROGRESSION/ARTICULATION:
As a qualification covering both levels 1 and 2, progression can
be to either level 2 or 3, depending on grade achieved. level 2
progression includes GNVQ and BTEC First Diploma; level 3
progression includes GCE and BTEC Nationals.
Higher Sports Leader Award
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The Level 3 Award in Higher Sports Leadership is designed to:
g Progress the leadership skills of candidates based on the
foundation obtained in the Community Sports Leadership
Award, so that on completion of the qualification candidates
are fully competent to lead safe, purposeful, inclusive activity
for the community unsupervised
g Prepare candidates for the workplace where leading
sports/physical activity is required and leadership skills are
essential or to provide a step into higher qualifications,
leading to a professional qualification to work in the world of
sport, physical education, activity and leisure & recreation.
Successful candidates will have developed:
g Planning and preparation skills which will enable them to
prepare a session plan for a group within the community and
develop & adapt the activities accordingly.
g Leadership skills which will enable them to lead activities
safely, providing fun and purposeful, inclusive learning and
an environment which is motivational for others. They will be
able to lead independently and will have worked as part of
team having run an event for a community group.
g Skills to evaluate their own ability to lead others as well as
the skills needed to evaluate others’ leadership abilities
which will serve to enhance their development as a sports
leader.
UK QUALIFICATIONS 63
Qualifications currently offered

The award has been written as a practically based sports D 87.99%–84%

leadership qualification in which practical methods of learning are E 83.99%–80%
adopted where possible. Fail below 80%
PREREQUISITES: QUALITY ASSURANCE:
Level 2 Award in Community Sports Leadership All unit tests are moderated by external moderators. Schools are
vetted by an annual assessment visit. Home educated pupils
NUMBER OF UNITS/STRUCTURE:
receive home visits and are required to submit all tests annually.
The specification comprises nine units of work, with eight units
needing to be successfully completed by the candidate in order PROGRESSION/ARTICULATION:
to achieve the level 3 qualification. Students complete each level of the certification programme over
a period of, typically, five years. Pupils must complete the lower
ASSESSMENT METHOD:
certificates before proceeding to the next.
Internally assessed and externally verified
GRADING SYSTEM:
Pass/Fail Institute of Commercial
UCAS Tariff points with effect from 2009 entry: Management
Grade UCAS Tariff Points
The Institute of Commercial Management (ICM) offers vocational
Pass 30
qualifications which are recognised throughout the UK and
QUALITY ASSURANCE: worldwide. ICM works in partnership with universities, commerce,
Accredited by Sports Leaders UK. For more information see industry, governments, international development agencies and
http://www.sportsleaders.org/Home/Default.aspx?PageID=Home tertiary level education and training providers. In its capacity as a
course developer, and an examining and awarding board, the
PROGRESSION: Institute provides a wide range of professional and vocational
Further training and employment in sports development, qualifications in business and management studies.
coaching, teaching and working within the leisure industry
ICM programmes are designed to address the wide variety of
personal development and training needs of those wishing to
ICC International Certificate of enter the commercial sector and to support the continued
development and workplace flexibility of those already in
Christian Education employment.
QUALIFICATION ABBREVIATION:
ICM’s global services include the:
ICCE
g design, development and certification of business education
BACKGROUND:
and training programmes for education providers
The ICCE provides qualifications for pupils who use the g development and certification of tailored education and
Accelerated Christian Education (ACE) programme. A relatively
training programmes for the corporate sector, emerging
small number of pupils gain these qualifications annually, mainly
industries and the global workforce
from small independent faith-based schools. A growing number g examination, assessment and certification of students
of pupils educated at home are opting for the ICCE Certificate
undertaking business, management and training
programme. The ICCE Advanced Certificate is widely accepted for
programmes
entry to undergraduate programmes. g provision of technical assistance and consultancy services in
Since September 2004, the ICCE has replaced the National the fields of trade, tourism and personal development.
Christian Schools’ Certificate (NCSC). The curriculum content and
The Institute offers qualifications at certificate, diploma, advanced
standard have been enhanced by coursework at the four highest
diploma, graduate and postgraduate levels.
levels.
DATE OF FIRST AWARD: Qualifications are awarded in a wide range of subjects including
2005 business, management, marketing, finance, human resource
management, tourism, hospitality, law, computing, journalism and
NUMBER OF UNITS/STRUCTURE: media.
ICCE Foundation – 7.5 units
ICCE General = 16 units plus coursework The Institute is a professional body for commercial and business
ICCE Intermediate = 23 units plus coursework development managers and supports career and personal
ICCE Advanced = 29 units plus coursework development. Associate and professional membership are open to
ICCE Advanced Plus = 34 units plus coursework those who complete the relevant degree-level qualifying
examinations.
ASSESSMENT METHOD:
By unit tests, essays and practical science projects, all externally
moderated (80% internal, 20% external). ICM Certificate/Diploma/
EXAMINATION TIMING: Advanced Diploma Programmes
Throughout the year
BACKGROUND
DATE OF RESULT PUBLICATION: Certificates
Throughout the year Certificates are foundation programmes designed for post-
GRADING SYSTEM:
secondary education and open access programmes for adults
A 100%–96% with little or no formal academic qualifications. The course
B 95.99%–92% duration is normally a minimum of either six months of full-time
C 91.99%–88% study or one year of part-time study. Certificate programmes are

64 UK QUALIFICATIONS
 Qualifications currently offered

accredited at NQF level 4. ICM certificates are appropriate as an examinations in all subjects within any programme. Alternatively,
entry level qualification for relevant degree programmes. candidates may be able to study single subjects.
Diplomas GRADING SYSTEM:
Examination grades are as follows.
Diploma-level programmes are designed for business students
A Distinction 70% and above
(18+) and working adults. The programmes are normally
B Pass with Merit 60% to 69%
delivered over one to two years of full-time study or two to three C Pass with Credit 50% to 59%
years of part-time study. Diploma-level programmes equate to D Pass 40% to 49%
NQF level 5 qualifications. Relevant ICM Diploma awards are E Fail 39% and under
considered acceptable by many universities for direct entry to the
second year of Honours degree programmes. QUALITY ASSURANCE:
ICM Diploma holders demonstrate competence in the application In order to maintain global standards, examination papers for all
of knowledge in a broad range of varied work activities performed standard ICM programmes are set by the Institute’s Examiners
in a wide variety of contexts, most of which are complex and and all candidates’ work is returned to ICM for marking,
non-routine. Learning at this level involves obtaining detailed assessment and the issue of results and certificates. ICM awards
knowledge and skills and is appropriate for people working are accredited by QCDA/Ofqual.
independently, or providing basic supervision and training of NUMBER OF UNITS/STRUCTURE:
others in their field of work and people wishing to go to university. A standard full-time Advanced Diploma course consists of 12
units equivalent to 240 credits.
Advanced Diplomas
Advanced Diploma programmes are designed for advanced level PROGRESSION/ARTICULATION
business students, supervisors, managers and mature working On successful completion of ICM Certificates/Diplomas/Advanced
adults with existing business qualifications. Advanced Diplomas Diplomas, students may progress to further professional
are normally completed in two years of full-time study or three qualifications or to appropriate levels of honours degree courses.
years of part-time study and are designed to provide a level of An ICM Graduate Diploma may allow access to postgraduate
business knowledge equal to that obtained after two years of study.
undergraduate study.
The Advanced Diploma is accredited as to an NQF level 6 ifs School of Finance
qualification and involves specialist learning and detailed analysis
of information and knowledge in a specified area of work or study. The ifs School of Finance is a leading provider of financial
Students demonstrate an increased depth of knowledge and education.
understanding of an area of work or study that enables them to
As a school of finance, the ifs provides for the formal learning
formulate solutions and responses to complex problems and
needs of consumers and those employed within the industry, both
situations.
in the UK and in key markets worldwide.
ICM Advanced Diploma qualifications are appropriate for people
working as higher grade supervisors, professionals or managers
who need to demonstrate high levels of knowledge, a high level ifs Certificate in Financial Studies
of work expertise in appropriate job roles and competence in QUALIFICATION ABBREVIATION:
managing and training others. CeFS
These qualifications are considered to be equivalent to UK NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
intermediate HE awards. Most Advanced Diploma programmes Level 3
are taken as an end in themselves, but they can also be used for
BACKGROUND:
entry at an appropriate level (usually final year) to first degree
The Certificate in Financial Studies (CeFS) has been designed to
studies.
encourage individuals to be inspired to meet their lifestyle
Graduate Diplomas aspirations. This will be achieved by teaching them to apply the
The Graduate Diploma qualifications equate to NQF level 6 and appropriate solution(s) from the wide range available within the
involve further study and analysis (incorporating a evolving financial services marketplace. Students who wish to
dissertation/project). The ICM Graduate Diploma is considered to make informed and confident decisions regarding their finances
be at final year honours degree level and may be used as an should consider the Certificate in Financial Studies.
entry level requirement for postgraduate study. DATE OF FIRST TEACHING:
ASSESSMENT METHOD: 2001
ICM Certificate units focus on the development of knowledge and DATE OF FIRST AWARD:
understanding of conceptually less demanding material whilst 2002
higher level awards such as Advanced Diploma units assess the
conceptually more demanding material. Many units test NUMBER OF UNITS/STRUCTURE:
candidates' accumulated understanding of the domain as a Three units:
whole and their ability to integrate and apply their skills, Unit 1: Why money matters
knowledge and understanding in appropriate contexts. All units Unit 2: Risk and reward
equate to 200-hour (20-credit) courses and are assessed by Unit 3: Making personal financial judgements
means of externally assessed and moderated written papers. ASSESSMENT METHOD:
Assessment is 100% examination. Electronic and paper-based examination.
All ICM programmes are multi-subject and candidates are Unit 1: Why money matters. Tested electronically. Fifty multi-choice
required to undertake formal, externally set and marked questions. Questions test each of the nine learning outcomes for
the unit and make up 25% of the overall qualification score.

UK QUALIFICATIONS 65
Qualifications currently offered

Unit 2: Risk and reward. The examination consists of two Unit 2: Financial services: the provider’s perspective
sections. Section A: five multiple-choice questions: one mark per Unit 3: Enhancing financial capability.
question. Section B: six case studies of five questions: one mark
ASSESSMENT METHOD
per question. The five multiple-choice questions test candidates’
Electronic and paper-based examination.
understanding of financial products, the nature of borrowing and
the importance of financial budgeting. The six case studies test Unit 1: Financing the future. Seven case studies each containing
seven learning outcomes and are based on the stages of the six multiple-choice questions; one mark per question. The seven
personal lifecycle. The examination score contributes 35% to the case studies test all of the nine learning outcomes for the unit
overall qualification score. and contribute 30% to the overall qualification score.
Unit 3: Making personal financial judgements. One question Unit 2: Financial services: the provider’s perspective. Seven case
from a choice of two: 40 marks. The questions are based on case studies each containing six multiple-choice questions; one mark
studies with a number of short/part questions. The examination per question. The seven case studies test all of the eight learning
score contributes 40% to the overall qualification score. outcomes for the unit and contribute 30% to the overall
EXAMINATION TIMING: qualification score.
On demand for electronic examinations. Unit 3 assessment is Unit 3: Enhancing financial capability, paper-based examination.
offered twice a year. One question from a choice of two: 40 marks available. The
DATE OF RESULT PUBLICATION: questions are based on case studies. The examination score
Unit 1 and 2 results are available via the web within 72 hours of contributes 40% to the overall qualification score.
receipt of the examination papers. Unit 3 results should be EXAMINATION TIMING
available within one calendar month of the examination date. On demand for Unit 1 and 2 examinations; Unit 3 assessment is
GRADING SYSTEM: offered three times a year.
Graded A – E and U for ungraded. CeFS have been awarded the DATE OF RESULT PUBLICATION
following UCAS Tariff points with effect from 2005 entry to higher Unit 1 and 2 results are available via the web within 72 hours of
education. receipt of the examination papers. Unit 3 results should be
Grade UCAS Tariff Points available within one calendar month of the examination date.
A 60 GRADING SYSTEM
B 50
Graded A – E and U for ungraded. The DipFS has been awarded
C 40
the following UCAS Tariff points with effect from 2008 entry to
D 30
higher education.
E 20
Grade UCAS Tariff Points
QUALITY ASSURANCE: A 60
QCDA B 50
C 40
PROGRESSION/ARTICULATION: D 30
The CeFS provides underpinning knowledge for, and a pathway E 20
into, study for other ifs qualifications. CeFS also aids entry into
higher education and provides a good basis from which to pursue QUALITY ASSURANCE
a career in the financial services industry. QCDA
PROGRESSION/ARTICULATION
ifs level 3 Diploma in Financial The DipFS provides underpinning knowledge for, and a pathway
into, study for other ifs qualifications. Dip FS also aids entry into
Studies higher education and provides a good basis from which to pursue
QUALIFICATION ABBREVIATION a career in the financial services industry.
DipFS
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL International Baccalaureate
Level 3
The International Baccalaureate (IB) is a non-profit educational
BACKGROUND organisation that was established in 1968.
The Diploma in Financial Studies (DipFS) follows on from CeFS
and applies what students have learnt to the broader financial The IB offers three programmes to a wide variety of schools located
environment. The financial planning element introduced in CeFS throughout the world:
becomes more dynamic and flexible, as the students become g the Diploma Programme, for students in the final two years
more aware of the (financial) environment within which they live. of school before university
DATE OF FIRST TEACHING g the Middle Years Programme, for students aged 11 to 16
2004 g the Primary Years Programme (PYP), for students aged three
to 12.
DATE OF FIRST AWARD
2005 There are 2,595 schools (IB world schools) that are authorised to
PREREQUISITES
offer International Baccalaureate programmes in 125 countries.
Students must complete the CeFS before they begin the DipFS.
NUMBER OF UNITS/STRUCTURE
Three units:
Unit 1: Financing the future

66 UK QUALIFICATIONS
 Qualifications currently offered

International Baccalaureate programme is on language but a variety of texts also forms part
of the course. Classical Greek and Latin can also be studied as B
Diploma languages.
QUALIFICATION ABBREVIATION: Or
IB
Ab initio
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: A foreign language learning course over two years at SL for
Level 3 students with no previous experience of learning the target
BACKGROUND:
language.
The International Baccalaureate Diploma Programme is an Or
international academic qualification administered by the
International Baccalaureate (IB). It is a two-year academically Classical Greek
rigorous pre-university programme designed to promote
Latin
international understanding.
Group 3 – Individuals and societies
All students, irrespective of their particular interests, are required
Business and management
to follow six subjects in a range of disciplines. At least three and
Economics
not more than four of these must be at higher level (HL) and
Geography
three (or two if four HL courses are completed) at standard level
History
(SL). The recommended classroom contact teaching time for each
Information technology in a globalsociety
HL is 240 hours, and for each SL, 150 hours over the two-year
Philosophy
period of the programme. The examined subjects must include
Psychology
two languages, one subject from Individuals and societies, an
Social and cultural anthropology
Experimental science, Mathematics and one further option. All
subjects are required to incorporate international perspectives. Group 4 – Experimental sciences
The IB has three working languages, English, French and Biology
Spanish, and almost all examination papers are available in each Chemistry
of these languages. Design technology
Environmental systems (SL)
The six subjects are bound together in a coherent form by the
Physics
theory of knowledge course followed by all students, and by an
extended essay which encourages research skills. A further Group 5 – mathematics
requirement is that candidates be involved in creativity, action Computer science (elective)
and service (CAS), which contributes to their humanitarian/ Mathematics (HL)
international education. Mathematics (SL)
Mathematical studies (SL)
Only an authorised member school can enter candidates for IB
Further mathematics (SL)
qualifications. The Diploma programme is designed as a two-year
All students must do a course in mathematics
course of study, although a maximum of two SL subjects may be
taken as one year courses. All HL courses, al least one SL course Group 6 – Arts
and the core must be completed over two years. Music
DATE OF FIRST AWARD:
Theatre
1970 Visual arts

NUMBER OF UNITS/STRUCTURE: School-based syllabus (SBS)

Candidates choose six subjects, at least three and not more than
four at higher level and three (or two if four HL courses are
completed) at standard level. Candidates choose their
programmes of six subjects by selecting one each from the
following six groups, Alternatively a candidate may offer, instead
of a Group 6 subject, a third modern language, a second subject
from Individuals and societies, a second subject from
experimental sciences or further mathematics SL or computer
science.
Group 1 – Language A1
The candidate’s best language or mother tongue, including the
study of a selection from world literature in translation.
Group 2 – Language A2, or Language B, or Ab initio
Language A2
For bilingual candidates or candidates with a high level of
competence in the target language. The course is based on the
study of both literature and language.
Or
Language B
A foreign language learning course for students with previous
experience of learning the language. The main focus of the
A syllabus designed by the school according to its own needs,
interests and expertise, and approved by the IB. A candidate may
choose only one SBS subject as one of their standard level
choices.
All Diploma Programme candidates will also undertake:
A) Theory of knowledge – a 100-hour course taught over two
years, which is an interdisciplinary requirement intended to
stimulate critical reflection on knowledge and experience.
B) Extended essay – a substantial piece of independent research
work about 4,000 words long. It must be written in a Diploma
Programe subject.
C) Creativity,action, service (CAS) – the CAS programme is
provided by the school and monitored by the IB.
ASSESSMENT METHOD:
Assessment in the IB varies widely across the disciplines and
includes multiple choice, essay, data analysis, short answer and
structured questions. In most subjects the teachers contribute
25% of the marks through internal assessment which are then
moderated by external examiners. Students are assessed on the
whole course in final examinations held at the end of the two

UK QUALIFICATIONS 67
Qualifications currently offered

years. The courses are not modular. Candidates not completing (f) there are no more than two grades 2 at SL
all the requirements for a Diploma may be awarded certificates (g) overall, there are no more than three grades 3 or below
for individual subjects. Assessment procedures are kept (h) at least 11 points have been gained on HL subjects
constantly under review to ensure both integrity and quality. Their (candidates who register for four HL subjects must gain at
validation includes, amongst other activities, question paper and least 14 points at HL)
marking scheme review by external advisers, standardisation of (i) at least eight points have been gained on SL subjects
examiners, marking, moderation, grade awarding and arbitration (candidates who register for two SL subjects must gain at
procedures, an enquiry upon results service, and public reporting least five points at SL)
of statistics. (j) the final award committee has not judged the candidate to
EXAMINATION TIMING:
be guilty of malpractice.
May and November A maximum of three examination sessions is allowed in which to
DATE OF RESULT PUBLICATION: satisfy the requirements for the award of the IB Diploma.
Early July and early January
GRADING SYSTEM: AWARD OF INTERNATIONAL
Each subject is graded 1–7 (7 being the highest)
BACCALAUREATE
The recommendation for the award of the final grade in each
subject is normally the responsibility of the Chief Examiner. A grade
CERTIFICATES
will not normally be awarded to a candidate in any subject for A candidate who is not offering the full Diploma may register for
which any of the required assessment components have not been examination in one or more subjects, provided that the
completed. The grading scheme for IB examinations is as follows: recommended number of classroom contact teaching hours
7 excellent (Higher Level (HL) 240, Standard Level (SL) 150) has been
6 very good completed for each subject.
5 good
Such a candidate is classified as a certificate candidate and
4 satisfactory
3 mediocre
receives a certificate recording the result(s) obtained. Candidates
2 poor who have registered for the full Diploma, but who have not
1 very poor fulfilled all the requirements for the award, will receive a
certificate indicating the results obtained in individual subjects.
Certificates are not available for the Extended Essay, Theory of
All assessment components for each of the six subjects and the
Knowledge or Creativity, Action, Service (CAS). A Diploma
additional Diploma requirements must be completed in order to
candidate who wishes to offer more than the six subjects
qualify for the award of the Diploma.
required for the Diploma may register as an extracertificate
The Diploma will be awarded to a candidate whose total score is candidate for the subject(s) at either HL or SL.
24, 25, 26 or 27 points, provided all the following requirements
The IB is accredited within the NQF. The IB is recognised by UK
have been met:
HEIs as fulfilling the minimum matriculation requirements for
(a) numeric grades have been awarded in all six subjects entry. The IB recommends that institutions make offers to
registered for the diploma applicants based on a total points acquisition by the candidate.
(b) an approved programme of CAS has been completed Offers to IB students that are expressed in terms of gaining the
(c) grades A (highest) to E (lowest) have been awarded for both Diploma and with specific grades, usually in HL subjects, should
theory of knowledge and an extended essay, with a grade of not be made by equating IB grades to GCE A level grades. The
at least D in one of them equivalence is not valid. Additionally, neglecting the overall score
(d) there is no grade 1 in any subject does not take account of, and give credit for, the breadth of study
(e) there is no grade 2 at HL required in the IB Diploma Programme.
(f) there is no more than one grade 2 at SL
(g) overall, there are no more than three grades 3 or below The IB Diploma Programme has been awarded the following UCAS
(h) at least 12 points have been gained on HL subjects Tariff points with effect from 2008 entry to higher education.
(candidates who register for four HL subjects must gain at
least 16 points at HL)
(i) at least nine points have been gained on SL subjects
(candidates who register for two SL subjects must gain at
least six points at SL)
(j) the final award committee has not judged the candidate to
be guilty of malpractice.
The Diploma will be awarded to a candidate whose total score is
28 points or above, provided all the following requirements have
been met:
(a) numeric grades have been awarded in all six subjects
registered for the diploma
(b) an approved programme of CAS has been completed
(c) grades A to E have been awarded for both theory of
knowledge and an extended essay, with a grade of at least D
in one of them
(d) there is no grade 1 in any subject
(e) there is no more than one grade 2 at HL

68 UK QUALIFICATIONS
 Qualifications currently offered

Grade UCAS Tariff Points (until 2009) UCAS Tariff Points (2010 onwards) National Vocational Qualification
45 768 720
QUALIFICATION ABBREVIATION:
44 744 698
NVQ
43 722 676
42 698 654 NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
41 675 632 levels 1–5 (Original NQF levels – NVQs have not yet revised their
40 652 611 levels according to the new eight-level framework.)
39 628 589
38 605 567 BACKGROUND:
37 582 545 National Vocational Qualifications (NVQs) are work-related,
36 559 523 competence-based qualifications. They reflect the skills and
35 535 501 knowledge needed to do a job effectively and show that a candidate
34 512 479 is competent in the area of work the NVQ framework represents.
33 489 457
32 466 435 NVQs are based directly on the National Occupational Standards
31 442 413 (NOS) defined by Sector Skills Councils and other recognised
30 419 392 Standards-Setting Bodies. These standards are statements of
29 396 370 performance that describe what competent people in a particular
28 373 348 occupation are expected to be able to do. They cover all the main
27 350 326 aspects of an occupation, including current best practice, the
26 326 304 ability to adapt to future requirements and the knowledge and
25 303 282 understanding that underpin competent performance. NVQs
24 280 260 assess occupational competence against the requirements of the
NOS. Assessment is mainly through performance in the workplace,
International Baccalaureate (IB) Certificate* but may also include oral and written questioning, according to
Higher Level Standard Level Core whatever is most appropriate to demonstrate that the individual
Grade Tariff points Grade Tariff points Grade Tariff points can perform the task to the required standard. NVQs are now
7 130 7 70 3 120 available for almost all occupations in the UK. NVQs must include
6 110 6 59 2 80 an element of assessment which is demonstrably independent of
5 80 5 43 1 40 anyone who may have a vested interest in the outcome.
4 50 4 27 0 10
3 20 3 11 For more details on NVQs, visit www.ofqual.org.uk/69.aspx
Details of the titles and constituent units of all accredited NVQs
*Points for IB Certificate come into effect for entry into higher
can be found in the National Database of Accredited
education from 2010 onwards.
Qualifications (www.accreditedqualifications.org.uk).

International General Certificate
of Secondary Education
(IGCSE)/International Certificate
of Education (ICE)/GCE O
Level/School Certificate
BACKGROUND:
Cambridge International GCSE was developed by CIE and
introduced in 1988 primarily as a qualification for overseas
candidates that aims to prepare students for further academic
success, including progression to A level and AS study. The
qualification is equivalent in standard to GCSE and may be
considered acceptable at Grades A*, A, B or C in lieu of GCSE on
a subject for subject basis. The IGCSE is assessed on an eight-
point scale of grades: A* – G. If a student passes seven CIE
IGCSE examinations, from particular groupings, they will qualify
for the International Certificate of Education (ICE) Diploma.
The Diploma is awarded at Distinction, Merit and Pass.
GCE O levels continue to be taken in approximately 80 countries
around the world. The qualification is equivalent in standard to
GCSE and may be considered acceptable at Grades A*, A, B or C
in lieu of GCSE on a subject for subject basis.
GRADING SYSTEM:
Passing grades at O level are A* – E, with A* being highest. If a
student passes six CIE O level examinations, from particular
groupings, they will qualify for the School Certificate. The
Certificate is awarded with First, Second and Third Divisions. Full
information is available from CIE.
The NQF establishes parity of esteem between NVQs, regardless
of which awarding body awards them.
In Northern Ireland, the Department of Education and Department
of Economic Development have jointly established a Vocational
Qualifications Unit to liaise with the QCDA and promote NVQs.
This is based in the Training and Employment Agency, Belfast.
NVQs are allocated one of five levels within the NQF.
Level 1
Competences that involve the application of knowledge and skills
in the performance of a range of varied work activities, most of
which may be routine or predictable.
Level 2
Competences that involve the application of knowledge and skills
in a significant range of varied work activities, performed in a
variety of contexts. At this level, there must be activities that are
complex or non-routine and some individual responsibility and
autonomy. Collaboration with others, perhaps through membership
of a work group or team, may often be a requirement.
Level 3
Competences that involve the application of knowledge and skills
in a broad range of varied work activities performed in a wide
variety of contexts, most of which are complex and non-routine.
There is considerable responsibility and autonomy, and control or
guidance of others is often required.
Level 4
Competences that involve the application of knowledge and skills
in a broad range of complex technical or professional work
activities performed in a wide variety of contexts and with a

UK QUALIFICATIONS 69
Qualifications currently offered
substantial degree of personal responsibility and autonomy.
Responsibility for the work of others and the allocation of
resources is often present.
Level 5
Competences that involve the application of skills and a
significant range of fundamental principles across a wide and
often unpredictable variety of contexts. Very substantial personal
autonomy and often significant responsibility for the work of
others and for the allocation of substantial resources feature
strongly, as do personal accountabilities for analysis and
diagnosis, design, planning, execution and evaluation.
Applicants to HE with NVQs as main entry qualifications are likely
to offer NVQ at level 3 (NVQ 3). These applicants should be
judged on their merits alongside those with qualifications such as
GCE A and AS level. Such applicants are likely to offer, in particular:
g a high level of technical competence in their specialist areas
g practical experience of work and the associated maturity
g high skills levels
g portfolios of evidence
g ability to assimilate knowledge and apply it in practice
g a high level of self-reliance.
A large number of candidates already in the workplace will have
gained NVQs. These qualifications may therefore be useful in
supplying accreditation of achievement, which would otherwise
need to be judged through the Accreditation of Prior Experiential
Learning.
Apprenticeships incorporate NVQs as their main content.
DATE OF FIRST AWARD:
1992
NUMBER OF UNITS/STRUCTURE:
All NVQs are unit-based and allow candidates to accumulate unit
certification until the complete NVQ award is achieved. Each unit
is written in the form of outcomes describing what a candidate
must be able to do, know and understand, and the context in
which the assessment should take place.
ASSESSMENT METHOD:
Competence-based assessment, mainly within the workplace.
Assessment of NVQs is independent of any learning involved or
the time taken.
GRADING SYSTEM:
As NVQs define competence, candidates are either ‘competent’
or ‘not yet competent’ to perform at the required level.
The AAT level 3 NVQ in Accounting carries UCAS Tariff points as
follows:
Grade UCAS Tariff Points
Pass 160
QUALITY ASSURANCE:
Internal and external verification.
PROGRESSION/ARTICULATION:
Single units may be certificated.
NCC Education
NCC Education is a global provider of education solutions and an
awarding body of British education programmes in Business and
IT ranging from foundation to postgraduate level. Students are
able to study for NCC Education qualifications at one of NCC
Education’s global network of Accredited Partner Centres, either
locally or in the UK. Students can choose to study either via the
classroom or online.
70 UK QUALIFICATIONS
NCC Education Degree and
Masters/Postgraduate Degrees
BACKGROUND:
NCC Education works in conjunction with universities including
the University of Wales, the University of Portsmouth and the
University of Greenwich, to deliver final year degree top-ups and
postgraduate diplomas and masters. For further information,
please contact NCC Education directly.
NCC Education International
Advanced Diploma in Business
QUALIFICATION ABBREVIATION:
IADB
BACKGROUND:
A one-year full-time or part-time programme designed to equip
students with the knowledge and skills required effectively to
progress their career. The programme is aimed at students
looking to improve their career prospects, progress to further
study via the NCC International Degree Journey or enter further
study at those universities with which NCC Education has
articulation agreements.
PREREQUISITES:
Open to:
g successful graduates of the NCC Education International
Diploma in Business
or
g students who have any local or international qualification
which is deemed to be a similar level to the NCC Education
International Diploma programme. These shall be agreed in
advance with NCC Education.
For students whose first language is not English, the required
standard of English language proficiency for the programme is:
g IELTS 5.0
or
g TOEFL® 550.
DATE OF FIRST TEACHING:
2004
NUMBER OF UNITS/STRUCTURE:
The programme consists of seven compulsory core modules and
a choice of one of two elective modules. Core modules:
Managerial economics, Quantitative methods, Marketing
management, Human resource management, Consumer
behaviour, Applications of financial control and cross-cultural
awareness. Elective modules: Technology and organisation and
Operations management. Students must pass all core modules
plus one elective module to be awarded the qualification.
Modules are assessed by either global assignment or global
examination.
ASSESSMENT METHODS:
All modules are assessed by either global examination or global
assignment.
EXAMINATION TIMING:
March, June, September, December
GRADING SYSTEM:
Pass, Merit or Distinction. Awarded by NCC Education
PROGRESSION/ARTICULATION:
Successful graduates of the International Advanced Diploma in
Business (IADB) are eligible to apply to enrol for the BSc (Hons) in
Business Administration, validated and awarded by the University
 Qualifications currently offered

of Wales. The International Advanced Diploma in Business (IADB) International Degree journey or further study at universities with
is equivalent to Year 2 of a typical UK honours degree programme which NCC has articulation agreements.
and as such has been articulated by many UK universities,
PREREQUISITES:
enabling eligible students to apply to enrol on Year 3 of degree
Open to:
programmes at those universities which have progression
agreements with NCC Education. g successful graduates of the NCC Education International
Foundation Year programme (IFY)
For more details consult the NCC Education website:
or
www.nccedu.com/recognition g students who have any local or international qualification
which is deemed to be of a similar level to the NCC
Education International Foundation Year programme. These
NCC Education International shall be agreed in advance with NCC Education
Certificate in Computer Studies or
g students with at least one A level pass or an appropriate
QUALIFICATION ABBREVIATION:
School Leaver’s Certificate
ICCS or
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: g vocational experience which is deemed suitable by
Level 3 NCC Education.
BACKGROUND: For students whose first language is not English, the required
An introduction to computing which provides students with a standard of English language proficiency for the programme is as
broad but secure foundation in the fundamental concepts of follows:
computing and an understanding of the essential concepts of
computer programming.
g IELTS 5.0
or
PREREQUISITES: g TOEFL® 550.
Open to all students looking to progress their career or academic
ambitions. DATE OF FIRST TEACHING:
2004
DATE OF FIRST TEACHING:
2000 NUMBER OF UNITS/STRUCTURE:
The programme consists of eight core modules which cover the
NUMBER OF UNITS/STRUCTURE: following core areas of business as follows: Principles of
The programme consists of the following five compulsory management, Economics, Business communication,
modules: Study and communication skills, Mathematical Organisational and business structures, Principles of quantitative
techniques, IT skills, Introduction to computing, Programming. methods, Fundamentals of financial control, e-Business,
Candidates must pass all five modules to be awarded the Marketing. Students must pass all eight modules to be awarded
qualification. the qualification.
ASSESSMENT METHODS: ASSESSMENT METHODS:
Assessed by assignments and examination. All modules are assessed by either global examination or
EXAMINATION TIMING: global assignment.
All year round EXAMINATION TIMING:
GRADING SYSTEM: March, June, September, December
Pass/Fail. Awarded by NCC Education. GRADING SYSTEM:
PROGRESSION/ARTICULATION: Pass, Merit or Distinction. Awarded by NCC Education
The programme allows progression to the NCC Education PROGRESSION/ARTICULATION:
International Diploma in Computer Studies programme (NQF The programme allows progression to the NCC Education
Level: 4). International Advanced Diploma in Business (IADB) at NQF
Level: 5.
For more details consult the NCC Education website:
www.nccedu.com For more details consult the NCC Education website:
www.nccedu.com

NCC Education International

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

UK QUALIFICATIONS 71
Qualifications currently offered
International Degree Journey or those wishing to progress to
study at universities with which NCC Education has articulation
agreements. Alternatively, the programme helps those who are
looking to improve their career prospects or gain employment
within the IT sector. Upon successful completion, students may
progress to the NCC Education International Advanced Diploma in
Computer Studies (IADCS) at NQF Level: 5.
PREREQUISITES
g either the NCC Education ICCS or IFY qualifications
or
g holders of any local or international qualification deemed to
be of a similar level to the ICCS or IFY and deemed to be
acceptable to the NCC Education Academic Board. These
shall be agreed in advance with NCC Education
or
g holders of one A level or equivalent or an appropriate School
Leaver’s Certificate
or
g vocational experience which is deemed suitable by NCC
Education.
Students should also have O level/GCSE/IGCSE English and
maths or equivalent.
For students whose first language is not English the required
standard for the programme is:
g IELTS 5.0
or
g TOEFL® score of at least 550
or
g TOEIC 776
or
g an equivalent qualification.
DATE OF FIRST TEACHING:
1976
NUMBER OF UNITS/STRUCTURE:
The programme consists of a total of eight modules (six core and
two electives) as follows: Core modules: Computer technology,
Systems development, Programming methods, Fundamentals of
hardware and operating systems, Business communication,
Networking. Elective modules: (choice of two from five
modules): Java, Visual Basic, Web design, eBusiness,
Organisational and business structures. Students must pass the
six core modules and any two elective modules to be awarded
the qualification.
ASSESSMENT METHODS:
Assessed by assignment and examination
EXAMINATION TIMING:
March, June, September, December
GRADING SYSTEM:
Pass, Merit or Distinction. Awarded by NCC Education
PROGRESSION/ARTICULATION:
On successful completion of this programme, students can either
use the qualification to secure employment in the IT sector, or
continue their studies on to the International Advanced Diploma in
Computer Studies (IADCS).
Alternatively students can apply to one of the universities which
accept NCC Education graduates onto the second year of their
degree programmes.
For more details consult the NCC Education website:
www.nccedu.com
72 UK QUALIFICATIONS
NCC Education International
Foundation Year
QUALIFICATION ABBREVIATION:
IFY
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
A one-year programme for speakers of English as a foreign
language who are seeking entrance to a university bachelors
programme or the NCC Education International Diploma in
Business or Computer Studies (NQF Level 4). The programme
covers language, socio-cultural skills and an introduction to
computing and business.
PREREQUISITES:
g One A level or equivalent or a good higher secondary
education certificate.
For students whose first language is not English the required
standard of English language proficiency for the programme is:
g IELTS 4.5 or equivalent (including NCC Education’s English
Language placement test).
DATE OF FIRST TEACHING:
2005
NUMBER OF UNITS/STRUCTURE:
The programme consists of the following five compulsory
modules: Study and communication skills, English language,
Culture studies, Mathematical techniques, IT skills. A further two
modules are chosen from the following four electives: Introduction
to computing, Programming, Introduction to business, Accounting
and economics.
Students must pass all seven modules to be awarded the
qualification.
ASSESSMENT METHODS:
Assessed by assignment and examination
EXAMINATION TIMING:
January, March, June, September
GRADING SYSTEM:
Pass, Merit or Distinction. Awarded by NCC Education
PROGRESSION/ARTICULATION:
Students can continue to study via the NCC Education
International Degree Journey in Business or Computer Studies or
are eligible to apply to those universities which accept NCC
Education graduates for progression to their degree programmes.
For more details consult the NCC Education website:
www.nccedu.com
NCC Education International
Certificate in Business (ICB)
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
An introduction to business which equips students with the
necessary skills for entry to NCC Education’s International
Diploma in Business programme (NQF Level: 4). The International
Certificate in Business (ICB) provides students with a broad but
secure foundation in the fundamental concepts of business,
effective and practical IT skills and the essential study skills
necessary to succeed at undergraduate level study.

NUMBER OF UNITS/STRUCTURE:
The programme consists of five compulsory modules as follows:
Study and communication skills, Mathematical techniques, IT
skills, Introduction to business, Accounting and economics.
Students must pass all five compulsory modules to be awarded
the qualification. Awarded by NCC Education.
ASSESSMENT METHODS:
Assessed by assignment and examination
NCC Education International
Advanced Diploma in Computer
Studies (IADCS)
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 5
BACKGROUND:
A one-year classroom-based academic programme focusing on
analytical and business skills. The programme is suitable for
students who have completed the IDCS or an equivalent
qualification. Successful completion of the programme allows
progression through the NCC Education International Degree
Journey or further study at universities with which NCC Education
has articulation agreements.
NUMBER OF UNITS/STRUCTURE:
The programme consists of a total of seven modules: (four core
and three electives) as follows: Core modules: Systems analysis
and design (double module), Enterprise networking, Database
design and development, Practical project. Elective modules
(choice of three from eight): Advanced Java, Advanced Visual
Basic, Advanced web design, Computer forensics, Internet
systems administration, Internet security, Business management,
Managing business projects. A student may major in one of the
following streams: Advanced Programming – by passing the
Advanced Java and Advanced Visual Basic electives, Business
Management – by passing the Business management and
Managing business projects electives, Internet Systems – by
passing the Internet security and Internet systems administration
electives. Students must pass all core modules and three elective
modules to be awarded the qualification.
ASSESSMENT METHODS:
Assessed by assignments and examination
NCFE
NCFE qualifications and awards are offered by centres throughout
the UK, including further education colleges, adult education
centres, private training providers, schools and businesses.
NCFE works primarily with adult learners within further education
colleges, although it strives to promote its qualifications to a
wider audience.
NCFE offers qualifications in the following six sector areas:
g Art, media and publishing
g Education and training
g Health, publicservice and care
g Leisure, travel and tourism
g Preparation for life and work
g Retail and commercial enterprise.
NCFE offers qualifications and awards at six levels: Pre-entry
level; Entry level and levels 1–4. NCFE’s level 3 qualifications are
listed below.
g Award in Business for the Creative Industries
g Award in Practical Supervision of Food Safety in Catering
Qualifications currently offered
g Award in Preparing to Teach in the Lifelong Learning Sector
g Certificate for Entry to the Uniformed Services
g Certificate for the Outdoor Industry
g Certificate in Advanced Fitness Instructing
g Certificate in Airport Operations
g Certificate in Art and Design
g Certificate in Business for the Creative Industries
g Certificate in Counselling Skills and Theory
g Certificate in Creative Craft
g Certificate in Early Years Foundation Stage Practice
g Certificate in Event Management
g Certificate in Interactive Media
g Certificate in Managing Diversity
g Certificate in National Lottery Retail Management Skills
g Certificate in News and Magazine Retail Management Skills
g Certificate in Palliative Care
g Certificate in Personal Effectiveness at Work
g Certificate in Supporting Teaching and Learning in Schools
g Certificate in Sustainable Tourism
g Certificate in Tour Management
g Certificate in Travel and Tourism Management
g Diploma in Business for the Creative Industries
g Extended Certificate in Business for the Creative Industries
g Extended Diploma in Business for the Creative Industries
g Introductory Award in Business for the Creative Industries
g Key Skills
g NVQ in Advice and Guidance
g NVQ in Customer Service
g NVQ in Health and Social Care
g NVQ in Instructing Physical Activity and Excercise
g NVQ in Spectator Safety.
NCFE Award in Practical
Supervision of Food Safety
in Catering
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
Aimed at owners and/or managers of independent catering
outlets or managers in catering establishments which are part of
a chain and who have responsibility for maintaining food safety
within the workplace.
DATE OF FIRST TEACHING:
2009
NUMBER OF UNITS/STRUCTURE:
One mandatory unit
ASSESSMENT METHOD:
Internally assessed and externally moderated portfolio
GRADING SYSTEM:
Pass mark for portfolio is 100%. Portfolio norm referenced.
Qualification is not graded
QUALITY ASSURANCE:
Internally assessed and externally moderated portfolio.
PROGRESSION/ARTICULATION:
g Level 3 Award in Food Safety Supervision for Retail
g Level 3 Certificate in Health and Safety in the
Workplace
g Level 3 National Diploma in Hospitality
g Level 3 Certificate in Food and Beverage Service
g Level 3 NVQ in Food Service Advanced Craft
g Level 4 Award in Managing Food Safety in Catering.
UK QUALIFICATIONS 73
Qualifications currently offered

NCFE Certificate for Entry to the NCFE Certificate in Art and Design
Uniformed Services NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3 BACKGROUND:
Aims to develop advanced level skills and techniques in art and
BACKGROUND:
design through a chosen option.
Aims to provide an opportunity for candidates with an interest in
the uniformed services to gain an insight into this area of DATE OF FIRST TEACHING:
employment, and help to supply informed and prepared potential 2005
recruits to a variety of uniformed services. Develops candidates’
NUMBER OF UNITS/STRUCTURE:
skills and personal qualities in preparation for all areas of
Four mandatory units.
employment and provides a basis for further study and motivation
towards career development. Another aim is to promote positive ASSESSMENT METHOD:
attitudes and responses to differences in gender, social and Internally assessed and externally moderated portfolio.
cultural backgrounds and abilities of individuals.
GRADING SYSTEM:
DATE OF FIRST TEACHING: Pass mark for portfolio 100%. Portfolio norm referenced.
2007 Qualification is not graded.
NUMBER OF UNITS/STRUCTURE: QUALITY ASSURANCE:
Six mandatory units, plus two units from seven options. Internal and external moderation of portfolio.
ASSESSMENT METHOD: PROGRESSION/ARTICULATION:
Internally assessed and externally moderated portfolio. NCFE level 3 Certificate in Creative Craft; NCFE level 3 Certificate
in Interactive Media; level 3 NVQs in Design, Arts and Culture;
GRADING SYSTEM:
Foundation Degrees in Art and Design.
Pass mark for portfolio is 100%. Portfolio norm referenced.
Qualification is not graded.
QUALITY ASSURANCE: NCFE Certificate in Creative Craft
Internally assessed and externally moderated portfolio.
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
PROGRESSION/ARTICULATION: Level 3
Employment within the uniformed services.
BACKGROUND:
To develop craft skills to a professional standard and progress
into higher education.
NCFE Certificate for the DATE OF FIRST TEACHING:
Outdoor Industry 2003
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: NUMBER OF UNITS/STRUCTURE:
Level 3 Three mandatory units
BACKGROUND: ASSESSMENT METHOD:
Develops learners’ understanding of the organisation/operation Internally assessed and externally moderated portfolio.
of the sport and recreation industry; employment in the outdoor
GRADING SYSTEM:
industry; and the environments in which outdoor activities take place.
Pass mark for portfolio 100%. Portfolio norm referenced.
DATE OF FIRST TEACHING: Qualification is not graded.
2005
QUALITY ASSURANCE:
NUMBER OF UNITS/STRUCTURE: Internally assessed and externally moderated portfolio.
Five mandatory units
PROGRESSION/ARTICULATION:
ASSESSMENT METHOD: NCFE level 3 Certificate in Art and Design; NCFE level 3
Internally assessed and externally moderated portfolio Certificate in Interactive Media; NVQs in craft-related subjects;
level 3 Higher Professional Diploma in Creative Arts.
GRADING SYSTEM:
Pass mark for portfolio is 100%. Portfolio norm referenced.
Qualification is not graded.
NCFE Certificate in Interactive
QUALITY ASSURANCE:
Internally assessed and externally moderated portfolio.
Media
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
PROGRESSION/ARTICULATION:
Level 3
NCFE Certificate in Employment Skills, NVQ level 3 in Outdoor
Education, Development Training and Recreation, NVQ level 3 BACKGROUND:
Coaching, Teaching and Industry, MLTUK Mountain Leader Award For those interested in developing interactive media skills at an
and other National Governing Body Awards, and Modern advanced level, extending candidates’ knowledge of processes
Apprenticeship Framework Technical Certificates. and principles and enabling progression into further education
and training.
DATE OF FIRST TEACHING:
2005

74 UK QUALIFICATIONS
 Qualifications currently offered

NUMBER OF UNITS/STRUCTURE: ASSESSMENT METHOD:

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

DATE OF FIRST TEACHING: DATE OF FIRST TEACHING:

2002 2007

PREREQUISITES: PREREQUISITES:
No specific prior learning required. Minimum entry age 18. No specific prior learning required. Minimum entry age 13.

