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PUBLISHED BY: UCAS ROSEHILL NEW BARN LANE CHELTENHAM GL52 3LZ © UCAS 2006 ALL RIGHTS RESERVED. UCAS IS A REGISTERED TRADE MARK. UCAS REGISTERED IN ENGLAND NUMBER: 2839815 REGISTERED CHARITY NUMBER: 1024741 ISBN: 978-1-84361-063-2 UCAS REFERENCE NUMBER: PU 20/07 PUBLICATION REFERENCE: 06_107 UCAS DOES NOT ENDORSE THE PRODUCTS AND SERVICES OF OTHER ORGANISATIONS THAT APPEAR IN THIS PUBLICATION.

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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. 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: Data and Information Unit Outreach Department UCAS Rosehill New Barn Lane Cheltenham Gloucestershire GL52 3LZ Tel: 01242 544900 Fax: 01242 544954 Email: [email protected]

UK QUALIFICATIONS

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Contents

PAGE

List of Abbreviations

7 9 10 13 17 18 30 30 30 30 39 54 54 56 86

The System in England, Wales and Northern Ireland

Introduction The National Qualifications Framework, Regulatory Authorities, Awarding Bodies The Framework for Achievement

QUALIFICATIONS CURRENTLY OFFERED

Baccalaureates/International Qualifications University of Cambridge International Examinations (CIE) CIE Advanced International Certificate of Education Diploma (AICE) CIE GCE International Advanced and Advanced Subsidiary Level/Higher School Certificate (CIE GCE International A and AS level/HSC) CIE International Diploma (CID) European Baccalaureate (EB) International Baccalaureate Organization (IBO) International Baccalaureate Diploma (IB) International General Certificate of Secondary Education (IGCSE) Welsh Baccalaureate Advanced Diploma (WBAD) General QualificationS Advanced Extension Award (AEA) Diploma in Foundation Studies (Art and Design) (FAD) Free-Standing Mathematics Qualifications (FSMQ) General Certificate of Education Advanced Level (GCE A level, A level) General Certificate of Education Advanced Subsidiary Level (AS level) GCE Advanced Subsidiary/Advanced Level in applied Subjects (GCE AS Level/AS Level Double Award/A Level/A Level Double Award in Applied Subjects) General Certificate of Secondary Education (GCSE) GCSE in Vocational Subjects (also known as Applied GCSE) NCSCB National Christian Schools' Certificate (NCSC) Music/Performing Arts Qualifications Associated Board of the Royal Schools of Music (ABRSM) Qualifications ABRSM Diploma in Instrumental/Vocal Teaching (DipABRSM) LRSM in Instrumental/Vocal Teaching (LRSM) FRSM in Music Education (FRSM) ABRSM Diploma in Music Direction (DipABRSM) ABRSM Diploma in Music Performance (DipABRSM) ABRSM Foundation, Intermediate and Advanced Level in Music Performance ABRSM Foundation, Intermediate and Advanced Level in Music Literacy Guildhall School of Music and Drama (GSMD) Qualifications GSMD Acting Studies GSMD Music Performance GSMD Speech and Drama Qualifications GSMD Speech Qualifications Thames Valley University/London College of Music (TVU/LCM) Examinations TVU Associate of the London College of Music in Performance (ALCM) TVU Associate of the London College of Music in Teaching (ALCM (TD)) TVU Diploma of the London College of Music (DipLCM) TVU Fellowship of the London College of Music in Performance (FLCM) TVU Graded Examination in Drama TVU Graded Examination in Music Literacy TVU Graded Examination in Music Performance TVU Graded Examination in Speech TVU Graded Examination in Speech and Drama TVU Licentiate of the London College of Music in Performance (LLCM)