NUMBER OF UNITS/STRUCTURE: NUMBER OF UNITS/STRUCTURE:

Eight mandatory units One mandatory unit plus two from fourteen options.

ASSESSMENT METHOD: ASSESSMENT METHOD:

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

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.

QUALITY ASSURANCE: QUALITY ASSURANCE:

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

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

UK QUALIFICATIONS 75
Qualifications currently offered

ASSESSMENT METHOD: NUMBER OF UNITS/STRUCTURE:

Internally assessed and externally moderated portfolio. One mandatory unit plus eleven from fourteen options.
GRADING SYSTEM: ASSESSMENT METHOD:
Pass mark for portfolio is 100%. Portfolio norm referenced. Internally assessed and externally moderated portfolio.
Qualification is not graded.
GRADING SYSTEM:
QUALITY ASSURANCE: Pass mark for portfolio is 100%. Portfolio norm referenced.
Internally assessed and externally moderated portfolio. Qualification is not graded.
PROGRESSION/ARTICULATION: QUALITY ASSURANCE:
NCFE level 3 Business for the creative industries suite of Internally assessed and externally moderated portfolio.
qualifications; level 4 qualifications in business enterprise; level 4
PROGRESSION/ARTICULATION:
qualifications in business; level 4 qualifications in business and
NCFE level 3 Business for the Creative Industries suite of
management for the arts.
qualifications; level 4 qualifications in business enterprise; level 4
qualifications in business; level 4 qualifications in business and
management for the arts.
NCFE Extended Certificate in
Business for the Creative
Industries NCFE Extended Diploma in
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Business for the Creative
Level 3 Industries
BACKGROUND: NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Learners are able to develop their understanding of the role that Level 3
business plays in the creative industries and develop a variety of
BACKGROUND:
business skills and techniques, ranging from marketing, events
Learners are able to develop their understanding of the role that
and promotion through to legal affairs and intellectual property.
business plays in the creative industries and develop a variety of
DATE OF FIRST TEACHING: business skills and techniques, ranging from marketing, events
2007 and promotion through to legal affairs and intellectual property.
PREREQUISITES: DATE OF FIRST TEACHING:
No specific prior learning required. Minimum entry age 16. 2007
NUMBER OF UNITS/STRUCTURE: PREREQUISITES:
One mandatory unit plus eight from fourteen options. No specific prior learning required. Minimum entry is 16.
ASSESSMENT METHOD: NUMBER OF UNITS/STRUCTURE:
Internally assessed and externally moderated portfolio. Fifteen mandatory units.
GRADING SYSTEM: ASSESSMENT METHOD:
Pass mark for portfolio is 100%. Portfolio norm referenced. Internally assessed and externally moderated portfolio.
Qualification is not graded.
GRADING SYSTEM:
QUALITY ASSURANCE: Pass mark for portfolio is 100%. Portfolio norm referenced.
Internally assessed and externally moderated portfolio. Qualification is not graded.
PROGRESSION/ARTICULATION: QUALITY ASSURANCE:
NCFE level 3 Business for the creative industries suite of Internally assessed and externally moderated portfolio.
qualifications; level 4 qualifications in business enterprise; level 4
PROGRESSION/ARTICULATION
qualifications in business; level 4 qualifications in business and
Level 4 qualifications in business enterprise; level 4 qualifications
management for the arts.
in business; level 4 qualifications in business and management
for the arts.
NCFE Diploma in Business for
the Creative Industries NCFE Certificate in Palliative
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Care
Level 3
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
BACKGROUND: Level 3
Learners are able to develop their understanding of the role that
BACKGROUND:
business plays in the creative industries and develop a variety of
Aims to give those working in health care settings increased
business skills and techniques, ranging from marketing, events
knowledge and understanding of the issues related to palliative
and promotion through to legal affairs and intellectual property.
care. It raises awareness of the range of needs a person may
DATE OF FIRST TEACHING: have and how they and their families/friends can be supported.
2007
DATE OF FIRST TEACHING:
PREREQUISITES: 2007
No specific prior learning required. Minimum entry age 16.
PREREQUISITES:
No specific prior learning required. Minimum entry age 18.

76 UK QUALIFICATIONS
 Qualifications currently offered

NUMBER OF UNITS/STRUCTURE: NUMBER OF UNITS/STRUCTURE:

Four mandatory units. Six mandatory units.
ASSESSMENT METHOD: ASSESSMENT METHOD:
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.
QUALITY ASSURANCE: QUALITY ASSURANCE:
Internally assessed and externally moderated portfolio. Internally assessed and externally moderated portfolio.
PROGRESSION/ARTICULATION: PROGRESSION/ARTICULATION:
Level 2 NVQ in Health, level 3 NVQ in Health, level 3 NVQ in Level 3 Certificate in tour management; level 3 National Diploma
Health and Social Care, level 3 Certificates in Health and/or Social in Travel and tourism; level 3 BTEC in Travel and tourism; level 3
Care, NCFE level 2 Certificate in Safe Handling of Medicines, NVQ in Travel and tourism; level 4 Higher Professional Diploma in
NCFE level 2 Award in the Prevention and Control of Infection, Travel and tourism.
NCFE level 2 Certificate in Safer Moving and Handling (including
People), NCFE level 2 Certificate in Dementia Awareness, NCFE
level 2 Certificate in Understanding and Prevention of MRSA. NCFE Certificate in Tour
Management
NCFE Certificate in Event NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Management Level 3
BACKGROUND:
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Aims to provide learners with a broad introduction to tour
Level 3
management, and provide potential tour managers with the skills
BACKGROUND: and knowledge necessary to be effective in their roles.
Aims to prepare those seeking employment in the event
DATE OF FIRST TEACHING:
management field, and also formally recognises existing
2009
knowledge and competence for those already working in the
sector. PREREQUISITES:
No specific prior learning required. Minimum entry age 16.
DATE OF FIRST TEACHING:
2007 NUMBER OF UNITS/STRUCTURE:
Six mandatory units
PREREQUISITES:
No specific prior learning required. Minimum entry age 16. ASSESSMENT METHOD:
Internally assessed and externally moderated portfolio.
NUMBER OF UNITS/STRUCTURE:
Ten mandatory units GRADING SYSTEM:
Pass mark for portfolio is 100%. Portfolio norm referenced.
ASSESSMENT METHOD:
Qualification is not graded.
Internally assessed and externally moderated portfolio.
QUALITY ASSURANCE:
GRADING SYSTEM:
Internally assessed and externally moderated portfolio.
Pass mark for portfolio is 100%. Portfolio norm referenced.
Qualification is not graded. PROGRESSION/ARTICULATION:
Level 3 BTEC Diploma in Travel operations; level 3 BTEC National
QUALITY ASSURANCE:
Award/Certificate/Diploma in Travel and tourism; level 3 National
Internally assessed and externally moderated portfolio.
Certificate/Diploma in Travel and tourism; level 3 National
PROGRESSION/ARTICULATION: Extended Diploma in Travel and tourism; NVQ level 3 Travel and
Level 3 NVQ in Events; level 4 NVQ in Events. tourism; level 4 BTEC Higher National Certificate in Travel and
tourism management; Foundation Degrees in Travel and tourism;
NCFE Level 3 Award in Sustainable Tourism.
NCFE Award in Sustainable
Tourism NCFE Certificate in Managing
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
Diversity
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
BACKGROUND:
Level 3
Aims to help the learner recognise the importance of sustainable
tourism in the travel and tourism industry, and develop an BACKGROUND:
understanding of the global environment and the impact of Aims to increase understanding of equality and diversity
tourism on it. concepts; awareness of how these issues impact upon
organizational processes, management and delivery, and
DATE OF FIRST TEACHING:
individual and organisational diversity experiences, skills and
2009
practices.
PREREQUISITES:
DATE OF FIRST TEACHING:
No specific prior learning required. Minimum entry age 16.
2007

UK QUALIFICATIONS 77
Qualifications currently offered

PREREQUISITES:
No specific prior learning required. Minimum entry age 16.
NCFE NVQ in Advice and
NUMBER OF UNITS/STRUCTURE:
Guidance
Three mandatory units NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
ASSESSMENT METHOD: Level 3
Internally assessed and externally moderated portfolio. BACKGROUND:
GRADING SYSTEM: This programme aims to provide recognition and accreditation for
Pass mark for portfolio is 100%. Portfolio norm referenced. advice and guidance practitioners working in a wide range of
Qualification is not graded. contexts. It is primarily aimed at practitioners working directly
with clients, providing advice and some level of guidance, and
QUALITY ASSURANCE: who are working with information that is often interpreted by
Internally assessed and externally moderated portfolio. others, and within some clear guidelines.
PROGRESSION/ARTICULATION: DATE OF FIRST TEACHING:
Level 3 Certificate in Personnel practice; level 3 Introductory 2008
Certificate in management; level 3 BTEC National Diploma in
Public services; level 3 NVQ in Personnel support; level 3 NVQ in PREREQUISITES:
Police supervisory management; level 3 NVQ in Leisure No specific prior learning required. Minimum entry age 16.
management; level 3 in Youth work NUMBER OF UNITS/STRUCTURE:
Foundation Degrees in various subjects, such as Business, Three mandatory units and three optional units.
Business Management, Business with Human Resource
Management, Business with Personnel, Employment Relations, ASSESSMENT METHOD:
Personnel. Internally and externally verified portfolio.
GRADING SYSTEM:
Pass mark for portfolio is 100%. Portfolio norm referenced.
NCFE Certificate in Supporting Qualification is not graded.
Teaching and Learning in QUALITY ASSURANCE:
Schools Internally and externally verified portfolio.
PROGRESSION/ARTICULATION:
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Further qualifications at NVQ Level 4 or HE in the same or related
Level 3
occupational areas.
BACKGROUND:
This programme aims to enable learners to understand the roles
and responsibilities of those involved in supporting teaching and NCFE NVQ in Spectator Safety
learning in schools, and provides an opportunity to develop the
skills and knowledge required to do this effectively and in a self- NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
directed way. It prepares learners to support the teacher and the Level 3
delivery of the curriculum within a school, as well as developing BACKGROUND:
skills to help children and young people to develop self-esteem, This programme aims to provide a nationally recognised,
independence and skills for learning. It seeks to further develop competence-based qualification that is appropriate to the work of
professional and technical skills and knowledge, and an stewards and marshals in spectator events, especially events
understanding of the importance of positive relationships within a taking place within sports stadia and relating directly to the
school. National Occupational Standards developed by SkillsActive.
DATE OF FIRST TEACHING: DATE OF FIRST TEACHING:
2008 2008
PREREQUISITES: PREREQUISITES:
No specific prior learning required. Minimum entry age 16. No specific prior learning required. Minimum entry age 16.
NUMBER OF UNITS/STRUCTURE: NUMBER OF UNITS/STRUCTURE:
Six mandatory units Four mandatory units and two optional units.
ASSESSMENT METHOD: ASSESSMENT METHOD:
Internally assessed and externally moderated portfolio. Internally and externally verified 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.
QUALITY ASSURANCE: QUALITY ASSURANCE:
Internally assessed and externally moderated portfolio. Internally and externally verified portfolio.
PROGRESSION/ARTICULATION: PROGRESSION/ARTICULATION:
Provides progression to the NVQ in Supporting Teaching and Level 4 NVQ in Spectator Safety
Learning in Schools and also provides progression into Level 4 NVQ in Management
employment. Learners may also progress to achieve HLTA status. Also provides a sound base for progression into employment
within the spectator safety industry as well as a tool to progress
within different aspects of the leisure and service sector.

78 UK QUALIFICATIONS
 Qualifications currently offered

NCFE NVQ in Customer Service PROGRESSION/ARTICULATION:

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

UK QUALIFICATIONS 79
Qualifications currently offered
QUALITY ASSURANCE:
Internally and externally verified portfolio.
PROGRESSION/ARTICULATION:
Level 4 NVQ in Health and Social Care
Level 3 NVQ in Management
Level 4 NVQ in Management
Level 4 NVQ in Leadership and Management in Care Services
NCFE NVQ in Instructing Physical
Activity and Exercise
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
This programme is designed to accredit anyone involved in
exercise and fitness as a trainer, teacher, instructor or coach, and
whose role is likely to include supervisory or management
responsibility and/or independent working.
DATE OF FIRST TEACHING:
2008
PREREQUISITES:
No specific prior learning required. Minimum entry age 16.
NUMBER OF UNITS/STRUCTURE:
Five mandatory units.
ASSESSMENT METHOD:
Internally and externally verified portfolio.
GRADING SYSTEM:
Pass mark for portfolio is 100%. Portfolio norm referenced.
Qualification is not graded.
QUALITY ASSURANCE:
Internally and externally verified portfolio.
PROGRESSION/ARTICULATION:
Qualifications at Level 4 in the same and related subject areas.
This may include honours and foundation degree programmes
and Level 4 NVQs.
National Open College Network
The National Open College Network (NOCN) is a recognised
qualification awarding body and is the central organisation for
11 Open College Networks (OCNs) based across the UK. NOCN
qualifications aim to widen participation and are especially
suitable for those who may have benefited least from formal
education.
All NOCN qualifications are made up of a number of units. Each
unit is ascribed a credit value at an identified level. Credit is
awarded when a learner has achieved all the outcomes of a unit.
For all NOCN qualifications, one credit is based on a notional 10
hours of learning.
The specification for each qualification states the achievement
required to be awarded the qualification. The credit target in the
specification is important in establishing the title of a NOCN
qualification. NOCN uses the terms ‘Award’, ‘Certificate’ and
‘Diploma’ to indicate the approximate size of its qualifications,
based on the number of credits required for successful
completion, Award being the smallest and Diploma the largest.
Included are the number and level of credits, any mandatory units
and any external assessment.
80 UK QUALIFICATIONS
NOCN offers qualifications from entry level to level 3. Further
information on NOCN’s level 3 qualifications can be found in this
publication as these qualifications are the most relevant to
learners wishing to access higher education. In some cases, level
2 qualifications may also be relevant; information on these
qualifications can be found on the NOCN website www.nocn.org.uk
NOCN Level 3 Award, Certificate
and Diploma in Art and Design
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The NOCN Level 3 Award, Certificate and Diploma in Art and Design
have been designed to be flexible and enable access to a broad
range of learning across the art and design sector. The
qualifications will widen participation by offering diverse and flexible
learning opportunities through which people can develop basic
skills, knowledge and understanding to broaden progression
opportunities. The qualifications also provide further opportunities
for individuals to widen their interest in the arts and to provide a
route to higher education via Access and/or foundation courses and
may assist in the achievement of basic and/or key skills through the
medium of the arts. The NOCN Level 3 Award, Certificate and
Diploma in Art and Design are particularly suitable for those for
whom traditional routes may not have been effective and those who
wish to explore and develop their creative potential and technical
ability in the area of art and design.
PREREQUISITES:
The NOCN Level 3 Award, Certificate and Diploma in Art and Design
qualifications are designed to be open access. However, it would be
expected that learners would have some prior knowledge and
experience in either the general art and design area or the area in
which they wish to specialise. There is no age restriction to learners
wishing to access the Award qualification, but learners wishing to
access the Certificate and Diploma qualifications must be over
age 16.
NUMBER OF UNITS/STRUCTURE:
The qualifications are composed of a total of two mandatory units
and a choice of optional units in the endorsed routes. To achieve
the qualifications, the learner must achieve all the mandatory units
plus the choice of optional units in line with the chosen
endorsement. Each unit is separately assessed, with no further
summative/external assessment requirement.
Endorsed routes in the NOCN Level 3 Award, Certificate and
Diploma in art and design include:
Ceramic design
Furniture and upholstery
Interior design
Jewellery and metalwork
Painting
Photography
Printmaking
Sculpture
Soft furnishings
Stained glass design
Textile design.
ASSESSMENT METHOD:
The qualifications are awarded to learners who successfully achieve
the required units as per the qualification specifications.
Achievement of units is through internally set, internally assessed
and externally verified assessment activity.

EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is made.
QUALITY ASSURANCE:
All providers wishing to deliver the qualifications, or units of the
qualifications, will need to demonstrate the ability to manage and
deliver the units and/or the qualifications, including adherence to
quality assurance and assessment regulations. OCNs will provide
guidance and give support in enabling organisations to deliver the
qualifications.
The NOCN standard quality assurance arrangements and
requirements include:
g internal assessment of all assessment tasks and activities
g internal verification
g external verification
g standardisation.
PROGRESSION/ARTICULATION:
The NOCN Level 3 Award, Certificate and Diploma in Art and Design
will enable progression to further learning opportunities and study
such as NOCN qualifications at different levels and Level 4
qualifications. The qualifications will enable the development of
generic transferable skills, which will enable learners to progress
into a range of possible employment opportunities within specific
areas of the arts and/or crafts.
Learners completing the NOCN Level 3 Award, Certificate and
Diploma in Art and Design will be able to progress to:
g Foundation higher education courses
g VRQ/NVQs offered at Level 3 in specific areas of the arts
and/or crafts
g AS/A level study
g other learning programmes.
NOCN Level 3 Certificate in
Community Development
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The NOCN Level 3 Certificate in Community Development has been
developed for anyone who is directly engaged in community
development work, and wishes to extend his or her current
knowledge and skills. In addition to community development
workers it also caters for the increasing and diverse range of people
employed in related occupations whose practice now includes
community development work. These include amongst others,
workers in health and social care, education, community safety,
environmental development, childcare, leisure services and
regeneration.
This qualification aims to provide quality training, which is relevant
and accessible. It will enable the learner to:
g understand the nature of different communities of locality,
identity and interest
g understand the communities in which they live and work
g enable communities to identify their needs
g gain skills to work collectively with those communities
Qualifications currently offered
g gain knowledge to support communities
g refresh and update their skills and knowledge in working with
and within communities
g engage people in community development
g work in partnerships
g work with diversity
g work with groups
g develop confidence in their ability to learn and to recognise the
value of their communities in the collective learning experience
g understand the importance of people learning from each
other.
PREREQUISITES:
There are no restrictions on learner entry. Learners should however
be engaged in community development activities and should
possess the basic skills needed to deal with communication at
Level 3 (or be willing to take up support in developing those skills).
The minimum age for access to the qualification is 16.
NUMBER OF UNITS/STRUCTURE:
The qualification is composed of a total of three mandatory units
and a choice of optional units. To achieve the qualification, learners
must successfully complete three mandatory units plus four
optional units.
ASSESSMENT METHOD:
The qualification requires achievement of the specified units with no
further requirement for additional/summative assessment.
Achievement is therefore determined by successful completion of
unit assessment. Units of the qualification are achieved through
internally set tasks that are internally marked and externally verified.
EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is taken.
QUALITY ASSURANCE:
All providers wishing to deliver the qualification, or units of the
qualification, will need to demonstrate the ability to manage and
deliver the units and/or the qualification, including adherence to
quality assurance and assessment regulations.
OCNs will provide guidance and give support in enabling
organisations to deliver the qualification. The NOCN standard quality
assurance arrangements and requirements include:
g internal assessment of all assessment tasks and activities
g internal verification
g external verification
g standardisation.
PROGRESSION/ARTICULATION:
The NOCN Level 3 Certificate in Community Development enables
progression to both further learning opportunities within
employment, or further study.
The NOCN Level 3 Certificate in Community Development relates
academically to A level Sociology /Psychology/English so learners
will be able to progress to:
g NVQ Level 4 in Community Work
g BA Community Development and Regeneration
g BA Community and Youth Work
UK QUALIFICATIONS 81
Qualifications currently offered
g Further and Adult Education Teaching Certificate
g NOCN Level 3 Award or Certificate in Managing Voluntary and
Community Organisations
NOCN level 2 Award in Creative
Skills
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 2
BACKGROUND:
The NOCN level 2 Award in Creative Skills has been developed to
provide opportunities for those with some experience in the
creative crafts at a foundation level, to develop this further.
Engagement with the creative arts provides opportunities for
individuals to develop both techincal skills and creative thinking
and this qualification not only focuses on the technical aspects of
particular craft work, but also on developing an understanding of
the cultural and historical context for creative arts. In providing a
wider perspective, the qualification requires learners to engage in
research, discussion and the wider Key Skills in order to be
successful.
PREREQUISITES:
The qualifications are available for learners over 16.
No specific prior learning, experience and/or qualifications are
required for learners undertaking the NOCN level 2 Award in
Creative Skills. However, prior learning at level 1 and/or the
achievement of the NOCN level 1 Award in Creative Skills
Development would be an advantage.
NUMBER OF UNITS/STRUCTURE:
The NOCN level 2 Award in Creative Skills is composed of a total
of three mandatory units with no optional units. To achieve the
qualifications, learners must successfully complete all the
mandatory units in line with the chosen endorsement routes. The
mandatory units may be applied to a range of creative craft
options The qualification endorsement will reflect the craft/s area
undertaken from one of the following:
Floral art, glass, metal craft, pottery, printmaking, sculpture, soft
furnishings and textiles.
ASSESSMENT METHOD:
The qualification is awarded to learners who meet the full
requirements for unit credit achievements and successfully
complete the externally approved assignment Units of the
qualification are achieved through internally set tasks that are
internally marked and externally verified. The externally approved
assignment is internally marked and externally verified.
EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is taken
QUALITY ASSURANCE:
All providers wishing to deliver the qualification, or units of the
qualification, will need to demonstrate the ability to manage and
deliver the units and/or the qualification, including adherence to
quality assurance and assessment regulations.
OCNs provide guidance and give support in enabling
organisations to deliver the qualifications.
The NOCN standards quality assurance arrangements and
requirements will apply and include:
g internal assessment of all assessment tasks and activities
82 UK QUALIFICATIONS
g internal verification
g external verification
g standardisation.
PROGRESSION/ARTICULATION:
Learners completing the NOCN level 2 Award in Creative Skills
will be able to progress to:
g NOCN Creative Skills qualifications at level 3
g VRQ/NVQs offered at level 2/3 in specific areas of the arts
and/or crafts
g GCSE Art/Design/Creative Studies
g AS/A level study
g other learning programmes
g vocationally related apprenticeships in appropriate sectors
g vocationally related work and careers in appropriate and
regional sectors.
NOCN level 3 Award in Creative
Skills
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The NOCN level 3 Award in Creative Skills has been developed as
a response to a range of identified needs for developing the
creative potential of people as individuals and within
communities. Engagement in the creative arts provides
individuals with the opportunity to develop both the technical and
personal skills needed to progress either to further education or
into employment. This qualification supports a number of
initiatives being undertaken as part of the Government’s drive for
raising achievement and increasing the capacity of individuals in
society and in the workplace.
PREREQUISITES:
The qualification is available to learners over the age of 16.
No specific prior learning, experience and/or qualifications are
required for learners undertaking the NOCN Level 3 Award in
Creative Skills. However, prior learning at Level 2 and/or the
achievement of the NOCN Level 2 Award in Creative Skills would
be an advantage.
NUMBER OF UNITS/STRUCTURE:
The NOCN Level 3 Award in Creative Skills is composed of a total
of three mandatory units with no optional units. To achieve the
qualifications, learners must successfully complete all the
mandatory units in line with the chosen endorsement routes. The
mandatory units may be applied to a range of creative craft
options The qualification endorsement will reflect the craft/s area
undertaken from one of the following:
Printmaking, 3-dimensional work, computer aided design, soft
furnishing, floral art, decorative paint techniques, papermaking,
pottery and textiles.
ASSESSMENT METHOD:
The qualification is awarded to learners who meet the full
requirements for unit credit achievement and successfully
complete the externally approved assignment. Units of the
qualification are achieved through internally set tasks that are
internally marked and externally verified. The externally approved
assignment is internally marked and externally verified.
EXAMINATION TIMING:
Flexible

DATE OF RESULT PUBLICATION:
Dependent on when the assessment is taken
QUALITY ASSURANCE:
All providers wishing to deliver the qualification, or units of the
qualification, will need to demonstrate the ability to manage and
deliver the units and/or the qualification, including adherence to
quality assurance and assessment regulations. OCNs provide
guidance and give support in enabling organisations to deliver the
qualifications.
The NOCN standard quality assurance arrangements and
requirements will apply and include:
g internal assessment of all assessment tasks and activities
g internal verification
g external verification
g standardisation.
PROGRESSION/ARTICULATION:
Learners completing the NOCN Level 3 Award in Creative Skills
will be able to progress to:
g Access to higher education courses in the area of art and
design/creative crafts
g foundation higher education (HE) courses
g VRQ/NVQs offered at Level 3 in specific areas of the arts
and/or crafts
g AS/A level study
g other learning programmes at Level 3 and HE levels
g vocationally related apprenticeships in appropriate sectors
g vocationally related work and careers in appropriate and
relational sectors.
NOCN Level 3 Certificate and
Diploma in Garden and Planting
Design
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The NOCN Level 3 Certificate and Diploma in Garden and
Planting Design have been designed to be accessible to young
people and adult learners wishing to explore and develop their
skills in applying design principles and their knowledge of
appropriate criteria for the selection of plants to respond to the
design process. The qualifications will enable learners to develop
design skills and knowledge of both plant requirements and
garden design solutions required within the garden design
industry. The qualifications have been designed in conjunction
with the garden design specialists at Capel Manor College and
are supported by Lantra, the SSC for the land-based sector.
PREREQUISITES:
Learners should have undertaken appropriate Level 2 study
before embarking on the qualifications. The minimum age for
access to the qualifications is 16.
NUMBER OF UNITS/STRUCTURE:
The NOCN Level 3 Certificate in Garden and Planting Design is
composed of six mandatory units with two optional units. To
achieve the qualification, learners must successfully complete all
the mandatory units and one optional unit. The NOCN Level 3
Diploma in Garden and Planting Design is composed of eight
Qualifications currently offered
mandatory units with a choice of optional units. To achieve the
qualification, learners must successfully complete all the
mandatory units and seven optional units.
ASSESSMENT METHOD:
The qualifications are awarded to learners who successfully
achieve the required units as per the qualification specifications.
Achievement of units is through internally set, internally assessed
and externally verified assessment activity.
EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is taken.
QUALITY ASSURANCE:
All providers wishing to deliver the qualification, or units of the
qualification, will need to demonstrate the ability to manage and
deliver the units and/or the qualification, including adherence to
quality assurance and assessment regulations. OCNs will provide
guidance and give support in enabling organisations to deliver the
qualification.
The NOCN standard quality assurance arrangements and
requirements include:
g internal assessment of all assessment tasks and activities
g internal verification
g external verification
g standardisation.
PROGRESSION/ARTICULATION:
NOCN Level 3 Certificate and Diploma in Garden and Planting
Design enable progression to further learning opportunities within
employment, or further study in the garden design sector.
Learners completing the NOCN Level 3 Certificate and Diploma in
Garden and Planting Design will be able to progress to:
g NOCN Level 3 Diploma in Garden Design
HNC/HND Landscape Design related studies.
g
NOCN Level 3 Award in General
Religious Education
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The NOCN Level 3 Award in General Religious Education will
enable learners to reflect theologically on their experience of life
and the values of contemporary culture. It will also allow them to
construct a framework of moral reasoning and relate this to one
or more religious traditions or belief systems. It will provide
learners with the skills that enable them to become agents of
community cohesion. It is also suitable for individuals within a
faith tradition to explore the role of that tradition within
community life. The broad aim of the qualification is to encourage
learners to develop knowledge, understanding and skills in the
study and practice of religion.
PREREQUISITES:
The qualification is for all those individuals interested in religious
and theological studies. There are no specific requirements for
prior learning. The minimum age for access to the qualification
is 14.
UK QUALIFICATIONS 83
Qualifications currently offered
NUMBER OF UNITS/STRUCTURE:
The NOCN Level 3 Award in General Religious Education contains
one mandatory unit. Achievement of a qualification is determined
by successful completion of the unit of assessment.
ASSESSMENT METHOD:
Achievement of units is through internally set, internally
assessed, internally verified and externally verified assessment
activities. Centres devise assessment activities to meet the
specification for assessment detailed for each unit. If an
assessment method is prescribed, it must be used to assess the
unit.
To achieve the qualification the learner must achieve all the
assessment components for the units. No compensation across
units is allowed.
EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is taken.
QUALITY ASSURANCE:
All providers wishing to deliver the qualification, or units of the
qualification, will need to demonstrate the ability to manage and
deliver the units and/or the qualification, including adherence to
quality assurance and assessment regulations. OCNs will provide
guidance and give support in enabling organisations to deliver the
qualification.
The NOCN standard quality assurance arrangements and
requirements will apply and include the following:
g internal verification
g external verification
g regional and national standardisation.
PROGRESSION/ARTICULATION:
The qualifications will ensure succession from prior learning and
the formation of citizens committed to the building of the
‘common good’. Learners will learn how to build just communities
and be able to transfer or use such skills in the world of
employment.
NOCN Level 3 Certificate in
Information, Advice or Guidance
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The NOCN Level 3 Certificate in Information, Advice or Guidance
aims to provide learners with the skills and underpinning
knowledge required by employers in a broad range of contexts
where information, advice or guidance is provided. It is for
learners working in this field to share good practice and build
confidence in their ability to fulfil their role as providers of advice
at this level in a range of contexts. It also gives support to those
working as advice or guidance providers to be able to guide those
they are supporting to make informed choices.
The qualification is particularly suitable for those who:
g have already completed the NOCN Level 2 Certificate in
Information, Advice or Guidance
g have completed another qualification at Level 2 in a relevant
occupational sector
84 UK QUALIFICATIONS
g deliver information, advice or guidance and who want
recognition for the work that they do
PREREQUISITES:
No specific prior learning and/or qualification is required for
learners undertaking the NOCN Level 3 Certificate in Information,
Advice or Guidance. However, the demands and nature of the
qualification and the assessment requirements are such that
learners will need to have literacy skills which are at least at
Level 1 of the National Standards in Adult Literacy. The advised
minimum age for access to the qualification is 18 years because
the complex nature of advice giving within the range of sectors
where it is offered demands that learners have a minimum level
of experience, self awareness and self confidence.
NUMBER OF UNITS/STRUCTURE:
The NOCN Level 3 Certificate in Information, Advice or Guidance
is composed of a total of five mandatory units and nine optional
units. To achieve the qualification, learners must successfully
complete 24 unit credits (15 unit credits from mandatory units
and nine from optional units).
ASSESSMENT METHOD:
The qualification requires achievement of the specified units with
no further requirement for additional/summative assessment.
Achievement is therefore determined by successful completion of
unit assessment. Units of the qualification are achieved through
internally set tasks that are internally marked and externally
verified.
EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is taken.
QUALITY ASSURANCE
All providers wishing to deliver the qualification, or units of the
qualification, will need to demonstrate the ability to manage and
deliver the units and/or the qualification, including adherence to
quality assurance and assessment regulations. OCNs provide
guidance and give support in enabling organisations to deliver the
qualification.
The NOCN standard quality assurance arrangements and
requirements will apply and include:
g internal assessment of all assessment tasks and activities
g internal verification
g external verification
g standardisation.
PROGRESSION/ARTICULATION:
Learners completing the NOCN Level 3 Certificate in Information,
Advice or Guidance will be able to progress to:
g Level 4 NVQ Qualification in IAG, which is the minimum
standard of competency required in the careers and
education sector
g Learners will also gain the appropriate skills and knowledge
to progress to courses such as Counselling Skills, Community
Development and Working within Voluntary Organisations.

NOCN Level 3 Award and
Certificate in Language Skills
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The NOCN Level 3 Award and Certificate in Language Skills aims
to provide stepped opportunities for accrediting language skills.
The units are designed to offer sufficient flexibility in the lexical
content to allow them to be tailored to individual learner and
workforce needs. The qualifications offer the opportunity to
accumulate the four communicative skills, speaking, listening,
reading and writing, at Level 3. The Award may consist of any
two of the four units, thus rewarding achievement in specific
skills, as prioritised by the learner or provider; the achievement of
the remaining two units leads to completion of the full Certificate.
PREREQUISITES:
The NOCN Level 3 Award and Certificate in Language Skills are
intended for use by a wide variety of learners as they provide
accessibility with steps towards full achievement. There are no
restrictions on learner entry. However, learners wishing to access
the qualification must be over age 16.
NUMBER OF UNITS/STRUCTURE:
The NOCN Level 3 Award and Certificate in Language Skills are
composed of a total of 21 endorsed routes for individual
languages. To achieve the Level 3 Award qualification, learners
must successfully complete two optional units in line with the
chosen endorsements; to achieve the Level 3 Certificate
qualification, learners must successfully complete four mandatory
units in line with the chosen endorsements. Each unit is
separately assessed, with no additional/external assessment
requirements.
Endorsed routes include:
French, German, Italian, Spanish, Welsh, Arabic, Czech, Danish,
Dutch, Greek, Gujarati, Irish, Japanese, Mandarin Chinese,
Panjabi, Polish, Portuguese, Russian, Swedish, Turkish, Urdu.
ASSESSMENT METHOD:
The qualification requires achievement of the specified units with
no further requirement for additional/summative assessment.
Achievement is therefore determined by successful completion of
unit assessment. Units of the qualification are achieved through
internally set tasks that are internally marked and externally
verified. Specific assessment information is given in Section 4 of
the NOCN qualification guide.
EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is taken.
QUALITY ASSURANCE:
All providers wishing to deliver the qualifications, or units of the
qualifications, will need to demonstrate the ability to manage and
deliver the units and/or the qualifications, including adherence to
quality assurance and assessment regulations. OCNs will provide
guidance and give support in enabling organisations to deliver the
qualifications.
The NOCN standard quality assurance arrangements and
requirements include:
g internal assessment of all assessment tasks and activities
g internal moderation
g external moderation
Qualifications currently offered
g standardisation.
PROGRESSION/ARTICULATION:
These qualifications encourage progression through the levels
and learners at Level 3 can progress to higher education courses
or professional qualifications in languages.
Delivery can be tailored to the needs of employers or potential
employees, and thus encourages progression in the workplace.
The opportunity to achieve separate skills units is appropriate
where this can reflect the usefulness of different skills in a
particular work environment, for example, speaking and listening
skills within care environments and Home Office services, or for
business people interacting at conferences and exhibitions, or
writing skills for the completion of job applications and reports.
NOCN Level 2 Certificate in
Managing Voluntary and
Community Organisations
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 2
BACKGROUND:
The UK Voluntary Sector Workforce Almanac (2007) and the
English Voluntary Sector Skills Survey have identified the
recruitment and retention of staff, particularly in leadership and
management, as key priorities for the voluntary sector. The
NOCN Level 2 Certificate in Managing Voluntary and Community
Organisations supports these priorities by developing the skills
and competencies of those intending to become managers of
voluntary and/or community organisations. Many such individuals
may already work within the sector, in a paid or voluntary
capacity, but lack the formal qualifications to progress.
The qualification is particularly suitable for those who:
g are intending to enter into management of a voluntary or
community organisation
g want to develop professionally within their current job role.
PREREQUISITES:
There are no restrictions on learner entry for this qualification.
The minimum age for access to the qualification is 18.
NUMBER OF UNITS/STRUCTURE:
The qualification is composed of four mandatory units and a
choice of optional units. To achieve the qualification the learner
must successfully complete 15 mandatory unit credits and three
optional unit credits.
ASSESSMENT METHOD:
The qualification is awarded to learners who successfully achieve
an approved combination of units. Assessment for each unit is
designed by the Centre in accordance with the NOCN
Assessment Definitions Document. There is no further
assessment to achieve the qualification.
EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is taken.
QUALITY ASSURANCE:
All providers wishing to deliver the qualification, or units of the
qualification, will need to demonstrate the ability to manage and
deliver the units and/or the qualification, including adherence to
quality assurance and assessment regulations. OCNs provide
UK QUALIFICATIONS 85
Qualifications currently offered
guidance and give support in enabling organisations to deliver the
qualification.
The NOCN standard quality assurance arrangements and
requirements will apply and include:
g internal assessment of all assessment tasks and activities
g internal verification
g external verification
g standardisation.
PROGRESSION/ARTICULATION:
NOCN Level 2 Certificate in Managing Voluntary and Community
Organisations enables progression to Level 3 qualifications in
managing voluntary and community organisations, further or
higher education programmes and other employment
opportunities.
NOCN Level 2 Certificate in Managing Voluntary and Community
Organisations relates academically to GCSE Business Studies so
learners will be able to progress to:
g NOCN Level 3 Award in Managing Volunteers
g NOCN Level 3 Certificate in Managing Voluntary and
Community Organisations.
NOCN Level 3 Award in
Managing Voluntary and
Community Organisations
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The NOCN Level 3 Award in Managing Voluntary and Community
Organisations has been developed to address the skills gap being
experienced by organisations in the voluntary and community
sectors in relation to managerial, IT and business skills. The
NOCN level 3 Award in Managing Voluntary and Community
Organisations is mapped against the Management Charter
Initiative and Small Firms Enterprise Development Initiative
(SFEDI) standards.
The qualification is aimed at and is particularly suitable for those
who:
g may be new to the responsibility of managing voluntary and
community organisations
g are existing managers who do not have a qualification in this
area
g are currently working in the sectors, and wish to progress to
a managerial role.
PREREQUISITES:
The NOCN level 3 Award in Managing Voluntary and Community
Organisations is designed to provide the widest possible access
to learners.
Learners wishing to access the qualification will need sound
literacy and communication skills, study skills and ability to think
analytically. Learners will need to read and interpret given tasks,
write clear, logical and understandable answers and organise
relevant information clearly and coherently. The minimum age for
access to the qualification is 18.
86 UK QUALIFICATIONS
NUMBER OF UNITS/STRUCTURE:
The NOCN level 3 Award in Managing Voluntary and Community
Organisations is composed of a total of four mandatory units. To
achieve the qualification, learners must successfully complete all
the mandatory units plus an external assessment.
ASSESSMENT METHOD:
The qualification is awarded to learners who meet the full
requirements for both internal and external assessment. Units of
the qualification are achieved through internally set tasks, which
are internally assessed and externally verified. In addition,
learners are required to undertake the externally set task in order
to fulfil the requirements for the achievement of the qualification.
The externally set tasks will be made available to assessors
through the OCN.
EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is taken.
QUALITY ASSURANCE:
All providers wishing to deliver the qualifications, or units of the
qualifications, will need to demonstrate the ability to manage and
deliver the units and/or the qualifications, including adherence to
quality assurance and assessment regulations.
OCNs provide guidance and give support in enabling
organisations to deliver the qualification.
The NOCN standard quality assurance arrangements and
requirements will apply and include:
g internal assessment of all assessment tasks and activities
g internal verification
g external verification
g standardisation.
PROGRESSION/ARTICULATION:
The primary progression route for successful learners will be to
employment (paid or unpaid) within the voluntary or community
sectors. Employment opportunities could include managing
volunteer bureaux, health action zone projects, crime reduction
initiatives and specific neighbourhood renewal initiatives.
Learners completing the NOCN level 3 Award in Managing
Voluntary and Community Organisations will be able to progress to:
g NOCN level 3 Award in Managing Volunteers
g Management National Vocational Qualifications level 3 and 4
g other FE and HE qualifications such as a BA in Community
Management or an Advanced Diploma in the Organisation of
Community Groups
g NOCN level 3 Certificate in Community Development.
NOCN Level 3 Certificate in
Managing Voluntary and
Community Organisations
(Endorsed Routes: Managing Money and Managing
Volunteers)
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The NOCN Level 3 Certificate in Managing Voluntary and
Community Organisations will support the sector by developing
the skills and competencies of existing managers and providing a

progression route for those achieving the NOCN Level 2
Certificate in Managing Voluntary and Community Organisations.
The qualification is supported by the VSNTO and is mapped
against the national occupational standards for managing
volunteers and the SFEDI standards for small businesses.
PREREQUISITES:
The NOCN Level 3 Certificate in Managing Voluntary and
Community Organisations is intended for learners who manage,
or aspire to manage, organisations in the voluntary or community
sectors. There are no restrictions on learner entry for this
qualification. The minimum age for access to the qualification is
18.
NUMBER OF UNITS/STRUCTURE:
The qualification is composed of a total of four mandatory units
and two groups of optional units. To achieve the qualification,
learners must successfully complete all the mandatory units plus
the choice of optional units in line with the chosen endorsement.
Each unit is separately assessed, with no summative/external
assessment requirement.
ASSESSMENT METHOD:
The qualification is awarded to learners who meet the full
requirements for the achievement of the units. Units of the
qualification are achieved by internally set tasks, which are
internally assessed and externally verified.
EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is taken.
QUALITY ASSURANCE:
All providers wishing to deliver the qualifications, or units of the
qualifications, will need to demonstrate the ability to manage and
deliver the units and/or the qualifications, including adherence to
quality assurance and assessment regulations. OCNs provide
guidance and give support in enabling organisations to deliver the
qualifications.
The NOCN standard quality assurance arrangements and
requirements include:
g internal assessment of all assessment tasks and activities
g internal verification
g external verification
g standardisation.
PROGRESSION/ARTICULATION:
The NOCN Level 3 Certificate in Managing Voluntary and
Community Organisations enables progression to further learning
opportunities within employment and further study. Learners
completing the NOCN Level 3 Certificate in Managing Voluntary
and Community Organisations will be able to progress to:
g NVQ Levels 3 and 4 in Management
g NVQ Level 3 in Business start up
g NVQ Levels 3 and 4 in Business improvement.
NOCN level 3 Award in
Managing Volunteers
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The NOCN level 3 Award in Managing Volunteers has been
developed to address the need for the development of volunteer
management skills within the voluntary and community sectors.
Qualifications currently offered
The qualification is particularly suitable for those who are:
g new to the responsibility of managing volunteers
g existing managers who do not have a qualification in this
area
g working in the sector, and wish to progress to a managerial
role.
PREREQUISITES:
The NOCN level 3 Award in Manging Volunteers is aimed at those
already working in smaller and medium sized voluntary and
community organisations as managers of volunteers in a paid or
unpaid capacity.
The minimum age for access to the qualification is 18.
Those learners wishing to access the qualification will normally
need to be managing volunteers in a paid or unpaid capacity.
NUMBER OF UNITS/STRUCTURE:
The NOCN level 3 Award in Managing Volunteers is composed of
a total of three mandatory units. To achieve the qualification, the
learner must achieve the mandatory units.
ASSESSMENT METHOD:
The qualification is awarded to learners who successfully achieve
the above approved combination of units. Assessment for each
unit is designed by the centre in accordance with the NOCN
Assessment Definitions Document. There is no further
assessment to achieve the qualification.
EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is made.
QUALITY ASSURANCE:
All providers wishing to deliver the NOCN qualifications will need
to demonstrate the ability to manage and deliver the qualification,
including adherence to quality assurance and assessment regulations.
OCNs provide guidance and give support in enabling
organisations to deliver the qualification.
The NOCN standard quality assurance arrangements and
requirements will apply and include:
g internal assessment of all assessment tasks and activities
g internal verification
g external verification
g standardisation.
PROGRESSION/ARTICULATION:
NOCN level 3 Award in Managing Volunteers enables progression
to paid employment, Management, National Vocational
Qualifications level 3 and 4 and study in Further or Higher
Education.
NOCN level 3 Award in Managing Volunteers relates academically
to A level in community education so learners will be able to
progress to:
g Professional Certificate or Diploma in Management (Open
University)
g DipHE in Informal and Community Education (Canterbury
Christ Church University College)
g Certificate in Managing Voluntary and Community
Organisations (University of Sussex)
g BA in Community Management (University of Luton)
g Professional Development Certificate in Voluntary Sector
Management (Edinburgh’s Telford College)
g Advanced Diploma in the Organisation of Community Groups
(Belfast Institute of Further and Higher Education).
UK QUALIFICATIONS 87
Qualifications currently offered
NOCN Level 3 Award in
Principles and Application of
Coaching Skills
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The NOCN Level 3 Award in Principles and Application of
Coaching Skills is aimed at those individuals who have a
responsibility to coach others, assisting them to gain and apply
knowledge and skills in the workplace, or those wishing to
progress into such a role. The qualification is designed to
contribute towards the Employment National Training Organisation
(ENTO) national occupational standards. This qualification has
been developed primarily to support the NOCN Level 2 Certificate
for Security Practitioners, however it is anticipated that the role of
the skills coach, and therefore this qualification, will be intrinsic in
other qualifications being developed for the security business
sector.
PREREQUISITES:
No specific prior learning, experience and/or qualification is
required for learners undertaking the NOCN Level 3 Award in
Principles and Application of Coaching Skills. The minimum age
for access to the qualification is 18.
NUMBER OF UNITS/STRUCTURE:
The NOCN Level 3 Award in Principles and Application of
Coaching Skills offers two pathways each comprised of a total of
three units. All of the units in the pathway selected must be
achieved by learners in order to gain the qualification. The
knowledge understanding and skills they assess is essential for
achievement of the qualification.
ASSESSMENT METHOD:
Assessment for this qualification is to be carried out against the
specific assessment criteria indicated for each of the units of this
qualification, as described in the Guidelines for Assessment and
Internal Moderation document which accompanies the
Qualification Guide.
Assessors will consider the evidence presented to determine
whether the criteria have been met for each unit. All units must
be successfully achieved in order for the qualification to be
awarded. It is the responsibility of the Assessor to ensure that the
evidence is valid, authentic, current and sufficient to support the
achievement of the unit.
EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is taken.
QUALITY ASSURANCE:
All providers wishing to deliver the qualification, or units of the
qualification, will need to demonstrate the ability to manage and
deliver the units and/or the qualification, including adherence to
quality assurance and assessment regulations. OCNs provide
guidance and give support in enabling organisations to deliver the
qualification.
The NOCN standard quality assurance arrangements and
requirements will apply and include:
g internal assessment of all assessment tasks and activities
g internal verification
g external verification
g standardisation.
88 UK QUALIFICATIONS
NOCN Level 3 Award and
Certificate for Progression
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The NOCN progression qualifications are particularly suitable for
learners who need to:
g develop their literacy and/or numeracy skills
g explore/investigate career opportunities
g experience a range of vocationally related areas to identify
personal preferences / abilities
g test out preferred vocationally related area before pursuing
sector specific qualifications
g understand how to develop effective relationship building or
interpersonal skills
g learn how to work effectively as part of a team
g identify their preferred learning styles and/or develop learning
skills that equip them to become more effective learners
g develop life skills such as independent living or specific
personal health management skills.
The qualifications are designed to enable the greatest flexibility
for the learner whilst maintaining the qualifications at an
achievable level. The learner will achieve the size and level of
qualification most suitable for their needs and relevant to their
stage of learning.
PREREQUISITES:
There are no restrictions on learner entry to these qualifications.
The minimum age for access to the qualifications is 16.
NUMBER OF UNITS/STRUCTURE:
The NOCN Level 3 Award and Certificate for Progression
comprise:
g a range of mandatory units that provide opportunities for
learners to develop skills in literacy and numeracy, learning
to learn and personal development
g a range of optional units in sector-specific areas that provide
opportunities for learners to test out their aptitude and
motivation before selecting a chosen career or employment
route.
To achieve the qualifications, learners must successfully complete
a combination of mandatory and optional units. To achieve the
NOCN Level 3 Award for Progression, learners must achieve 15
unit credits. At least three unit credits must be taken from the
mandatory units.
To achieve the NOCN Level 3 Certificate for Progression, learners
must achieve 21 unit credits. At least six unit credits must be
taken from the mandatory units.
ASSESSMENT METHODS:
The qualification requires achievement of the specified units with
no further requirement for additional/summative assessment.
Achievement is therefore determined by successful completion of
unit assessment. Units of the qualification are achieved through
internally set tasks that are internally marked and externally
verified.
EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is taken.
QUALITY ASSURANCE:
All providers wishing to deliver the qualifications, or units of the

qualifications, will need to demonstrate the ability to manage and
deliver the units and/or the qualifications, including adherence to
quality assurance and assessment regulations. OCNs provide
guidance and give support in enabling organisations to deliver the
qualifications.
The NOCN standard quality assurance arrangements and
requirements will apply and include:
g internal assessment of all assessment tasks and activities
g internal verification
g external verification
g standardisation.
PROGRESSION/ARTICULATION:
The NOCN Level 3 Award and Certificate for Progression enable
progression to employment, further learning opportunities within
employment, or further study including City and Guilds
Progression Awards or higher-level sector-specific qualifications.
NOCN Level 3 Award in
Supporting People with a
Learning Disability (Induction)
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The NOCN Level 3 Award in Supporting People with a Learning
Disability (Induction) is designed to develop the skills and
knowledge that will support new workers in a learning disability
service to achieve required induction standards, by providing an
accredited, contextualised route for learning and assessment. The
qualification will also therefore assist employers in the sector to
fulfil their statutory obligations for inducting new workers.
The NOCN Level 3 Awards in Supporting People with a Learning
Disability (Induction) aims to enable learners to:
g develop skills and knowledge in the area of learning disability
g progress within the health and social care sector
g achieve the required common induction standards within a
learning disability context
g demonstrate achievement and evidence towards NVQ at the
appropriate level
g build upon and develop further vocational skills and skills for
life.
PREREQUISITES:
The NOCN Level 3 Award in Supporting People with a Learning
Disability (Induction) is particularly suitable for care workers,
ancillary staff and other staff groups who work within the
Learning Disability Framework. It is likely that learners who will
benefit most from undertaking the qualifications will be working
in either a voluntary or employed role within the health and social
care sector – in particular within a learning disability context. As
assessment for both qualifications is through a series of
assessment tasks that apply to the work context it is implicit that
any learner undertaking the qualifications will require access to
the working context and ongoing support and supervision from an
assessor within the work environment. The minimum age for
access to the qualification is 16.
NUMBER OF UNITS/STRUCTURE:
The NOCN Level 3 Award in Supporting People with a Learning
Disability (Induction) is composed of a total of four mandatory
units. To achieve the qualification, learners must successfully
complete all the mandatory units.
Qualifications currently offered
ASSESSMENT METHOD:
The qualification requires achievement of the specified units with
no further requirement for additional/summative assessment.
Achievement is therefore determined by successful completion of
unit assessment. Units of the qualification are achieved through
internally set, internally assessed and externally verified
assessment activity.
EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is taken.
QUALITY ASSURANCE:
All providers wishing to deliver the qualification, or units of the
qualification, will need to demonstrate the ability to manage and
deliver the units and/or the qualification, including adherence to
quality assurance and assessment regulations. OCNs provide
guidance and give support in enabling organisations to deliver the
qualification.
The NOCN standard quality assurance arrangements and
requirements will apply and include:
g internal assessment of all assessment tasks and activities
g internal verificatiom
g external verification
g standardisation.
PROGRESSION/ARTICULATION:
The NOCN Level 3 Award in Supporting People with a Learning
Disability (Induction) will enable progression to employment,
further learning opportunities within employment, or further study.
The qualification forms the first part of a strategic approach to
improving the level of achievement of NVQ within the learning
disability sector.
Completion of the qualification will enable learners to gain and
demonstrate:
g essential learning for specific tasks
g underpinning knowledge for National Vocational Qualifications
in health and social care
g continuing professional development
g continuing professional competence
g skills to enable transition to new work roles
g progress towards meeting the General Social Care Council
(GSCC) Code of Practice for Social Care Workers.
NOCN Level 3 Award in Tackling
Substance Misuse
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The NOCN Level 3 Award in Tackling Substance Misuse, and its
endorsed routes, is designed for adult workers in the drug and
alcohol sector. The qualification comprises five endorsed routes
which are aimed at a range of roles and responsibilities of
workers tackling substance misuse. Each endorsed route has a
mandatory unit which covers the principles of tackling substance
misuse and the separate target groups are offered units clustered
appropriately to their areas of engagement within the drug and
alcohol sector.
The Award has been developed in conjunction with drug and
alcohol practitioners as a response to the consultation process
instigated by the DANOS project board.
UK QUALIFICATIONS 89
Qualifications currently offered
PREREQUISITES:
The NOCN Level 3 Award in Tackling Substance Misuse is
designed for adult workers in the drug and alcohol sector who
are either new to the field or experienced workers who have no
formal qualifications. The minimum age for access to the
qualification is 19.
Applicants must normally be free for a minimum of two years
from:
g problems relating to a close relative / friend’s use of drugs /
alcohol
g treatment for such problems.
NUMBER OF UNITS/STRUCTURE:
The NOCN Level 3 Award in Tackling Substance Misuse is
composed of 1 mandatory unit and a choice of optional units. To
achieve the qualification, learners must complete a total of 15
credits which is made up of:
g one mandatory unit of six credits
g a choice of any optional units totalling nine credits.
Alternatively, in order to achieve this qualification within an
endorsed route, learners must complete a total of 15 credits
which is made up of:
g one mandatory unit of six credits, and
g combinations of mandatory and/or optional units outlined
within the endorsed route at nine credits.
Available endorsements are:
NOCN Level 3 Award in Tackling Substance Misuse
(Commissioning and Planning)
NOCN Level 3 Award in Tackling Substance Misuse (Practitioners)
NOCN Level 3 Award in Tackling Substance Misuse (Drug
Educators)
NOCN Level 3 Award in Tackling Substance Misuse (Managers)
NOCN Level 3 Award in Tackling Substance Misuse (Generalist
Worker)
ASSESSMENT METHOD:
The qualification requires achievement of the specified units with
no further requirement for additional/summative assessment.
Achievement is therefore determined by successful completion of
unit assessment. Units of the qualification are achieved through
internally set tasks that are internally marked and externally
verified.
EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is taken.
QUALITY ASSURANCE:
All providers wishing to deliver the qualification, or units of the
qualification, will need to demonstrate the ability to manage and
deliver the units and/or the qualification, including adherence to
quality assurance and assessment regulations. OCNs provide
guidance and give support in enabling organisations to deliver the
qualification.
The NOCN standard quality assurance arrangements and
requirements will apply and include:
g internal assessment of all assessment tasks and activities
g internal verification
g external verification
g standardisation.
90 UK QUALIFICATIONS
PROGRESSION/ARTICULATION:
The NOCN Level 3 Award in Tackling Substance Misuse enables
progression to employment, further learning opportunities within
employment, or further study. There remains a shortage of
nationally qualified drug workers, and this qualification offers
clear progression to employment. Other higher qualifications,
although limited such as Drug and Alcohol Counselling HE
Certificates and HE Diplomas in Addiction Studies are suitable
areas for specialist progression within the sector.
As a Level 3 Award this qualification may provide a stepping
stone/progression route to NVQ Level 3 qualifications.
NOCN level 3 Certificate in Youth
Work
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The NOCN Level 3 Certificate in Youth Work has been designed to
ensure that all youth workers have access to the necessary training
and qualifications and so that unqualified workers are supported
and encouraged to progress.
The qualification is particularly suitable for those who:
g have worked with young people for at least 12 months
g work in either the statutory or voluntary sector
g have autonomy and the ability to give guidance to others if
required.
PREREQUISITES:
Learners must either be working with young people (13-19 years)
or have a substantial placement in a youth work setting, as a
considerable amount of assessment takes place during fieldwork.
The minimum requirements for eligibility for the qualification
include a minimum of three hours per week for six months in a
youth work setting. Learners must have been Criminal Records
Bureau checked (and found satisfactory) before embarking on the
qualification units.
The minimum age for access to the qualification is 19.
NUMBER OF UNITS/STRUCTURE:
The NOCN Level 3 Certificate in Youth Work is composed of a
total of six mandatory units. To achieve the qualification, the
learner must achieve all the mandatory units.
The knowledge and understanding they assess is essential for
achievement of the qualification.
ASSESSMENT METHOD:
The qualifications require achievement of the specified units with
no further requirements for additional/summative assessment.
Achievement is therefore determined by successful completion of
unit assessment. The units of this qualification will be internally
set and internally assessed and externally verified.
EXAMINATION TIMING:
Flexible
DATE OF RESULT PUBLICATION:
Dependent on when the assessment is taken.
QUALITY ASSURANCE:
All providers wishing to deliver the qualification, or units of the
qualification, will need to demonstrate the ability to manage and
deliver the units and/or the qualification, including adherence to
quality assurance and assessment regulations. OCNs provide
guidance and give support in enabling organisations to deliver the

qualifications. The NOCN standard quality assurance
arrangements and requirements include:
g internal assessment of all assessment tasks and activities
g internal verification
g external verification.
g standardisation.
PROGRESSION/ARTICULATION:
NOCN Level 3 Certificate in Youth Work relates academically to
an A level grade A-C, so learners will be able to progress to:
g Diploma in Higher Education in Youth and Community Work
g BA Hons in Youth and Community Work
g Connexions Diploma for Personal Advisors.
OCNW
OCNW is a unique organisation, enjoying the status of a National
Awarding Body, approved by the Qualifications and Curriculum
Development Authority (QCDA), and an Authorised Validating Agency
(AVA), licensed by the Quality Assurance Agency for Higher
Education (QAA).
At the heart of its philosophy is the provision of progression
routes that enable learners to climb the qualifications ladder.
Since 1975 OCNW has helped thousands of people to transform
their lives and achieve their career aspirations.
Throughout this period, OCNW has maintained its independence
in order to ensure that it can continue to respond promptly to the
requirements of its customers and provide a consistently high
standard of service. Although it is proud of its origins within the
North West, OCNW is truly a national organisation and provides a
service throughout the UK.
OCNW level 3 Certificate in
Biology
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The OCNW level 3 Certificate in Biology is a QCDA-approved
national qualification designed to develop the skills and
understanding needed for progression to higher education. It
provides learners with a firm foundation in Biology and research
methods. Successful candidates can use this qualification,
possibly in combination with other level 3 awards, for progression
to a range of higher level and undergraduate programmes in
Biology and natural Sciences generally.
DATE OF FIRST TEACHING:
2006
NUMBER OF UNITS/STRUCTURE:
This qualification consists of four mandatory units:
i Biology: Molecular, biochemical, metabolic
ii Biology: Energy, control, reproduction
iii Biology investigation
iv Synoptic skills in biology.
ASSESSMENT METHOD:
A combination of coursework and examination.
Coursework
Unit 1: An essay of 1,000–1,500 words and a practical
investigation, providing evidence of experimental procedure,
results and valid conclusion.
Qualifications currently offered
Unit 2: An assignment of 1,000–1,500 words reflecting the
work of the individual in which their own ideas and research
are expressed.
Unit 3: Written evidence indicating that final conclusions can be
related to the original hypotheses: 1,000–3,000 words,
dependent on practical content.
Examination
Unit 4: A three-hour unseen examination paper.
EXAMINATION TIMING:
Examinations for this and similar qualifications take place
normally in the first two weeks of June.
DATE OF RESULT PUBLICATION:
Six to eight weeks after the date of assessment.
GRADING SYSTEM:
Each unit is graded on successful completion. A minimum grade
of 50% is required when claiming individual units and this
indicates that the evidence for that unit supports the view that the
candidate is suited to undergraduate study. If all four units are
completed, a grade of 50% overall is required for the subject
award. Fifty per cent indicates that the candidate is suited to
undergraduate work and 60% indicates that the candidate is
well suited to undergraduate work.
QUALITY ASSURANCE:
Sample moderation of elements of coursework mid-programme.
Full moderation by OCNW-appointed subject specialists on
completion of all assessment components.
OCNW level 3 Certificate
in English Language and
Literature
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The OCNW level 3 Certificate in English Language and Literature
is a QCDA-approved national qualification designed to develop
the skills and understanding needed for progression to higher
education. It provides learners with a firm foundation in English
language and literature. Successful candidates can use this
qualification, possibly in combination with other level 3 awards,
for progression to a range of higher level and undergraduate
programmes in English literature/language or for entry to teacher
training programmes.
DATE OF FIRST TEACHING:
2006
NUMBER OF UNITS/STRUCTURE:
This qualification consists of four mandatory units:
i Understanding how language works
ii Literature and literary criticism
iii Research project: chosen specialism in English language and
literature
iv Synoptic skills in English language and literature.
ASSESSMENT METHOD:
A combination of coursework and examination.
Coursework
Unit 1: Language essay of at least 1,200 words.
Unit 2: Literature essay of at least 1,200 words.
UK QUALIFICATIONS 91
Qualifications currently offered
Project
Unit 3: Extended essay of 3,000 words covering a chosen
specialism: either further language study or Shakespeare play or
further literature study/Stylistics.
Examination
Unit 4: An examination of three hours – three questions to be
answered: one on language, one on literature and one on either
Shakespeare or further language.
EXAMINATION TIMING:
Examinations for this and similar qualifications take place
normally in the first two weeks of June.
DATE OF RESULT PUBLICATION:
Six to eight weeks after the date of assessment.
GRADING SYSTEM:
Each unit is graded on successful completion. A minimum grade
of 50% is required when claiming individual units and this
indicates that the evidence for that unit supports the view that the
candidate is suited to undergraduate study. If all four units are
completed, a grade of 50% overall is required for the subject
award. Fifty per cent indicates that the candidate is suited to
undergraduate work and 60% indicates that the candidate is well
suited to undergraduate work.
QUALITY ASSURANCE:
Sample moderation of elements of coursework mid-programme.
Full moderation by OCNW-appointed subject specialists on
completion of all assessment components.
OCNW level 3 Certificate in
Psychological Perspectives
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The OCNW level 3 Certificate in Psychological Perspectives is a
QCDA-approved national qualification designed to develop the
skills and understanding needed for progression to higher
education. It provides learners with a firm foundation in
Psychological theory and research methods. Successful
candidates can use this qualification, possibly in combination with
other level 3 awards, for progression to a range of higher level
and undergraduate programmes in Psychology and the Social
Sciences generally.
DATE OF FIRST TEACHING:
2006
NUMBER OF UNITS/STRUCTURE:
This qualification consists of four mandatory units:
i Understanding psychology
ii Application and evaluation of psychology
iii Psychological investigation
iv Synoptic skills in psychology.
ASSESSMENT METHOD:
A combination of coursework and examination.
Unit 1: 2,000 word essay.
Unit 2: 2,000 word essay.
Unit 3: A report on an investigation 3,000–3,500 words.
Unit 4: A 3-hour unseen examination paper.
EXAMINATION TIMING:
Examinations for this and similar qualifications take place
normally in the first two weeks of June.
92 UK QUALIFICATIONS
DATE OF RESULT PUBLICATION:
Six to eight weeks after the date of assessment.
GRADING SYSTEM:
Each unit is graded on successful completion. A minimum grade
of 50% is required when claiming individual units and this
indicates that the evidence for that unit supports the view that the
candidate is suited to undergraduate study. If all four units are
completed, a grade of 50% overall is required for the subject
award. Fifty per cent indicates that the candidate is suited to
undergraduate work and 60% indicates that the candidate is well
suited to undergraduate work.
QUALITY ASSURANCE:
Sample moderation of elements of coursework mid-programme.
Full moderation by OCNW-appointed subject specialists on
completion of all assessment components.
Oxford, Cambridge and RSA
Examinations
OCR is the unitary awarding body established by the University
of Cambridge Local Examinations Syndicate (UCLES, now
Cambridge Assessment) and RSA Examinations Board (RSAEB).
From 1 October 1998, OCR took responsibility in the UK for all
qualifications offered by the Midland Examining Group (MEG), the
Oxford and Cambridge Examinations and Assessment Council
(OCEAC) and RSA. This includes MEG Certificates of Achievement
and GCSE syllabuses, OCEAC A levels/AS and RSAEB’s NVQs and
vocational qualifications. OCR also offers a range of ‘stand-alone’
qualifications in Information Technology, Business Skills and other
vocationally orientated subjects. In 2003, OCR introduced the
OCR Nationals, a suite of vocationally related qualifications at
levels 1, 2 and 3.
Since 2004, OCR has offered the Asset Languages assessment
scheme for language learners of all ages and abilities.
OCR offers the complete range of qualifications, examinations
and assessment services required by schools, colleges, training
providers and employers throughout the UK. These services are
provided in a comprehensive and coherent manner at all levels
from Entry to level 5 in all areas of the National Qualifications
Framework.
Prior to October 1998, OCR’s GCSE syllabuses were offered by
the Midland Examining Group (MEG) and RSAEB. MEG operated
as a unified body within UCLES under a constitution which took
effect on 1 October 1993. The former East Midlands Regional
Examinations Board and the West Midlands Examinations Board,
Oxford and Cambridge Schools Examination Board and the
Southern Universities Board, which were part of the original
federation of MEG Boards, have ceased to operate as examining
bodies.
The Oxford and Cambridge Examinations and Assessment
Council (OCEAC) was responsible for the GCE A level
examinations before October 1998. OCEAC previously offered
A level examinations under the names of the Oxford and
Cambridge Schools Examination Board (OCSEB), the University of
Oxford Delegacy of Local Examinations (UODLE) and Oxford. From
1996 to 1998, all UK A level/AS examinations of these boards
were certificated by OCEAC.
International A level and AS results are certificated, as before, by
UCLES (now Cambridge Assessment).
The alliance between UCLES and RSAEB has been superseded by
the formation of OCR.
 Qualifications currently offered

For further information and advice on OCR GCE A level and AS, Entry level = Breakthrough grades 1–3
AVCE and GCSE qualifications and Entry level Certificates, contact level 1 = Preliminary grades 4–6
the Cambridge office. For information on OCR Nationals, Key level 2 = Intermediate grades 7–9
Skills, NVQs and vocationally related schemes, contact the level 3 = Advanced grades 10–12
Coventry office (see Appendix A). level 4 = Proficiency grades 13–15
level 6 = Mastery grades 16, 17.

OCR Asset Languages Asset Languages Advanced Stage

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

UK QUALIFICATIONS 93
Qualifications currently offered

NUMBER OF UNITS/STRUCTURE: PREREQUISITES:

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

OCR Certificate/Diploma for IT Diploma

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

94 UK QUALIFICATIONS

achieved and certificated separately. Centres may incorporate
individual units into a range of different learning programmes as
appropriate to the needs of their candidates and their
programmes of study.
Thirty units are offered in partnership with vendors, including
Microsoft, Cisco, CompTIA and Oracle.
ASSESSMENT METHOD:
Combination of internally assessed and externally moderated
assessments, externally set and assessed assignment and
electronic tests set by vendors.
GRADING:
The OCR level 3 Certificate/Diploma for IT Professionals has been
awarded the following UCAS Tariff points with effect from 2008
entry to higher education:
OCR level 3 Certificate for IT Professionals
Grade UCAS Tariff Points
Pass 80
OCR level 3 Diploma for IT Professionals
Grade UCAS Tariff Points
Pass 100
QUALITY ASSURANCE:
The evidence produced by Units 1, 29 and 31 is externally
assessed by OCR via postal arrangements. Evidence produced by
Units 2–10, 30, 32, 33 is locally assessed within the centres
before being externally moderated by OCR to ensure accuracy
and consistency of centre marking. Units 11–28 and 34–45 are
assessed under controlled conditions using electronic tests
produced by either Microsoft, Cisco, CompTIA or Oracle.
PROGRESSION/ARTICULATION:
OCR level 4 Certificate for IT Professionals (ICT Systems Support),
level 4 NVQ for IT Professionals.
OCR Level 3 Certificate in
Mathematics for Engineering
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The OCR Level 3 Certificate in Mathematics for Engineering is
suitable for learners wishing to gain a Level 3 qualification to
support further study in FE and HE in the engineering sector, or
are wishing to gain a Level 3 qualification to support further study
in FE and HE in any other sector or subject area.
The target group is likely to include individuals who are studying
for employment in the engineering sector at technician level.
DATE OF FIRST TEACHING:
2008
PREREQUISITES:
It is advisable that anyone embarking upon this course should
previously have studied GCSE Mathematics at higher tier or
equivalent and/or be fully familiar with such mathematical
content.
NUMBER OF UNITS/STRUCTURE:
Candidates must complete one mandatory unit.
ASSESSMENT METHOD:
The unit is assessed by independent external assessment in the
form of two examination components.
Qualifications currently offered
GRADING:
A*/A/B/C/D/E
QUALITY ASSURANCE:
Both examinations are marked externally, in accordance with the
Ofqual Code of Practice.
PROGRESSION/ARTICULATION:
A candidate achieving a Level 3 Certificate in Mathematics for
Engineering may:
g undertake additional Level 3 qualifications part-time or full-
time in further education, eg OCR Level 3 Principal Learning
in Engineering, Diploma in Engineering, Diploma in
Manufacturing, Diploma in Construction and the Built
Environment
g in addition to the horizontal progression outlined above, the
qualification also enables vertical progression. Candidates
will be able to access degrees and other qualifications in
further and higher education. Additionally this will enable
candidates to progress into employment, ie into engineering
at technician level.
OCR level 5 Certificate in
Teaching Learners with Specific
Learning Difficulties (Dyslexia)
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 5
BACKGROUND:
The OCR level 5 Certificate in Teaching Learners with Specific
Learning Difficulties (Dyslexia) has been developed to recognise
candidates’ skills, knowledge and understanding of the Special
Educational Needs sector and their ability to deliver effective
teaching sessions to learners with specific learning difficulties
(dyslexia) affecting literacy and numeracy.
Whilst recognising that learners with dyslexia may experience a
variety of difficulties in addition to the acquisition of fluent, age-
appropriate word-level skills, educators working with this group
should know how to address intransigent difficulties with learning
to read and spell single words as well as problems arising at later
stages of literacy development and with other aspects of learning.
This qualification is designed primarily to provide a route for
continued professional development for teachers working with
learners with specific learning difficulties in literacy and numeracy
acquisition. These difficulties may also affect communication
and interaction.
The qualification would be appropriate for teachers and other
professionals working within one phase of educational provision –
primary, secondary or adult (post-16) – who support learners
experiencing significant difficulties with the acquisition and
development of literacy and (basic) numeracy skills.
DATE OF FIRST TEACHING:
2003
PREREQUISITES:
This qualification is designed primarily for qualified and 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 in providing learning support may find it
difficult to access opportunities to generate the full range of
evidence required to achieve the full qualification. Candidates
should possess an appropriate level of learning support
UK QUALIFICATIONS 95
Qualifications currently offered
experience and should have unrestricted access to appropriate
teaching and assessment practice.
It is anticipated that candidates will have a high level of skill and
be working at or above the equivalent of level 3 in the following
Key Skill areas: Application of number, Communication, Improving
own learning, IT, Problem solving and Working with others.
NUMBER OF UNITS/STRUCTURE:
Unit 1: Special educational needs policy and context; Unit 2:
Assessing learners with dyslexia; Unit 3: Teaching learners with
dyslexia; Unit 4: Teaching methods and reflective practice.
Learners must complete all units to achieve the full qualification.
ASSESSMENT METHOD:
All units are locally assessed, internally verified by the centre and
externally verified by OCR.
QUALITY ASSURANCE:
Assessment of all units, which reflect the practices of NVQ
assessment, is centre-based. The assessment decisions are
externally verified by OCR.
Candidates must demonstrate that they have achieved all of the
performance criteria and knowledge and understanding
requirements of the units in the way specified in the evidence
requirements. Portfolios presented for assessment must include
all of the evidence specified by OCR.
PROGRESSION/ARTICULATION:
OCR level 7 Certificate and/or Diploma in Assessing and Teaching
Learners with Specific Learning Difficulties (Dyslexia), OCR level 4
Certificates in Teaching in the Lifelong Learning Sector.
OCR National Certificates,
Diplomas and Extended
Diplomas
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
These qualifications cover a range of sectors, eg art and design,
business, health, social care and early years, media, public
services, travel and tourism, and sport. They prepare learners for
entry into employment or progression and continuation of study in
the vocational area through FE or HE. They are unit-based
qualifications covering the key knowledge and practical skills
required in the vocational sector. Each unit requires approximately
60 guided learning hours. Units are signposted to Key Skills and
mapped to relevant national occupational standards. The
qualifications are gained through a combination of mandatory
and optional units which are all centre-assessed and
externally moderated.
The OCR level 3 National Certificate is a six-unit qualification
offering learners the opportunity to gain core skills and
knowledge relevant to a particular sector. OCR level 3 National
Certificates are typically delivered over a one-year programme of
study.
The OCR level 3 National Diploma is a 12-unit qualification
offering learners the opportunity to specialise, if they wish, in
specific areas through the choice of optional pathway units. OCR
level 3 National Diplomas may be delivered over a one- or two-
year programme.
The OCR level 3 National Extended Diploma is an 18-unit
qualification designed to promote breadth and add enrichment to
the learning experience. It demands breadth of knowledge and
skills ensuring learners have a comprehensive understanding of
96 UK QUALIFICATIONS
the sector. OCR level 3 National Extended Diplomas are typically
delivered over a two-year programme of study.
OCR Nationals are suitable for 16-19-year-olds or more mature
learners considering a career change or return to work, or those
wishing to find a vocational route into further study.
DATE OF FIRST TEACHING:
Business, Health, Social Care and Early Years and Sport from
2003. Art and Design, Media, Public Services and Travel and
Tourism from 2004. ICT from 2008.
NUMBER OF UNITS/STRUCTURE:
OCR level 3 National Certificate (six units) (360 guided learning
hours)
To be awarded the OCR level 3 National Certificate, candidates
must achieve a minimum Pass grade for:
g four mandatory units
g two optional units.
The OCR level 3 National Certificate contains a career planning
unit and a work experience unit. Only one of these units may
count towards achievement of the full certificate.
OCR level 3 National Diploma (12 units) (720 guided
learning hours)
To be awarded the OCR level 3 National Diploma, candidates must:
g achieve a minimum Pass grade for all four mandatory units
g complete eight optional units and achieve at least six of
these. A maximum of five non-specialist units may be chosen
g achieve a minimum of 12 points for all units completed (see
Compensation).
Specialist pathways within the OCR level 3 National Diploma
If a candidate achieves a minimum Pass grade for at least four
of the eight optional units from any one specialist pathway, the
OCR level 3 National Diploma will be endorsed with the pathway
specialism. If candidates achieve a minimum Pass grade for four
optional units from one specialist pathway and a minimum Pass
grade for a further four optional units from another specialist
pathway, their OCR level 3 National Diploma will be endorsed with
both pathway specialisms.
OCR level 3 National Extended Diploma (18 units) (1,080
guided learning hours)
To be awarded the OCR level 3 National Extended Diploma,
candidates must:
g achieve a minimum Pass grade for all four mandatory units
g complete 14 optional units and achieve at least 12 of these.
A maximum of six non-specialist units may be chosen
g achieve a minimum of 18 points for all units completed (see
Compensation).
The structure of the OCR level 3 National Extended Diploma has
been designed to provide breadth of knowledge, understanding
and skills across a sector. This ensures that successful candidates
will have achieved a suitable mix of units across optional units to
adequately prepare them for employment or further study within
the sector. Due to the broad areas of knowledge and skills
required to achieve this qualification, no specialist endorsement is
applicable.
Compensation
Candidates must complete the required number of units. However,
compensation is available for candidates who might fail one or
two optional units but achieve Distinction or Merit grades for
some other units.
 Qualifications currently offered

Each unit is based on approximately 60 guided learning hours. QUALITY ASSURANCE:

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

OCR NATIONAL EXTENDED DIPLOMA (18 UNITS)

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

UK QUALIFICATIONS 97
Qualifications currently offered
OCR Certificate in Teaching in
the Lifelong Learning Sector
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Levels 3 and 4
BACKGROUND
The OCR levels 3 and 4 Certificates in Teaching in the Lifelong
Learning Sector have been developed in collaboration with
Lifelong Learning UK and are aimed at those in an associate
teacher role from September 2007.
An associate teacher is someone who will teach predominantly
from packs or pre-prepared materials, and therefore has fewer
responsibilities in the design of a curriculum and materials
generally when compared with a full teacher role. They might
teach or tutor on a one-to-one basis and will normally be
delivering on a programme confined to a particular level, subject
or type of learner. They might also be a teacher who only delivers
short courses.
The OCR levels 3 and 4 Certificates in Teaching in the Lifelong
Learning Sector are part of the initial teaching qualifications
which have been developed for existing and new teachers who
are involved in teaching in the Lifelong Learning Sector.
The certificates are made up of three mandatory units worth
18 credits and optional units at least to the value of six credits,
making a total of minimum 24 credits. Mandatory units include
Preparing to teach in the lifelong learning sector, Planning and
enabling learning and Principles and practice of assessment.
The OCR levels 3 and 4 Certificates in Teaching in the Lifelong
Learning Sector include at least 30 hours of teaching practice.
There are a minimum of three teaching observations totalling a
minimum of three hours.
DATE OF FIRST TEACHING:
September 2007
PREREQUISITES
There are no formal entry requirements for this qualification.
However, candidates will need to have followed programmes of
study at level 3 (or above) and have relevant and appropriate
experience or qualifications in the subject/vocational area that
they are teaching.
Technical Certificate
BACKGROUND:
Technical Certificates are vocational qualifications identified by
sector bodies (eg SSCs) and awarding bodies that provide the
underpinning knowledge and understanding relevant to an NVQ
as part of an Apprenticeship framework.
They:
g are capable of delivery through a taught programme
of learning
g permit a structured approach to the teaching and
assessment of the underpinning knowledge and
understanding of an NVQ
g retain their original qualification title.
The technical certificate will support the learning required for the
NVQ and provide a basis for progression.
NUMBER OF UNITS/STRUCTURE:
The size of a technical certificate can vary, depending on the
relevant occupational sector and NTO advice.
98 UK QUALIFICATIONS
ASSESSMENT METHOD:
All qualifications accredited in the National Qualifications
Framework must include a form of independent assessment or
an alternative approved by the regulatory authorities. Independent
assessment is defined as assessment of a candidates’ work that
is carried out by assessors who do not have a vested interest in
the outcome. One form of independent assessment is external
assessment, where assessment tasks are set, and candidates’
work assessed, 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.
Thames Valley University/
London College of Music
Examinations
London College of Music (LCM) has offered examinations in
music and in speech, drama and communication for over 100
years. In 1991 it became part of Thames Valley University (TVU),
and is now part of the University’s Faculty of the Arts. LCM
Examinations are awarded and certificated by TVU.
TVU/LCM Examinations offers qualifications in a wide range of
subjects, including piano, voice, organ, orchestral instruments,
electronic keyboard and organ, jazz instruments, music theatre,
popular music vocals, percussion and a selection of speech,
drama and communication options; and validates the acoustic,
electric and bass guitar examinations of the Registry of Guitar
Tutors.
TVU/LCM Examinations cater for candidates of all levels: from
introductory ‘Steps’ examinations for beginners, through eight
grades, to professional diplomas. Diplomas are available for both
performers and teachers, and are offered at four levels: Diploma
of the London College of Music (DipLCM), Associate of the
London College of Music (ALCM), Licentiate of the London
College of Music (LLCM) and Fellow of the London College of
Music (FLCM). Diploma holders are entitled to append the
appropriate letters after their names.
The grades range from level 1 to level 3 of the National
Qualifications Framework, and are assessed against strict criteria
at three levels: Pass, Merit and Distinction. The DipLCM is pitched
at HE level 1, the ALCM at HE level 2, the LLCM at HE level 3,
and the FLCM at HE level M.
TVU’s graded examinations, and diplomas in music performance
and teaching, are accredited by Ofqual.
Accredited qualifications at Grade 6–8 offered by TVU/LCM
Examinations attract UCAS Tariff points.
Further information is available on the LCM Examinations website
www.tvu.ac.uk/lcmexams.
TVU Associate of the London
College of Music in Performance
QUALIFICATION ABBREVIATION:
ALCM
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 5
BACKGROUND:
Subjects: piano, jazz piano, pipe organ, electronic keyboard,
electronic organ, flute, clarinet, oboe, bassoon, recorder, classical
saxophone, jazz flute, jazz clarinet, jazz saxophone, French horn,
 Qualifications currently offered

trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazz spoken English in religion, reading aloud, oral communication,
trombone, violin, viola, cello, double bass, classical guitar, personal and professional communication.
percussion, singing, Irish traditional music, Scottish traditional
PREREQUISITES:
music, church music, speech and drama, acting, reading recital,
Music subjects: Grade 5 Theory of Music.
verse speaking, public speaking, communication, spoken English
Drama and Communication subjects: Grade 8 Practical.
in religion, music theatre.
ASSESSMENT METHOD:
PREREQUISITES:
Practical examination (all external).
Music subjects: depends on option chosen.
Drama and communication subjects: Grade 8. EXAMINATION TIMING:
Examinations are held throughout the year.
ASSESSMENT METHOD:
Practical examination, plus written examination for certain options GRADING SYSTEM:
(all external). Pass (75%)
EXAMINATION TIMING:
Examinations are held throughout the year. TVU Diploma of the London
GRADING SYSTEM: College of Music in Teaching
Pass (75%)
QUALIFICATION ABBREVIATION:
DipLCM (TD)
TVU Associate of the London NATIONAL QUALIFICATIONS FRAMEWORK LEVEL
College of Music in Teaching Level 4

QUALIFICATION ABBREVIATION: BACKGROUND:

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

TVU Diploma of the London BACKGROUND:

College of Music in Performance
QUALIFICATION ABBREVIATION:
DipLCM
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 4
BACKGROUND:
Subjects: piano, jazz piano, pipe organ, electronic keyboard,
electronic organ, flute, clarinet, oboe, bassoon, recorder, classical
saxophone, jazz flute, jazz clarinet, jazz saxophone, French horn,
trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazz
trombone, violin, viola, cello, double bass, classical guitar,
percussion, singing, Irish traditional music, Scottish traditional
music, music theatre, speech and drama, verse speaking, acting,
Subjects: piano, jazz piano, pipe organ, electronic keyboard,
electronic organ, flute, clarinet, oboe, bassoon, recorder, classical
saxophone, jazz flute, jazz clarinet, jazz saxophone, French horn,
trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazz
trombone, violin, viola, cello, double bass, classical guitar,
percussion, singing, Irish traditional music, Scottish traditional
music, church music, speech and drama.
PREREQUISITES:
LLCM
ASSESSMENT METHOD:
Practical examination (all external).
EXAMINATION TIMING:
Examinations are held throughout the year.
GRADING SYSTEM:
Approved/Not Approved.

UK QUALIFICATIONS 99
Qualifications currently offered

TVU Graded Examination in trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazz
trombone, violin, viola, cello, double bass, classical guitar, electric
Drama guitar, bass guitar, acoustic guitar, drum kit, tuned percussion,
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: timpani, singing, popular music vocals, Irish traditional music,
Grades 1–3 (Acting, Music Theatre) = level 1 Scottish traditional music.
Grades 4–5 (Acting, Music Theatre) = level 2 ASSESSMENT METHOD:
Grades 6–8 (Acting, Music Theatre) = level 3
Practical examination (all external)
BACKGROUND:
EXAMINATION TIMING:
Subjects: acting, duologue, group performance, music theatre.
Examinations are held throughout the year.
ASSESSMENT METHOD:
GRADING SYSTEM:
Practical examination (all external)
Pass (65%), Merit (75%), Distinction (85%).
EXAMINATION TIMING:
Grade UCAS Tariff Points
Examinations are held throughout the year.
Grade 8 (Distinction) 75
GRADING SYSTEM: Grade 8 (Merit) 70
Pass (65%), Merit (75%), Distinction (85%). Grade 8 (Pass) 55
Grade 7 (Distinction) 60
Grade UCAS Tariff Points Grade 7 (Merit) 55
Grade 8 (Distinction) 65 Grade 7 (Pass) 40
Grade 8 (Merit) 60 Grade 6 (Distinction) 45
Grade 8 (Pass) 45 Grade 6 (Merit) 40
Grade 7 (Distinction) 55 Grade 6 (Pass) 25
Grade 7 (Merit) 50
Grade 7 (Pass) 35
Grade 6 (Distinction) 40
Grade 6 (Merit) 35 TVU Graded Examination
Grade 6 (Pass) 20 in Speech
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
TVU Graded Examination in Grades 1–3 = level 1
Grades 4–5 = level 2
Music Literacy Grades 6–8 = level 3
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: BACKGROUND:
Grades 1–3 = level 1 (Foundation) Subjects available: verse speaking, reading aloud, oral
Grades 4–5 = level 2 (Intermediate) communication.
Grades 6–8 = level 3 (Advanced)
ASSESSMENT METHOD:
BACKGROUND: Practical examination (all external).
Subjects available: theory of music, popular music theory.
EXAMINATION TIMING:
ASSESSMENT METHOD: Examinations are held throughout the year.
Written examination (all external).
GRADING SYSTEM:
GRADING SYSTEM: Pass (65%), Merit (75%), Distinction (85%)
Pass (65%), Merit (75%), Distinction (85%).
Grade UCAS Tariff Points
Grade UCAS Tariff Points Grade 8 (Distinction) 65
Grade 8 (Distinction) 30 Grade 8 (Merit) 60
Grade 8 (Merit) 25 Grade 8 (Pass) 45
Grade 8 (Pass) 20 Grade 7 (Distinction) 55
Grade 7 (Distinction) 20 Grade 7 (Merit) 50
Grade 7 (Merit) 15 Grade 7 (Pass) 35
Grade 7 (Pass) 10 Grade 6 (Distinction) 40
Grade 6 (Distinction) 15 Grade 6 (Merit) 35
Grade 6 (Merit) 10 Grade 6 (Pass) 20
Grade 6 (Pass) 5

TVU Graded Examination in TVU Graded Examination in

Music Performance Speech and Drama
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Grades 1–3 = level 1 (Foundation)
Grades 1–3 = level 1 (Foundation)
Grades 4–5 = level 2 (Intermediate)
Grades 4–5 = level 2 (Intermediate)
Grades 6–8 = level 3 (Advanced)
Grades 6–8 = level 3 (Advanced)
ASSESSMENT METHOD:
BACKGROUND:
Practical examination (all external)
Subjects: piano, jazz piano, pipe organ, electronic keyboard,
electronic organ, flute, clarinet, oboe, bassoon, recorder, classical EXAMINATION TIMING:
saxophone, jazz flute, jazz clarinet, jazz saxophone, French horn, Examinations are held throughout the year.

100 UK QUALIFICATIONS
 Qualifications currently offered

GRADING SYSTEM: ASSESSMENT METHOD:

Pass (65%), Merit (75%), Distinction (85%) Dissertation submission and practical examination (all external)/
practical examination and written examination (all external) for
Grade UCAS Tariff Points
Speech and Drama, Music Theatre.
Grade 8 (Distinction) 65
Grade 8 (Merit) 60 EXAMINATION TIMING:
Grade 8 (Pass) 45 Examinations are held throughout the year.
Grade 7 (Distinction) 55
Grade 7 (Merit) 50 GRADING SYSTEM:
Grade 7 (Pass) 35 Pass (75%).
Grade 6 (Distinction) 40
Grade 6 (Merit) 35
Grade 6 (Pass) 20 Trinity College London
As of March 2004, Trinity College London and Guildhall School of
Music and Drama merged to form Trinity Guildhall Examinations.
TVU Licentiate of the London In August 2004, Trinity issued a new drama and speech syllabus,
College of Music in Performance incorporating music theatre, which was available for examinations
from January 2005. This syllabus was republished with minor
QUALIFICATION ABBREVIATION: changes as the Trinity Guildhall Drama and Speech syllabus in
LLCM the summer of 2005, for first examination in January 2006.
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: Trinity’s music qualifications have also undergone revision
Level 6 and are available as the Trinity Guildhall music grades from
BACKGROUND: January 2007.
Subjects: piano, jazz piano, pipe organ, electronic keyboard,
electronic organ, flute, clarinet, oboe, bassoon, recorder, classical
saxophone, jazz flute, jazz clarinet, jazz saxophone, French horn, Trinity Guildhall Associate and
trumpet, cornet, flugelhorn, trombone, tuba, jazz trumpet, jazz Licentiate Diplomas in Drama
trombone, violin, viola, cello, double bass, classical guitar,
percussion, singing, Irish traditional music, Scottish traditional and Speech
music, church music, speech and drama, acting, public speaking, QUALIFICATION ABBREVIATION:
verse speaking, reading recital, spoken English in religion, music ATCL and LTCL
theatre.
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
PREREQUISITES:
ATCL Diplomas are accredited in level 4
ALCM LTCL Diplomas are accredited in level 6
ASSESSMENT METHOD:
BACKGROUND:
Music subjects: practical examination (all external). Available in:
Drama and communication subjects: practical examination and
written examination (all external). ATCL Diploma in Performing (Speech and Drama), LTCL Diploma
in Performing (Speech and Drama), ATCL Diploma in Performing
EXAMINATION TIMING:
(Musical Theatre), LTCL Diploma in Performing (Musical Theatre),
Examinations are held throughout the year.
ATCL Diploma in Teaching (Speech and Drama), LTCL Diploma
GRADING SYSTEM: in Teaching (Speech and Drama), LTCL Diploma in Teaching
Pass (75%) (Musical Theatre), ATCL Diploma in Teaching (Theatre Arts), LTCL
Diploma in Teaching (Communication Skills), LTCL Diploma in
Applied Drama.
TVU Licentiate of the London
Detailed information can be obtained from Trinity College (see
College of Music in Teaching Appendix A for contact details).
QUALIFICATION ABBREVIATION: DATE OF FIRST TEACHING:
LLCM (TD) 2003
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: DATE OF FIRST AWARD:
Level 6 2004
BACKGROUND: PREREQUISITES:
Subjects: piano, pipe organ, electronic keyboard, electronic organ, There are no formal prerequisites for the ATCL diploma but
flute, clarinet, oboe, bassoon, recorder, classical saxophone, candidates are advised to gain Grade 8 in Speech and
French horn, trumpet, cornet, flugelhorn, trombone, tuba, violin, Drama/Musical Theatre or equivalent.
viola, cello, double bass, classical guitar, electric guitar,
percussion, singing, Irish traditional music, Scottish traditional For entry to the LTCL diploma, candidates should be at a
music, speech and drama, music theatre. standard equivalent to ATCL.

PREREQUISITES: NUMBER OF UNITS/STRUCTURE:

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

UK QUALIFICATIONS 101
Qualifications currently offered

EXAMINATION TIMING: EXAMINATION TIMING:

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

Trinity Guildhall Associate and

Licentiate Diplomas in Music Trinity Guildhall Fellowship
QUALIFICATION ABBREVIATION:
Diplomas in Drama and Speech
ATCL/AMusTCL or LTCL/LMusTCL QUALIFICATION ABBREVIATION:
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
FTCL
ATCL Diplomas are accredited in level 4 NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
LTCL Diplomas are accredited in level 6 Level 7
BACKGROUND: BACKGROUND:
These diplomas have a wider remit than Trinity’s traditional Available in:
qualifications, and embrace non-Western music, jazz, commercial
and popular music sectors, as well as vocational and analytical FTCL Diploma in Performing (Speech and Drama), FTCL Diploma
aspects. in Performing (Musical Theatre), FTCL Diploma in Directing
(Speech and Drama), FTCL Diploma in Directing (Musical
The following awards are available: Theatre), FTCL Diploma in Education Studies (Speech and
Drama), FTCL Diploma in Education Studies (Musical Theatre).
ATCL Diploma in Music Performance, LTCL Diploma in Music
Performance, ATCL Diploma in Music Performance (Recital), LTCL Detailed information can be obtained from Trinity College (see
Diploma in Music Performance (Recital), ATCL Diploma in Music Appendix A for contact details).
Practice: Performing, LTCL Diploma in Music Practice: Performing,
DATE OF FIRST TEACHING:
AMusTCL Diploma in Music Literacy/Theory, LMusTCL Diploma in
Music Literacy/Theory, LTCL Diploma in Music Composition, ATCL 1918
Diploma in Music Practice: Directing, LTCL Diploma in Music DATE OF FIRST AWARD:
Practice: Directing, ATCL Diploma in Music Practice: Composing, 1918
LTCL Diploma in Music Practice: Composing, ATCL Diploma in
PREREQUISITES:
Specialist Music Teaching, LTCL Diploma in Specialist Music
Teaching, ATCL Diploma in Instrumental/Vocal Teaching, LTCL LTCL Performing (Speech and Drama or Musical Theatre) or
Diploma in Instrumental/Vocal Teaching, ATCL Diploma in Music equivalent.
Practice: Mentoring, LTCL Diploma in Music Practice: Mentoring, NUMBER OF UNITS/STRUCTURE:
LTCL Diploma in Music Practice: Adjudicating, ATCL and LTCL Trinity qualifications are unitised.
Diplomas in Music Practice: Facilitating
ASSESSMENT METHOD:
Detailed information can be obtained from Trinity College (see 100% external assessment conducted by Trinity examiners.
Appendix A for contact details).
EXAMINATION TIMING:
DATE OF FIRST TEACHING: Examinations are available all year round.
1877
DATE OF RESULT PUBLICATION:
DATE OF FIRST AWARD: Results are confirmed by issue of a Certificate within eight weeks
1877 of the final examination.
PREREQUISITES: GRADING SYSTEM:
Equivalent standard to NQF level 3 for entry to ATCL. Equivalent Pass, Below Pass. Outcome statements and criteria describing
standard to ATCL for entry to LTCL. the level of achievement required are included in the syllabus.
NUMBER OF UNITS/STRUCTURE: QUALITY ASSURANCE:
Trinity qualifications are unitised. Marks are analysed at Trinity’s head office before results are
confirmed by issue of a Certificate.
ASSESSMENT METHOD:
100% external assessment conducted by Trinity examiners.

102 UK QUALIFICATIONS
 Qualifications currently offered

A significant proportion of written examinations are double Trinity College London Graded
marked and some performance examinations are recorded for
the purpose of monitoring. Examinations in Communication
Examiners are standardised annually and observed regularly by a Skills (Grades 1 to 8)
senior examiner. NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Grades 1–3 = level 1, Grades 4–5 = level 2, Grades 6–8 = level 3
BACKGROUND:
Trinity Guildhall Fellowship Examinations in communication skills focus on life skills, which
Diplomas in Music include the ability to speak in public, interact with other people
and express ideas in work and leisure situations. Candidates are
QUALIFICATION ABBREVIATION: encouraged to listen with care, to think and speak with clarity,
FTCL/FMusTCL and to organise what they have to say in coherent ways. They are
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: required to use expressive utterance, distinguish between
Level 7 informative and persuasive speaking, and demonstrate good
interpersonal skills.
BACKGROUND:
These diplomas demand higher level skills, including public DATE OF FIRST TEACHING:
concert standard performance, planning, development and 1918
promotional abilities, and critical reflection. DATE OF FIRST AWARD:
1918
They are available in the following subjects:
PREREQUISITES:
FTCL Diploma in Music Performance, FTCL Diploma in Music None, but the syllabus is cumulative and entry assumes mastery
Practice: Performing, FMusTCL Diploma in Music Literacy/Theory, of the previous grade.
FTCL Diploma in Music Composition, FTCL Diploma in Music
Direction, FTCL Diploma in Music Practice: Composing, FTCL NUMBER OF UNITS/STRUCTURE:
Diploma in Music Education, FTCL Diploma in Music Adjudication, Each grade comprises one unit.
FTCL Diploma in Music Facilitation. ASSESSMENT METHOD:
Detailed information can be obtained from Trinity College (see 100% external assessment conducted by a Trinity examiner.
Appendix A for contact details). QUALITY ASSURANCE:
DATE OF FIRST TEACHING: Marks entered onto report forms are analysed at Trinity’s head
1877 office before results are confirmed by issue of a Certificate.

DATE OF FIRST AWARD:
1877
PREREQUISITES:
Candidates are advised that they should ideally be at an
equivalent standard to LTCL before entering for the FTCL
Diploma.
Candidates must provide evidence that they have performed in
public over a period of at least two years.
NUMBER OF UNITS/STRUCTURE:
Trinity qualifications are unitised.
ASSESSMENT METHOD:
100% external assessment conducted by Trinity examiners.
EXAMINATION TIMING:
Examinations are available all year round.
DATE OF RESULT PUBLICATION:
Results are confirmed by issue of a Certificate within eight weeks
of the examination.
GRADING SYSTEM:
Pass, Below Pass. Outcome statements and criteria describing
the level of achievement required are included in the syllabus.
QUALITY ASSURANCE:
Marks are analysed at Trinity’s head office before results are
confirmed by issue of a Certificate.
Two examiners are present during all assessments, which are
recorded.
Examiners are standardised annually and observed regularly by a
senior examiner.
Examiners are standardised annually and are observed regularly
by a senior examiner. A proportion of examinations are recorded
for the purpose of monitoring.
Trinity Guildhall Graded
Examinations in Drama
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Grades 1–3 = level 1, Grades 4–5 = level 2, Grades 6–8 = level 3
BACKGROUND:
The aim of Trinity’s graded examinations in drama is to provide a
scheme of assessment against which candidates, teachers and
parents may measure progress and development in a range of
performing arts disciplines, whether towards professional training
or as a leisure activity. These examinations are available as
individual, pair and group assessments (group option is not
recognised by QCDA). The examinations are available in acting,
musical theatre, performance arts and world dramatists.
DATE OF FIRST TEACHING:
1918
DATE OF FIRST AWARD:
1918
PREREQUISITES:
None, but the syllabus is cumulative and entry assumes mastery
of the previous grade.
NUMBER OF UNITS/STRUCTURE:
Each grade comprises one unit.
ASSESSMENT METHOD:
100% external assessment conducted by a Trinity examiner.

UK QUALIFICATIONS 103
Qualifications currently offered

EXAMINATION TIMING: QUALITY ASSURANCE:

Examinations are available all year round. Marks are analysed at Trinity’s head office before results are
confirmed by issue of a Certificate.
DATE OF RESULT PUBLICATION:
Results are confirmed by issue of a Certificate within eight weeks Examiners are standardised annually and are observed regularly
of the examination. by a senior examiner.
GRADING SYSTEM:
Distinction, Merit, Pass, Below Pass. Outcome statements and
criteria describing the various levels of achievement required for Trinity Guildhall Graded
each attainment band are included in the syllabuses. Examinations in Music
QUALITY ASSURANCE: Performance
Marks entered onto report forms are analysed at Trinity’s head
office before results are confirmed by issue of a Certificate. NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Grades 1–3 = level 1, Grades 4–5 = level 2, Grades 6–8 = level 3
Examiners are standardised annually and are observed regularly
BACKGROUND:
by a senior examiner. A proportion of examinations are recorded
Trinity’s graded examinations in music are offered in 32
for the purpose of monitoring.
instruments covering keyboard, strings, woodwind, brass,
percussion and voice. They span eight grades and the schemes
Trinity Guildhall Graded of assessment are based upon a clearly defined syllabus of
incremental standards and repertoire.
Examinations in Music
Trinity also offers the Performer’s Certificate as a post-grade 8
Literacy/Theory qualification.
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
DATE OF FIRST TEACHING:
Grades 1–3 = level 1, Grades 4–5 = level 2, Grades 6–8 = level 3
1877
BACKGROUND:
DATE OF FIRST AWARD:
Trinity’s graded examinations in music theory span eight grades
1877
and the schemes of assessment are based upon the progressive
mastery model. PREREQUISITES:
None, but the syllabus is cumulative and entry assumes mastery
DATE OF FIRST TEACHING:
of the previous grade.
1877
NUMBER OF UNITS/STRUCTURE:
DATE OF FIRST AWARD:
Each grade comprises one unit.
1877
ASSESSMENT METHOD:
DATE OF LAST AWARD:
100% external assessment conducted by a Trinity examiner.
Current
EXAMINATION TIMING:
PREREQUISITES:
Examinations are available all year round.
None, but the syllabus is cumulative and entry assumes mastery
of the previous grade. DATE OF RESULT PUBLICATION:
Results are confirmed by issue of a Certificate within eight weeks
NUMBER OF UNITS/STRUCTURE:
of the examination.
Each grade comprises one unit.
GRADING SYSTEM:
ASSESSMENT METHOD:
Distinction, Merit, Pass, Below Pass. Outcome statements and
100% external assessment conducted by Trinity examiners – all
criteria describing the various levels of achievement required for
papers are double marked.
each attainment band are included in the syllabuses.
EXAMINATION TIMING:
Grade UCAS Tariff Points
Examinations are available in May and November.
Grade 8 (Distinction) 75
DATE OF RESULT PUBLICATION: Grade 8 (Merit) 70
Results are confirmed by issue of a Certificate within eight weeks Grade 8 (Pass) 55
of the examination. Grade 7 (Distinction) 60
Grade 7 (Merit) 55
GRADING SYSTEM: Grade 7 (Pass) 40
Distinction, Merit, Pass, Below Pass. Outcome statements and Grade 6 (Distinction) 45
criteria describing the various levels of achievement required for Grade 6 (Merit) 40
each attainment band are included in the syllabuses. Grade 6 (Pass) 25

Grade UCAS Tariff Points

QUALITY ASSURANCE:
Grade 8 (Distinction) 30
Marks entered onto report forms are analysed at Trinity’s head
Grade 8 (Merit) 25
office before results are confirmed by issue of a Certificate.
Grade 8 (Pass) 20
Grade 7 (Distinction) 20 Examiners are standardised annually and are observed regularly
Grade 7 (Merit) 15
by a senior examiner. A proportion of examinations are recorded
Grade 7 (Pass) 10
for the purpose of monitoring.
Grade 6 (Distinction) 15
Grade 6 (Merit) 10
Grade 6 (Pass) 5

104 UK QUALIFICATIONS
 Qualifications currently offered

PROGRESSION/ARTICULATION: DATE OF FIRST AWARD:

These qualifications facilitate progression to level 2 of the NQF, 1918
including Grades 4 and 5. PREREQUISITES:
None, but the syllabus is cumulative and entry assumes mastery
of the previous grade.
Trinity Guildhall Graded
NUMBER OF UNITS/STRUCTURE:
Examinations in Speech Each grade comprises one unit.
(Performing Text) ASSESSMENT METHOD:
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: 100% external assessment conducted by a Trinity examiner.
Grades 1–3 = level 1, Grades 4–5 = level 2, Grades 6–8 = level 3
EXAMINATION TIMING:
BACKGROUND: Examinations are available all year round.
The aim of Trinity’s graded examinations in performing text is to
provide a scheme of assessment against which candidates, DATE OF RESULT PUBLICATION:
teachers and parents may measure progress and development in Results are confirmed by issue of a Certificate within eight weeks
speech, whether towards professional training or as a leisure of the examination.
activity (Trinity also offers graded examinations in choral GRADING SYSTEM:
speaking, which are not recognised by QCDA as they involve Distinction, Merit, Pass, Below Pass. Outcome statements and
group assessments). criteria describing the various levels of achievement required for
DATE OF FIRST TEACHING: each attainment band are included in the syllabuses.
1918 From 2008 Grades 6–8 carry UCAS Tariff points as follows:
DATE OF FIRST AWARD:
Grade UCAS Tariff Points
1918 Grade 8 (Distinction) 65
PREREQUISITES: Grade 8 (Merit) 60
None, but the syllabus is cumulative and entry assumes mastery Grade 8 (Pass) 45
of the previous grade. Grade 7 (Distinction) 55
Grade 7 (Merit) 50
NUMBER OF UNITS/STRUCTURE: Grade 7 (Pass) 35
Each grade comprises one unit. Grade 6 (Distinction) 40
Grade 6 (Merit) 35
ASSESSMENT METHOD:
Grade 6 (Pass) 20
100% external assessment conducted by a Trinity examiner.
QUALITY ASSURANCE:
EXAMINATION TIMING:
Examinations are available all year round. Marks entered onto report forms are analysed at Trinity’s head
office before results are confirmed by issue of a Certificate.
DATE OF RESULT PUBLICATION:
Results are confirmed by issue of a Certificate within eight weeks Examiners are standardised annually and are observed regularly
of the examination. by a senior examiner. A proportion of examinations is recorded for
the purpose of monitoring.
GRADING SYSTEM:
Distinction, Merit, Pass, Below Pass. Outcome statements and
criteria describing the various levels of achievement required for Trinity College London National
each attainment band are included in the syllabuses.
Certificates in Professional
QUALITY ASSURANCE:
Marks entered onto report forms are analysed at Trinity’s head
Acting and Classical Ballet
office before results are confirmed by issue of a Certificate. QUALIFICATION ABBREVIATION:
DaDA Certificates (Dance and Drama Awards)
Examiners are standardised annually and are observed regularly
by a senior examiner. A proportion of examinations is recorded for NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
the purpose of monitoring. Level 5
BACKGROUND:
Trinity Guildhall Graded The overall aim of these qualifications is to give formal
recognition to the skills, knowledge and understanding acquired
Examinations in Speech by students in their training for employment as professional
and Drama dancers (classical ballet) and actors. The objectives of each
qualification are that, in each of the given specialisations,
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: successful students will demonstrate that they have acquired:
Grades 1–3 = level 1, Grades 4–5 = level 2, Grades 6–8 = level 3
g imaginative, expressive and technical skills as creative artists
BACKGROUND: g professional employment skills and a relevant knowledge of
The aim of Trinity’s graded examinations in speech and drama is the industry
to provide a scheme of assessment against which candidates, g the ability to reflect critically on their subject and appraise
teachers and parents may measure progress and development, their own practice
whether towards professional training or as a leisure activity. g personal skills and qualities that will enhance their
DATE OF FIRST TEACHING: professional and personal lives
1918 g adequate preparation for a varied career in the professional
arts and entertainment industry.

UK QUALIFICATIONS 105
Qualifications currently offered

The following awards are available: National Certificate The following awards are available: National Diploma in
in Professional Classical Ballet, National Certificate in Professional Acting, National Diploma in Professional Dance,
Professional Acting. National Diploma in Professional Musical Theatre, National
Diploma in Professional Production Skills.
DATE OF FIRST TEACHING:
1999 DATE OF FIRST TEACHING:
1999
DATE OF FIRST AWARD:
2001 DATE OF FIRST AWARD:
2001
PREREQUISITES:
Selection by audition and interview PREREQUISITES:
Selection by audition and interview
NUMBER OF UNITS/STRUCTURE:
Each Certificate comprises three units. NUMBER OF UNITS/STRUCTURE:
Each diploma comprises four units.
ASSESSMENT METHOD:
Combination of internal assessment externally moderated by ASSESSMENT METHOD:
Trinity and external assessment conducted by a Trinity assessor. Combination of internal assessment externally moderated by
Trinity and external assessment conducted by a Trinity assessor.
EXAMINATION TIMING:
Ongoing assessment during course – external assessment EXAMINATION TIMING:
conducted at the end of the course. Ongoing assessment during course – external assessment is
conducted at the end of the course.
DATE OF RESULT PUBLICATION:
End of summer term DATE OF RESULT PUBLICATION:
End of summer term
GRADING SYSTEM:
Pass, Below Pass. Outcome statements and criteria describing GRADING SYSTEM:
the level of achievement required are included in the syllabus. Pass, Below Pass. Outcome statements and criteria describing
the level of achievement required are included in the syllabus.
QUALITY ASSURANCE:
Internal assessments are externally moderated by Trinity. QUALITY ASSURANCE:
Internal assessments are externally moderated by Trinity. External
External assessment is conducted by trained Trinity assessors assessment is conducted by trained Trinity assessors who are
who are standardised annually. standardised annually.
PROGRESSION/ARTICULATION: PROGRESSION/ARTICULATION:
These qualifications provide a progression route to the performing These qualifications provide a progression route to the performing
arts sector. arts sector.

Trinity College London National Vocationally Related Qualifications

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

106 UK QUALIFICATIONS

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.
PREREQUISITES:
Generally, there are no entry requirements laid down (eg 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 body may expect a
candidate to have achieved the (equivalent of the) level below
that which is being applied for prior to entry.
NUMBER OF UNITS/STRUCTURE:
Qualifications vary in size – usually defined by a recommended
number of guided learning hours (GLH). There is no limit to the
number of units in a qualification, but practicalities and common
sense determine a sensible amount.
Most VRQs are defined as Awards/Certificates/Diplomas at each
level and the structure can be all mandatory or made up of a set
of mandatory units and a set of optional units from which to
choose the rest.
ASSESSMENT METHOD:
All VRQs must include a form of independent assessment or an
alternative approved by the regulatory authorities and all methods
used must be appropriate to the qualification type. They must:
g be fit for purpose in that they provide a valid measure of the
required skills, knowledge and understanding and/or
competence
g provide opportunities for candidates to demonstrate their
abilities to meet a full range of requirements
g also be manageable and cost-effective as well as being free
from covert or overt discrimination in wording or content.
EXAMINATION TIMING:
Most qualifications are available on demand, with some fixed-date
assessment sessions. This depends on individual centres, many
of which are colleges and may have specific times of the year for
assessment. Online assessment is becoming more and more
common and this can be done at any time in any place. As with
all assessment it must be appropriate to the qualification itself.
DATE OF RESULT PUBLICATION:
Ongoing
GRADING SYSTEM:
Qualifications and their composite units are graded.
QUALITY ASSURANCE:
All VRQs are accredited by QCDA. QCDA also monitors all
awarding bodies to ensure that they continue to have the
appropriate arrangements in place to meet their responsibilities of
assessment, awarding certificates and recording results.
PROGRESSION/ARTICULATION:
All suites of qualifications offer clear progression routes, where
appropriate, to further education or training and/or employment
opportunities. They are also supported by the appropriate
Standards Setting Body/Council where one exists.
Qualifications currently offered
Welsh Baccalaureate Advanced
Diploma
QUALIFICATION ABBREVIATION:
WBAD
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3. There is also a Welsh Baccalaureate Intermediate
Diploma available at level 2 and also for post-16 students.
BACKGROUND:
The WBAD is an overarching qualification that gives parity of
esteem to vocational and academic routes. It is part of the
National Qualifications Framework at level 3 and level 2 for post-
16 students. It is a pilot qualification from 2007 to 2009 at
Foundation level and for Key Stage 4 students at Intermediate
level and may be taken through the medium of either English or
Welsh.
DATE OF FIRST TEACHING:
2003
DATE OF FIRST AWARD:
2005
DATE OF LAST AWARD:
Approved by QCDA/ACCAC (now DCELLS)/CCEA for the duration
of the 16-19 pilot project, which ended in August 2007. Roll-out
approved by Welsh Assembly Government from September 2007.
Specifications re-submitted and approved by
DCELLS/QCDA/CCEA from September 2007.
PREREQUISITES:
Candidates embarking on the WBAD should have achieved a
general education level commensurate with their intended
programmes of study in the Options.
Credit is given to those experiences already undertaken and
qualifications already gained which form part of the requirements
of the WBAD.
NUMBER OF UNITS/STRUCTURE:
The minimum requirement for award of the WBAD is achievement
of the Core and Options equivalent to two A levels.
The Core comprises a common curriculum for candidates, which,
together with signposted opportunities in the Options, result in
candidates developing key skills and attaining the Key Skills unit
certification at level 2 or level 3. These are achieved through
candidates’experiences in four components: Key Skills; Wales,
Europe and the World; Work-Related Education, Personal and
Social Education.
The Options are qualifications at level 3 of the NQF, such as AS/A
levels, NVQs or BTEC Nationals.
ASSESSMENT METHOD:
For the Core, candidates are assessed through:
g a Key Skills portfolio of evidence – three Key Skills at level 3,
one of which must be from the first three Key Skills together
with the other Key Skills at level 2
g an Individual Investigation at level 3, based on issues arising
from the Core and/or Options (or a pass in level 3 Extended
Project)
g component diary/records showing how the curriculum
requirements have been met
g verification and evaluation statements relating to the
candidate’s attainments arising from Working with Employers
and Community Participation.
UK QUALIFICATIONS 107
Qualifications currently offered

For the Options, candidates are assessed in the normal way for
the qualification concerned. In order to be awarded the WBAD,
candidates must achieve two grades A – E at A level or
equivalent in BTEC National or NVQ or A – E graded Principal
Learning qualification.
EXAMINATION TIMING:
Dependent on the national timetable for Option subjects/
programmes and Key Skills.
DATE OF RESULT PUBLICATION:
March and August.
GRADING SYSTEM:
Core: Pass/Fail.
The Welsh Baccalaureate Advanced Core Certificate, awarded as
part of the Welsh Baccalaureate Advanced Diploma, has been
incorporated in the UCAS Tariff with an allocation of 120 points.
For further details please refer to Appendix B.
QUALITY ASSURANCE:
The WBAD will be evaluated internally by the WJEC during
roll-out and will be monitored by the regulatory authority DCELLS.
PROGRESSION/ARTICULATION:
WBAD can be recognised by UK HEIs as fulfilling the minimum
matriculation requirements for entry.

108 UK QUALIFICATIONS
 Qualifications currently offered

Skills/Enrichment

Adult Literacy and Adult ASDAN Certificate of Personal

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

The CoPE units cover approximately three-quarters of the content

of each of the Wider Key Skills and the Communication Key Skill,
which, if offered in combination, will result in double counting of
points. To recognise achievement in both CoPE and the Key Skills,
higher education institutions may wish to consider using the
following equation: 70 points for CoPE, plus five points for each
of the full four Key Skills units that have been achieved.

UK QUALIFICATIONS 109
Skills/Enrichment

QUALITY ASSURANCE:
Assessment against CoPE standards, which reflect QCDA Key
ASDAN Certificate in Community
Skills Standards, demonstrated through the completion of a range Volunteering
of activities within different contexts.
QUALIFICATION ABBREVIATION:
PROGRESSION/ARTICULATION: CCV (ASDAN)
Entry to HE.
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
VARIANTS: levels 1 and 2
The CoPE qualification can now offer certificates that indicate the
BACKGROUND:
context through which the skills are developed, eg CoPE through
The qualification consists of five units (six at level 1), covering
science, technology, engineering and maths, CoPE through
general skills that are used by volunteers. The qualification can
citizenship etc. The Universities Award has been available for a
provide a useful bridge to specific occupational qualifications and
number of years and remains available as a separate enrichment
paid employment.
programme or as a significant part of the CoPE qualification.
DATE OF FIRST TEACHING:
In Northern Ireland, CoPE at level 3 is offered by the Awarding
2001
Body CCEA, by agreement with ASDAN, which continues to offer
levels 1 and 2. DATE OF FIRST AWARD:
2002

ASDAN Certificate in Career DATE OF LAST AWARD:

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

110 UK QUALIFICATIONS
 Skills/Enrichment

Cambridge Thinking Skills g task management – self reliance – motivation

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

Curriculum Enrichment The Duke of Edinburgh’s Award

Programme
QUALIFICATION ABBREVIATION:
CEP
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The CEP has been designed specifically to develop the skills
needed for progression into HE and work. It provides group work
projects in a framework for certification which encourages
reflective learning and collaboration between schools/colleges,
industry, business, the local community and HE. The CEP
complements formal studies in GCE A levels and AS.
The approach has been shown to aid the development of study
and self-management skills needed in HE, work and for lifelong
learning, for example:
BACKGROUND:
The Duke of Edinburgh’s Award is a programme of personal
development for all young people between the ages of 14 and 25.
Undertaken on a voluntary basis, the Award offers personalised
levels of challenge and achievement through a balanced
programme of activity encompassing service to others, personal
skills development, physical fitness/wellbeing and an outdoor
group venture.
The Award Programme complements and enriches post-16 studies
offering a nationally recognised accreditation of achievement. As
an additional means of developing and demonstrating Key Skills,
it contributes to achievement of the Key Skills qualifications. At a
wider level, it assists young people in developing and showing
evidence of the personal qualities and skills which will contribute
to their success in HE through:

UK QUALIFICATIONS 111
Skills/Enrichment

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

112 UK QUALIFICATIONS

BACKGROUND:
Functional Skills have been developed as part of the 14-19
Curriculum reforms. They are a key element to these reforms,
bringing a sharper element on the basics so that young people
and adults can apply what they have learned, in the context of
their daily life. They will help develop important skills such as
communication, team working, presentation and problem solving,
and are a platform on which to build employability skills.
Functional Skills are about using English, mathematics and
information & communication technology in everyday situations.
They are incorporated into the new GCSEs, Diplomas, Foundation
Learning Tier and Apprenticeships, and are also available as
standalone qualifications for young people and adults. The three
Functional Skills of English, mathematics and information &
communication technology are currently being piloted in over
2,000 centres, and will be available nationally from September
2010.
ASSESSMENT METHOD:
Task-based controlled assessment
GRADING SYSTEM:
Pass/Fail
PROGRESSION/ARTICULATION:
Functional Skills qualifications are designed from E1 – L2 to
ensure clear progression pathways and personal development
opportunities. The levels are mapped across the relevant National
Curriculum levels, the key skills ‘application of number' and ‘adult
numeracy’ standards, as well as complying with the level
descriptors for positioning units within the Qualification and Credit
Framework (QCF). This will ensure that learner achievement is
clearly understood by both the learner and audiences outside of
the education environment.
Key Skills
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Levels 1–4
BACKGROUND:
Key Skills are generic skills that are important and relevant in
everyday life for activities undertaken in education, the workplace
or training. They can be achieved through a wide range of
activities such as full- or part-time working, enrichment
programmes, training programmes or full- or part-time education.
All six Key Skills (in communication, application of number, ICT,
problem solving, working with others and improving own learning
and performance) can be achieved at levels 1–4 and are
recognised in the National Qualifications Framework (NQF).
Following a review undertaken by the regulators during 2002/3,
revised Key Skills standards were introduced in England from
September 2004. Minor changes have been made to the
specifications, renamed as standards, to help candidates and
centres produce more focused evidence in portfolios.
With effect from September 2004, all tests in Key Skills
qualifications at all levels were discontinued for candidates in the
Welsh education system. All candidates in Wales are expected to
achieve Key Skills qualifications on the successful demonstration
of competence through a portfolio only. The discontinuation of the
Key Skills tests does not affect the UCAS Tariff points for
certificated Key Skills qualifications in Wales.
In Northern Ireland, following a review of Key Skills qualifications,
CCEA is piloting a new approach to assessment of Key Skills
qualifications. Unlike the existing multiple-choice tests, candidates
will undertake tasks within appropriate contexts as one element
Skills/Enrichment
of the assessment regime. A small number of schools and colleges
are participating in the pilot, which began in September 2004.
DATE OF FIRST TEACHING:
2000
DATE OF FIRST AWARD:
2000
PREREQUISITES:
No entry requirements.
NUMBER OF UNITS/STRUCTURE:
Each Key Skill is a one-unit qualification.
ASSESSMENT METHOD:
The Key Skills in application of number, communication and ICT
are assessed by a test (multiple-choice tests at levels 1 and 2
and short answer/extended response tests at levels 3 and 4) and
a portfolio of evidence (but see information above on candidates
in the Welsh education system). The Key Skills in working with
others, problem solving and improving own learning and
performance are often referred to as the wider Key Skills and are
only assessed on a portfolio basis.
EXAMINATION TIMING:
Varies according to level and awarding body.
DATE OF RESULT PUBLICATION:
Varies according to level and awarding body.
GRADING SYSTEM:
The three main Key Skills of application of number, communication
and IT carry the following UCAS Tariff points.
Grade UCAS Tariff Points
level 4 30
level 3 20
level 2 10
In addition, points for the three wider Key Skills of improving own
learning and performance, problem solving, and working with
others came into effect for entry to higher education in 2007.
QUALITY ASSURANCE:
Externally set and marked test and internally assessed and
externally moderated portfolio.
PROGRESSION/ARTICULATION:
There is no specific qualification route. Key Skills are transferable
skills most commonly needed for success in education and
training in general, and a range of activities at work. Institutions
of higher education are making explicit the use of Key Skills
within their undergraduate and postgraduate programmes, and in
initiatives such as the Graduate Apprenticeship.
Industrial Careers Foundation
QUALIFICATION ABBREVIATION:
ICF
BACKGROUND:
Over many years, the ICF has organised bespoke conferences,
courses and events for schools and colleges to individual
requirements. The purpose of all events is to provide
opportunities for student delegates to practise and hone their
managing (key) skills in the close company of motivated adult
advisers from business. In the process, the ICF finds that
students are excited by the experience and are therefore
encouraged to improve their own abilities.
The ICF currently sees its role as providing opportunities for either
partial or full evidence within the content of either a concentrated
conference event of one to three days, carried out in the presence
UK QUALIFICATIONS 113
Skills/Enrichment
of experienced managers, or within a carefully programmed series
of exercises within the school over a period of days. Managers
and staff would then verify that the members of their working
group demonstrated the Key Skill concerned to a partial or full
extent. Evidence over the last 20 years suggests that the ICF can
help schools and colleges in a cost- and time-effective way.
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 helps to arrange. It
has also had experience of producing evidence that will lead,
under suitable moderation, to an assessment of the standard of
level achieved.
The ICF has now franchised out its work in day events to a
separate organisation – Challenge Training Partners
(www.ct-partners.co.uk).
MENO Thinking Skills
BACKGROUND:
The MENO Thinking Skills Examination, administered by UCLES,
had a test which provided an assessment of transferable thinking
skills (critical thinking, problem solving, communication,
understanding argument, numerical and spatial operations and
literacy). The assessment was withdrawn in 1999.
Trident Trust ‘Skills for Life’
Programme
The Trident Trust ‘Skills for Life’ Programme provides three
experiential, integrated elements for young people aged 14-19 –
Personal Challenge, Community Involvement, and Work
Experience. The programme can be used in its entirety or as
individual modules. Individual certificates can be awarded for
each element and the Trident Gold certificate is presented to
students who successfully complete all three parts.
In order to receive certification, the student will have developed a
portfolio of evidence which details the skills, competences and
personal qualities that have been learned or improved as a
consequence of their involvement in the activities. In addition, the
student will have developed a personal action plan, recorded their
activities, reviewed their progress and assessed the outcomes for
them personally.
114 UK QUALIFICATIONS
Young Enterprise Examination
Young Enterprise aims to inspire and educate young people to
understand and value the role of business, through practical
business projects which develop attitudes and skills for personal
success, lifelong learning and employability. The ‘learning by
doing’ approach of the Young Enterprise programme is achieved
through the leadership of business volunteers working with the
support of teachers/lecturers to deliver the programme.
The Young Enterprise Company Programme aims to inspire
success through real business experience. Students gain
practical experience of business and enterprise through setting
up and running their own real company. This programme provides
a context for the following learning/development objectives.
g Business understanding
g Communication
g Enterprise skills
g Finance
g Marketing and sales
g Operations skills
g Personnel and training
g Problem solving
g Time management
g Working as a team.
The Young Enterprise Examination is awarded by OCR. The
examination aims to find out what a candidate has gained from
the Young Enterprise experience. It is in a pre-released case
study and question paper format in order to enable candidates to
demonstrate the business understanding they have acquired.
Students are asked to relate their own experiences to those of
the case study company and thus to effect comparisons and offer
advice in response to the examination questions. It is this
expression of their understanding that is rewarded in the
marking. Candidates can obtain Pass, Credit or Distinction.
Phased Out Qualifications

Admissions tutors may need to check the results of past
examinations, including, in the case of some mature applicants,
some qualifications which have been obsolete for a number of
years. The following is a brief overview of the chronology of
academic qualifications in England, Wales and Northern Ireland,
which are likely to be relevant to entry to HE.
From 1918 to 1950 the main academic qualifications were the
School Certificate and Higher Schools Certificate examinations.
From 1951/2 to 1987 GCE examinations were available as
follows.
universities and local education committees. The marking
systems used were as shown in the following chart.
1975–1987
The grading system for GCE O level was as follows.
A Performance better than or equivalent to the previous pass
B level: only these grades were normally acceptable to
C universities for the purposes of satisfying entry requirements.
D A lower level of attainment.
E The lowest level of attainment judged to be of sufficient standard
to be recorded.

Grades D and E covered approximately the same range of

Ordinary level performance as the old School Certificate pass grade.

This was normally taken after five years in a secondary school. In

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

BOARD MARKING SYSTEM

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

UK QUALIFICATIONS 115
Phased Out Qualifications
Advanced level
The GCE A level was first introduced in 1951 to replace the
Higher School Certificate. It was normally taken in schools and
colleges two years after the GCSE or Ordinary (O) level
examinations (before 1988). In the past, GCE A levels have been
regarded as stand-alone examinations which need not
necessarily form part of an integrated programme as such. There
was no requirement that the candidate must have taken the
subject at GCSE or O level before attempting the same subject at
GCE A level, although individual schools and colleges may have
imposed their own requirements concerning progression.
Candidates were able to choose how many GCE A level
examinations to take, and there was no requirement that they
should all be taken simultaneously. The normal pattern for entry
to HE was to offer three GCE A levels in Year 13 in schools or FE
colleges in England and Wales (Year 14 in Northern Ireland).
Some candidates took fewer subjects, or took their GCE A levels
over a longer period. Some schools/colleges encouraged their
stronger candidates to take four subjects. Candidates may have
used the GCE Advanced Supplementary (AS) examination (half an
A level in terms of content but assessed at full A level) to broaden
or complement their A level programme.
From September 2000, revised GCE A levels were introduced and
the new GCE Advanced Subsidiary (AS) replaced the GCE
Advanced Supplementary (AS), although both AS qualifications
were offered for examination in summer 2001.
QUALITY ASSURANCE
All GCE A level examinations were subject to quality assurance
procedures. The regulators (QCDA, ACCAC, CCEA and their
predecessor bodies) were responsible for keeping under review
all aspects of school examinations and assessment. In 1994, the
GCE A and AS Code of Practice was published in conjunction with
the awarding bodies. The Code of Practice has since been
revised, firstly as the joint GCSE and GCE A level/AS Code of
Practice, and more recently as the joint GCSE, GCSE in vocational
subjects, GCE, VCE and GNVQ Code of Practice 2002/3.
The purpose of all the codes has been to:
g lay down detailed procedures to promote accuracy, fairness,
quality and consistency across all awarding bodies
g ensure that staged examinations are of the same standard
as end-of-course examinations
g represent an enhanced measure of national uniformity of
procedures and quality assurance.
Subject cores were developed to specify the requirements for GCE
A level syllabuses. All syllabuses were subject to the approval of
the regulators and were required to comply with the requirements
of the subject cores and the Code of Practice.
TIMING OF EXAMINATIONS
All awarding bodies offered GCE A level examinations in the
summer (May/June). AQA, Edexcel Foundation and WJEC also
offered examinations in the autumn/winter, but not in all subjects.
OCR offered modular examinations in March, June and November
for the former UCLES and UODLE suites of specifications.
Modules for the former OCSEB A level were held in January and
June. These examinations were certificated by OCR, which had
taken over all previous modular A levels run by UCLES, UODLE,
OCSEB and OCEAC. Module tests for the former NEAB A levels
were held in February/March and June.
116 UK QUALIFICATIONS
MODULAR GCE A LEVELS
The development of modular GCE A level and Advanced
Supplementary specifications offered choice and flexibility for
both students and teachers, and enabled candidates to select a
specified number of modules from those available for an A level
certificate, and half that number for the award of an Advanced
Supplementary certificate. There were allowable combinations of
modules, the selection of which might influence the title of the
certificate awarded, for example, in modular mathematics.
Modular GCE A levels were replaced by the revised unitised
GCE A levels from September 2000.
Modular syllabuses were required to incorporate the relevant
subject cores where appropriate and adhere to the Code of
Practice. All modules were assessed at full A level standard,
including those taken at an early stage in the course, ie there
was no allowance for maturation.
Modular GCE A level and AS examinations were available two
or three times a year for many syllabuses, and candidates
could enter for any number of modular examinations at each
of these times.
At the end of each GCE A level or AS module, results were issued
by the appropriate examining bodies, either by grading and
certification or a statement of result to the candidate. At this
stage, if candidates believed they could obtain a higher grade,
they could decide to resit one or more modules. Their modular
results were held in a module bank.
For qualifications started before September 2000, candidates
could retake modules on any number of occasions before
presenting them for a final subject award. The highest result for
any module would be accepted, provided it was within its four-
year validity, and subject to the satisfaction of the terminal
assessment requirement.
The regulations required that at least 30% of the total
assessment for a final subject award should consist of externally
assessed terminal examinations. Terminal examinations were
regarded as externally marked modules taken either in the
January series (November for OCR) following October entry
or the March/May/June series following February entry.
Modules taken as part of the 30% terminal examinations had to
be included in the subject award, even if their results were not
the candidate’s best for the module(s) concerned.
It is UCAS’s policy that applicants who have taken modular GCE
A level or Advanced Supplementary qualifications need not declare
on the UCAS form the detailed modules which they are taking or
the results of any modules which may have been completed. They
should, however, state the title of the overall qualification.
PREVIOUS GRADING SYSTEMS FOR GCE A LEVEL
Before 1963
Different examining boards used various systems, and specific
enquiries should be addressed to the relevant awarding body (see
contact information in Appendix A); some information is given in
the table below. Before 1963, A level grades were not included
on the GCE certificate although they were communicated to local
education authorities and universities. Performance in Scholarship
papers was not recorded on the certificates. Candidates who
reached an outstanding level of performance were awarded
‘Advanced with Distinction’. This was the only award, other than
the simple award of an A level pass, which was available in the
period 1953–62.
 Phased Out Qualifications

BOARD DATE MARKING SYSTEM

Associated Examining Board
Cambridge; Oxford and Cambridge
Durham
Joint Matriculation Board
London
Oxford
Southern Universities Joint Board
Welsh Joint Education Committee
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
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.
1960 and earlier Results given as grades on a scale running from 90 to 0 by increments of 5.
To 1962 Results given as grades on a scale running from 95 to 0 by increments of 5.
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
To 1962 Results given as grades on a scale running from 90 to 0 by increments of 5.
Before 1963 Percentage marks given.
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)
The GCE boards worked within a grading scheme originally
laid down by the Secondary Schools Examinations Council and
subsequently confirmed by the Schools Council. This scheme
set out the distribution of grades which might be expected in
subjects with large and average entries, the approximate
proportions of the total entry allocated to each grade in such
circumstances being as follows.
Approximate % of entry Advanced Grade
10 A
15 B It should be stressed that the above system was
10 C discontinued from 2002 entry, being superseded by the
15 D UCAS Tariff, full details of which are given later in this
20 E
20 O Allowed Ordinary
10 F Fail
The suggested percentages were for the guidance of boards, and
actual percentages differed from subject to subject, depending on
the calibre of the entry.
The boards attempted to maintain continuity of standards from one
year to the next in each subject and also general comparability of
demands between subjects. In a grading system of this kind, the
central grades covered relatively narrow mark ranges because
they fell in the area where candidates were most closely
bunched. This applied in particular to grade C, which covered
only a very narrow spread of marks.
Candidates who failed by a narrow margin might be given an
‘allowed Ordinary’ grade (O) which indicated a performance
equivalent to at least grade C at GCE O level.
From summer 1987
In 1985, the Secondary Examinations Council recommended a
reform of the A level grading system, designed partly to resolve the
problem of the narrow mark range defining grade C. In April 1986,
the Department of Education and Science announced that, with
effect from the summer 1987 examinations, a new A level grading
system would be adopted as follows.
A Highest grade awarded
B association with three GCE A levels.
C
D
E Lowest pass grade awarded
N Certificate to indicate the candidate’s performance fell short
of the standard required for grade E by a narrow margin.
U Uncertificated
GCE A LEVEL POINTS SCORE SYSTEM
In the early 1960s, UCCA devised a points score system to help
with the presentation of statistics; this was initially based on a
score of 1–5 (grade A = 5). In 1989, the system was amended by
doubling the A level scores to take into account the new Advanced
Supplementary qualifications. This system was subsequently
administered by UCAS and became recognised as follows.
Grade A B C D E
Points 10 8 6 4 2
document. While it is not intended to publish point scores in
the UCAS Tariff for former qualifications, admissions staff
should note that it is acceptable to use the UCAS Tariff for
GCE A levels started before September 2000 in view of the
commonality of grading systems.
Advanced Supplementary
The GCE AS examinations were introduced in England and Wales
in 1987, and in Northern Ireland in 1988, to encourage breadth
in the post-16 curriculum. In particular, they were intended to
encourage students specialising in one discipline (for example,
art/humanities) to broaden their knowledge of other areas of
the curriculum (for example, science/mathematics). The first
certificates were issued in 1989 for England and Wales and
1990 for Northern Ireland.
The GCE AS was of the same academic standard as GCE A level.
It was intended to represent no more than half the study time of
A level with an upper limit of 20% for coursework in most cases.
GCE AS subjects were often studied in tandem with GCE A level
subjects in schools or colleges of FE. In theory, candidates could
take GCE A level and AS in any combination, and the former
CVCP endorsed the concept of a programme consisting of two
A levels and two AS qualifications. In practice, the majority of
applicants who took GCE AS offered a single AS qualification in
From September 2000, the GCE Advanced Supplementary was
replaced by the new GCE Advanced Subsidiary (also with the
abbreviation AS); in summer 2001 both qualifications were
available for award. The Advanced Supplementary is no
longer available.

UK QUALIFICATIONS 117
Phased Out Qualifications
The GCSE and GCE A level/AS Code of Practice applied equally
to both GCE A level and AS examinations. The establishment of
subject cores common to both GCE A level and AS improved the
relationship between those examinations. A number of GCE AS
syllabuses were modular, and the principles and practical
arrangements were effectively as for modular GCE A levels.
As with GCE A levels, the same standards and subject cores
applied for modular GCE AS syllabuses as for syllabuses with
end-of-course assessment.
AWARDING BODIES
GCE AS examinations were offered by all the GCE awarding
bodies in England, Wales and Northern Ireland.
TIMING OF EXAMINATIONS
GCE AS examinations were held in the summer (May/June).
Modular AS examinations were usually held in the same sessions
as modular A level.
GRADING
The grading system for GCE AS was the same as for A level. The
same standards applied to GCE AS as to GCE A level examinations.
ACCEPTABILITY FOR ENTRY TO HIGHER EDUCATION
HEIs have accepted two GCE AS subjects in place of an
unspecified third GCE A level subject for entry to most courses.
For the purposes of entry to HE, one GCE AS qualification was
equivalent to half an A level and was treated as such when
calculating points scores. AS grades were therefore scored as
follows in the former UCAS points score system.
Grade A B C D E Joint 16+ examinations
Points 5 4 3 2 1
While there is no formal points score in the new UCAS Tariff for
GCE Advanced Supplementary, HEIs may wish to 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.
Special Papers
SPs were additional examinations which could be taken in
conjunction with, and at the same time as, the GCE A level
examination in the same subject. Some awarding bodies offered
SPs as stand-alone examinations that did not require a link to
related GCE A level subjects. For some GCE A level subjects,
there was no corresponding SP. The questions were designed to
test the level of knowledge and understanding of candidates
deemed to be more able.
SPs were offered by AQA, OCR, and WJEC.
SP results were graded as follows.
1 Distinction – an outstanding performance
2 Merit – a good performance
U Unclassified – if the candidate did not reach the standard
required for grade 2, or failed to qualify by not passing
GCE A level in the same subject
It was possible for the candidate to pass an A level subject but to
be unclassified in the SP.
Admissions tutors have sometimes taken into account the results
of SPs, but it has not been normal practice to include them within
conditional offers. SP results were reported to HE in association
with the relevant GCE A level results.
Following the introduction of AEAs in association with revised
GCE A levels from summer 2002, SPs have been phased out.
118 UK QUALIFICATIONS
Certificate of Secondary
Education
The CSE examination was offered from 1965t to1987. In June
1988, the GCSE replaced CSE and GCE O levels. The modes of
examining for the CSE varied according to the degree of
involvement on the part of the candidate’s school. The principal
forms were:
g Mode 1 – examinations designed by the examining board on
syllabuses set and published by the board
g Mode 2 – examinations designed by the examining board on
syllabuses devised by individual schools or groups of schools
g Mode 3 – both syllabuses and examinations created by
schools under boards’ guidance and approval.
As Modes 2 and 3 syllabuses were drawn up by individual
schools or groups of schools, examinations on these syllabuses
were normally available only to pupils in the particular schools or
groups of schools.
The three modes were not mutually exclusive; many school-based
examinations incorporated board-based components and vice
versa. All combinations were subject to moderation by the boards.
Many universities accepted CSE grade 1 as equivalent to grade C
or above at O level or GCSE.
Some applicants may indicate on their application forms that they
took joint 16+ examinations. This indicates that the applicants
took part in examinations conducted by consortia of GCE boards
and CSE boards. These examinations had their origins in the
feasibility studies which led the Schools Council in 1976 to a
form of examination similar to GCSE. In 1980, the Government
proposed the GCSE as a single system of examining at 16+.
Applicants who took the joint 16+ examinations of various GCE/
CSE consortia will have received two certificates unless ungraded,
one showing their results in terms of O level grades (A – E), the
other in terms of CSE grades (1–5). Grades achieved in such
16+ examinations were directly equivalent to the corresponding
GCE and CSE grades. There is no formal correspondence
between CSE grades 2–5 and GCE O level grades D and E.
Certificate of Extended
Education
The CEE was an official pilot examination recommended by the
Schools Council in 1976. It was primarily for students who had
obtained CSE grades 2–4 and who were staying on for one year
in the sixth form but who had no immediate intention of seeking
admission to HE. It was discontinued in 1991.
Although the Department of Education and Science’s approval
for the CEE was extended to 1985, and to 1986 only for two-
year course candidates, the consortium for the CEE 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
and grade V the lowest. CEE grades I, II and III, obtained by
candidates who took the CEE examinations conducted by a
consortium of GCE and CSE boards, were certified by those
Phased Out Qualifications
boards as being equivalent to at least grade C in the former
GCE O level examination.
Certificate of Extended Studies
The CES was a post-GCSE examination offered by AQA (NEAB) in
1994-8. The subjects involved were biology, chemistry, English,
french, history, mathematics, physics and religious studies.
Syllabuses are suitable for students who have attained GCSE
grades C or D. In 1999 and 2000 only, French was offered. CES
was withdrawn after 2000.
Each syllabus was free-standing, and required approximately 90
hours’ teaching time. It could be completed in one year or spread
over two years. It could be taken in combination with other
courses, for example, GCSE, A level/AS, GNVQ. Successful
candidates were awarded Distinction, Merit or Pass Certificates.
The Distinction was awarded to candidates who provided work
above that normally expected at GCSE. The course bridged the
gap between GCSE and GCE A level.
Certificate of Further Studies
AQA (formerly AEB) introduced a series of examinations for the CFS
in 1991. Syllabuses are offered for one year in 10 different subjects.
The CFS is designed primarily for students who attained grade D or
E at GCSE, but is also suitable for Access students in England,
Wales and Northern Ireland and others for whom GCE A level or
AS examinations are inappropriate. Students could enter for any
number of CFS subjects. The CFS in English, French and German
for Business was offered for the last time in summer 2002.
The assessment pattern for each subject consists of coursework
and one written paper. Results were announced officially as two
percentage marks rounded to the nearest 5%. The Board
underwrites a mark of 60% or better for coursework, and 50% or
better for written papers as representing a standard of attainment
equivalent to grade C in GCSE.
Intermediate Certificates
OCR offered a range of former UODLE Certificates in Travel and
Tourism, Leisure Studies, Nutrition and Food, and Education and
Care of Under-Fives. The Certificates were designed to be taught
in one year as an additional, vocationally related course between
GCSE and GCE A level. The Certificates were offered for last
examination by OCR in 2000.
OCR has provided the three Additional Mathematics syllabuses
inherited from UCLES and OCSEB, based on the former AO
Additional Mathematics. These certificates were offered for the
last time in June 2002.
Senior Certificate Examination
The Ministry of Education Senior Certificate Examination was
conducted by the Ministry between 1925 and 1965, when the
group certificate was superseded by the GCE examination in
separate subjects at O and A levels. The grading system of the
Senior Certificate Examination was by marks (total 400) as follows.
Ordinary level 160+ marks – Pass
240+ marks – Pass with Credit
Advanced level 160+ marks – Pass
280+ marks – Pass with Distinction
Between 1965 and 1969, the Northern Ireland General Certificate
of Education (GCE) examinations were conducted by the Ministry
of Education.
From 1970 until 1984, the GCE Board, a statutory body under
the Education and Libraries (Northern Ireland) Order, conducted
the examinations. As a result of a further legislative change in
1984, NISEC conducted the examinations until 1989.
Between 1990 and 1993, the examinations were conducted by
NISEAC. Since 1994, this task has been undertaken by NICCEA
(often expressed as CCEA).
Use of English
OCSEB offered the Use of English paper until 1989. From 1990
until 1995, it was offered by UCLES. Use of English was an
examination outside the structure of GCSE and GCE.
BTEC Qualifications Prior to
September 2002
(INCLUDING FORMER BTEC, BEC AND TEC
QUALIFICATIONS)
BTEC First, National and Higher
National Certificates and
Diplomas
BTEC First, National and Higher National qualifications included
two types of vocational unit:
g core units, which specified the knowledge, skills and
understanding required for qualifications in the subject area
g option units, which provided the knowledge, skills and
understanding in more specialised areas, offering
progression opportunities.
For learners on programmes of study before September 2000,
qualifications included skills achievement, which was recorded on
students’ certification as BTEC Common Skills.
Learners on BTEC First and National programmes from
September 2000 no longer followed the BTEC Common Skills
within their programmes. They were encouraged to take the Key
Skills qualifications which were separately certificated.
Higher National Qualifications –
Engineering
Before September 1999, Engineering National Certificate
programmes had a unit value of 10.0, of which the equivalent
of at least 3.0 units were at NIII level. National Diploma
programmes had a minimum unit value of 16.0, of which the
equivalent of at least 6.0 were at NIII. Where an Edexcel unit
is classified simply as N, it will for this purpose be considered
to be equally weighted between NII and NIII. Engineering HNC
programmes had a unit value of 10.0, of which 8.0 had to be at
H level. HND programmes had a minimum unit value of 16.0, of
which 12.0 were at H level. NIII units used in Higher National
programmes were designated at H/N level.
UK QUALIFICATIONS 119
Phased Out Qualifications

BTEC qualifications prior to 1986
(INCLUDING FORMER BEC, TEC AND JOINT COMMITTEE
QUALIFICATIONS)
For programmes revised and updated since 1985, the previous
Technical Education Council Levels 1–5 have been subsumed
into the current BTEC Qualifications Framework. There are a few
exceptions to this, for example, some Higher National and
National Certificates and Diplomas in Engineering and
Construction.
The relationship between the principal BEC, TEC and BTEC
qualifications and the associated level information is detailed in
the chart below.

PREVIOUS QUALIFICATIONS CURRENT QUALIFICATIONS

Title Designation Level Title Designation Level
BEC Higher National Certificate and Diploma HNC/D – BTEC Higher National Certificate/Diploma H IV
in designated study area
TEC Higher Certificate and Diploma – IV/V BTEC Higher National Certificate/Diploma H IV
in designated study area
BEC National Certificate/Diploma NC/ND – BTEC National Certificate/Diploma in N III
designated study area
TEC Certificate/Diploma – II/III BTEC National Certificate/Diploma in N III
designated study area
BEC General Certificate/Diploma – at Credit Level GC/D – BTEC First Certificate/Diploma in F II
designated study area
Technician Studies Certificate – I BTEC First Certificate/Diploma in F II
designated study area
The awards issued by BEC and TEC had themselves in most cases replaced ONC/D and HNC/D issued by the former Joint Committees.

Access to HE Certificate g 1992-1997: certificate logo: red triangle with the

The Access to HE Certificate was an undifferentiated award which
was phased out between 2007 and 2009. It has been replaced
by the Access to HE Diploma, which has both a common system
of grading and a standard credit requirement. During the
phasing-in period, Access to HE Diplomas were awarded
according to the standard credit requirement but the award
remained ungraded. The Access to HE Certificate had neither a
standard system for grading nor common credit requirements:
the use of credit; specific credit requirements, and any system of
grading used for the Access to HE certificate were determined by
local agreement.
The outline below shows the qualification awarded to students
who registered on an Access to HE course for the first time and
completed that course in the year(s) given. Students who
completed recognised Access to HE courses in earlier years; or
who started courses prior to the academic year in which the
award was made (ie they were studying part-time or took a break
in their studies which ran across two or more years) may have
been awarded an earlier variant of the qualification. The changed
approach to the description of student achievement for Access to
HE in recent years does not invalidate the achievement of
students who completed courses before the current common
specification for the qualification was developed.
g 2009
Access to HE Diplomas (ungraded; standard credit
requirement for all awards - 60 credits; 45 at level 3)
g 2007 and 2008
Some Access to HE Diplomas (ungraded; standard credit
requirement - 60 credits; 45 at level 3); some Access to HE
certificates (ungraded; credit requirements agreed at local
level)
g Pre-2007:
Access to HE certificates (ungraded; credit requirements
agreed at local level)
g 1998-2007: certificate logo: green arrow head with
the words ‘Access to Higher Education recognised by
the Quality Assurance Agency for Higher Education’
words ‘recognised by the Higher Education Quality
Council’
g pre-1992: Access to HE certificates awarded through
local arrangements.
The awarding bodies for the Access to HE qualification 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 and mergers among AVAs since
the Access Recognition Scheme was first established in 1989.
Details of current and former AVAs are available on the Access to
HE website at www.accesstohe.ac.uk/avas/default.asp
Advanced General National
Vocational Qualifications
QUALIFICATION ABBREVIATION:
Advanced GNVQ
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
At Advanced level, the GNVQ has been replaced by the Advanced
Vocational Certificate of Education (AVCE).
The following table provides an equivalence with general
qualifications:
Advanced 12 units 2 GCE A levels
6 units 1 GCE A level
Advanced GNVQ students could opt to do additional studies
alongside their GNVQ, either to broaden their general education
to or deepen their understanding of the particular vocational area
they were studying. Key Skills were a requirement of the
pre-2000 GNVQs.
Students could choose to take as additional studies:
g more vocational units (from either the same or another GNVQ
subject area). Students received a separate results slip and
certificate for individual GNVQ units

120 UK QUALIFICATIONS
 Phased Out Qualifications

g additional Key Skills units (Improving Learning and
Performance, Working with Others and Problem Solving)
g separate foreign language units
g one or more GCE A level
g one or more GCE Advanced Supplementary or Subsidiary
g other additional studies, eg BTEC qualifications, NOCN units,
NVQ units, various certificates.
The Advanced GNVQ (Single Award) was also available as a pilot
from September 1998, and was primarily aimed at post-16
students. It was designed to be equivalent to one A level.
Students had the option of taking this qualification over one or
two years. It gave a basis in a vocational area with the possibility
of a certain amount of specialisation via optional units.
The Single Award was a six-unit GNVQ at advanced level only,
covering the following vocational areas:
g Art & design
g Business
g Health & social care
g Information technology.
The Single Award was based on the same revised model as the
Advanced GNVQ (Full Award)(pilot).
DATE OF FIRST TEACHING:
1992
DATE OF LAST AWARD:
2000
NUMBER OF UNITS/STRUCTURE:
The Advanced GNVQ (Full Award) was made up of 12 units, plus
Key Skills, as follows:
g eight mandatory vocational units
g four optional vocational units
g three mandatory Key Skills in application of number,
communication and information technology (IT).
ASSESSMENT METHOD:
In the pre-September 2000 model of the Advanced GNVQ,
students had to pass an externally set and marked unit test in a
variable number of mandatory units (most commonly seven).
These tests were designed to ensure that students had the
underpinning knowledge important for the unit; they did not
contribute to the overall grade of the qualifications.
Differentiation rested on the other, more significant assessment
process. Advanced GNVQ students completed activities, projects
and assignments as well as taking part in traditional lessons. As a
result of this work, they put together a portfolio of evidence,
demonstrating that they had met all the requirements of the
GNVQ programme at the necessary standard. Key Skills were
often achieved through these activities, although separate
teaching of Key Skills occurred where necessary.
The external assessment of the Single Award took two forms:
tests, and external moderation of the student’s portfolio. The tests
consisted of short-answer papers of one to two hours’ duration,
marked by the awarding bodies’ examiners.
EXAMINATION TIMING:
January/June
DATE OF RESULT PUBLICATION:
March/August
GRADING SYSTEM:
Distinction/Merit/Pass
When the portfolio of evidence had been completed and the
unit tests passed, the student gained an overall Pass in the
qualification. To achieve a higher overall grade (Merit or
Distinction), a student had to have strong evidence of learning
skills (planning, information seeking, handling and evaluation and
use of language) and high quality outcomes, as well as satisfying
all the requirements of the 12 vocational units and the three
mandatory Key Skills at the appropriate level.
QUALITY ASSURANCE:
The Advanced GNVQ (Full Award) was also available as a pilot
using an interim structure and assessments.
The pilot GNVQ included an interim unit structure, external short-
answer tests, a new system for determining the overall grade to
be awarded and new moderation of students’ coursework.
The aim of external moderation was to confirm that the
assessment decisions made by centres conformed to national
standards. The standards moderation process replaced the
previous system of external verification.
PROGRESSION/ARTICULATION:
Although the achievement of the Single Award led to a
qualification in its own right, it could also be used as progression
towards a Full Award.
VARIANTS:
See also GNVQ and Part One GNVQ.
Sixth Term Examination Papers
QUALIFICATION ABBREVIATION:
STEP
BACKGROUND:
STEP was formerly administered by the Oxford and Cambridge
Schools Examination Board on behalf of Cambridge Colleges.
When it was first examined in the mid-1980s, there were 22
STEP papers available. Over the years, the number of papers
has been gradually reduced. Most of them, with the exception
of mathematics, were examined for the last time in 2002 when
Advanced Extension Awards were introduced. There are now
three mathematics papers. They are all based on the
mathematics Advanced GCE Common Core. STEP is currently
used by some Cambridge Colleges and by other HEIs.
DATE OF LAST AWARD:
2002 (except for Mathematics)
NUMBER OF UNITS/STRUCTURE:
Mathematics I
Mathematics II
Mathematics III.
Candidates take one or two of these papers.
ASSESSMENT METHOD:
External assessment
EXAMINATION TIMING:
June
DATE OF RESULT PUBLICATION:
August (same date as A/AS results)
GRADING SYSTEM:
Grade S: Outstanding
Grade 1: Very good
Grade 2: Good
Grade 3: Satisfactory
Grade U: Unclassified
The minimum standard for Grade 2 is equivalent to the minimum
standard for Merit in an Advanced Extension Award.
PROGRESSION/ARTICULATION:
Higher education

UK QUALIFICATIONS 121
Phased Out Qualifications

Part One General National g provide an introduction to organisational systems and

processes both generally and within the financial
Vocational Qualifications services sector
g encourage an understanding of an individual’s role as part of
QUALIFICATION ABBREVIATION:
an organisation within the financial services sector
Part One GNVQ
g provide an opportunity for the individual to experience a
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: variety of differing aspects of the financial services industry,
Level 1 = Foundation, Level 2 = Intermediate and thus be in a position to make informed decisions
BACKGROUND:
g develop an awareness and understanding of the ways in
Part One GNVQs became new GCSE qualifications in vocational which regulation and legislation impact on, and are relevant
subjects (Double Award) from 2002. to, the individual’s organisation and the financial services
industry in general
Part One GNVQs have been available nationally since September g engender an awareness of the need for, and the value of,
1999 in seven vocational areas and are broadly equivalent to two effective customer service in the financial services sector.
GCSEs. They are also available post-16.
DATE OF LAST AWARD:
The last normal certification date was summer 2003, the last 2004
resit opportunity being January 2004. These qualifications have ASSESSMENT METHOD:
been replaced by GCSEs in vocational subjects. To complete the qualification, candidates must pass five subjects
DATE OF FIRST TEACHING: – three core subjects and two option subjects. The core subjects
September 1999 are designed to give students a broad understanding of the
financial services environment, while the option subjects allow
DATE OF LAST AWARD: students to develop specialist knowledge.
January 2004
The CFSP can be studied as a self-study course or students may
NUMBER OF UNITS/STRUCTURE:
receive tuition at an appointed centre. Each subject is supported
Three units
by a self-study text. Each subject requires approximately 40
ASSESSMENT METHOD: hours of study time, which, for the whole qualification, equates to
An assessment regime consisting of a graded test per unit, plus approximately 200 hours of study. The subjects are assessed by
portfolio evidence. two-hour multiple-choice examinations.
EXAMINATION TIMING: GRADING SYSTEM:
January/June Grade UCAS Tariff Points
Pass 60
DATE OF RESULT PUBLICATION:
March/August VARIANTS:
GRADING SYSTEM: ifs provides a wide range of qualifications to suit the needs of the
Distinction/Merit/Pass financial services industry.

VARIANTS:
g Diploma in Financial Services Management (DFSM)
See also GNVQs and GCSEs in vocational subjects.
g Diploma in Mortgage Lending (DML)
g Diploma in Trust and Estate Practice (DTEP)
g Certificate in Mortgage Advice and Practice (CeMAP)
ifs Certificate in Financial g Certificate for Financial Advisers (CeFA)
g Certified Documentary Credit Specialist (CDCS)
Services Practice g Contact Centre Professional (CCP)
QUALIFICATION ABBREVIATION:
g The Certificate and Diploma in English for Banking and
CFSP Finance (CEBF/DEBF).

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
The Certificate in Financial Services Practice (CFSP) was
designed to:
g improve students’ knowledge of the financial
services industry
g develop financial literacy and business awareness
g help those working in a customer services environment
provide a better service to their customers.
The CFSP has also been designed to cover many of the
knowledge and understanding requirements of the Providing
Financial Services (Banks and Building Societies) NVQs,
particularly at levels 2 and 3.
The aims of the CFSP are to:
g provide an up-to-date body of knowledge of the UK financial
services sector, which can serve as a basis for further study
and development
Further information about ifs qualifications is available from the
Institute of Financial Services.
Advanced Subsidiary Vocational
Certificate of Education
QUALIFICATION ABBREVIATION:
ASVCE (also known as the three-unit VCE)
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3
BACKGROUND:
New qualifications with the same AS and A2 structure as existing
GCE qualifications were introduced to replace VCEs for first
teaching in September 2005. The new qualifications are known
as Advanced Subsidiary and Advanced GCEs in applied subjects,
and four awards are available: AS (three AS units), AS double
award (six AS units), Advanced (three AS and three A2 units) and
Advanced double award (six AS and six A2 units).

122 UK QUALIFICATIONS
 Phased Out Qualifications

The ASVCE was available from September 2000 in the following BACKGROUND:
vocational areas only: New qualifications with the same AS and A2 structure as existing
GCE qualifications were introduced to replace VCEs for first
g Business teaching in September 2005. The new qualifications are known
g Engineering as Advanced Subsidiary and Advanced GCEs in applied subjects,
g Health & social care and four awards are available: AS (three AS units), AS Double
g Information & communication technology (ICT). Award (six AS units), Advanced (three AS and three A2 units) and
Advanced Double Award (six AS and six A2 units).
The ASVCE was designed to promote breadth and add
enrichment to students’ learning programmes, encouraging them AVCEs were qualifications which enabled students to develop
to mix and match AVCE qualifications with other qualifications, skills, knowledge and understanding in the vocational area they
or to pursue vocational study part-time, possibly in conjunction were studying and prepared them for both the world of work and
with part-time employment. Students would normally complete for progression to higher education. They were informally known
this award in one year, but it may have been taken over as ‘Vocational A levels’.
a longer period.
AVCEs were designed to be related to National Occupational
The ASVCE was referred to as ‘Advanced Subsidiary (AS)’. Standards in relevant sectors and to equip students with up-to-
However, while it was the same size as the GCE AS, it was not date knowledge, skills and understanding of the underpinning
‘subsidiary’ in nature. Its units were assessed at full AVCE principles and processes of those sectors. Learning was expected
standard and there was no requirement to teach them in a to be active and student-led, although directed by teachers and
particular order. supported by professional and employer input. The six-unit AVCE
DATE OF FIRST TEACHING:
was the same size as GCE A level, and the overall grade was on
2000 the same A – E scale.
In autumn 2000, the Advanced GNVQ was replaced by the new
DATE OF FIRST AWARD:
2001 AVCE as a part of the introduction of Qualifying for Success
reforms. The AVCE was available as a series of different sizes of
DATE OF LAST AWARD: award to promote flexibility in the post-16 curriculum:
2006
g VCE Advanced Subsidiary (ASVCE) – three units
NUMBER OF UNITS/STRUCTURE: g AVCE – six units
Three units g AVCE Double Award – 12 units.
ASSESSMENT METHOD:
The achievement of an AVCE was not dependent on achievement
The AVCE, ASVCE and AVCE Double Award all drew from
of Key Skills. However, the development of Key Skills formed an
the same pool of units and used the same assessment
integral part of the AVCE and they were signposted in the
arrangements: a combination of externally assessed written
vocational units.
papers (usually 30%) and internally assessed coursework/
portfolio (usually 70%). DATE OF FIRST TEACHING:
2000
EXAMINATION TIMING:
January/June DATE OF FIRST AWARD:
2002
DATE OF RESULT PUBLICATION:
March/August DATE OF LAST AWARD:
2006
GRADING SYSTEM:
For the ASVCE, an A – E grading system was used, giving NUMBER OF UNITS/STRUCTURE:
comparability with GCE AS level. AVCE was available from September 2000 as a six-unit award.
The award consisted of a mixture of compulsory and optional
Grade UCAS Tariff Points
units. Within individual vocational areas, there may have been
A 60
alternative models of how the AVCE was constructed, providing
B 50
C 40
a measure of controlled flexibility. It could be taken over one or
D 30 two years.
E 20 ASSESSMENT METHOD:
The ASVCE, AVCE and AVCE Double Award all drew from the
GRADING ADDITIONAL INFORMATION:
same pool of units and used the same assessment
U indicated an unclassified performance which was not certificated.
arrangements: a combination of externally assessed written
QUALITY ASSURANCE: papers (usually 30%) and internally assessed
The ASVCE was quality assured by the same mechanisms as the coursework/portfolio (usually 70%).
AVCE six-unit award.
The broad aim of the redesign of vocational qualifications at
advanced level was to reduce the overall burden of assessment
Advanced Vocational Certificate whilst strengthening the external element and making clearer
what students need to learn as opposed to what is assessed.
of Education
QUALIFICATION ABBREVIATION: AVCE qualifications were unit-based. Each unit clearly set out the
AVCE (also known as the six-unit AVCE) learning which students must cover in order to provide the
assessment evidence. Assessment criteria were used to assess
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL: the students’ ability to apply their skills, knowledge and
Level 3 understanding in a vocational context. The assessment criteria
were written for each unit, and the units were written for, and

UK QUALIFICATIONS 123
Phased Out Qualifications

addressed directly to, the students themselves. The exact nature language units. Where students wished to take additional studies
of external assessment depended on the subject area, level and in a different vocational area, they may have taken a six-unit
unit content. AVCE or three-unit AVCE award in that subject area.
DATE OF FIRST TEACHING:
Complete portfolio units were assessed by means of unit-specific
2000
contextualised grading criteria. Evidence for assessors on the use
of the criteria was given in a section of the units entitled Essential DATE OF FIRST AWARD:
Information for Teachers, which suggested teaching strategies, 2002
assessment strategies and resources, and includes Key Skills
DATE OF LAST AWARD:
signposting.
2006
EXAMINATION TIMING:
NUMBER OF UNITS/STRUCTURE:
January/June
Twelve units
DATE OF RESULT PUBLICATION:
March/August According to the vocational subject area, the AVCE Double Award
was structured within the following rules:
GRADING SYSTEM:
Grade UCAS Tariff Points g a minimum of six and a maximum of eight compulsory units
A 120 g a maximum of six optional units.
B 100
ASSESSMENT METHOD:
C 80
The ASVCE, AVCE and AVCE Double Award all drew from the same
D 60
E 40
pool of units and used the same assessment arrangements, that
is, through a combination of externally assessed written papers
GRADING ADDITIONAL INFORMATION: (usually 30%) and internally assessed coursework/portfolio
The final grade was calculated using a points-based system. (usually 70%).
Separate points were available for each unit, and these were EXAMINATION TIMING:
aggregated to determine an overall grade for the qualification. January/June
These points should not be confused with those used on the
UCAS Tariff (see above). DATE OF RESULT PUBLICATION:
March/August
U indicates an unclassified performance, which was not certificated.
GRADING SYSTEM:
QUALITY ASSURANCE: The award resulted in the student receiving two related grades on
For internal assessment, a moderation system designed to ensure an A – E scale, ie AA, AB, BB, BC, CC, CD, DD, DE, EE. It should
that entry grades are in line with national standards replaced the be understood that these are paired overall grades for the whole
external verification system. Normally at least a third of the award, and are not two individual grades relating to clusters of
overall assessment was externally set and marked by the six units.
awarding bodies.
Grade UCAS Tariff Points
PROGRESSION/ARTICULATION: AA 240
The AVCE was designed to promote flexibility in the post-16 AB 220
curriculum allowing students to combine AVCE with other BB 200
qualifications, including GCE A level, GCE AS and the ASVCE. BC 180
CC 160
CD 140
Advanced Vocational Certificate DD 120
DE 100
of Education: Double Award EE 80
QUALIFICATION ABBREVIATION:
AVCE Double Award GRADING ADDITIONAL INFORMATION:
U indicated an unclassified performance which was not certificated.
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
Level 3 QUALITY ASSURANCE:
The AVCE Double award was quality assured by the same
BACKGROUND: mechanisms as the AVCE six-unit award.
New qualifications with the same AS and A2 structure as existing
GCE qualifications were introduced to replace VCEs for first
teaching in September 2005. The new qualifications are known Diploma of Achievement
as Advanced Subsidiary and Advanced GCEs in applied subjects, BACKGROUND:
and four awards are available: AS (three AS units), AS double OCR offered a skills-based Diploma of Achievement designed to
award (six AS units), Advanced (three AS and three A2 units) and complement students’ studies on post-16 courses. (This Diploma
Advanced double award (six AS and six A2 units). was previously offered by OCEAC.) The Diploma course was
concerned with the development of a wide range of life skills,
The former Advanced GNVQ (which consisted of a minimum of
including key skills, and provided evidence in the form of a
12 units) was replaced by the AVCE Double Award.
certificate reporting skills attainment, together with a portfolio.
The AVCE Double Award was equivalent in size to two GCE The assessment was withdrawn in 2004.
A levels and would normally be taken over two years.
Students had the opportunity to supplement the AVCE Double
Award with additional units which were graded separately. These
were often in the same vocational subject area, or included

124 UK QUALIFICATIONS
 Phased Out Qualifications

General National Vocational
Qualifications
QUALIFICATION ABBREVIATION:
GNVQ
NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:
level 1 = Foundation GNVQ, level 2 = Intermediate GNVQ.
BACKGROUND:
GNVQs were introduced as part of the National Qualifications
Framework for England, Wales and Northern Ireland in response
to the Government’s White Paper Education and Training for the
21st Century (May 1991).
GNVQs are available at two levels and the following table provides
an equivalence with qualifications in the general category.
Intermediate 6 units 4 GCSEs (grades A*-C)
3 units 2 GCSEs (grades A*-C)
Foundation 6 units 4 GCSEs (grades D-G)
3 units 2 GCSEs (grades D-G)
Following the GNVQ Assessment Review (November 1995)
and piloting during 1996/8, GNVQs were redesigned in all areas.
The redesigned GNVQ has been available since September 2000.
The names of Foundation and Intermediate GNVQs remain
unchanged.
The broad aim of the redesign was to reduce the overall burden
of assessment while strengthening the external element and
making clearer what students need to learn as opposed to what
is assessed.
The achievement of a GNVQ is not dependent on achievement
of Key Skills. However, the development of Key Skills forms an
integral part of the redesigned qualifications. The revised Key
Skills are signposted in the vocational units to support Key Skills
achievement. Key Skills are separately certificated through the
Key Skills qualifications.
The Government has decided that Foundation and Intermediate
six-unit GNVQs should be phased out, as successor qualifications
are identified. Candidates should no longer be able to register for
these qualifications although further details of when each GNVQ
will be withdrawn can be found on the QCDA website,
www.qcda.org.uk/
DATE OF FIRST TEACHING:
2000
DATE OF FIRST AWARD:
2002
NUMBER OF UNITS/STRUCTURE:
Six units
Each unit clearly sets out the learning the students must cover in
order to produce the assessment evidence.
Assessment criteria are used to assess the students’ ability to
apply their skills, knowledge and understanding in a vocational
context. The assessment criteria are written for each unit,
replacing the separate generic grading criteria. Units, including
the assessment criteria, are written for, and addressed directly to,
the students.
ASSESSMENT METHOD:
Assessment is through a combination of internal and external
requirements: namely continuously assessed portfolios and short
test papers. The exact nature of external assessment varies
depending on the subject area, level and unit content.
Complete portfolio units are assessed by means of the unit-
specific contextualised grading criteria. Assessors are guided in
the use of the criteria by a new section in the units entitled
‘Essential Information for Teachers’, which suggests teaching
strategies, assessment strategies and resources, and includes
Key Skills signposting.
EXAMINATION TIMING:
January/June
DATE OF RESULT PUBLICATION:
March/August
GRADING SYSTEM:
The final grade is calculated using a points-based system.
Separate points are available for each unit, and these are
aggregated to determine an overall grade for the qualification.
Grades for Foundation and Intermediate GNVQ remain as Pass,
Merit and Distinction.
QUALITY ASSURANCE:
For internal assessment, a standards moderation system
designed to ensure that entry grades are in line with national
standards has replaced the external verification system.
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.
NCSC National Christian
Schools’ Certificate
QUALIFICATION ABBREVIATION:
NCSC
BACKGROUND:
The NCSC provides qualifications for pupils who use the
Accelerated Christian Education (ACE) programme. A relatively
small number of pupils gain these qualifications annually, mainly
from small independent faith-based schools. A growing number
of pupils educated at home have opted for the NCSC Certificate
programme. NCSC level 3 is recognised by many universities for
undergraduate entry.
Since September 2004, the NCSC has been replaced by the
International Certificate of Christian Education (ICCE). The
curriculum content and standard have been enhanced by the
addition of coursework The designation of certificates has
changed (see separate ICCE entry). NCSC qualifications remain
valid in the UK.
DATE OF FIRST AWARD:
1994
PREREQUISITES:
A recommended minimum of two years on the full ACE
programme.
NUMBER OF UNITS/STRUCTURE:
NCSC level 1 = 16 units
NCSC level 2 = 23 units
NCSC level 3 = 30 units
NCSC Honours Certificate = 35 units.
ASSESSMENT METHOD:
By unit tests, essays and externally moderated assessments
(80% internal, 20% external).
EXAMINATION TIMING:
Throughout the year

UK QUALIFICATIONS 125
Phased Out Qualifications
DATE OF RESULT PUBLICATION:
Throughout the year
GRADING SYSTEM:
A 100%–96%
B 95%–92%
C 91%–88%
D 87%–84%
E 83%–80%
Fail below 80%
QUALITY ASSURANCE:
All unit tests are moderated by external moderators. Schools are
vetted by an annual assessment visit. Home educated pupils
receive home visits and are required to submit all tests annually.
PROGRESSION/ARTICULATION:
Pupils complete all levels of the certification programme over a
period of approximately five years. Pupils must complete the
lower certificates before proceeding to the next.
Progress File
ENGLAND
Progress File – a set of interactive materials designed to support
learners’ goal-setting, learning and study skills, progress
monitoring and recording of achievements – has been used by
many schools and colleges since becoming nationally available in
April 2002. These materials, supplied 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, able to manage their own development and
to make successful transitions between age phases, institutions
and into work.
The DfES ceased to make Progress File materials available in
April 2006 as the principles and processes that underpin
Progress File are now well-established and have been adopted in
an increasing range of other products and services. Users are
encouraged to continue applying those principles and processes
to their own circumstances, making use of other tools and
solutions as appropriate. To help in this transition, the DfES
waived all copyright in its Progress File materials – so that they
can be copied and adapted for local use.
The Centre for Recording Achievement, has provided the
following additional information.
“Progress File can help individuals record both academic and
non-academic achievements and select those most relevant to
their needs. The activities of reviewing and 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 Learning Plans can focus on future educational
and/or vocational targets being devised and implemented. Links
can also be made with approaches to teaching and learning
being developed with vocationally related qualifications.”
Use in the admissions process
Many institutions recognise the value in helping individuals
develop the skills of reflection, recording and action planning.
These not only help to build crucial personal organisational and
self-management skills, but enable them to take ownership of
their own development and apply their skills and achievements to
a wide range of situations. Progress File can be used in a wide
range of contexts and can provide useful information for the HE
admissions process. Progress File is also designed to help
individuals link their achievements to key skills.
A good recording achievement structure supports the development
of students’ forward plans and can help motivation and improve
126 UK QUALIFICATIONS
choice. Several projects have shown that where such a structure
is in place, applicants can enhance the quality of their applications.
The Centre for Recording Achievement, a national cross-sector
network organisation, works to encourage the use of records of
achievement within the HE applications process, and to support
tutors and applicants in making effective use of the recording and
planning experience and documentation in all applications. The
following ways in which engagement in Progress File practice can
support an application to HE have been identified.
g Providing a basis for the construction of the personal
statement.
g A source of additional material to support applications sent
to particular institutions.
g A direct source of evidence that may be valuable in
considering applicants in Clearing.
g A document for collection and display of evidence
accumulated in compact arrangements, local progression
records or within the new Partnership for Progression initiative.
At Clearing, Progress File may enable individuals to offer
additional, clear and up-to-date information to institutions to
assist decision-making at a critical time. Admission tutors may
request a summary copy (not the original) of information from the
Progress File directly from the applicant.
Interest in recording achievement has not been confined to
schools and FE. Over the last 10 years, a large number of HEIs
have developed a range of practices under names like Personal
and Academic Records, Personal Profiles or Learning Logs.
During 1999/2000, the QAA, CVCP (now Universities UK) and
SCOP (now GuildHE) worked together to consult on the most
appropriate means of taking forward the recommendations of the
Dearing Enquiry into HE that all institutions should develop a
Progress File (incorporating a Personal Development Record based
on a process of Personal Development Planning). A policy
statement was produced in May 2000. This set a target for the
implementation of Personal Development Planning across the HE
sector as a whole by 2005/6. This was confirmed in the HE
Strategy Paper, The Future of Higher Education. 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.
WALES
In Wales, the Assembly has provided funding for Careers Wales
Online (CWO), which is targeted at both young people and adults
in Wales, whether in or out of formal education. Its primary aims
are to help people to initiate their lifelong learning and career
development process, and then to provide support for that process.
The main portal is a gateway to dedicated pages for different
target groups: up to 16, 16-19, 19+, professionals and employers.
CWO contains an ‘e-progress file’ that highlights both process
and product benefits: (as) ‘a process that helps you take more
control of your learning, your personal development and your
plans for the future. It's about making improvements, seizing
opportunities and achieving more (which) enables you to:
g save all your information in one place and update it
whenever you want
g identify and value your skills and qualities, recognise your
achievements and use that information to make better
choices for the future
g keep an up-to-date online record of all your plans, documents
and information that you can share with other people.’
For more information see www.careerswales.com/
 Phased Out Qualifications

SCOTLAND Executive confirmed support for ‘the development of personal

Within Scotland, parallel developments are in train. For example, learning planning to reflect best practice, taking full account of
‘Assessment is for Learning’ funding has been directed to every evaluations and concerns about manageability and workload, as a
local authority in Scotland to focus on three main strands, way of encouraging pupils to take a fuller part in managing and
including formative assessment and personal learning planning. evaluating their own learning’ (at www.scotland.gov.uk/).
Progress Files are available in an editable web-enabled version at
NORTHERN IRELAND
www.ltscotland.org.uk/ and the Scottish Qualifications Authority
For further information on Progress File and the NRA in Northern
(SQA) has developed a module on personal development planning
Ireland, contact Department of Education, Northern Ireland (DENI),
at HNC/HND level which was launched in June 2004. Most
or CCEA – see Appendix A for details.
recently (January 2006), in response to the Consultation on
‘Assessment, Testing and Reporting 3–14’ (2003), the Scottish

UK QUALIFICATIONS 127
Other Entry Routes To Higher Education
Other entry routes to higher education
Accreditation of Prior Learning (APL)
APL is the overall term widely used for the recognition of, and
award of, academic credit on the basis of demonstrated learning
that has occurred at some time in the past. This learning may
have come about as the result of a course, or self-directed study,
or as the result of experience either at work or in leisure pursuits.
It is used in FE, adult education and HE for the purpose of:
g entry into a course or programme
g advanced standing on a course or programme
g credit against some of the outcomes of a course or
programme that will count towards an award.
Prior learning capable of assessment and accreditation may take
the form of:
g uncertificated or experiential learning (APEL or Accreditation
of Prior Experiential Learning)
g certificated learning (which is the form of prior learning most
usually identified as APL, and also called APCL, or
Accreditation of Prior Certificated Learning. It can also be
termed RPL, or Recognition of Prior, or Previous, Learning).
The main underpinning principle of APL is that credit is given for
evidence of learning, not for experience alone. The resulting
credit is notionally of the same value within an award as that
gained through a taught programme. Arrangements for APL will
vary from institution to institution. Full details of the process will
be found within institutions’ own guidelines, regulations and
quality assurance frameworks.
Learners wishing to use APL to access HE will need to:
g identify a potential programme/award
g match previous learning against the requirements stipulated
by the institution
g provide evidence of that learning – either in writing or some
other tangible form, and/or through an interview.
The institution, meanwhile, will need to:
g ensure that the background information about the course is
accurate and clearly expressed so that it is possible for
applicants to see how they might match prior learning to
its outcome1
g have people available who can advise candidates in the
process of identifying prior learning and submitting evidence
g provide assessors who can quantify the demonstrated
learning within the context of the programme/award that the
candidate is seeking to access
g satisfy itself that the evidence offered by the applicant is
sufficient, authentic, current and valid in relation to the
relevant learning outcomes, taking into account the level and
volume of credit sought.
If both sets of actions are successfully implemented, it is then
possible for individual learners to negotiate the ‘terms and
conditions’ that will enable them to study for the rest of the
award against which their prior learning has already been
recognised.
1
The Final Report of the Burgess Group on credit in England (2006) proposed that,
“by the start of the academic year 2009/10, English HEIs should have credit-rated
their main provision and thereafter include the credit value in a published
description of each of the programmes they offer”.
128 UK QUALIFICATIONS
Some HEIs offer taught or online modules to facilitate the APL
process described above.
Learners wishing to take advantage of APL may do so on the
basis of many forms of learning:
g experiential learning acquired in paid work
g experiential learning acquired in unpaid or voluntary work
g experiential learning acquired from leisure activities
g uncertificated learning from self-directed study
g certificated learning from abroad
g certificated learning from other UK educational institutions
g certificated work-based learning.
Within the sphere of further and adult education, learners may
use their prior learning for:
g entry into vocational programmes
g entry with advanced standing onto some longer courses (for
example, direct entry into the second year of HE programmes
delivered in an FE college, such as a foundation degree,
HND, etc)
g credit towards academic, vocational, occupational and
competence-based qualifications
g entry into Access to Higher Education provision.
Within HE, prior learning may be used, upon assessment by the
receiving institution, for:
g entry into the institution
g direct entry into a second or subsequent year of a
programme
g advanced standing with credit towards a target award (for
example, the award of credit against specified modules
within a programme, which do not necessarily amount to the
equivalent of a whole year).
Credit for Higher and Further
Education Qualifications
WHAT IS CREDIT?
Credit is a tool for assessing and expressing learning
achievement and equivalence. It plays an important role in
rewarding the incremental progress of learners, facilitating
student transfer and recognising prior learning, and it contributes
to the definition of academic standards. The QAA document
‘Academic Credit in Higher Education in England’, written to
accompany the Burgess proposals for a national credit framework
in England, should be used as a reference for further
understanding of the definitions and issues discussed here.The
fundamental principle is that credit is awarded only for evidence
of learning achievement. Two parameters are used to reflect the
learning achievement: credit value and credit level.
CREDIT VALUE
The first parameter, credit value, is the number of credits which
represents the amount of learning needed to achieve a set of
learning outcomes. The number of credits is derived from an
estimate of the notional learning time involved. This is defined as
the total amount of time which, on average, it is expected that a
learner will undertake to achieve a set of designated learning

outcomes. Generally, in UK-based HEIs, the credit to learning time
ratio is normally 1 credit: 10 notional hours of study. In the FE
and adult learning sectors, Access to HE courses, validated by
QAA-licensed regional Authorised Validating Agencies (AVAs),
operate on the same basis of 1 credit: 10 hours. Credit using this
tariff is also awarded by the National Open College Network
(NOCN) and its regional Open College Networks (OCNs), generally
licensed by QAA. Before August 2005 a tariff of 1 credit: 30
notional hours was used in this sector.
CREDIT LEVEL
The second parameter is the credit level, which is an indicator of
the relative academic demand on the learner in undertaking the
study. Successively higher levels reflect increasing demand on
the learner in terms of complexity, intellectual rigour and
autonomy of learning.
Credit levels are related to but are different from qualification
levels, which indicate the principal outcomes that a student
should be able to demonstrate following completion of awards at
the designated level. The credit levels are placed within a series
of levels based upon upward progression. The following outline
level descriptors are becoming increasingly widely used.
g Entry: Employ recall and demonstrate elementary
comprehension in a narrow range of areas.
g Level 1: Employ a narrow range of applied knowledge, skills
and basic comprehension within a limited range of
predictable and structured contexts.
g Level 2: Apply knowledge with underpinning comprehension
in a number of areas and employ a range of skills within a
number of contexts, some of which may be routine.
g Level 3: Apply knowledge and skills in a range of complex
activities demonstrating comprehension of relevant theories.
Access and analyse information independently and make
reasoned judgements, selecting from a wide choice of
procedures in familiar and unfamiliar contexts.
g Level 4: Develop a rigorous approach to the acquisition of a
broad knowledge base. Employ a range of specialised skills
and evaluate information using it to plan and develop
investigative strategies. Determine solutions to unpredictable
problems.
g Level 5: Generate ideas through the analysis of concepts at
an abstract level with a command of specialised skills and the
formulation of responses to well-defined and abstract problems.
g Level 6: Critically review, consolidate and extend a
systematic and coherent body of knowledge. Critically
evaluate new concepts and evidence from a range of
sources. Transfer and apply diagnostic and creative skills and
exercise significant judgement in a range of situations.
g Level 7: Display mastery of a complex and specialised area
of knowledge and skills, employing advanced skills to conduct
research or advanced technical or professional activity.
g Level 8: Make a significant and original contribution to a
specialised field of enquiry demonstrating a command of
methodological issues and engaging in critical dialogue
with peers.
This series of nine levels spans the FE/HE sectors in England,
Wales and Northern Ireland (see table in National Qualifications
Framework section). Courses leading to the award of the bachelor
degree with honours normally start at level 4 and culminate at
level 6. NOCN uses an equivalent set of descriptors for Entry level
and levels 1 to 3, with some regional OCNs using levels 4 and 5.
Other Entry Routes To Higher Education
THE AWARD OF CREDIT
Credit is awarded for the assessed achievement of learning
outcomes. These are statements of what the student will know,
understand or be able to do, on successful completion of the
learning experience. Each module (HE) or unit of assessment (FE)
has a coherent set of formally identified learning outcomes.
Normally, in order to earn credit for the module, the student
should satisfy the assessment criteria for all (or, in HE, the
majority) of the designated learning outcomes for the module or
unit. The module/unit is the smallest entity for which credit may
be awarded. The number of credits awarded for successful
completion of the module is the credit value of the module. The
credit value therefore defines the nominal size of the module and
reflects the estimated notional learning hours. Thus all units,
modules, programmes and qualifications can be specified in
terms of a credit value and credit level(s).
CREDITS AND QUALIFICATIONS
The Qualifications and Credit Framework (QCF) is a new
framework for recognising and accrediting qualifications in
England, Wales and Northern Ireland. The framework is at the
heart of a major reform of the vocational qualifications system
designed to make the whole system simpler to understand and
use and more inclusive. The intention is to make both the system
and the qualifications offered far more relevant to the needs of
employers and more flexible and accessible for learners.
QCDA is working with employers to strengthen their role in
education and training through the development of the Employer
Recognition Programme (ERP). Employers can get their high
quality in-house training nationally accredited on the
Qualifications and Credit Framework (QCF) through the ERP. The
QCF awards credit for qualifications and units (small steps of
learning) and enables people to gain qualifications at their own
pace along flexible routes. Following two years of tests and trials
the QCF has now been approved for implementation.
Learners may achieve credit-based or other programmes that
constitute acceptable evidence of their readiness to commence
an HE programme, or evidence of supplementary achievement in
addition to their main qualification. Access to HE, and OCN,
credits are recorded on transcripts/certificates provided by the
AVA, and by NOCN.
The following table offers some guidance as to the equivalences
between levels and qualifications at FE levels.
QCDA Level 3 NVQ 3 AVCE GCE A level
QCDA Level 2 NVQ 2 Intermediate GNVQ GCSE A*-C
QCDA Level 1 NVQ 1 Foundation GNVQ GCSE D-G
QCDA Entry level
It is important to remember that not all UK HEIs use credit
systems. The table below, however, sets out the recommended
minimum credit values of undergraduate and associated
qualifications offered by institutions in England, Wales and
Northern Ireland. The second column indicates the qualification
level for each qualification.
FURTHER INFORMATION
More information on the Qualifications and Credit Framework is
awailable at www.qcda.gov.uk/8150.aspx
UK QUALIFICATIONS 129
Other Entry Routes To Higher Education
QUALIFICATION HEQF MINIMUM OVERALL
QUALIFICATION CREDITS
LEVEL
Honours degree H (3) 360 credits
Ordinary degree I (2) 300 credits
Foundation degree I (2) 240 credits
Diploma HE I (2) 240 credits
HND I (2) 240 credits
HNC C (1) 150 credits
Certificate HE C (1) 120 credits
The Open University
The Open University (OU) is the world’s leading open and distance
teaching university. Established by Royal Charter in 1969, it has
become Britain’s largest HE institution and has an excellent
research programme. In 2005, 2006 and 2007 the university
was ranked top for student satisfaction in the National Student
Survey.
The Open University began teaching undergraduates in 1971. In
its first year, the OU had 20,000 students: by 2005 there were
more than 200,000. It offers a wide range of undergraduate and
postgraduate certificates, diplomas and degrees. Most
qualifications are made up by combining free-standing courses.
OU students study part-time from home, work or wherever they
choose. They have a personal tutor to answer questions and
provide study support, including feedback and assessment of
regular pieces of written work. Many courses also include
optional group tutorials, usually on weekday evenings or
Saturdays. All students are e-connected in one of the largest
online academic communities in the world.
There are two main routes to an undergraduate degree. Students
can choose from the full range of undergraduate courses to
obtain a BA or BSc tailored to meet their own requirements.
Alternatively, they can choose from more than 50 honours
degrees in different named subjects, including computing,
humanities, the natural sciences, psychology and social sciences.
Students need a minimum of 300 credit points for a degree
without honours and 360 points for a degree with honours. Most
students do no more than 60 points’ worth of courses a year and
take at least six years to complete their degrees. Some, however,
study at 120 points a year, which is the equivalent of full-time.
There are no selection procedures and no entry requirements for
most undergraduate-level courses and qualifications. Most
students find it sensible to start with either a short Openings
course or a level 4 (HE level 1) course. The Openings programme
of introductory courses has been specially designed to give
students a chance to ‘test the water’ with a short 10-credit-point
course, before committing themselves to full undergraduate study
at HE level 1. They have four start dates a year – March, May,
July and September – and each course lasts up to 20 weeks.
As well as introducing particular subject areas, the 30- or 60-
point level 4 (HE level 1) courses develop the skills necessary to
progress to higher levels. They provide extra support, such as
more frequent optional tutorials, to help students to get used to
the OU way of studying as quickly and efficiently as possible.
130 UK QUALIFICATIONS
RANGE OF LEVELS/ MAXIMUM CREDITS AT
NUMBER OF CREDITS LOWEST LEVEL
AT HIGHEST LEVEL
Levels (3), 4, 5, 6 30 credits at Level 3
min 90 credits at Level 6
Levels (3), 4, 5, 6 30 credits at Level 3
min 60 credits at Level 6
Levels (3), 4, 5 30 credits at Level 3
min 90 credits at Level 5
Levels (3), 4, 5 30 credits at Level 3
min 90 credits at Level 5
Levels (3), 4, 5 30 credits at Level 3
min 90 credits at Level 5
Levels (3), 4, 5 30 credits at Level 3
min 30 credits at Level 5
Levels (3), 4 30 credits at Level 3
min 90 credits at Level 4
Tutorials give opportunities to meet a tutor and other students.
Once students are familiar with OU teaching methods and
develop their learning skills, they should be very well prepared for
further degree-level study, whatever their educational
background.
The OU has paid special attention to its level 4 (HE level 1)
courses to make sure that they are accessible to a wide variety of
entrants, whether they already have knowledge of the subject
area or not. The credit points acquired contribute towards the
degree. Level 4 (HE level 1) courses are not preparatory to
degree-level study, they are part of it. Some courses at level 4
(HE level 1) offer a certificate if completed successfully.
Most undergraduate courses start in February and run
continuously for about nine months, with an examination (if the
course has one) in October. Other undergraduate courses have
different start dates, mainly in May and November.
What is included in an individual course depends largely on the
subject and on how it is taught. Most courses provide several of
the following:
g specially written textbooks or workbooks
g other printed materials such as illustrations, scores, maps,
statistical tables, software guides
g equipment lent out for practical work – particularly for
science and technology courses
g audio and video recordings
g CD-ROMs and computer software
g computer conferencing and course websites.
In most OU courses, academic performance is measured by
continuous assessment and written examinations or examined
project work. Continuous assessment measures performance in
assignments throughout the course; these may be pieces of
written work marked by the tutor, or multiple-choice questions
marked by computer. Marks are combined with those awarded
for any examined or project work at the end of the course to
calculate a student’s final result. Assessment in the OU is closely
linked to teaching. As well as marking assignments, tutors will
comment on them, pointing students in new directions,
elaborating on points of difficulty or contention and giving a
general sense of progress.
In 2006 the Open University became the first UK university to
offer learning materials free of charge under a creative common
licence. These can be accessed at www.open.ac.uk/openlearn.
These learning materials cannot be counted for an award,
however.
 Other Entry Routes To Higher Education

The OU has a Young Applicants in Schools Scheme which gives on the course taken. The OU is introducing an increasing number
specially selected students in Year 12/13 the chance to take of short courses that are also being offered to young students
certain level 1 courses, either to extend beyond their AS level and which count for 10 credit points.
studies or to add breadth. The scheme relates to a number of
Some students want to use OU course credit to enter first degree
Government agendas, including provision for gifted and talented
programmes at other institutions, and perhaps to gain exemption
students through the National Academy for Gifted and Talented
from part of the programme. Decisions about admission and
Youth. The young students are treated in the same way as any
exemption are always made by the other institution. The decision
other OU student. As well as undertaking the academic
will depend on the availability of places, the appropriateness of
challenges, they have acquired learning skills, studying alongside
the OU courses taken, and perhaps the level of pass obtained.
adults and studying independently, while maintaining their
Many universities have signed agreements with the OU,
motivation over a period of up to nine months. The scheme is
confirming that they will take account of OU credit. In practice,
being extended throughout the UK, and it is likely that more
almost all HEIs will consider applicants with OU credit, even if
schools will be registering small numbers of their students with
there is no formal agreement.
the OU. The majority of students have chosen a level 4 (HE
level 1) course that gives them 30 or 60 credit points, depending

UK QUALIFICATIONS 131
Wales
The Learning Country: Learning Pathways 14-19 Action Plan
was completed in spring 2003 and set out the Welsh Assembly
Government’s proposals for ensuring a coherent and flexible
curriculum for all young people from 14 to 19 in Wales. In
September 2004, Learning Pathways 14-19 Guidance was
published and provides detailed guidance about delivery of the
various elements of provision. This will continue as Learning
Pathways 14-19 is rolled out.
Learning Pathways 14-19 is a commitment to the transformation
of learning provision for all young people in Wales. Learning
Pathways 14-19 addresses the need for a more flexible and
balanced approach to the education of 14-19-year-olds,
providing a wider range of experiences that will suit the diverse
needs of Wales’ young people. The aim is to raise expectations
and to work towards the aspirational target of ‘95 per cent of
young people by the age of 25 to be ready for high skilled
employment or higher education by 2015’.
Northern Ireland
The Northern Ireland Council for the Curriculum, Examinations
and Assessment (CCEA) has completed a review of the statutory
curriculum for pupils aged 4-16 years and is currently in the
process of implementing the revised curriculum. The revised
curriculum focuses on the development of young people as
individuals, members of society and contributors to the economy
and the environment. The result is a curriculum that encourages
pupils to engage more fully in their own learning and that equips
them with the skills and capabilities vital for success in a rapidly
changing world. The profile of skills has been raised through the
development of a thinking skills and personal capabilities
framework, which includes: managing information; thinking,
problem solving, decision making; being creative; working with
others and self-management. At Key Stage 3 an additional area
of learning entitled learning for life and work (LLW) has been
developed to include personal development, home economics,
citizenship and employability. At Key Stage 4 LLW comprises
personal development, citizenship and employability. This area is
a statutory entitlement for all young people during the years of
compulsory schooling.
Since Key Stage 4 is the final period of compulsory education for
all young people, CCEA considers it imperative that statutory
requirements and provision should maximise motivation,
participation and inclusion by offering a sufficient degree of
choice and challenge for all students, whatever their ability. To
this end, new applied GCSE qualifications have been developed.
These include subjects such as hospitality, journalism,
construction, financial services and engineering.
CCEA would wish to ensure that, during Key Stage 4, students
keep their post-16 options open by pursuing a broad and
balanced curriculum suitable for their individual needs and
132 UK QUALIFICATIONS
The six key elements for transforming 14-19 education in Wales
are:
g individual learning pathways to meet the needs of each
learner
g wider choice and flexibility of programmes and ways of
learning
g a learning core, which runs from 14 through to 19 wherever
young people are learning
g learning coach support
g access to personal support
g impartial careers advice and guidance.
There will be a progressive roll-out of entitlement to learning
pathways. Developments will also reflect lessons learnt from the
Welsh Baccalaureate Qualification (WBQ) pilots and the
development of the Credit and Qualifications Framework for
Wales (CQFW).
The Department for Children, Education, Lifelong Learning and
Skills (DCELLS) in Wales is working with Ofqual in England and
CCEA in Northern Ireland on common qualifications development.
aspirations. An important aspect of provision will be, therefore,
the availability of informed career guidance for all young people
throughout the 14-19 phase.
One of the most significant outcomes of the curriculum review is
the removal of the statutory requirement for all pupils to study
English, mathematics and science at Key Stage 4 (age 14-16)
and to replace them with a range of statutory minimum learning
opportunities related to communication, using mathematics,
learning for life and work, physical and religious education.
GCE qualifications entitled English or mathematics taken by
pupils in Northern Ireland will be required to include learning
opportunities in line with the statutory requirements for such
courses. This will be consistent with the inclusion of Functional
skills in GCSE English, mathematics and ICT. CCEA has also
developed a GCSE in learning for life and work, which builds
upon statutory requirements related to personal development,
citizenship and employability.
In addition, schools must provide opportunities for breadth and
balance by enabling their pupils to access courses and
qualifications related to the following learning areas:
g The arts
g Environment and society
g Modern languages
g Science and technology.
Continuity and progression within the 14-19 phase will continue
to be available through a range of GCE courses, including a GCE
in learning for life and work, which builds on the GCSE of the
same name. At the same time, the original objectives of
Curriculum 2000, outlined in this document, will continue to be
an important issue for schools and colleges in Northern Ireland.
Qualifications in
Scotland
Introduction
GUIDE FOR ADMISSIONS STAFF
This section is intended to give admissions tutors and other staff
with responsibility for admissions to Higher Education Institutions
(HEIs) an overview of Scottish qualifications, particularly those
that may be presented to them by applicants. This overview
includes the National Qualifications (introduced in Scotland from
1999) and phased out predecessor qualifications.
This section also provides a background to entry to higher
education (HE) in Scotland, including relevant information on the
Scottish education system and recent developments. Of particular
importance is the Scottish Credit and Qualifications Framework
(SCQF), which brings all mainstream Scottish qualifications, from
Scottish Qualifications Authority (SQA) Access 1 to HE Doctorate,
into a single framework of 12 levels, and describes them in terms
of their level and general credit value. The SCQF complements
the Scottish Government’s strategy for promoting lifelong
learning. It is intended to make the overall system of Scottish
The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework (SCQF) has
been created by bringing together all mainstream Scottish
qualifications into a single unified framework – HE qualifications,
including HNCs and HNDs, National Qualifications, such as
Highers and Advanced Highers, and SVQs. The framework has 12
levels covering a range of qualifications from Access 1 (National
Qualification) to HE Doctorate.
The aims and benefits of the SCQF include:
g increasing understanding of the qualifications system
g showing the relationship of qualifications to one another
g assisting learners to plan their progress from one
qualification to the next
g facilitating transfers of relevant credit gained from one
qualification towards another qualification
g helping employers plan training for employees
g establishing links with other framework developments
across the UK and also in Europe to facilitate cross-border
credit transfer.
The SCQF builds on and replaces the Scottish Credit
Accumulation and Transfer system (SCOTCAT). The underlying
principle to the SCQF is that learning, defined by learning
outcomes that have been or could be assessed and externally
quality-assured, should be able to be credit-rated. Building on
this principle, the SCQF provides the context in Scotland through
which the transfer of appropriate specific credit can take place
within and between HEIs and between FE colleges and HEIs.
The table shows examples of qualifications across the 12 levels
ranging from Access 1 (National Qualification) to HE Doctorate.
Increased demand at each level is set by factors such as
complexity and depth of knowledge, links to associated
academic, vocational or professional practice, and degree of
autonomy exercised by the learner. SCQF levels are not directly
134 UK QUALIFICATIONS
qualifications easier to understand by making it clearer how
qualifications relate to one another and helping to clarify the
various progression and credit transfer routes, including entry to
HE.
The general topics covered are as follows.
The Scottish Credit and Qualifications below and page 135
Framework
Awarding and accrediting body – Scottish page 136
Qualifications Authority
Current Scottish qualifications pages 136
Phased out qualifications page 147
Certificates and other supporting evidence pages 148
likely to be offered by applicants
Routes into Higher Education in Scotland pages 149
Contact details Appendix A
related to years of study. In fact, in many programmes, students
are likely to undertake courses at different levels in the
framework and, in the course of a lifetime of learning, individuals
will often move from a higher to a lower level qualification as they
take on new learning and acquire new skills. In some
circumstances, all or most of the study undertaken in a year will
be at one level and progression will be from level to level.
All qualifications awarded by Scottish degree-awarding
institutions and those awarded or accredited by SQA are being
placed on the levels of the SCQF. Smaller components of
qualifications (such as SQA units or university modules) are also
allocated to levels. Larger qualifications that are made up of a
number of components (for example, group awards and degrees)
are allocated a final or exit level, but will often be composed of
components at a number of different levels.
SCQF credit points are used to quantify learning, to show clearly
how large a qualification is. All required learning to achieve the
learning outcomes is taken into consideration. The SCQF works
on the basis that each point is awarded for every notional 10
hours of learning, which includes both programmed and
independent study. Each qualification in the framework has been
allocated a number of general SCQF points, based on the total
credit value of the component parts of the qualification. (SCQF
points should not be confused with UCAS Tariff points, which may
be used by some HEIs when making offers – see Note at the end
of this section.)
SCQF credit points and levels are used in programme design,
setting entrance requirements and as a basis for credit transfer.
This approach facilitates broad comparability of achievement and
should make it easier for HEIs to award specific credit for direct
entry to the programme or for entry into the later stages of first
or subsequent years.
 The Scottish Credit and Qualifications Framework

The SCQF was developed and is being established jointly by JAC membership:
the organisations in Scotland that have prime responsibility for g Association of Directors of Education (ADES)
qualifications: QAA, Universities Scotland, SQA and the Scottish g Association of Scotland’s Colleges (ASC)
government. These Development Partners were joined by the g Careers Scotland
Association of Scotland’s Colleges in 2006. In 2000, a Joint g Chartered Institute of Bankers in Scotland (CIOBS)
Advisory Committee (JAC) made up of representatives of the g Communities Scotland
main providers, funders and users of Scottish qualifications, was g Confederation of British Industry Scotland (CBI Scotland)
established to help take forward the Framework. A National g Convention of Scottish Local Authorities (COSLA)
Implementation Plan was developed in 2003, and an g Headteachers’ Association of Scotland (HAS)
Implementation Group was established to carry out the g Highlands and Islands Enterprise (HIE)
associated activities. The implementation period ended in March g Her Majesty’s Inspectorate of Education (HMIE)
2006 and the National Implementation Plan can be found
g Learndirect Scotland
archived on the SCQF website.
g National Union of Students Scotland (NUS Scotland)
Contact information for the SCQF is given in Appendix A. g Scottish Advisory Committee on Credit and Access (SACCA)
Admissions tutors will find Introduction to the SCQF and National g Scottish Enterprise (SE)
Plan for Implementation of the Framework useful resources g Scottish Further and Higher Education Funding Council (SFC)
(www.scqf.org.uk). The website also gives up-to-date information g Sector Skills Alliance Scotland (SSAScot)
on the SCQF. g Scottish Trades Unions Congress (STUC).

THE SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK

Qualifications of Scottish
SCQF SQA Higher Education Vocational
Levels Qualifications Institutions Qualifications
Professional
12 Doctorates
Development Awards
Awards Masters
Professional
11 Development Awards Post Graduate Diploma SVQ5
Post Graduate Certificate
wards
Professional Honours Degree
10 Development Awards Graduate Diploma

Professional Ordinary Degree

9 Development Awards Graduate Certificate SVQ 4

Professional Diploma of
8 Higher National Diploma Development Awards Higher Education SVQ 4

Professional Certificate of
7 Advanced Higher Higher National Certificate Development Awards Higher Education SVQ 3

Professional
6 Higher National Certificates Development Awards SVQ 3
National Progression Awards

5 Intermediate 2 National Certificates National Progression Awards SVQ 2

General Standard Grade

Intermediate 1
4 National Certificates National Progression Awards SVQ 1
General Standard Grade

Access 3
3 Foundation Standard Grade National Certificates National Progression Awards

2 Access 2 National Certificates National Progression Awards

1 Access 1

Note
g The UCAS Tariff for awarding points to qualifications for the
purposes of entry to HE includes a tariff for Scottish
qualifications, which is linked to the SCQF.
g The UCAS Tariff is intended to report learner achievements in
a way that allows admissions tutors to make balanced
judgements in selecting for courses. The UCAS Scottish Tariff
covers core skills at Levels 5 and 6 and National Courses at
Levels 5, 6 and 7 – ie Intermediate 2, Higher and Advanced
Higher. It also covers Credit Level Standard Grade. The Tariff
gives points to grades of achievement at these levels and is
intended to allow points scored at different levels to be
aggregated into a single score. It was introduced in 2002.
For detailed information on the UCAS Tariff, see Appendix B.
g The SCQF is intended to show the relative size and level of
qualifications in the Scottish education and training system in
a way that allows a wide range of users to understand the
system better, and to track progression routes through the
system. It is also intended to provide a nationally agreed
basis upon which credit and exemption (including advanced
standing) can be negotiated. It covers all levels and all types
of qualification and is not designed to take account of grades
or allow points to be aggregated across levels.

UK QUALIFICATIONS 135
Awarding and Accrediting Body – Scottish Qualifications Authority
SQA was formed on 1 April 1997 and replaced both SEB and
SCOTVEC. It is now the single body responsible for Scottish
qualifications, apart from degrees and professional qualifications.
It is also responsible for the accreditation of SVQs, other
qualifications based on National Occupational Standards and
qualifications which may be specified by Industry Regulatory
Bodies such as the Security Industry; and for providing advice as
required to the Scottish Government on Scottish qualifications,
and on the education, training and assessment that contribute to
qualifications.
SQA qualifications are designed to increase participation rates at
all levels of post-S2 (corresponding to Year 9 in England )
education, including HE, and to encourage lifelong learning. The
National Qualifications introduced in 1999 were benchmarked on
predecessor qualifications (for example, Higher against SCE
Higher, Advanced Higher against CSYS) to maintain standards
vigorously. SQA regularly consults its centres and stakeholders
Current Scottish Qualifications
This section covers the National Qualifications introduced in 1999
and all other SQA qualifications.
The information in this section is complemented by information
published on the SQA website. You can also contact the
Customer Contact Centre (see above).
NATIONAL QUALIFICATIONS INTRODUCED IN 1999
See alphabetical qualifications listing.
The system of National Qualifications introduced in 1999 brought
together into a single curriculum, assessment and certification
system, subjects traditionally regarded as academic or general
education and those perceived to be more vocational and work-
related. These National Qualifications are based on National Units
and National Courses. 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 Units and
Core Skills, which fit together to make a balanced and coherent
programme of study. As part of a phased programme, these new
qualifications replaced SCE Highers, CSYS, GSVQs and some
other group awards.
Levels and Standards
National Qualifications are designed to let candidates study at the
level that offers the appropriate challenge. There are seven levels
– Access 1, Access 2, Access 3, Intermediate 1, Intermediate 2,
Higher and Advanced Higher – although not all subjects are
available at the full range of levels.
The seven levels offer all candidates increased opportunities for
progression. Standard Grades are normally completed by
candidates during S3 and S4 and National Courses were
originally intended for candidates in S5 and S6 to provide
appropriate progression routes from the different levels of
Standard Grade. Thus, for example, a candidate attaining
Standard Grade at Credit could still progress directly to a Higher
Course in the same subject in the S5. However, a candidate who
had attained a Standard Grade at General could move to an
Intermediate 2 Course in S5 (see also SCQF diagram) and, finally,
the Higher Course in the same subject in S6. (Years 10–13 in
England correspond to S3–S6 in Scotland).
136 UK QUALIFICATIONS
(including HE) on aspects of its qualifications system, and will
continue to liaise closely with QCDA, and other bodies, on general
education and training issues relating to mutual recognition and
parity of esteem for qualifications across the UK.
SQA has a customer contact centre to deal with enquiries from
tutors and potential applicants about new and old qualifications
and how they relate to one another. Contact details are
given below.
Scottish Qualifications Authority
The Optima Building
58 Robertson Street
Glasgow G2 8DQ
Tel: 0845 279 1000
Fax: 0845 213 5000
Email: customer@sqa.org.uk
www.sqa.org.uk
Some schools have started to use National Courses for
candidates in S3 and S4 in place of Standard Grades. This allows
candidates to simply progress to the next level of National Course
in S5 and S6 as appropriate.
The level of demand involved in the new National Qualifications
was benchmarked against that of a range of predecessor
qualifications and Standard Grade. SQA maintains an archive of
marked candidate assessment material, which is used to monitor
the stability of standards over time. SQA also applies a system of
national ratings, which monitors performance between subjects
and ensures that all subjects at the same level are broadly
comparable in demand.
For National Courses with grades at Advanced Higher, Higher,
Intermediate 1 and Intermediate 2, there are four grades of
award: A, B, C and D. Full information about the award scales for
National Courses at all levels, including Highers and Advanced
Highers, is outlined below.
National Courses (SCQF levels 4
to 7)
National Courses are made up of National Units, usually in a
group of three 40-hour Units per Course, plus an external
assessment. Note: There is no external assessment in the new
Skills for Work National Courses or the new Personal
Development Courses. The number of Units will vary if 20- or 80-
hour Units are used in a Course. An additional time allocation of
40 hours is recommended to allow students to integrate learning
across the Course and to prepare for the external assessment.
Thus the timetabling recommended for each Course is 160
hours. Courses are tariffed and credit-rated accordingly. All
Courses are the same length whatever the level. The Units of a
Course are related to the learning requirements of a coherent
programme of study in a given subject area.
The external assessment is usually a written examination or
sometimes a project, product or performance, or a combination
of these. The purpose of this external assessment is to test that
 Current Scottish Qualifications

knowledge and skills learned have been retained and can be assessments. Unit internal assessments are also subject to SQA’s
integrated and contextualised by the candidate. The external external verification system. Candidates are awarded a pass in a
assessment also helps to assure end users of the qualifications Unit when they have achieved all of the Unit outcomes. National
that standards are being rigorously maintained. Units are not graded.
Grade Band Range of Standardised Marks
A 1 85–100
A
B
2
3
70–84
65–69
Core Skills
B 4 60–64 The National Qualifications system supports the development of
C 5 55–59 the broad, generic, transferable skills (Core Skills) valued in FE
C 6 50–54
and HE, employment and personal and social life.
D 7 45–49
– 8 40–44 fail The five Core Skills are Communication, Numeracy, Information
– 9 Fewer than 40 fail and Communication Technology, Problem Solving and Working
with Others. These are available at SCQF 2–6 (Access 2/3,
Reporting: Intermediate 1/2 and Higher levels).
g Grades A, B, C, D reported to candidates Core skills are both embedded in programmes and covered by
g Band reported to centre. separate Units. They are recorded on the Scottish Qualification
Certificate (SQC) as a profile.
Note
Grade D was implemented from August 2004. Prior to this date, QUALIFICATIONS WHICH CONTINUE ALONG WITH THE
candidates who obtained Band 7 in a National Course external NATIONAL QUALIFICATIONS INTRODUCED IN 1999
assessment were awarded a grade A in the corresponding See alphabetical qualifications listing starting on the next page
National Course at the lower level, provided they had successfully
completed the Units of the Course. SQA continues to offer Standard Grades, HNCs, HNDs, SVQs,
SPAs and PDAs. In March 2005, SQA carried out an evaluation
Scottish HEIs normally frame their conditional offers in terms of on the future design of non-advanced Group Awards and PDAs.
numbers and grades of passes in Higher Courses. The new design rules for each qualification can be found in the
relevant sections below.
Highers have normally been taken at the end of a student’s fifth
year of secondary education. However, they can also be taken at TIMES OF EXAMINATIONS AND NOTIFICATION OF
RESULTS FOR NATIONAL COURSES WITH GRADES AND
the end of the sixth year:
STANDARD GRADES
g as a resit Standard Grade external assessments and those for National
g for candidates completing a Higher over two years Courses with grades take place in May-June and lead to
g for candidates progressing from Intermediate 2 in fifth year certification in early August. There are also a number of externally
g for candidates building on the range of Higher subjects they assessed, project-based National Courses that are available for
completed in fifth year. completion at times other than the summer and lead to
certification on a quarterly basis. Most candidates for project-
(Years 12 and 13 in England correspond to the fifth and sixth based Courses are likely to be from FE colleges.
years in Scotland.)
NOTIFICATION OF RESULTS FOR NATIONAL COURSES
Advanced Highers are normally taken at the end of the sixth year WITHOUT GRADES
of secondary education. The number of Advanced Highers that There is now a small but growing group of National Courses
students can achieve may be affected by a school’s timetabling without grades that are made up of internally assessed Units and
policy, and by the extent to which students decide to broaden have no external assessment. These are the Skills for Work and
their knowledge and skills by taking new Intermediate 2 or Higher Personal Development Courses. Although most candidate results
Courses. for these Courses will continue to be reported in August along
with results for National Courses with grades, they can be
For entry to HE, Intermediate 1 and 2 Courses should be treated reported in any month of the year, depending on when the
as equivalent to Standard Grade and therefore normally candidate completes the Course.
acceptable as backup to Highers in the main subjects and as
contributory to providing evidence of curriculum breadth. DATE OF NOTIFICATION TO UCAS
SQA issues the results of summer examinations for Standard
Grade and National Courses at Intermediate 1 and 2, Higher and
Advanced Higher in early August. The exact timing of the issue of
National Units (available at SCQF results is notified in an annual circular to UCAS correspondents.
levels 1 to 7) TARIFF POINT SCORES
Since 2002 entry, Graded National Courses at Advanced Higher,
National Units (these subsumed National Certificate modules and Higher and Intermediate 2 levels along with Standard Grade
Short Courses) are notionally 40 hours in design length, though Credit level and Core Skills have been part of the UCAS Tariff. The
some are fractions (for example, 20 hours) or multiples (for scores to be used are as follows.
example, 80 hours).
Grade Advanced Higher Higher Intermediate 2
National Units are internally assessed by teachers and lecturers, A 120 72 42
who can draw on materials from SQA’s National Assessment B 100 60 35
Bank of Unit assessment packages to assist them with this work C 80 48 28
and ensure that national standards are applied to all Unit D 72 42 not tariffed

UK QUALIFICATIONS 137
Current Scottish Qualifications

Band Standard Grade Advanced Highers

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

138 UK QUALIFICATIONS
 Current Scottish Qualifications

Core Skills INTERDISCIPLINARY PROJECT:

Key features of the Interdisciplinary Project:
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK
LEVEL:
g application or extension of subject knowledge in a relevant
Up to and including level 6 context
g focus on generic and cognitive skills development, eg
BACKGROUND: g collaborative working
The five Core Skills are Communication, Numeracy, Information g information management
technology (IT), Problem solving and Working with others. They g communication and presentation
are recorded on the Scottish Qualifications Certificate (SQC) as a g opportunity to access different learning environments
profile. Candidates for Scottish Group Awards (SGAs) are required g learner negotiation of context within one of following broad
to achieve at least three of the five Core Skills at the levels themes: employability, enterprise, citizenship, sustainable
determined for the particular award. SGAs finish in July 2010, as development or economic development.
more National Certificates are made available - see section below
on National Qualification Group Awards. DATE OF FIRST TEACHING:
2009
DATE OF FIRST TEACHING:
1999 DATE OF FIRST AWARD:
2010
DATE OF FIRST AWARD:
2000 PREREQUISITES:
Entry to the Scottish Baccalaureate in Languages is at the
NUMBER OF UNITS/STRUCTURE: discretion of the centre. However, the Baccalaureate is intended
Core Skills are both embedded in some National Courses and for candidates who, in fifth and sixth years of secondary
covered by discrete National Units. education, are working at Higher and Advanced Higher level in
ASSESSMENT METHOD: two different, eligible languages, together with English or Gàidhlig
See above or ESOL. Two of the subjects must be at Advanced Higher level.
EXAMINATION TIMING: NUMBER OF UNITS/STRUCTURE:
May/June for National Courses. Flexible for National Units. The Scottish Baccalaureate in Languages requires two, different
eligible modern or classical Language Courses, at least one of
DATE OF RESULT PUBLICATION: which must be at Advanced Higher level.
Profile appears on SQC, which is normally issued in August for
candidates taking National Courses. For other candidates, group The mandatory components of the Scottish Baccalaureate in
award results are issued weekly. Languages are:
GRADING SYSTEM: Interdisciplinary
Core Skills are not graded, but the level at which they have been Advanced Higher SCQF level 7 (16 SCQF points)
Project Unit
achieved is shown as a profile on the SQC. 2 Courses Advanced Higher SCQF level 7 (64 SCQF points)
Level UCAS Tariff Points 1 Course Higher SCQF level 6 (24 SCQF points)
Higher (SCQF level 6) 20
Int 2 (SCQF level 5) 10
One of the above courses must be English (or ESOL or Gàidhlig*)
and this may be at Higher or Advanced Higher level.
QUALITY ASSURANCE: The Interdisciplinary Project Unit will be graded A, B or C and
Subject to SQA’s system of quality assurance. See Guide to carries UCAS Tariff points as follows:
Assessment, which is available on SQA’s website at
www.sqa.org.uk Grade Tariff Points
A 65
PROGRESSION/ARTICULATION: B 55
The National Qualifications system supports the development of C 45
the Core Skills valued in FE and HE, employment and personal
and social life. ASSESSMENT METHOD
These course components are either externally assessed (often
through a question paper) or internally assessed and externally
Scottish Baccalaureate verified, depending on the nature of the assessment involved and
the skills/knowledge being assessed.
Scottish Baccalaureate in CERTIFICATION
Languages A Scottish Baccalaureate is not intended to be a full programme
of study. It is expected that learners who take a Baccalaureate
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK will also take other courses in S5 and
LEVEL:
Level 7 S6. Their choice of subjects is likely to be based around interest,
career choice and the entrance requirements specified by the
BACKGROUND:
universities where they wish to study.
The Scottish Baccalaureate in Languages has been designed to
provide a challenging and rewarding experience for learners in In addition to their Scottish Qualification Certificate showing
fifth and sixth year of secondary education who are able to cope Standard Grade, Intermediate, Higher and Advanced Higher
with the demands of study at Higher and Advanced Higher level. Course achievement, learners who take a Baccalaureate and are
successful will receive a commemorative Certificate for their
The Scottish Baccalaureate is made up of Highers, Advanced Baccalaureate showing either a Pass or Distinction.
Highers and the Interdisciplinary Project (IP). The Interdisciplinary
Project is the defining feature of the Scottish Baccalaureate
* Learners who have Gàidhlig as their first language may count both
bringing added value to the Scottish Baccalaureate as a whole English and Gàidhlig

UK QUALIFICATIONS 139

GRADING SYSTEM:
Candidates who achieve a Pass in all mandatory components and
who do not meet the criteria for Distinction will be awarded a
Pass in the Scottish Baccalaureate in Languages.
The Scottish Baccalaureate in Languages with Distinction will be
awarded to candidates who achieve:
g Grade A in one Advanced Higher eligible course
g Grade A in one other component
g Grade B or above in all other components.
QUALITY ASSURANCE:
All national courses are subject to external marking and/or
verification. External markers, visiting examiners and verifiers are
trained by SQA to apply national standards.
The units of all courses are subject to internal verification and
may also be chosen for external verification. This is to ensure that
national standards are being applied across all subjects.
Courses may be assessed by a variety of methods. Where
marking is undertaken by a trained marker in their own time,
markers meetings are held to ensure that a consistent standard
is applied. The work of all markers is subject to scrutiny by the
principal assessor.
The Interdisciplinary Project will be internally assessed and
subject to external quality assurance by SQA.
External quality assurance of the interdisciplinary project
continues through external verification of centres’ internal
assessment decisions via subject specific quality forums.
Quality forums will bring together staff with an overview of the
assessment and internal verification processes from a group of
centres delivering the Interdisciplinary Project Unit.
PROGRESSION/ARTICULATION
Candidates who achieve a Scottish Baccalaureate in Languages
may progress to:
g further or higher education
g employment/training.
Scottish Baccalaureate in
Science
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK
LEVEL :
Level 7
BACKGROUND:
The Scottish Baccalaureate in Science has been designed to
provide a challenging and rewarding experience for learners in
fifth and sixth year of secondary education who are able to cope
with the demands of study at Higher and Advanced Higher level.
The Scottish Baccalaureate is made up of Highers, Advanced
Highers and the Interdisciplinary Project(IP). The Interdisciplinary
Project is the defining feature of the Scottish Baccalaureate
bringing added value to the Scottish Baccalaureate as a whole.
INTERDISCIPLINARY PROJECT
Key features of the Interdisciplinary Project:
g application or extension of subject knowledge in a relevant
context
g focus on generic and cognitive skills development eg
g collaborative working
g information management
g communication and presentation
g opportunity to access different learning environments
140 UK QUALIFICATIONS
Current Scottish Qualifications
g learner negotiation of context within one of following broad
themes: employability, enterprise, citizenship, sustainable
development or economic development.
DATE OF FIRST TEACHING:
2009
DATE OF FIRST AWARD:
2010
PREREQUISITES:
Entry to the Scottish Baccalaureate in Science is at the discretion
of the centre. However, the Baccalaureate is intended for
candidates who, in fifth and sixth years of secondary education,
are working at Higher and Advanced Higher level in two different,
eligible science subjects, together with mathematics. Two of the
subjects must be at Advanced Higher level.
NUMBER OF UNITS/STRUCTURE:
The Scottish Baccalaureate in Science requires two, different
eligible science courses, at least one of which must be at
Advanced Higher level.
The mandatory components of the Scottish Baccalaureate in
Science are:
Interdisciplinary
Advanced Higher SCQF level 7 (16 SCQF points)
Project Unit
2 Courses Advanced Higher SCQF level 7 (64 SCQF points)
1 Course Higher SCQF level 6 (48 SCQF points)
One of the above courses must be mathematics (Higher or
Advanced Higher level) or applied mathematics (Advanced Higher
level).
The Interdisciplinary Project Unit will be graded A, B or C and
carries UCAS Tariff points as follows
Grade Tariff Points
A 65
B 55
C 45
CERTIFICATION
A Scottish Baccalaureate is not intended to be a full programme
of study. It is expected that learners who take a Baccalaureate
will also take other courses in S5 and S6. Their choice of
subjects is likely to be based around interest, career choice and
the entrance requirements specified by the universities where
they wish to study.
In addition to their Scottish Qualification Certificate showing
Standard Grade, Intermediate, Higher and Advanced Higher
Course achievement, learners who take a Baccalaureate and are
successful will receive a commemorative Certificate for their
Baccalaureate showing either a Pass or Distinction.
GRADING SYSTEM:
Candidates who achieve a Pass in all mandatory components and
who do not meet the criteria for Distinction will be awarded a
Pass in the Scottish Baccalaureate in Science.
The Scottish Baccalaureate in Science with Distinction will be
awarded to candidates who achieve:
g Grade A in one Advanced Higher eligible course
g Grade A in one other component
g Grade B or above in all other components.
UCAS TARIFF POINTS:
To be confirmed
 Current Scottish Qualifications

QUALITY ASSURANCE: ASSESSMENT METHOD:

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

Courses may be assessed by a variety of methods. Where DATE OF RESULT PUBLICATION:

marking is undertaken by a trained marker in their own time, August
markers meetings are held to ensure that a consistent standard GRADING SYSTEM:
is applied. The work of all markers is subject to scrutiny by the From August 2004, candidates have received a grade A – D. For
principal assessor. information on the grading system prior to August 2004, see
National Courses section.
The Interdisciplinary Project will be internally assessed and
subject to external quality assurance by SQA. TARIFF POINTS

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

UK QUALIFICATIONS 141
Current Scottish Qualifications
NUMBER OF UNITS/STRUCTURE:
HNCs developed under 1988 design rules comprise 12 SQA
credits. Prior to modernising all HNCs, five subject areas were
reviewed using pilot design rules. These HNCs were validated
with 15 SQA credits, two of which are Integrated Assessments.
All HNCs are now in the process of being revised using the 2003
design principles and these will comprise 12 SQA credits (96
SCQF credit points), one of which will be a Graded Unit (8 SCQF
credit points at SCQF level 7). In the revised HNCs, Core Skills
may be signposted and/or embedded.
ASSESSMENT METHOD:
HNCs are internally assessed and externally verified.
EXAMINATION TIMING:
Flexible, but full-time college students normally complete HNCs
in June.
DATE OF RESULT PUBLICATION:
Flexible, but full-time college students normally receive results in
July. Group award results are also issued weekly.
GRADING SYSTEM:
HNC Group Awards developed under the 1988 design rules
comprise Units which are awarded at Pass or Merit. HNCs
developed under the pilot design rules contain two credits of
Integrated Assessments, which are Graded A, B or C. HNCs
developed under the 2003 design principles contain one graded
unit worth eight SCQF credits at SCQF level 7, which will be
graded A, B or C. It should be noted that initially some applicants
who present these new HNCs may offer a mix of old Units
(graded Pass or Merit) and revised (ungraded) HN Units.
QUALITY ASSURANCE:
Subject to SQA’s system of quality assurance. See Guide to
Assessment, which is available on SQA’s website at
www.sqa.org.uk
PROGRESSION/ARTICULATION:
HNCs are designed and validated at SCQF level 7. As such,
students may progress to HNDs, degree courses or employment.
HEIs make their own decisions on the specific credit to be
granted and many articulation agreements exist between FE
colleges and HEIs.
Higher National Diplomas
QUALIFICATION ABBREVIATION:
HND
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK
LEVEL:
Level 8
BACKGROUND:
HNDs are advanced HE group awards covering broad
occupational areas and are offered by colleges and some HEIs.
DATE OF FIRST TEACHING:
1958
DATE OF FIRST AWARD:
1960
PREREQUISITES:
Entry is at the discretion of the centre. However, applicants from
school are normally expected to have a range of National
Qualifications, including some at SCQF Level 6, eg Highers. Non-
school leavers will enter with a variety of qualifications and/or
experience.
142 UK QUALIFICATIONS
NUMBER OF UNITS/STRUCTURE:
HNDs developed under 1988 design rules comprise 30 credits.
Prior to modernising all HNDs, a few were developed under pilot
rules. These comprise 30 SQA credits, four of which are
Integrated Assessments. All HNDs are now in the process of
being revised using the 2003 design principles and these will
comprise 30 SQA credits (240 SCQF credit points). Three of
these SQA credits will be for Graded Units – one worth eight
SCQF credit points at SCQF level 7 plus 16 SCQF credits at
SCQF level 8 (the 16 credits can comprise one double credit
Graded Unit or two single credit Graded Units). In the revised
HNDs, Core Skills may be signposted and/or embedded.
ASSESSMENT METHOD:
HNDs are internally assessed and externally verified.
EXAMINATION TIMING:
Flexible, but full-time college students normally complete HNDs
in June.
DATE OF RESULT PUBLICATION:
Flexible, but full-time college students normally receive results
in July. Group award results are also issued weekly.
GRADING SYSTEM:
HND Group Awards developed under the 1988 design rules
comprise Units which are awarded at Pass or Merit. HNCs
developed under the pilot design rules contain four credits of
integrated assessments, which are graded A, B or C. HNDs
developed under the 2003 design principles contain Graded
Units – one worth eight SCQF credit points at SCQF level 7 plus
16 SCQF credits at SCQF level 8 (the 16 credits can comprise
one double credit Graded Unit or two single credit Graded Units)
each of which will be graded A, B, or C. It should be noted that
initially some applicants who present these new HNDs are likely
to offer a mix of old Units (graded Pass or Merit) and new
(ungraded) HN Units.
QUALITY ASSURANCE:
Subject to SQA’s system of quality assurance. See Guide to
Assessment, which is available on SQA’s website at
www.sqa.org.uk
PROGRESSION/ARTICULATION:
HNDs are designed and validated at SCQF level 8. As such,
students may progress to degree courses or employment. HEIs
make their own decisions on the specific credit to be granted
and many articulation agreements exist between FE colleges
and HEIs.
Intermediate 1 and Intermediate 2
QUALIFICATION ABBREVIATION:
Int 1 and Int 2
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK
LEVEL:
Int 1 – level 4, Int 2 – level 5.
BACKGROUND:
See ‘The System in Scotland’ introductory paragraphs.
DATE OF FIRST TEACHING:
1999
DATE OF FIRST AWARD:
2000
PREREQUISITES:
Int 1 and Int 2 are National Courses available to students normally
in the fifth and sixth years of secondary education and to post-
school students. However, some schools offer younger students

the opportunity to take Intermediate Courses instead of Standard
Grades.
NUMBER OF UNITS/STRUCTURE:
National Courses with grades normally have three 40-hour
National Units, plus an external assessment. The number of Units
will vary if 20-, 60- or 80-hour Units are used in the course. An
additional 40 hours is recommended to allow students to
integrate learning across the course and to prepare for the
external assessment.
National Courses without grades – Skills for Work and Personal
Development Courses – normally have four 40-hour National
Units and do not have an external assessment. The number of
Units will vary if 20-, 60- or 80-hour Units are used in the
Course.
ASSESSMENT METHOD:
The Units that comprise the course are internally assessed and
externally verified. Where courses contain an external
assessment, it is usually an examination, or sometimes a project,
product or performance, or a combination of these.
EXAMINATION TIMING:
May/June (for National Courses with grades)
DATE OF RESULT PUBLICATION:
August for National Courses with grades. Results for National
Courses without grades are also normally issued in August, but
can be issued in any month of the year.
GRADING SYSTEM:
From August 2004, candidates have received a grade A – D. For
information on the grading system prior to August 2004, see
section on National Courses.
TARIFF POINTS
Grade UCAS Tariff Points
Int 2 A 42
B 35
C 28
D not tariffed
QUALITY ASSURANCE:
Subject to SQA’s system of quality assurance. See Guide to
Assessment, which is available on SQA’s website at
www.sqa.org.uk
PROGRESSION/ARTICULATION:
Intermediate Courses will be used for a variety of purposes,
including progression to Higher in subsequent years. For entry to
HE, they should be treated as equivalent to Standard Grade.
National Certificate Group Awards
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK
LEVEL:
Level is dependent on the component parts of the award.
BACKGROUND:
National Certificate Group Awards validated by SQA are still
available in a limited number of subjects. Of particular interest to
admissions tutors are National Certificate Group Awards in
Engineering and Engineering Practice and Pharmaceutical
Sciences. These qualifications are designed to provide national
recognition for specified groupings of Units which form coherent
programmes of study.
DATE OF FIRST TEACHING:
First introduced in session 1991/2
Current Scottish Qualifications
DATE OF FIRST AWARD:
1992
PREREQUISITES:
Entry is at the discretion of the centre.
NUMBER OF UNITS/STRUCTURE:
The number of Units in a National Certificate Group Award is
subject to the specific qualification.
ASSESSMENT METHOD:
Subject to the requirements of the component parts of the award,
but normally internally assessed and externally verified.
EXAMINATION TIMING:
Assessment is ongoing throughout the year.
DATE OF RESULT PUBLICATION:
Ongoing throughout the year on a weekly basis.
QUALITY ASSURANCE:
Subject to SQA’s system of quality assurance. See Guide to
Assessment, which is available on SQA’s website at
www.sqa.org.uk
PROGRESSION/ARTICULATION:
National Certificate Group Awards offer progression to SVQs,
SGAs and HNCs/HNDs.
National Qualification Group
Awards
Two types of non-advanced Group Awards – small, flexible
National Progression Awards and larger, fixed-credit National
Certificates.
National Certificates at levels 4, 5 and 6 have a credit value of 72
SCQF credit points (12 units) and those at levels 2 and 3 have a
credit value of 54 SCQF credit points. They are principally aimed
at 16-18-year-olds and adults in full-time education, usually in a
further education college, and are linked to National Occupational
Standards, as appropriate to the Group Award area. They
normally provide opportunities for candidates to develop all five
Core Skills.
National Progression Awards have a minimum credit value of 12
SCQF credit points (at least two units). They are designed to
assess a defined set of skills and knowledge in specialist
vocational areas, and are mainly used by colleges for short
programmes of study. They are aligned to National Occupational
Standards or other professional or trade body standards, as
appropriate to the Group Award.
Scottish Credit and Qualifications
Framework
LEVEL:
SCQF levels 2–7
DATE OF FIRST TEACHING:
First introduced in session 2007/8
PREREQUISITES:
Entry is at the discretion of the centre.
NUMBER OF UNITS/STRUCTURE:
National Certificates at levels 4, 5 and 6 have a credit value of 72
SCQF credit points (12 units) and those at levels 2 and 3 have a
credit value of 54 SCQF credit points. NPAs have a minimum
credit value of 12 SCQF credit points (two units).
UK QUALIFICATIONS 143
Current Scottish Qualifications
ASSESSMENT METHOD:
Subject to the requirements of the component parts of the award,
but normally internally assessed and externally verified.
EXAMINATION TIMING:
Assessment is ongoing throughout the year.
DATE OF RESULT PUBLICATION:
Ongoing throughout the year on a weekly basis.
QUALITY ASSURANCE:
Subject to SQA’s system of quality assurance. See Guide to
Assessment, which is available on SQA’s website at
www.sqa.org.uk
PROGRESSION/ARTICULATION:
National Certificates and National Progression Awards offer
progression to employment, SVQs, and HNCs/HNDs.
Professional Development
Awards
Consultation on new design rules for PDAs is now complete and
the following has been agreed.
PDAs will be:
g available at SCQF levels 6–12
g made up of a minimum of two units with a minimum credit
value of 12 SCQF credit points at level 6, and 16 SCQF
credit points at levels 7–12. There is no mandatory
requirement for graded assessment or Core Skills
g based on National Occupational Standards, or other
professional body standards, as appropriate to the Group
Award area.
The PDA Modernisation Project began in January 2007 and will
run to December 2010, where all existing PDAs will be revised
according to the new design principles. All new PDAs will be
developed to the same principles. The first new PDAs were
validated in March 2007.
QUALIFICATION ABBREVIATION:
PDA
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK
LEVEL:
SCQF levels 6–12 for all new and revised PDAs. Existing PDAs
under the old design rules will be revised under the new design
principles or phased out by December 2010. The old awards
operate under the titles Certificate, Advanced Certificate, Diploma,
and Advanced Diploma and in many cases have not been SCQF
credit rated.
The SCQF level is subject to the level of the Units that comprise
the PDA.
BACKGROUND:
Professional Development Awards (PDAs) are developed in
partnership with key stakeholders and designed to ensure that
they are more flexible in terms of size, delivery and assessment.
They maintain a fitness for purpose that attends to the needs of
rapidly evolving industrial practice and employer and employee
skills needs. They are delivered in Scotland’s Colleges, by private
education and training providers (ETPs), in some higher education
institutions (HEIs) and can also be delivered by employers with
SQA approval status. PDAs are also being developed at SCQF
level 9 and above, to offer industry high-level CPD for current and
prospective staff; specialised enskilling for graduates; and
alternative – work-related/based – higher education progression
for successful HND and Modern Apprenticeship (SVQ level 4)
candidates.
144 UK QUALIFICATIONS
DATE OF FIRST TEACHING:
First introduced in session 1997/8
PREREQUISITES:
Entry is at the discretion of the centre.
NUMBER OF UNITS/STRUCTURE:
PDAs comprise a coherent group of National Units, Higher
National Units, SVQ Units or a combination of these.
ASSESSMENT METHOD:
Normally continuous assessment, but increasingly work-based.
EXAMINATION TIMING:
Subject to requirements of component parts of the PDA.
DATE OF RESULT PUBLICATION:
Ongoing throughout the year on a weekly basis.
GRADING SYSTEM:
Mostly ungraded, but where grading is involved, subject to
requirements of component parts of the PDA.
QUALITY ASSURANCE:
Subject to SQA’s system of quality assurance. See Guide to
Assessment, which is available on SQA’s website at
www.sqa.org.uk
PROGRESSION/ARTICULATION:
PDAs are designed to help career entry, career development or
career enhancement, or they may help facilitate career change.
However, HE generally considers them for entry – particularly
those designed for post-HND progression, along with the
experience and other qualifications held by the applicant.
Scottish Group Awards
Scottish Group Awards (SGAs) are gradually being replaced with
new National Progression Awards (NPAs) and National Certificates
– see above. SGAs will not be available after July 2010.
SGAs PRE–2007:
QUALIFICATION ABBREVIATION:
SGA
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK
LEVEL:
Levels 2–7
BACKGROUND:
SGAs are made up of National Courses, National Units and Core
Skills, which fit 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 SGAs are
available at all levels. At Int 2 and Higher, named SGAs (eg Arts,
Sciences, Business,Technology) are also available.
DATE OF FIRST TEACHING:
1999
DATE OF FIRST AWARD:
2000
PREREQUISITES:
SGA specifications give information on recommended entry
profiles appropriate to each individual award (see
www.sqa.org.uk).
NUMBER OF UNITS/STRUCTURE:
A minimum credit and Core Skills requirement is laid down for all
named and general SGAs. SGAs at AH require 20 credits, plus
Core Skills Profile at specified levels; SGAs at Higher require 20
credits, plus Core Skills Profile at specified levels; SGAs at Int 1
and Int 2 require 16 credits, plus Core Skills Profile at specified
levels (see www.sqa.org.uk).

ASSESSMENT METHOD:
Subject to the requirements of the component parts of the SGA.
EXAMINATION TIMING:
Subject to the requirements of the component parts of the SGA.
DATE OF RESULT PUBLICATION:
Subject to the requirements of the component parts of the SGA.
GRADING SYSTEM:
There is no overall grade for an SGA in addition to the grades
awarded for the individual courses within it.
QUALITY ASSURANCE:
Subject to SQA’s system of quality assurance. See Guide to
Assessment, which is available on SQA’s website at
www.sqa.org.uk
PROGRESSION/ARTICULATION:
SGAs have been designed to provide progression to FE and HE
and employment. Higher and AH SGAs will be of particular
interest to admissions tutors as they show that candidates have
achieved success over a coherent programme of subjects and in
the five Core Skills.
Scottish Progression Awards
SPAs and SGAs are gradually being replaced with new National
Progression Awards (NPAs) and National Certificates (NCs).
QUALIFICATION ABBREVIATION:
SPA
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK
LEVEL:
Normally, levels 3–8. SCQF level is subject to the level of the
Units which comprise the SPA.
BACKGROUND:
Designed to provide the underpinning knowledge and enable
progression to Scottish Vocational Qualification (SVQ).
DATE OF FIRST TEACHING:
First introduced in session 1998/9
PREREQUISITES:
Entry is at the discretion of the centre.
NUMBER OF UNITS/STRUCTURE:
The number of Units in a SPA is subject to the specific
qualification. SPAs can comprise a group of SVQ Units, a group
of National or Higher National Units, or a combination of these.
Assessment is subject to Units that comprise the qualification.
ASSESSMENT METHOD:
Subject to the requirements of the component parts of the SPA.
EXAMINATION TIMING:
Assessment flexible to meet candidate needs.
DATE OF RESULT PUBLICATION:
Ongoing throughout the year.
QUALITY ASSURANCE:
Subject to SQA’s system of quality assurance. See Guide to
Assessment, which is available on SQA’s website at
www.sqa.org.uk
PROGRESSION/ARTICULATION:
Candidates normally progress to a full SVQ or other training
programme.
Current Scottish Qualifications
Scottish Vocational Qualifications
QUALIFICATION ABBREVIATION:
SVQ
SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK
LEVEL*:
SVQ 1 – level 4, SVQ 2 – level 5, SVQ 3 – level 6, SVQ 4 – level
8, SVQ 5 – level 11.
* The notional positioning of SVQs on the SCQF gives a broad
indication of their place within it. As in most group awards, SVQs
are likely to be made up of Units at a number of levels. As their
position on the SCQF is refined, it is likely that some SVQs will be
aligned to more than one SCQF level. A pilot project to allocate
SCQF levels to 22 SVQs was completed in June 2006 and is now
being extended to other SVQs.
BACKGROUND:
SVQs are at five levels based on skills and competences required
to do a job or range of jobs in a specific industry, from basic
operative to senior management. They are analogues of NVQs in
the rest of the UK.
DATE OF FIRST TEACHING:
First introduced in 1990
PREREQUISITES:
Appropriate workplace experience
NUMBER OF UNITS/STRUCTURE:
SVQs are Unit-based and are assessed in the workplace or in
simulated workplace conditions.
ASSESSMENT METHOD:
SVQs incorporate national occupational standards identified by
Sector Skills Councils (previously National Training Organisations
(NTOs)). Although the focus is on performance, the importance of
underpinning knowledge and understanding, particularly at the
higher levels, is now well recognised and, following major reviews,
steps have been taken to make these requirements more explicit.
EXAMINATION TIMING:
Assessment flexible to meet candidate needs.
DATE OF RESULT PUBLICATION:
Ongoing throughout the year on a weekly basis.
GRADING SYSTEM:
Not graded
QUALITY ASSURANCE:
Accredited by SQA and offered by a range of bodies, including
SQA. See Guide to Assessment, which is available on SQA’s
website at www.sqa.org.uk
PROGRESSION/ARTICULATION:
Levels 3 and 4 are used for entry to HE with or without advanced
standing, sometimes in association with Accreditation of Prior
Experiential Learning (APEL). SVQs at levels 4 and 5 might be used
for entry to higher degrees and are sometimes offered in HE as
part of postgraduate programmes. Some HEIs in Scotland combine
HNC/HND, degree and postgraduate programmes with SVQs at
various levels to ensure students have a broader experience of
both academic and work-based activities. SVQ 3 is one of the
three components of a Modern Apprenticeship in Scotland.
UK QUALIFICATIONS 145
Current Scottish Qualifications

Standard Grades DATE OF RESULT PUBLICATION:

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

146 UK QUALIFICATIONS
Phased Out Qualifications

As part of a phased programme, National Qualifications have National Certificate Modules

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

General Scottish Vocational Grade (previously Band (previously Scaled Mark

known as Band) known as Range)
Qualifications A 1 90–100
A 2 85–89
GSVQs were replaced by SGAs. SGAs began to replace GSVQs A 3 80–84
from the start of session 1999/2000 with no further certification A 4 75–79
of GSVQs after 30 September 2004. A 5 70–74
B 6 65–69
GSVQs were broadly based group awards leading to employment B 7 60–64
and to FE and HE. Level 3 awards were designed to give C 8 55–59
progression to HE and were of particular interest to C 9 50–54
admissions tutors. D 10 45–49
D 11 40–44
These group awards were made up of specified numbers of - 12 35–39
mandatory and optional National Units (previously National - 13 30–34
Certificate Modules), with the balance between mandatory and - 14 0–29
optional varying according to the award area. The mandatory
element included core skills (the analogue of key skills in the rest
Reporting:
of the UK). GSVQ candidates were also required to pass an
integrated assessment, which was used to distinguish two levels g Grades A, B, C (pass grades) and D reported to candidates
of achievement: Pass and Merit. g Band reported to centre.

UK QUALIFICATIONS 147
Certificates and other supporting evidence likely to be offered
by applicants
Relevant contact information is given in Appendix A.
Scottish Qualifications Certificate
The SQC is a candidate’s record of achievement in Group
Awards, National Courses, National Units, Core Skills, Higher
National Units, Workplace-assessed Units and SCQF credits. From
January 2000, the SQC has replaced the SCE, CSYS and RET
issued by SQA's predecessor bodies SEB and SCOTVEC.
The SQC package includes:
g Summary of Attainment – a cumulative record of all Group
Awards, Courses and stand-alone Units a candidate has
achieved since 1994
g Detailed Record of Attainment – lists all the qualifications a
candidate has achieved since last issued with a certificate
g Profiles – this section shows a candidate’s current
achievements in Core Skills and SCQF credits.
Qualifications of particular interest to admissions tutors, such as
Standard Grade, Intermediate 1 and 2, Higher, Advanced Higher
and CSYS, are recorded on the SQC. In the case of National
Qualifications, the Detailed Record of Attainment, which lists
current achievements linked to each examination diet, may prove
particularly helpful.
Commemorative Certificates
Commemorative certificates are issued marking the completion of
group awards. Thus, for example, a candidate completing a group
award such as National Certificate, NPA, HNC, HND or SVQ
receives a commemorative certificate recognising that
achievement. In each case, details of all component Units of the
Courses or group awards are listed on the SQC.
Scottish Certificate of Education
This has been replaced by the SQC. The SCE recorded
candidates’ achievements in Standard Grades, Highers and Short
Courses prior to January 2000.
Certificate of Sixth Year Studies
This has been replaced by the SQC. It recorded successes in
CSYS Courses prior to January 2002.
Record of Education and Training
This has been replaced by the SQC. The RET recorded all
National Certificate Modules, Higher National Units and Workplace
Assessed Units, and group awards based on these modules and
Units, prior to January 2000.
148 UK QUALIFICATIONS
Certificates awarded by Scottish
Vocational Education Council’s
predecessor bodies: Scottish
Business Education Council and
Scottish Technical Education
Council
Information on certificates issued by SCOTBEC and SCOTEC is
available from SQA.
SUPPORTING EVIDENCE FOR ENTRY TO HIGHER
EDUCATION
At interview and in correspondence, applicants may refer to some
of the following.
Progress File
The Progress File replaced the National Record of Achievement
(NRA), which was introduced in February 1991 to provide one
common, nationally recognised format to summarise individuals’
experiences and achievements and help them plan future
developments. The Progress File is designed to support lifelong
learning and help people to plan their personal development and
future education and career. For updated information about the
Progress File in Scotland, please refer to the entry for ‘Progress
File’ in the ‘Phased Out Qualifications’ section for England, Wales
and Northern Ireland.
National Record of Achievement
The NRA was replaced by the Progress File.
Young Enterprise Scotland
Young Enterprise Scotland develops the enterprise skills of students
aged 15 to 19, providing them with the opportunity of forming
and running their own companies. The Young Enterprise Scotland
examination is an assessment of competence in work experience,
with questions related to the business excellence model.
Modern Apprenticeships in
Scotland
In Scotland, MAs were first developed in 1994. They continue to
be developed and reviewed by employer-led partnerships. MAs are
designed to meet skill requirements of all sectors and prepare
workers for a highly skilled environment. They are aimed at those
who are capable of achieving an SVQ at level 3 or above.
There are three components to a Scottish MA: vocational
qualifications to SVQ level 3 or above; core skills; and industry-specific
components, which might include Units to develop knowledge and
understanding of the core vocational area. The development of
flexibility within the workplace is an additional feature.
The final apprenticeship certificate is presented by the
appropriate SSC.
Currently, the body responsible for approving MA frameworks in
Scotland is MAIG. MAIG comprises members of SE, HIE, Scottish
Enterprise network, SSAScot, Careers Scotland, Scottish
Government and SQA.
Routes into Higher Education in Scotland
INTRODUCTION
This section describes the main routes into HE in Scotland and
related topics, including credit accumulation and transfer using
the developing SCQF.
APPLICANTS FROM SCHOOLS
Most applicants from schools will offer some combination of
Highers, Advanced Highers and Scottish Group Awards. Some
candidates may offer Intermediate 1 and 2 instead of General
and Credit Standard Grades.
The entrance requirements of Scottish HEIs are generally
formulated in terms of passes in Highers. Institutions have
adapted their admissions policies to recognise the Advanced
Higher, but the recognition given to individual qualifications is
decided by individual institutions and will vary depending on the
course or faculty to which entry is sought.
Scottish applicants applying direct from school to HEIs and
colleges may have taken seven or eight Standard Grades (or a
number of Intermediate Courses) in the fourth year and four or
five Highers in fifth year. A few applicants may have bypassed
Standard Grade and moved directly to Highers. (Variations will
depend in part on the ability of the pupil and in part on the school
curriculum policy.) Generally, these pupils enter HE at 18 after six
years of secondary education, but a significant minority enter at
17 after only five years in secondary school. Pupils who remain at
school for a sixth year may undertake some combination of
Advanced Highers and additional Highers, Intermediate Courses
and/or free-standing National Units.
EXAMPLES OF POSSIBLE PROGRESSION ROUTES FOR SCHOOL CANDIDATES
3rd year Standard Grade at Credit Standard Grade at General
4th year Standard Grade at Credit Standard Grade at General
5th year National Course at Higher National Course at Intermediate 2
6th year National Course at Advanced Higher National Course at Higher
NOTE ON AGE AND STAGE REGULATIONS
In March 2004, as part of the National Debate on Education,
the Scottish Executive consulted on the future of Age and Stage
regulations. As a result of that consultation, the Scottish Executive
decided to replace the Age and Stage regulations with guidance.
The document, Guidance on the appropriate age and stage
when young people can be presented for externally assessed
qualifications (Circular 3/2005, Scottish Executive, 2005), outlines
key principles that should guide decisions about when a young
person is ready to be presented for a formal qualification.
MATURE APPLICANTS AND APPLICANTS FROM FURTHER
EDUCATION COLLEGES
HEIs in Scotland recognise the importance and value of making
their provision more accessible in a wide variety of ways, and
have welcomed mature applicants and applicants from FE
colleges with a wide range of qualifications. FE colleges
contribute significantly to the provision of HE in Scotland, with a
range of HNC and HND programmes from which many progress
to degrees in the HE sector.
Mature candidates and applicants from colleges are likely to offer
a mixture of old and new Highers, SGAs, National Units, National
Certificate Modules, HNCs, HNDs and SVQs. Traditionally, certain
groupings of National Certificate Modules have been recognised
as an alternative to Standard Grades and Highers for the
purposes of entry to certain courses at Scottish HEIs. Detailed
information is available from SQA. Contact information is given
in Appendix A.
National Course at Intermediate 2 National Course at Intermediate 1
National Course at Intermediate 2 National Course at Intermediate 1
UK QUALIFICATIONS 149
Routes into Higher Education in Scotland
Scottish Access to Higher
Education Programmes, Courses
and Pathways
Over the years, access programmes have played an important
role in increasing participation in HE in Scotland. In the past, the
majority of Scottish Access Programmes were run under the
auspices of SWAP and continuing education departments in
Scottish HEIs. In recent years, a wider range of institutions,
including community education and voluntary organisations, have
become involved in provision to create additional pathways to HE.
Lifelong learning, social inclusion and increased participation in
HE are Scottish Goverment priorities. Additional pathways to HE
have been and are continuing to be developed.
Scottish Wider Access
Programme
SWAP Access programmes are specifically for adults returning to
higher education. They are one-year programmes developed
using National Qualification units which allow entry to a number
of degree courses. Students can undertake programmes in
Humanities including Primary Education, Science and Technology,
Nursing, Health and Medical Studies.
SWAP students who successfully complete their 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 Higher Education Institutions through
the local consortium arrangements.
A directory of all SWAP programmes and progression routes is
available from partner HEIs. Further information can be obtained
from members of the SWAP consortia – SWAP: West and Central
Access Consortium, SWAP: East and SWAP: North. Contact
information is given in Appendix A.
Access Courses Run by Higher
Education Institutions
A wide variety of access courses are run by individual HEIs and
there is rapid development in this area. For example, there are
programmes which offer a bridge to degree-level study for adults
whose earlier education has been disrupted or adversely affected.
In addition, some credit-bearing part-time/short courses offered
by HEIs can be used as a route into HE. Summer Schools (see
below) provide access for both school-leavers and mature
students whose formal qualifications are not a true reflection of
their potential. Successful completion in some cases may
guarantee a place at the HEI. For details of courses, contact the
admissions office at the institution concerned.
Community Education, Voluntary
Organisation Routes
Some HEIs and FE colleges have links with informal community-
based learning organisations. Many of the informal learning
opportunities can be used as access courses for Community
Learning and Development-endorsed qualifications. For further
details, contact Communities Scotland. Community Learning
work-based routes into HE are also available. For further details,
contact Youth Link Scotland. Contact information for Communities
Scotland and Youth Link Scotland is given in Appendix A.
150 UK QUALIFICATIONS
Summer Schools
A number of Scottish HEIs operate special entry Summer Schools
in order to support greater participation in HE and to assist
access for disadvantaged students generally. Special partnership
arrangements between institutions and education authorities seek
to encourage applications from young people who have the
potential to succeed in HE. Some Scottish HEIs have also
established Science Enhancement Summer Schools to widen
access to Science and Engineering to able students with non-
standard entrance qualifications. Information about Summer
Schools may be obtained direct from the institutions.
Credit Accumulation and Transfer
The SCQF is the national credit and qualifications framework in
Scotland. The SCQF builds on and replaces SCOTCAT.
International Foundation
Programme – Scotland
(Prior to September 2003 the Scottish International
Programme (SIP))
The programme is an established and recognised course for
overseas students hoping to enter Scotland’s unique system of
higher education.
The purpose of the Foundation Programme is to enable overseas
students to obtain the grades needed to enter their chosen
courses, by way of the Scottish Qualifications Authority
qualifications and Foundation examinations.
Prospective university students sit SQA Highers and the
Foundation English examination during the Academic
Summer Programme.
Students who do not achieve all the required Higher grades have
the opportunity to take the Foundation examinations. These
examinations are accepted by the Scottish institutions of higher
education as the equivalent of Highers, and give Foundation
students a second opportunity to achieve the necessary grades.
Foundation students can enter higher education with a
combination of Higher and Foundation results.
The opportunity to upgrade Higher grade results through the
Foundation examinations is a special feature of the Foundation
Programme, and is available only to Programme students. In
effect, it allows Programme students to resit their examinations in
the same year as they attempt Highers.
Contact information for IFPS is given in Appendix A.
Appendix A – Contact Details

ABC Awards British Horse Society Communities Scotland

Robinswood House Stoneleigh Deer Park Thistle House
Robinswood Road Kenilworth 91 Haymarket Terrace
Aspley Warwickshire Edinburgh EH12 5HE
Nottinghamshire CV8 2XZ
NG8 3NH t: 0131 313 0044
t: 0844 848 1666 f: 0131 313 2680
t: 0115 854 1616 f: 01926 707 800 e: enquiries@communitiesscotland.gsi.gov.uk
w: www.abcawards.co.uk e: enquiry@bhs.org.uk w: www.communitiesscotland.gsi.gov.uk
w: www.bhs.org.uk
Assessment and Qualifications Council for Awards in Children’s Care
Alliance Cambridge Assessment (formerly and Education
Stag Hill House University of Cambridge Local CACHE Head Office
Alliance Examinations Syndicate) Apex House
Guildford 1 Hills Road 81 Camp Road
Surrey GU2 7XJ Cambridge CB1 2EU St. Albans
Hertfordshire
t: 01483 506 506 t: 01223 553 311 AL1 5GB
e: mailbox@aqa.org.uk f: 01223 460 278
w: www.aqa.org.uk e: info@cambridgeassessment.org.uk t: 0845 347 2123
w: www.cambridgeassessment.org.uk e: info@cache.org.uk
31-33 Springfield Avenue w: www.cache.org.uk
Harrogate Centre for Recording Achievement
North Yorkshire 104-108 Wallgate Council for the Curriculum
HG1 2HW Wigan Examinations and Assessment (CCEA)
Lancashire 29 Clarendon Road
t: 01423 840 015 WN3 4AB Clarendon Dock
e: mailbox@aqa.org.uk Belfast
w: www.aqa.org.uk t: 01942 826 761 BT1 3BG
f: 01942 323 337
Devas Street e: enquiries@recordingachievement.org t: 028 9026 1200
Manchester M15 6EX w: www.recordingachievement.org f: 028 9026 1234
e: info@ccea.org.uk
t: 0161 953 1180 City and Guilds w: www.ccea.org.uk
e: mailbox@aqa.org.uk 1 Giltspur Street
w: www.aqa.org.uk London EC1A 9DD Community Service Volunteers (CSV)
237 Pentonville Road
Associated Board of the Royal t: 020 7294 2800 London N1 9NJ
Schools of Music f: 020 7294 2400
24 Portland Place w: www.cityandguilds.co.uk t: 020 7278 6601
London W1B 1LU e: information@csv.org.uk
4th Floor w: www.csv.org.uk
t: 020 7636 5400 144 West George Street
f: 020 7637 0234 Glasgow G2 2HG Community Service Volunteers (CSV)
w: www.abrsm.org Scotland
t: 0141 341 5700 Wellgate House
Award Scheme Development and f: 0141 341 5725 200 Cowgate
Accreditation Network e: scotland@cityandguilds.com Edinburgh EH1 1NQ
Wainbrook House w: www.cityandguilds.co.uk/scotland
Hudds Vale Road t: 0131 622 7766
St George Chartered Institute of Bankers in f: 0131 622 7755
Bristol BS5 7HY Scotland e: scotinfo@csv.org.uk
Drumsheugh House w: www.csv.org.uk/Scotland
t: 0117 941 1126 38b Drumsheugh Gardens
f: 0117 935 1112 Edinburgh EH3 7SW Community Service Volunteers (CSV)
e: info@asdan.co.uk Wales
w: www.asdan.co.uk t: 0131 473 7777 CSV House
f: 0131 473 7788 Williams Way
e: info@charteredbanker.com Cardiff CF10 5DY
w: www.charteredbanker.com
t: 029 2041 5717
e: csvcymru@csv.org.uk
w: www.csv.org.uk/Wales

UK QUALIFICATIONS 151
Appendix A – Contact Details

Department for Children, Schools and Department for Innovation, Engineering Education Scheme in
Families (DCSF) Universities and Skills England
Sanctuary Buildings Address for all written correspondence: Weltech Centre
Great Smith Street Castle View House Ridgeway
London East Lane Welwyn Garden City
SW1P 3BT Runcorn WA7 2GJ Herts AL7 2AA
Head Office Location:
t: 08700 000 2288 Kingsgate House t: 01707 393 323
f: 01928 794 248 66-74 Victoria Street e: enquiries@thescheme.org.uk
e: info@dcsf.gsi.gov.uk London SW1E 6SW w: www.thescheme.org.uk
w: www.dcsf.gov.uk
t: 020 7215 5555 Engineering Education Scheme in
DCSF European Schools Team e: info@dius.gsi.gov.uk Scotland
Level 2c w: www.dius.gov.uk Scottish Engineering
Caxton House 105 West George Street
Tothill Street Glasgow G2 1QL
London Department of Education
SW1H 9NA Northern Ireland t: 0141 221 3181
Rathgael House f: 0141 204 1202
t: 020 7340 4385/6 Balloo Road e: consult@scottishengineering.org.uk
f: 020 7340 4121 Bangor w: www.scottishengineering.org.uk
w: www.dcsf.gov.uk BT19 7PR
t: 028 9127 9279 Industrial Careers Foundation
Apprenticeships e: mail@deni.gov.uk 8 Nightingale Place
Moorfoot w: www.deni.gov.uk Buckingham MK18 1UF
Sheffield S1 4PQ
t: 01280 812 547
t: 0114 259 3829 Duke of Edinburgh’s Award e: geoff@icf.org.uk
f: 0114 259 1206 The Higher and Further Education Unit w: www.icf.org.uk
w: www.apprenticeships.org.uk Gulliver House
Madeira Walk Institute of Commercial Management
Publications Windsor SL4 1EU The Fusee
PO Box 5050 t: 01753 727 400 20a Bargates
Annesley f: 01753 810 666 Christchurch
Nottingham NG15 0DJ e: info@DofE.org Dorset BH23 1QL
t: 0845 602 2260 w: www.DofE.org t: 01202 490555
e: dfes@prolog.uk.com f: 01202 490666
w: www.dcsf.gov.uk/publications Thain House e: info@icm.ac.uk
226 Queensferry Road, w: www.icm.ac.uk
School & College Qualifications Division Edinburgh
Sanctuary Buildings EH4 2BP ifs School of Finance
Great Smith Street t: 0131 343 0920 8th Floor
Westminster f: 0131 332 9920 Peninsular House
London SW1P 3BT e: scotland@DofE.org 36 Monument Street
w: www.DofE.org/scotland London
t: 0870 000 2288 EC3R 8LJ
e: qualifications.enquiries@dfes.gsi.gov.uk
w: www.dcsf.gov.uk/qualifications Edexcel
Head Office t: 0207 444 7111
190 High Holborn f: 0207 444 7115
Department for Children, Education, e: customerservices@ifslearning.com
Lifelong Learning and Skills (DCELLS) London WC1V 7BH
w: www.ifslearning.com
Qualifications and Curriculum Group t: 0870 240 9800
Castle Buildings w: www.edexcel.org.uk
Womanby Street International Baccalaureate
Cardiff CF10 1SX Peterson House
Education Development International Malthouse Avenue
t: 029 2037 5400 International House Cardiff Gate
w: http://wales.gov.uk/about/ Siskin Parkway East Cardiff CF23 8GL
departments/dcells Middlemarch Business Park
Coventry CV3 4PE t: 029 2054 7777
w: www.ibo.org
t: 024 7651 6500
f: 024 7651 6505
e: enquiries@ediplc.com
w: www.ediplc.com

152 UK QUALIFICATIONS
 Appendix A – Contact Details

International Baccalaureate (cont.) National Assembly for Wales OCNW

Cardiff Bay West Lodge
Route des Morillons 15 Cardiff CF99 1NA Quernmore Road
Grand-Saconnex Lancaster LA1 3JT
Geneva CH-1218 t: 0845 010 5500
Switzerland w: www.wales.gov.uk t: 01524 845046
f: 01524 388467
t: +41 22 791 7740 e: development@ocnw.com
f: +41 22 791 0277 National Christian Schools’ Certificate
Board w: www.ocnw.com
e: ibhq@ibo.org
w: www.ibo.org Maranatha House
Unit 5 Office of the Qualifications and
Northford Close Examinations Regulator (Ofqual)
International Foundation Programme Shrivenham Spring Place
– Scotland Swindon SN6 8HL Coventry Business Park
77 Southpark Avenue Herald Avenue
Glasgow G12 8LE t: 01793 783 783 Coventry CV5 6UB
f: 01793 783 775
t: 0141 357 0123 e: info@christian-education.org
f: 0141 357 0199 w: www.christian-education.org t: 0300 303 3344
e: enquiries@ifps.ac f: 0300 303 3348
w: www.ifps.ac e: info@ofqual.gov.uk
National Open College Network w: www.ofqual.gov.uk
(NOCN)
LCM Examinations The Quadrant
Thames Valley University Parkway Business Park Open University
Walpole House 99 Parkway Avenue Walton Hall
18-22 Bond Street Sheffield S9 4WG Milton Keynes MK7 6AA
London W5 5AA
t: 0114 227 0500 t: 01908 274 066
t: 020 8231 2364 f: 0114 227 0501 w: www.open.ac.uk
f: 020 8231 2433 e: nocn@nocn.org.uk
e: lcm.exams@tvu.ac.uk w: www.nocn.org.uk Open University in Scotland
w: www.tvu.ac.uk 10 Drumsheugh Gardens
NCC Education Ltd Edinburgh EH3 7QJ
Learning and Skills Council The Towers
Cheylesmore House t: 0131 226 3851
Tower Business Park f: 0131 220 6730
Quinton Road Wilmslow Road
Coventry CV1 2WT e: scotland@open.ac.uk
Didsbury w: www.open.ac.uk/near-you/Scotland
t: 0845 019 4170 Manchester M20 2EZ
f: 02476 823675 t: 01614 386 200 Oxford, Cambridge and RSA
e: info@lsc.gov.uk f: 01614 386 240 Examinations
w: www.lsc.gov.uk e: customer.service@nccedu.com 1 Hills Road
w: www.nccedu.com Cambridge CB1 2EU
Learning and Skills Network
Fifth Floor OCR Customer Contact Centre
NCFE Vocational Qualifications:
Holborn Centre Citygate
120 Holborn St James’ Boulevard t: 02476 851 509
London Newcastle upon Tyne NE1 4JE f: 02476 421 944
EC1N 2AD e: vocational.qualifications@ocr.org.uk
t: 0191 239 8000 w: www.ocr.org.uk
t: 020 7297 9000 f: 0191 239 8001
f: 020 7297 9001 e: info@ncfe.org.uk
e: enquiries@LSNeducation.org.uk w: www.ncfe.org.uk General Qualifications:
w: www.lsneducation.org.uk
t: 01223 553998
Northern Ireland Council for the f: 01223 552627
Learning Materials for Change (LMC) Curriculum, Examinations and e: general.qualifications@ocr.org.uk
Project Assessment w: www.ocr.org.uk
GLADE – Centre for Global and 29 Clarendon Road
Development Education Clarendon Dock
The GLADE Centre Prince’s Trust Volunteers
Belfast BT1 3BG Head Office
Frog Lane
Ilminster t: 028 9026 1200 The Prince’s Trust
Somerset TA19 0AP f: 028 9026 1234 18 Park Square East
e: info@ccea.org.uk London NW1 4LH
t: 01460 55755 w: www.ccea.org.uk
f: 01460 55753 t: 020 7543 1234
e: glade@glade.org f: 020 7543 1200
w: www.glade.org e: webinfops@princes-trust.org.uk
w: www.princes-trust.org.uk

UK QUALIFICATIONS 153
Appendix A – Contact Details

The Prince’s Trust – Scotland Quality Improvement Agency Scottish Wider Access Programme
Head Office Friars House SWAP: West
First Floor Manor House Drive 300 Cathedral Street
The Guildhall Coventry CV1 2TE Glasgow
57 Queen Street G1 2TA
Glasgow G1 3EN t: 0870 2113 434
f: 0870 1620 633
t: 0141 204 4409 w: www.qia.org.uk t: 0800 731 0949
f: 0141 221 8221 e: swapwest@btconnect.com
e: webinfosc@princes-trust.org.uk w: www.scottishwideraccess.org
Scottish Credit and Qualifications
w: www.princes-trust.org.uk Framework
39 St Vincent Place SWAP: East
The Prince’s Trust – Cymru Glasgow 25 Buccleuch Place
Head Office G1 2ER Edinburgh
Baltic House EH8 9LN
Mount Stuart Square t: 0845 270 7371
f: 0845 270 7372 t: 0800 731 0949
Cardiff CF10 5FH e: swapeast@ed.ac.uk
e: info@scqf.org.uk
t: 029 2043 7000 w: www.scqf.org.uk w: www.swap2highereducation.com
f: 029 2043 7001
e: webinfowa@princes-trust.org.uk Scottish Government SWAP: North
Education Department North Forum
The Prince’s Trust – Northern Ireland Victoria Quay Room G07
Head Office Edinburgh EH6 6QQ Regent Building
Block 5 King’s College
Jennymount Court t: 0845 774 1741 University of Aberdeen
North Derby Street f: 01397 795 001 Aberdeen AB24 3FX
Belfast BT15 3HN e: ceu@scotland.gsi.gov.uk
w: www.scotland.gov.uk t: 01224 273 008
t: 028 9074 5454 e: swapnorth@abdn.ac.uk
f: 028 9074 8416 w: www.scottishwideraccess.org
Enterprise, Transport and Lifelong
e: webinfoni@princes-trust.org.uk Learning
Meridian Court SEEC
Qualifications and Curriculum Cadogan Street c/o PO Box 26
Development Agency Glasgow G2 6AT South Bank Technopark
83 Piccadilly 90 London Road
London W1J 8QA t: 0845 774 1741 London SE1 6LN
f: 01397 795 001
t: 020 7509 5555 e: ceu@scotland.gsi.gov.uk For current contact details, refer to:
f: 020 7509 6666 w: www.scotland.gov.uk t: 0845 217 7749
e: info@qcda.org.uk e: office@seec.org.uk
w: www.qcda.org.uk w: www.seec.org.uk
Scottish Qualifications Authority
Customer Contact Centre
Quality Assurance Agency for Higher The Optima Building TOEFL
Education 58 Robertson Street ETS Europe UK
Southgate House Glasgow G2 8DQ 707 High Road
Southgate Street London N12 0BT
Gloucester GL1 1UB t: 0845 279 1000
f: 0845 213 5000 t: 020 8446 9944
t: 01452 557000 e: customer@sqa.org.uk f: 08700 940 654
f: 01452 557070 w: www.sqa.org.uk w: www.uk.etseurope.org/
e: comms@qaa.ac.uk
w: www.qaa.ac.uk Ironmills Road Trident Trust
Dalkeith 190 High Holburn
183 St Vincent Street Midlothian EH22 1LE London WC1V 7BH
Glasgow G2 5QD t: 0845 034 5200
t: 0845 279 1000
t: 0141 572 3420 f: 0845 213 5000 w: www.trident-edexcel.co.uk
f: 0141 572 3421 e: customer@sqa.org.uk
e: comms@qaa.ac.uk w: www.sqa.org.uk Trinity College London
w: www.qaa.ac.uk 89 Albert Embankment
London SE1 7TP
t: 020 7820 6100
f: 020 7820 6161
e: info@trinitycollege.co.uk
w: www.trinitycollege.co.uk

154 UK QUALIFICATIONS
 Appendix A – Contact Details

UK Commission for Employment and Welsh Joint Education Committee Youth Link Scotland
Skills 245 Western Avenue Rosebery House
3 Callflex Business Park Cardiff CF5 2YX 9 Haymarket Terrace
Golden Smithies Lane Edinburgh EH12 5EZ
Wath-upon-Dearne t: 029 2026 5000
South Yorkshire S63 7ER e: info@wjec.co.uk t: 0131 313 2488
w: www.wjec.co.uk f: 0131 313 6800
e: info@youthlink.co.uk
t: 01709 774 800 w: www.youthlink.co.uk
f: 01709 774 801 Young Enterprise Scotland
e: info@ukces.org.uk Suite 222
w: www.ukces.org.uk Baltic Chambers
50 Wellington Street
Glasgow
Universities Scotland G2 6HJ
53 Hanover Street
Edinburgh EH2 2PJ t: 0141 5484 930
f: 0141 5484 940
t: 0131 226 1111 w: www.yes.org.uk
f: 0131 226 1100
e: info@universities-scotland.ac.uk
w: www.universities-scotland.ac.uk

UK QUALIFICATIONS 155
Appendix B – The UCAS Tariff

Admission to higher education courses is generally dependent
upon an individual’s achievement in level 3 qualifications, such as
GCE A levels. Did you know that there are currently over 3,000
level 3 qualifications available in the UK alone?
As if the number of qualifications available was not confusing
enough, different qualifications can have different grading
structures (alphabetical, numerical or a mixture of both). Finding
out what qualifications are needed for different higher education
courses can be very confusing.
The UCAS Tariff is the system for allocating points to
qualifications used for entry to HE. It allows students to use a
range of different qualifications to help secure a place on an
undergraduate course.
Universities and colleges use the UCAS Tariff to make
comparisons between applicants with different qualifications.
Tariff points are often used in entry requirements, although other
factors are often taken into account. Entry Profiles provide a fuller
picture of what admissions tutors are seeking.
The tables on the following pages show the qualifications covered
by the UCAS Tariff. There may have been changes to these tables
since this book was printed. You should visit www.ucas.com to
view the most up-to-date tables.
Extended Project points represented in the Tariff only count
when the qualification is taken outside of these Diplomas.
g Where the Tariff tables refer to specific awarding bodies, only
qualifications from these awarding bodies attract Tariff
points. Qualifications with a similar title, but from a different
qualification awarding body do not attract Tariff points.
How do Universities and colleges
use the tariff?
The Tariff provides a facility to help universities and colleges
when expressing entrance requirements and when making
conditional offers. Entry requirements and conditional offers
expressed as Tariff points will often require a minimum level of
achievement in a specified subject (for example ‘300 points to
include grade A at A level chemistry’, or ‘260 points including
SQA Higher grade B in mathematics’).
Use of the Tariff may also vary from department to department at
any one institution, and may in some cases be dependent on the
programme being offered.

Further Information?
Although Tariff points can be accumulated in a variety of ways,
not all of these will necessarily be acceptable for entry to a
particular HE course. The achievement of a points score therefore
does not give an automatic entitlement to entry, and many other
factors are taken into account in the admissions process.
The Course Search facility at www.ucas.com is the best source of
reference to find out what qualifications are acceptable for entry
to specific courses. Updates to
the Tariff, including details on how new qualifications are added,
can be found at www.ucas.com/students/ucas_tariff/.

How does the tariff work?

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

156 UK QUALIFICATIONS
 Appendix B – The UCAS Tariff

WHAT QUALIFICATIONS ARE INCLUDED IN THE TARIFF?

The following qualifications are included in the UCAS Tariff. See the number on the qualification title to find the relevant
section of the Tariff table.

1 AAT NVQ level 3 in Accounting

2 Advanced Diploma
3 Advanced Extension Awards
4 Advanced Placement Programme
5 Asset Languages Advanced Stage (from 2010 entry onwards)
6 British Horse Society Stage 3 Horse Knowledge & Care, Stage 3 Riding and Preliminary Teacher's Certificate
7 BTEC Early Years
8 BTEC National Award, National Certificate and National Diploma
9 CACHE Diploma in Child Care and Education
10 Cambridge Pre-U
11 Certificate of Personal Effectiveness (COPE)
12 Diploma in Fashion Retail
13 Diploma in Foundation Studies (Art & Design; Art, Design & Media)
14 EDI Level 3 Certificate in Accounting, Certificate in Accounting (IAS)
15 Extended Project
16 Free-standing Mathematics qualifications
17 GCE AS, AS Double Award, A level, A level Double Award and A level with additional AS
18 Higher Sports Leader Award
19 Institute of Financial Services, Certificate and Diploma in Financial Studies
20 International Baccalaureate Diploma
21 International Baccalaureate Certificate
22 iMedia Users (iMedia) Certificate and Diploma
23 IT for Professionals (iPRO) Certificate and Diploma
24 Irish Leaving Certificate - Higher and Ordinary levels
25 Key Skills at levels 2, 3 and 4
26 Music examinations at grades 6, 7 and 8
27 OCR National Certificate, National Diploma and National Extended Diploma
28 Progression Diploma (from 2010 entry onwards)
29 Scottish Higher and Advanced Higher, Skills for Work Higher, National Progression Awards, and Interdisciplinary Project
30 Speech and Drama examinations at grades 6, 7 and 8 Performance Studies
31 Welsh Baccalaureate Advanced Diploma

Updates on the Tariff, including details on the incorporation of any new qualifications, are posted on www.ucas.com.

UK QUALIFICATIONS 157
 Appendix B – The UCAS Tariff

UCAS TARIFF TABLES

1 2 3 4
AAT NVQ LEVEL 3 ADVANCED ADVANCED PLACEMENT
IN ACCOUNTING ADVANCED DIPLOMA EXTENSION AWARDS PROGRAMME (US & CANADA)
GRADE TARIFF POINTS Advanced Diploma = Progression GRADE TARIFF POINTS GRADE TARIFF POINTS
Diploma plus Additional &
PASS 160 DISTINCTION 40 Group A
Specialist Learning (ASL). Please
see the appropriate qualification to MERIT 20 5 120
calculate the ASL score. ASL has 4 90
Points for Advanced Extension
a maximum Tariff score of 140.
Awards are over and above those 3 60
Please see the Progression
gained form the A level grade
Diploma (Table 28) for Tariff scores Group B
5 50
4 35
3 20

5 6
BRITISH HORSE
ASSET LANGUAGES ADVANCED STAGE SOCIETY
GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS
Speaking Listening Stage 3 Horse Knowledge & Care
GRADE 12 28 GRADE 12 25 PASS 35
GRADE 11 20 GRADE 11 18 Stage 3 Riding
GRADE 10 12 GRADE 10 11 PASS 35
Reading Writing Preliminary Teacher’s Certificate
GRADE 12 25 GRADE 12 25 PASS 35
GRADE 11 18 GRADE 11 18 Awarded by Equestrian
GRADE 10 11 GRADE 10 11 Qualifications (GB) Ltd (EQL) on
behalf of British Horse Society
Points for Asset Languages come into effect for entry into higher
education from 2010 onwards

BTEC EARLY YEARS

GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS
Theory Practical
Diploma Certificate D 120
DDD 320 DD 200 M 80
DDM 280 DM 160 P 40
DMM 240 MM 120
MMM 220 MP 80
MMP 160 PP 40
MPP 120
PPP 80

BTEC NATIONALS
GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS
National Diploma National Certificate National Award
DDD 360 DD 240 D 120
DDM 320 DM 200 M 80
DMM 280 MM 160 P 40
MMM 240 MP 120
MMP 200 PP 80
MPP 160
PPP 120

158 UK QUALIFICATIONS
 Appendix B – The UCAS Tariff

UCAS TARIFF TABLES

CACHE DIPLOMA IN CHILD CARE & EDUCATION

AWARD
GRADE TARIFF POINTS
A 30
B 25
C 20
D 15
E 10
CERTIFICATE
GRADE TARIFF POINTS
A 110
B 90
C 70
D 55
E 35
DIPLOMA
GRADE TARIFF POINTS
A 360
B 300
C 240
D 180
E 120

10

CAMBRIDGE PRE-U
GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS
Principal Subject Global Perspectives and Research Short Course
D1 TBC D1 TBC D1 TBC
D2 145 D2 140 D2 TBC
D3 130 D3 126 D3 60
M1 115 M1 112 M1 53
M2 101 M2 98 M2 46
M3 87 M3 84 M3 39
P1 73 P1 70 P1 32
P2 59 P2 56 P2 26
P3 46 P3 42 P3 20
Points for PRE-U come into effect for entry into higher education from 2010 onwards

11 12 13
CERTIFICATE OF PERSONAL DIPLOMA IN FOUNDATION
EFFECTIVENESS (COPE) DIPLOMA IN FASHION RETAIL STUDIES (ART & DESIGN, AND
ART, DESIGN & MEDIA)
GRADE TARIFF POINTS GRADE TARIFF POINTS
GRADE TARIFF POINTS
PASS 70 DISTINCTION 160
DISTINCTION 285
Points are awarded for MERIT 120
the Certificate of Personal MERIT 225
PASS 80
Effectiveness (COPE) awarded PASS 165
by ASDAN and CCEA Awarded by ABC Awards
Points are awarded for Edexcel
Level 3 BTEC Diploma in
Foundation Studies (Art & Design)
and Level 3 Diploma in Foundation
Studies (Art, Design & Media)
awarded by ABC Awards and
WJEC

14 15 16
EDI LEVEL 3 CERTIFICATE IN EXTENDED PROJECT FREE-STANDING
ACCOUNTING AND CERTIFICATE (STAND ALONE) MATHEMATICS
IN ACCOUNTING (IAS)
GRADE TARIFF POINTS GRADE TARIFF POINTS
GRADE TARIFF POINTS
A* 70 A 20
DISTINCTION 120
A 60 B 17
MERIT 90
B 50 C 13
PASS 70
C 40 D 10
D 30 E 7
E 20 Covers free-standing Mathematics
- Additional Maths, Using and
Points for the Extended Project
Applying Statistics, Working with
cannot be counted if taken as part
Algebraic and Graphical
of Progression/Advanced Diploma
Techniques, Modelling with
Calculus

UK QUALIFICATIONS 159
 Appendix B – The UCAS Tariff

UCAS TARIFF TABLES

17

GCE

TARIFF TARIFF TARIFF TARIFF TARIFF

GRADE GRADE GRADE GRADE GRADE
POINTS POINTS POINTS POINTS POINTS

A level with additional AS

GCE Double Award (9 units) GCE A level GCE AS GCE AS Double Award
A*A* 280 A*A 200 A* 140 A 60 AA 120
A*A 260 AA 180 A 120 B 50 AB 110
AA 240 AB 170 B 100 C 40 BB 100
AB 220 BB 150 C 80 D 30 BC 90
BB 200 BC 140 D 60 E 20 CC 80
BC 180 CC 120 E 40 CD 70
CC 160 CD 110 DD 60
CD 140 DD 90 DE 50
DD 120 DE 80 EE 40
DE 100 EE 60
EE 80

18 19
HIGHER SPORTS LEADER
AWARD INSTITUTE OF FINANCIAL SERVICES
GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS
PASS 30 Certificate in Financial Studies Diploma in Financial Studies
(CeFS) (DipFS)
A 60 A 60
B 50 B 50
C 40 C 40
D 30 D 30
E 20 E 20
Completion of both qualifications will result in a maximum of 120 UCAS
Tariff points

20
INTERNATIONAL BACCALAUREATE (IB) DIPLOMA
INTERNATIONAL BACCALAUREATE (IB) DIPLOMA (REVISED FOR 2010 ENTRY ONWARDS)
GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS
45 768 34 512 45 720 34 479
44 744 33 489 44 698 33 457
43 722 32 466 43 676 32 435
42 698 31 422 42 654 31 413
41 675 30 419 41 632 30 392
40 652 29 396 40 611 29 370
39 628 28 373 39 589 28 348
38 605 27 350 38 567 27 326
37 582 26 326 37 545 26 304
36 559 25 303 36 523 25 282
35 535 24 280 35 501 24 260

160 UK QUALIFICATIONS
 Appendix B – The UCAS Tariff

UCAS TARIFF TABLES

21 22
iMEDIA USERS
INTERNATIONAL BACCALAUREATE (IB) CERTIFICATE (iMEDIA)
GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS
Higher Level Standard Level Core DIPLOMA 66
7 130 7 70 3 120 CERTIFICATE 40
6 110 6 59 2 80 Awarded by OCR
5 80 5 43 1 40
4 50 4 27 0 10
3 20 3 11
Points for the IB Certificate come into effect for entry into higher education from 2010 onwards

23 24 25
IT PROFESSIONALS
(iPRO) IRISH LEAVING CERTIFICATE KEY SKILLS
GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS
DIPLOMA 100 Higher Ordinary LEVEL 4 30
CERTIFICATE 80 A1 90 A1 39 LEVEL 3 20
Awarded by OCR A2 77 A2 26 LEVEL 2 10
B1 71 B1 20
B2 64 B2 14
B3 58 B3 7
C1 52
C2 45
C3 39
D1 33
D2 26
D3 20

26

MUSIC EXAMINATIONS
GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS
Practical
Grade 8 Grade 7 Grade 6
DISTINCTION 75 DISTINCTION 60 DISTINCTION 45
MERIT 70 MERIT 55 MERIT 40
PASS 55 PASS 40 PASS 25
Theory
Grade 8 Grade 7 Grade 6
DISTINCTION 30 DISTINCTION 20 DISTINCTION 15
MERIT 25 MERIT 15 MERIT 10
PASS 20 PASS 10 PASS 5
Points shown are for the ABRSM, Guildhall, LCMM, Rockschool and Trinity College London Advanced level
music examinations

UK QUALIFICATIONS 161
 Appendix B – The UCAS Tariff

UCAS TARIFF TABLES

27 28

OCR NATIONALS PROGRESSION DIPLOMA

GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS
National Extended Diploma National Diploma National Certificate A* 350
D1 360 D 240 D 120 A 300
D2/M1 320 M1 200 M 80 B 250
M2 280 M2/P1 160 P 40 C 200
M3 240 P2 120 D 150
P1 200 P3 80 E 100
P2 160
Points for the Progression Diploma
P3 120 come into effect for entry to higher
education from 2010 onwards.
Advanced Diploma = Progression
Diploma plus Additional &
Specialist Learning (ASL). Please
see the appropriate qualification to
calculate the ASL score.

29
SCOTTISH QUALIFICATIONS
SCOTTISH QUALIFICATIONS (REVISED FOR 2010 ENTRY ONWARDS)
GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS
Advanced Higher Higher Advanced Higher Higher
A 120 A 72 A 130 A 80
B 100 B 60 B 110 B 65
C 80 C 48 C 90 C 50
D 72 D 42 D 72 D 36
Ungraded Higher NPA PC Passport
PASS 45 PASS 45
SCOTTISH INTERDISCIPLINARY PROJECT
GRADE TARIFF POINTS
A 65
B 55
C 45

30

SPEECH & DRAMA EXAMINATIONS

GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS GRADE TARIFF POINTS
PCertLAM** Grade 8 Grade 7 Grade 6
DISTINCTION 90 DISTINCTION 65 DISTINCTION 55 DISTINCTION 40
MERIT 80 MERIT 60 MERIT 50 MERIT 35
PASS 60 PASS 45 PASS 35 PASS 20
Points shown are for ESB, LAMDA, LCMM and Trinity Guildhall Advanced level speech and drama examinations accredited in the National
Qualifications Framework. A full list of the subjects covered is available on the UCAS website.

31
WELSH BACCALAUREATE
CORE
GRADE TARIFF POINTS
PASS 120
These points are for the Core and
are awarded only when a
candidate achieves the Welsh
Baccalaureate Advanced Diploma

162 UK QUALIFICATIONS
Appendix C – GCSE Subject Availability

Details about individual specifications are available from the relevant awarding bodies.
Title Awarding Body
Additional Applied Science AQA OCR WJEC
Additional Mathematics (Pilot) AQA OCR WJEC
Additional Science AQA Edexcel WJEC
Additional Science A OCR
Additional Science B OCR
Ancient History OCR
Ancient History (Short Course) OCR
Applied Art and Design (Double) AQA CCEA Edexcel OCR WJEC
Applied Business CCEA Edexcel WJEC
Applied Business (Double) AQA Edexcel OCR WJEC
Applied Business A (Double) CCEA
Applied Business B (Double) CCEA
Applied French – Oral Communication (Short Course) Edexcel
Applied French – Written Communication (Short Course) Edexcel
Applied French (Single) Edexcel
Applied ICT (Double) AQA Edexcel OCR WJEC
Applied ICT A (Double) CCEA
Applied ICT B (Double) CCEA
Applied Media (Single) (Pilot) AQA
Applied Media (Double) (Pilot) AQA
Applied Performing Arts (Double) (Pilot) AQA
Applied Performing Arts (Single) (Pilot) AQA
Applied Physical Education (Double) (Pilot) AQA
Applied Physical Education (Single) (Pilot) AQA
Applied Science (Double) AQA CCEA OCR WJEC
Arabic Edexcel
Arabic: Spoken Language (Short Course) Edexcel
Arabic: Written Language (Short Course) Edexcel
Art and Design AQA CCEA Edexcel OCR WJEC
Art and Design (Short Course) AQA Edexcel OCR
Art and Design: Critical and Contextual Studies WJEC
Art and Design: Fine Art AQA Edexcel OCR WJEC
Art and Design: Fine Art (Short Course) Edexcel OCR
Art and Design: Graphic Design AQA Edexcel OCR WJEC
Art and Design: Graphic Design (Short Course) Edexcel OCR
Art and Design: Photography AQA Edexcel OCR WJEC
Art and Design: Photography (Short Course) Edexcel OCR
Art and Design: Textiles AQA Edexcel OCR WJEC
Art and Design: Textiles (Short Course) Edexcel OCR
Art and Design: 3-Dimensional Design AQA Edexcel OCR WJEC
Art and Design: 3-Dimensional Design (Short Course) Edexcel OCR
Astronomy Edexcel
Bengali AQA
Bengali; Spoken Language (Short Course) AQA
Bengali: Written Language (Short Course) AQA
Biblical Hebrew OCR
Biology AQA CCEA Edexcel WJEC
Biology A OCR
Biology B OCR
Biology (Modular) Edexcel
Business (Pilot) Edexcel
Business & Communication Systems AQA CCEA Edexcel OCR
Business Communications Edexcel
Business Studies AQA CCEA Edexcel OCR WJEC
Business Studies (Short Course) AQA Edexcel OCR
Business Studies (Pilot) (Short Course) Edexcel
Business Studies A AQA CCEA OCR
Business Studies B AQA CCEA OCR
Business Studies B (Short Course) AQA
Business Studies & Economics Edexcel
Catering WJEC
Chemistry AQA CCEA Edexcel WJEC
Chemistry A OCR
Chemistry B OCR
Chemistry (Modular) Edexcel
Chinese Edexcel

UK QUALIFICATIONS 163
Appendix C – GCSE Subject Availability

Title Awarding Body

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

164 UK QUALIFICATIONS
 Appendix C – GCSE Subject Availability

Title Awarding Body

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

UK QUALIFICATIONS 165
Appendix C – GCSE Subject Availability

Title Awarding Body

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

166 UK QUALIFICATIONS
 Appendix C – GCSE Subject Availability

Title Awarding Body

Sociology AQA OCR WJEC
Sociology (Short Course) AQA WJEC
Spanish AQA CCEA Edexcel OCR WJEC
Spanish A AQA
Spanish B AQA
Spanish (Short Course) AQA CCEA
Spanish A (Short Course) AQA
Spanish: Spoken Language (Short Course) AQA CCEA Edexcel OCR
Spanish: Written Language (Short Course) AQA CCEA Edexcel OCR
Statistics AQA Edexcel
Technology & Design CCEA
Turkish OCR
Turkish: Spoken Language (Short Course) OCR
Turkish: Written Language (Short Course) OCR
Urdu AQA Edexcel
Urdu: Spoken Language (Short Course) AQA Edexcel
Urdu: Written Language (Short Course) AQA Edexcel
Use of Mathematics (Pilot) AQA
Welsh WJEC
Welsh Literature WJEC
Welsh Second Language WJEC
Welsh First Language WJEC
Welsh Second Language (Short Course) WJEC

UK QUALIFICATIONS 167
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

168 UK QUALIFICATIONS
 Appendix D – Discontinued GCSE Subjects (Last Examinations 2002)

Qualification Title Notes Awarding Body

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

Qualification Title Notes Awarding Body
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

Qualification Title Notes Awarding Body
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

UK QUALIFICATIONS 169
Appendix D – Discontinued GCSE Subjects (Last Examinations 2002)

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

170 UK QUALIFICATIONS
Appendix E – GCE Advanced Subsidiary/Advanced subject availability
(firtst teaching September 2008, except for applied subjects, which were first taught in September 2005)

No of Units
Subject Awarding Body DbleAwd 9-Unit DbleAwd
AS A Level
AS Award A Level
Accounting AQA 2 4
OCR 2 4
Applied Art and Design AQA 3 6 6 9 12
Edexcel 3 6 6 9 12
OCR 3 6 6 12
Applied Business AQA 3 6 6 9 12
Edexcel 3 6 6 9 12
OCR 3 6 6 12
WJEC 2 4 4 8
Applied Information and Communication Technology AQA 3 6 6 9 12
Edexcel 3 6 6 9 12
OCR 3 6 6 12
WJEC 2 4 4 8
Applied Science AQA 3 6 6 9 12
OCR 3 6 6 12
WJEC 3 6
Applied Welsh Second Language WJEC 3 6
Arabic Edexcel 1 2
Archaeology AQA 2 4
Art and Design AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Art and Design (Art, Craft and Design) AQA 2 4
Edexcel 2 4
WJEC 2 4
Art and Design (Critical and Contextual Studies) Edexcel 2 4
OCR 2 4
WJEC 2 4
Art and Design (Fine Art) AQA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Art and Design (Graphic Communication) AQA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Art and Design (Photography: Lens-based and Light- AQA 2 4
based Media)
Edexcel 2 4
OCR 2 4
WJEC 2 4
Art and Design (Textile Design) AQA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Art and Design (Three-Dimensional Design) AQA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Bengali AQA 1 2
Biblical Hebrew OCR 1 2
Biology AQA 3 6
CCEA 3 6
Edexcel 3 6

UK QUALIFICATIONS 171
Appendix E – GCE Advanced Subsidiary/Advanced subject availability

No of Units
Subject Awarding Body DbleAwd 9-Unit DbleAwd
AS A Level
AS Award A Level
Biology (continued) OCR 3 6
WJEC 3 6
Biology B AQA 3 6
Biology (Human) AQA 3 6
OCR 3 6
WJEC 3 6
Biology (Salters Nuffield) Edexcel 3 6
Biology and Biology (Human) Edexcel 3 6
Biology and Human Biology A AQA 3 6
Business Studies AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Chemistry AQA 3 6
CCEA 3 6
Edexcel 3 6
WJEC 3 6
Chemistry A OCR 3 6
Chemistry B (Salters) OCR 3 6
Chinese Edexcel 1 3
Citizenship Studies AQA 2 4
Classics OCR 2 4
Classics (Ancient History) OCR 2 4
Classical Civilisation AQA 2 4
OCR 2 4
Classics (Classical Greek) OCR 2 4
Classics (Latin) OCR 2 4
Communication and Culture AQA 2 4
Computing AQA 3 4
OCR 2 4
WJEC 2 4
Critical Thinking AQA 2 4
OCR 2 4
Dance AQA 2 4
Design and Technology: Food Technology AQA 2 4
Edexcel 2 4
WJEC 2 4
Design and Technology: Product Design (3D Design) AQA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Design and Technology: Product Design (Textiles) AQA 2 4
Edexcel 2 4
Design and Technology: Systems and Control AQA 2 4
Technology WJEC 2 4
Drama and Theatre Studies AQA 2 4
Edexcel 2 4
WJEC 2 4
Dutch OCR 1 2
Economics AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Economics & Business Edexcel 2 4
Electronics AQA 3 6
OCR 3 6

172 UK QUALIFICATIONS
 Appendix E – GCE Advanced Subsidiary/Advanced subject availability

No of Units
Subject Awarding Body DbleAwd 9-Unit DbleAwd
AS A Level
AS Award A Level
Engineering Edexcel 3 6
English Language Edexcel 2 4
OCR 2 4
WJEC 2 4
English Language A AQA 2 4
English Language B AQA 2 4
English Language and Literature Edexcel 2 4
OCR 2 4
WJEC 2 4
English Language and Literature A AQA 2 4
English Language and Literature B AQA 2 4
English Literature CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
English Literature A AQA 2 4
English Literature B AQA 2 4
Environmental Studies AQA 2 4
Film Studies WJEC 2 4
French AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
General Studies Edexcel 2 4
OCR 2 4
General Studies A AQA 2 4
General Studies B AQA 2 4
Geography AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Geology OCR 3 6
WJEC 3 6
German AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Government and Politics AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
Health and Social Care AQA 3 6 6 9 12
Edexcel 3 6 6 9 12
OCR 3 6 6 12
WJEC 3 6 6 12
History AQA 2 4
CCEA 2 4
Edexcel 2 4
WJEC 2 4
History A OCR 2 4
History B OCR 2 4
History of Art AQA 2 4
CCEA 2 4
Home Economics CCEA 2 4
OCR 2 4

UK QUALIFICATIONS 173
Appendix E – GCE Advanced Subsidiary/Advanced subject availability

No of Units
Subject Awarding Body DbleAwd 9-Unit DbleAwd
AS A Level
AS Award A Level
Information and Communication Technology AQA 2 4
CCEA 2 4
OCR 2 4
WJEC 2 4
Irish CCEA 2 4
Italian Edexcel 2 4
Japanese Edexcel 1 2
Law AQA 2 4
OCR 2 4
WJEC 2 4
Leisure Studies AQA 3 6 6 9 12
Edexcel 3 6
OCR 3 6
Mathematics AQA 3 6
CCEA 3 6
Edexcel 3 6
OCR 3 6
WJEC 3 6
Mathematics (MEI) OCR 3 6
Further Mathematics AQA 3 6
CCEA 3 6
Edexcel 3 6
OCR 3 6
WJEC 3 6
Further Mathematics (MEI) OCR 3 6
Pure Mathematics AQA 3 6
CCEA 3 6
Edexcel 3 6
OCR 3 6
WJEC 3 6
Pure Mathematics (MEI) OCR 3 6
Use of Mathematics AQA 3 6
Media: Communication and Production Edexcel 3 6
Media Studies AQA 2 4
OCR 2 4
WJEC 2 4
Modern Greek Edexcel 1 2
Modern Hebrew AQA 1 2
Moving Image Arts CCEA 2 4
Music AQA 3 6
CCEA 2 4
Edexcel 3 6
OCR 3 6
WJEC 3 6
Music Technology Edexcel 2 4
Panjabi AQA 1 2
Performance Studies OCR 2 4
Performing Arts Edexcel 3 6
OCR 3 6
Persian OCR 1 2
Philosophy AQA 2 4
Physical Education AQA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Physics CCEA 3 6
Edexcel 3 6
WJEC 3 6

174 UK QUALIFICATIONS
 Appendix E – GCE Advanced Subsidiary/Advanced subject availability

No of Units
Subject Awarding Body DbleAwd 9-Unit DbleAwd
AS A Level
AS Award A Level
Physics A AQA 3 6
OCR 3 6
Physics B AQA 3 6
OCR 3 6
Portuguese OCR 1 2
Polish AQA 1 2
Psychology Edexcel 2 4
OCR 2 4
WJEC 2 4
Psychology A AQA 2 4
Psychology B AQA 2 4
Religious Studies AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Russian Edexcel 2 4
Science OCR 3 6
Science in Society AQA 2 4
Sociology AQA 2 4
OCR 2 4
WJEC 2 4
Spanish AQA 2 4
CCEA 2 4
Edexcel 2 4
OCR 2 4
WJEC 2 4
Technology and Design CCEA 2 4
Travel and Tourism AQA 3 6 6 9 12
Edexcel 3 6 6 9 12
OCR 3 6 6 12
WJEC 2 4 4 8
Turkish OCR 1 2
Urdu Edexcel 2 4
Welsh First Language WJEC 3 6
Welsh Second Language WJEC 3 6
World Development WJEC 2 4

UK QUALIFICATIONS 175
Appendix F – Advanced Extension Award Subject Availability

The following is a list of the Advanced Extension Awards available for 2009 entry to HE. A single awarding body will offer the relevant
examination on behalf of all the awarding bodies. Candidates do not have to enter for the corresponding A level with that awarding body.
Subject Awarding Body
Biology and Biology (Human) AQA
Business OCR
Chemistry AQA
Critical Thinking OCR
Economics AQA
English OCR
French OCR
Geography WJEC
German CCEA
History Edexcel
Irish CCEA
Latin OCR
Mathematics Edexcel
Physics CCEA
Psychology AQA
Religious Studies Edexcel
Spanish Edexcel
Welsh WJEC
Welsh Second Language WJEC

176 UK QUALIFICATIONS
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

UK QUALIFICATIONS 177
Appendix H – Additional Admissions Tests

Additional Admissions Tests THE NATIONAL ADMISSIONS TEST FOR LAW (LNAT)
Used for entry to Law for the following Universities:
currently in use for progression University of Birmingham, University of Bristol, University of
Cambridge, Durham University, University of Exeter, University of
to HE in the United Kingdom Glasgow, King’s College, London, University of Nottingham,
BIOMEDICAL ADMISSIONS TEST (BMAT) University of Oxford, University College, London
Used for entry to Medicine and Veterinary School Entry method: registration and test booking via LNAT website
Entry method: via Cambridge Assessment www.lnat.ac.uk
Entry deadline: 30 September 2009 Registration for test starts: August 2009
Test date: 4 November 2009 Test starts: September 2009
Duration of test: 2 hours Entry deadlines: Oxford University and the University of
Further information: www.bmat.org.uk Cambridge – October 2009; on-time applications to other LNAT
universities – January 2010; late applications to other LNAT
GRADUATE MEDICAL SCHOOL ADMISSIONS TEST universities – June 2010
(GAMSAT)
Test date: Oxford and Cambridge applicants – November 2009;
Used for graduate entry to Medicine other on-time applicants – January 2010; other late applicants –
Entry method: online via www.gamsatuk.org June 2010
Entry deadline: 14 August 2009 Duration of test: 2 hours
Test date: 18 September 2009 Further information: www.lnat.ac.uk
Duration of test: 51/2 hours
Results available: approximately 6-7 weeks after test date SIXTH TERM EXAMINATION PAPERS (STEP)
Further information: www.gamsatuk.org Used for entry to Mathematics at the University of Cambridge
Entry method: via applicant’s school or college, in the same way
HEALTH PROFESSIONS ADMISSION TEST (HPAT) as GCE A Levels
Used for entry into Health Professions courses at the University Entry deadline: N/A
of Ulster Test date: the dates of STEP papers are immediately after those
Entry method: online via HPAT website www.hpat.org.uk/ for GCE A Level examinations
Entry deadline: January 2010 Duration of test: 3 hours
Test date: February 2010 Further information:
Duration of test: 3 hours www.maths.cam.ac.uk/undergrad/admissions/step/
Further information: www.hpat.org.uk/
THINKING SKILLS ASSESSMENT (TSA)
HISTORY APTITUDE TEST (HAT) Used for entry mainly to Computer Science, Natural Sciences,
Used for entry into all courses that include History at Oxford Engineering and Economics at the University of Cambridge
University Entry method: the University of Cambridge will inform applicants
Entry method: automatic when UCAS application arrives at Oxford of all admission requirements
Entry deadline: N/A Entry deadline: N/A
Test date: 4 November 2009 Test date: at interview
Duration of test: Approximately 2 hours Duration of test: 90 minutes
Further information: http://www.history.ox.ac.uk/prosundergrad/ Further information: http://tsa.ucles.org.uk/index.html
applying/hat_introduction.html UK CLINICAL APTITUDE TEST (UKCAT)
MODERN AND MEDIEVAL LANGUAGES TEST (MML) Used for entry to Medical and Dental Schools
Used for entry to Modern and Medieval Languages at the Entry method: via UKCAT website
University of Cambridge Entry deadline: 25 September 2009
Entry method: colleges will inform applicants of admission Test dates: 7 July 2009 – 9 October 2009
requirements Duration of test: 2 hours
Entry deadline: N/A Further information: www.ukcat.ac.uk
Test date: at interview
Duration of test: 45 minutes
Further information: www.mml.cam.ac.uk and
www.cam.ac.uk/admissions/undergraduate/courses/mml/tests.html

178 UK QUALIFICATIONS
Appendix I – English Language Proficiency
In the case of a candidate whose mother tongue is other than
English, the following may be acceptable as evidence of
proficiency in English.
ANGLIA EXAMINATION SYNDICATE
g Proficiency – Pass or better
BRITISH INSTITUTES CERTIFICATES
Contact the university or college direct.
CAMBRIDGE ENGLISH FOR SPEAKERS OF OTHER
LANGUAGES (ESOL)
g First Certificate in English – National Qualifications
Framework (NQF) level 1
g Certificate in Advanced English – NQF level 2
g Certificate in Proficiency in English – NQF level 3
g Business English Certificate Vantage – NQF level 1
g Business English Certificate Higher – NQF level 2
g Skills for Life (NQF Levels 1 and 2) – A three-mode
qualification covering Writing, Reading, and Speaking and
Listening, based on the ESOL Core Curriculum and the Adult
Literacy Standards. There is one passing grade: Pass.
UNIVERSITY OF CAMBRIDGE INTERNATIONAL
EXAMINATIONS (CIE)
g GCE O Level English Language (Syllabus numbers 1119,
1120, 1123, 1124, 1125, 1126) – Grade C or better
g IGCSE English as a Second Language (Syllabus number
0510) – Grade C or better
g IGCSE First Language English (Syllabus number 0500) –
Grade C or better.
UNIVERSITY OF CENTRAL LANCASHIRE ENGLISH
LANGUAGE EXAMINATIONS
Examinations have reading, writing, listening, speaking and use of
English components graded separately from the overall grade on
the transcript. Each examination is graded pass, merit or
distinction.
g Certificate in English (Council of Europe Level B2) Level 2 -
Independent User- pass or above sufficient for some
undergraduate programmes
g Certificate in English (Council of Europe Level B1) Level 2 -
Independent User
CERTIFICATE IN ESOL SKILLS FOR LIFE
Offered by Cambridge ESOL, City and Guilds, Edexcel, Education
Development International plc, English Speaking Board, National
Open College Network, Open College of the North West and
Trinity College London. The Levels are set to equivalent NQF
Levels.
CITY AND GUILDS
g English for Business Communication– level 2 First Class
Pass, or level 3 Pass for more linguistically exacting courses
g International ESOL and International Spoken ESOL – Expert
Level (NQF level 2).
EDEXCEL
g International GCE O level English Language – Grade C
or better
g IGCSE English as a Second Language – Grade C or better
g IGCSE English Language – Grade C or better
g GCSE English Language – Grade C or better.
EDUCATION DEVELOPMENT INTERNATIONAL (EDI)
CERTIFICATES IN ENGLISH LANGUAGE SKILLS (ESOL)
g EDI Entry Level Certificate in ESOL International (Entry 1)
g EDI Entry Level Certificate in ESOL International (Entry 2)
g EDI Entry Level Certificate in ESOL International (Entry 3)
g EDI Level 1 Certificate in ESOL International
g EDI Level 2 Certificate in ESOL International
ENGLISH SPEAKING BOARD
g English as an Acquired Language (EAL/ESOL) Spoken
Communication and Presentation – Level 3 (NQF level 3) –
Level 2 (Step 1) and Level 2 (Step 2) (NQF level 2)
g Schools EAL– Advanced 1 and Advanced 2 (NQF level 2).
HONG KONG EXAMINATIONS AND ASSESSMENT
AUTHORITY
g Hong Kong Advanced Level Examination: Use of English –
Grade E or better
g Hong Kong Advanced Supplementary Level Examination: Use
of English – Grade E or better
g Hong Kong Certificate of Education (HKCEE) prior to 2007:
English Language (Syllabus B) – Grade C or better. 2007
onwards: English Language Level 3 or better.
INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM
(IELTS)
Regulated by Cambridge ESOL, the British Council and the
International Development Program Education Australia. Most UK
HEIs require an overall score of 5.0-7.5 depending on the content
of the course. The test report form is recommended as valid for
two years, and candidates receive a band score for each of the
following skill areas: reading, writing, listening and speaking.
Applicants should offer academic rather than general training
reading and writing modules.
INSTITUTE OF LINGUISTS
g Diploma in English for International Communication tests
English language skills at degree-equivalent level. Last
awarded 2004.
LONDON CHAMBER OF COMMERCE AND INDUSTRY
INTERNATIONAL QUALIFICATIONS
g English for Business (EFB) – Pass at level 3
g English for Commerce (EFC) – Pass at level 3
g Spoken English for Industry and Commerce (SEFIC) –
Pass at level 3
g English Language Skills Assessment (ELSA) Reading &
Listening Test – Score of 383/500.
MALAYSIAN UNIVERSITY ENGLISH TEST (MUET)
For further information, please contact:
Malaysian Examinations Council
Bangunan MPM, Persiaran 1
Bandar Baru Selayang, 68100 Batu Caves,
Selangor Darul Ehsan, Malaysia
t: +60 (0)3 6136 9663 f: +60 (0)3 6136 1488
e: ppa@mpm.edu.my w: www.mpm.edu.my
MICHIGAN ENGLISH LANGUAGE ASSESSMENT BATTERY
(MELAB)
A score of 80 or above for admission to higher education in the
UK, and 90 or above should be required for programmes with
high literary content.
OCNW
OCNW ESOL International Level 3 (QCF Level 3, CEFR Level C2)
OCNW ESOL International Level 2 (QCF Level 2, CEFR Level C1)
THE PASSWORD TEST
Password is the new online English language test designed for
students joining English for Academic Purposes, international
foundation, long pre-sessional, pre-Masters and other pathway
programmes before enrolling onto a university course. The test
UK QUALIFICATIONS 179
Appendix I – English Language Proficiency
discriminates effectively between CEFR levels A2 to B2 and is
BALEAP accredited. Password takes one hour to complete, is
securely delivered online, and gives instantaneous test results.
Further information, including the location of Password Test
Centres is available at: www.englishlanguagetesting.co.uk
PEARSON LANGUAGE TESTS
London Tests of English: consisting of two parts: a written
paper and an oral exam. The written paper tests listening,
reading, comprehension and writing skills. Both parts are
externally assessed. Universities and colleges may accept Level 3
(Council of Europe Level B2), Level 4 (Council of Europe Level C1)
or Level 5 (Council of Europe Level C2) for entry at an
undergraduate or postgraduate level.
Pearson Test of English (PTE) Academic (available October
2009): A computer-based test assessing international academic
English language proficiency. Candidates receive an overall score
and sub scores for reading, writing, speaking, and listening.
Additional scores are provided for enabling skills: grammar, oral
fluency, pronounciation, spelling, vocabulary, and written
discourse. Most institutions will require a PTE Academic score in
the range of 50-64. Some institutions may list a higher or lower
score depending on the course.
TRINITY COLLEGE LONDON
Graded examinations in ESOL:
g Grades 7, 8 and 9 as evidence of spoken English ability
(NQF level 1);
g Grades 10 and 11 as evidence of spoken English ability
(NQF level 2);
g Grade 12 as evidence of spoken English ability (NQF level 3).
Integrated Skills in English (ISE):
g ISE II as evidence of all skills in English (NQF level 1);
g ISE III as evidence of all skills in English (NQF level 2).
180 UK QUALIFICATIONS
TEST OF ENGLISH AS A FOREIGN LANGUAGE (TOEFL)
In the paper-based test, a score of 550 or above (600 or above
is recommended for degrees with a literary content). Comparable
scores for the computer-based test are 213 or above, and 250
and above. Comparable scores for the internet-based test are
79 or above, and 100 and above.
UNIVERSITY OF READING
g Test in English for Educational Purposes (TEEP) – Reading,
Listening and Writing reported on the performance
certificate, both as independent scores and as an overall
composite score. An additional Language Knowledge paper
is taken into account when estimating the overall composite
score for Band Scores 5.0-6.5. Scores above and below this
range are not affected.
WARWICK ENGLISH LANGUAGE TEST
A test of language proficiency consisting of three papers, which
together predict candidate's language ability at either a pre-
university (foundation) or university (undergraduate and graduate)
level. The skills tested are English grammar and usage, writing
and reading. There is no speaking or listening test. Grades are
reported on a formal certificate with information on the reverse
about level of achievement.
Further information is available from: The WELT Administrator,
CELTE, University of Warwick, Coventry, CV47AL
Appendix J – National Courses available in Scotland
(Intermediate to Advanced Higher Level)
This is a list of current National Courses available. It does not include courses which have been, or are in the process of being, removed.
For more information on National Courses, see www.sqa.org.uk
Title Intermediate 1 Intermediate 2 Higher Advanced Higher
Accounting 4 4 4 4
Administration 4 4 4 4
Amenity Horticulture 8 4 8 8
Applied Mathematics: Mechanics 8 8 8 4
Applied Mathematics: Statistics 8 8 8 4
Applied Practical Electronics 4 8 8 8
Architectural Technology 8 8 4 8
Art and Design 4 4 4 8
Art and Design: Design 8 8 8 4
Art and Design: Expressive 8 8 8 4
Automotive Engineering 8 4 8 8
Beauty 8 8 4 8
Biology 4 4 4 4
Biotechnology 8 4 4 8
Building Construction 8 8 4 8
Business Management 4 4 4 4
Cantonese 4 4 4 4
Care 4 4 4 8
Care Issues for Society: Child Care 8 4 8 8
Care Issues for Society: Older People 8 4 8 8
Care Practice 8 8 4 8
Chemistry 4 4 4 4
Classical Greek 4 4 4 4
Classical Studies 4 4 4 4
Computing 8 4 4 4
Computing Studies 4 8 8 8
Construction Crafts 4 4 8 8
Creative Cake Production 8 4 8 8
Dance Practice 8 8 4 8
Design 8 4 8 8
Drama 4 4 4 4
Early Education and Childcare 4 4 4 8
Economics 4 4 4 4
Electrical Installations Fundamentals 8 4 8 8
Electronic and Electrical Fundamentals 8 4 8 8
Engineering Craft Skills 4 4 8 8
Engineering Skills 4 4 8 8
English 4 4 4 4
English for Speakers of Other Languages (ESOL) 8 4 4 8
Fabrication and Welding Engineering 8 8 4 8
Financial Services 8 4 8 8
Fitness and Exercise 8 4 4 8
French 4 4 4 4
Gaelic (Learners) 4 4 4 4
Gàidhlig 4 4 4 4
Geography 4 4 4 4
Geology 4 4 4 8
German 4 4 4 4
Graphic Communication 4 4 4 4
Hairdressing 4 4 8 8
Health and Safety in Care Settings 8 4 8 8
Health and Social Care 8 8 4 8
Health Sector 4 8 8 8
History 4 4 4 4
Home Economics – Fashion and Textile Technology 4 4 4 8
Home Economics – Health and Food Technology 4 4 4 4
Home Economics – Lifestyle and Consumer Technology 4 4 4 8
Hospitality 4 4 8 8
Hospitality – General Operations 8 4 8 8
Hospitality – Practical Cookery 4 4 8 8
Hospitality – Professional Cookery 8 4 4 8
Human Biology 8 8 4 8
Information Systems 8 4 4 4
Italian 4 4 4 4
Latin 4 4 4 4

UK QUALIFICATIONS 181
Appendix L – National Courses available in Scotland (Intermediate to Advanced Higher Level)

Title Intermediate 1 Intermediate 2 Higher Advanced Higher

Leading Sports Activities 8 4 8 8
Managing Environmental Resources 4 4 4 8

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

Accounting and Finance English Modern Studies

Administration English – Spoken Music
Art and Design French Physical Education
Biology Gaelic (Learners) Physics
Business Management Gàidhlig Religious Studies
Chemistry Geography Russian
Classical Greek German Science
Classical Studies Graphic Communication Social and Vocational Skills
Computing Studies History Spanish
Contemporary Social Studies Home Economics Technological Studies
Craft and Design Italian Urdu
Drama Latin
Economics Mathematics

182 UK QUALIFICATIONS
Appendix K – National Qualification Group Awards (Scotland)

NATIONAL QUALIFICATIONS GROUP AWARDS (SCOTLAND) AVAILABLE TO CENTRES NOW:

Title Type of NQGA Level

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

UK QUALIFICATIONS 183
Appendix M – National Qualification Group Awards (NQGSs) available to centres now

Title Type of NQGA Level

Sports Coaching: Volleyball National Progression Award 4
Sports Coaching: Tennis National Progression Award 5
Sports Coaching: Angling National Progression Award 5
Sports Coaching: Badminton National Progression Award 5
Sports Coaching: Cricket National Progression Award 5
Sports Coaching: Curling National Progression Award 5
Sports Coaching: Athletics National Progression Award 5
Sports Coaching: Basketball National Progression Award 5
Sports Coaching: Canoeing National Progression Award 5
Sports Coaching: Football National Progression Award 5
Sports Coaching: Gymnastics National Progression Award 5
Sports Coaching: Golf National Progression Award 5
Sports Coaching: Hockey National Progression Award 5
Sports Coaching: Judo National Progression Award 5
Sports Coaching: Netball National Progression Award 5
Sports Coaching: Rugby Union National Progression Award 5
Sports Coaching: Squash National Progression Award 5
Sports Coaching: Swimming National Progression Award 5
Sports Coaching: Table Tennis National Progression Award 5
Sports Coaching: Equestrian National Progression Award 5
Sports Coaching: Rowing National Progression Award 5
Sports Coaching: Cycling National Progression Award 5
Sports Coaching: Diving National Progression Award 5
Sports Coaching: Rugby League National Progression Award 5
Sports Coaching: Synchronised Swimming National Progression Award 5
Sports Coaching: Triathlon National Progression Award 5
Sports Coaching: Water Polo National Progression Award 5
Sports Coaching: Water Polo National Progression Award 5
Sports Coaching: Athletics National Progression Award 6
Sports Coaching: Badminton National Progression Award 6
Sports Coaching: Basketball National Progression Award 6
Sports Coaching: Canoeing Canoeing National Progression Award 6
Sports Coaching: Curling National Progression Award 6
Sports Coaching: Cricket National Progression Award 6
Sports Coaching: Equestrian National Progression Award 6
Sports Coaching: Football National Progression Award 6
Sports Coaching: Gymnastics National Progression Award 6
Sports Coaching: Hockey National Progression Award 6
Sports Coaching: Netball National Progression Award 6
Sports Coaching: Rowing National Progression Award 6
Sports Coaching: Rugby Union National Progression Award 6
Sports Coaching: Squash National Progression Award 6
Sports Coaching: Swimming National Progression Award 6
Sports Coaching: Table Tennis National Progression Award 6
Sports Coaching: Tennis National Progression Award 6
Safe Operations of Continuous Batch Washers National Progression Award 6
Security Operations: Door Supervision National Progression Award 5
Security Operations: Security Guarding National Progression Award 5
Security Operations: CCTV (Public Space Surveillance) National Progression Award 5
Supply Chain Operations National Progression Award 5
Working with Asylum Seekers and Refugees National Progression Award 4

184 UK QUALIFICATIONS
NATIONAL QUALIFICATIONS GROUP AWARDS (SCOTLAND) PLANNED FOR IMPLEMENTATION BY AUGUST 2009:

Title Type of NQGA Level

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

UK QUALIFICATIONS 185