21 33 40 40 43 44 45 46 64

18 18 18 18 18 19 19 19 51 51 51 52 52 78 79 79 79 79 79 80 80 80 80 80

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TVU Licentiate of the London College of Music in Teaching (LLCM (TD)) Trinity College London (TCL) Qualifications Trinity College London Associate and Licentiate Diplomas in Drama and Speech (ATCL, LTCL) Trinity College London Associate and Licentiate Diplomas in Music (ATCL/AMusTCL, LTCL/LMusTCL) Trinity College London Fellowship Diplomas in Drama and Speech (FTCL) Trinity College London Fellowship Diplomas in Music (FTCL/FMusTCL) Trinity College London Graded Examinations in Communication Skills Trinity College London Graded Examinations in Drama Trinity College London Graded Examinations in Music Literacy/Theory Trinity College London Graded Examinations in Music Performance Trinity College London Graded Examinations in Speech (Performing Text) Trinity College London Graded Examinations in Speech and Drama Trinity College London National Certificates in Professional Acting and Classical Ballet (DaDA Certificates) Trinity College London National Diplomas in Professional Acting, Dance, Music Theatre and Production Skills (DaDA Diplomas) Skills Adult Literacy and Adult Numeracy Key Skills Vocational/Occupational Qualifications Advanced Apprenticeship Advanced Subsidiary Vocational Certificate of Education (ASVCE, three-unit VCE) Advanced Vocational Certificate of Education (AVCE, six-unit AVCE) Advanced Vocational Certificate of Education: Double Award (AVCEDA, Vocational A level Double Award) Award Scheme Development and Accreditation Network (ASDAN) Qualifications ASDAN Certificate of Personal Effectiveness (Universities Award) (ASDAN CoPE) ASDAN Certificate in Career Planning ASDAN Certificate in Community Volunteering (CCV (ASDAN)) British Horse Society Awards Stage 3 Horse Knowledge and Care Certificate (BHS Grooms Certificate) Stage 3 Horse Knowledge and Riding Certificate Preliminary Teacher's Certificate Council for Awards in Children's Care and Education (CACHE) Qualifications CACHE Certificate for Teaching Assistants (CTA-L3) CACHE Certificate in Children's Care, Learning and Development (CCCLD-L3) CACHE Certificate of Professional Development in Work with Children and Young People (CPD-L3) CACHE Diploma in Childcare and Education (DCE-L3) CACHE Diploma in Early Years Care and Education (Welsh Medium) (WMD-L3) CACHE Diploma in Home-Based Childcare (DHC-L3) CACHE Diploma in Playgroup Practice in Wales (DPPW-L3) CACHE Diploma in Playwork (DPW-L3) CACHE Diploma in Pre-School Practice (DPP-L3) City & Guilds Qualifications City & Guilds Advanced Professional Certificate (APC) City & Guilds Advanced Technician Diploma (ATD) City & Guilds Full Technological Certificate (FTC) City & Guilds Full Technological Diploma (FTD) City & Guilds Higher Certificate City & Guilds Higher Professional Diploma (HPD) City & Guilds Technician Certificate City & Guilds Technician Diploma Diploma/Certificate/Award in Digital Applications (DIDA/CIDA/AIDA) Edexcel BTEC Qualifications Edexcel Level 2 BTEC First Certificate Edexcel Level 2 BTEC First Diploma Edexcel BTEC Short Courses Edexcel Level 3 BTEC National Award Edexcel Level 3 BTEC National Certificate Edexcel Level 3 BTEC National Diploma Edexcel Level 5 BTEC Higher National Certificate (BTEC HNC) Edexcel Level 5 BTEC Higher National Diploma (BTEC HND)

80 81 81 81 82 82 83 83 83 84 84 84 85 85

20 56

21 22 22 23 24 24 24 25 25 25 25 25 25 26 26 27 27 28 28 29 29 31 31 31 31 32 32 32 32 33 33 34 35 35 36 36 37 37 38

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General National Vocational Qualifications (GNVQ) Global Online Assessment for Learning (GOAL) Qualifications GOAL Certificate for Children's Care, Learning and Development GOAL Certificate for Health and Social Care GOAL Certificate for IT Users GOAL Certificate in Audio Transcription GOAL Certificate in Business Administration GOAL Certificate in Business and Administration (Organisations and People) GOAL Certificate in Business Practice GOAL Certificate in Customer Service GOAL Certificate in Principles and Practice of Management GOAL Certificate in Text Production GOAL Certificate in Transport Engineering and Maintenance (Mechanical, Electrical and Coach) Institute of Commercial Management (ICM) ICM Certificate/Diploma/Advanced Diploma Programmes The Institute of Financial Services (ifs) Qualifications IFS Certificate in Financial Studies (CeFS) IFS Level 3 Diploma in Financial Studies (DipFS) National Vocational Qualification (NVQ) NCC Education Qualifications NCC Education Degree and Masters/Postgraduate Degrees NCC Education International Advanced Diploma in Computer Studies (IADCS) NCC Education International Advanced Diploma in Business (IADB) NCC Education International Certificate in Computer Studies (ICCS) NCC Education International Diploma in Business (IDB) NCC Education International Diploma in Computer Studies (IDCS) NCC Education International Foundation Year (IFY) NCFE Qualifications NCFE Certificate for Entry to the Uniformed Services NCFE Certificate for IT Users NCFE Certificate for On-Tour Managers NCFE Certificate for Teaching Assistants NCFE Certificate for the Environmental Practitioner NCFE Certificate for the Outdoor Industry NCFE Certificate in Art and Design NCFE Certificate in Counselling Skills and Theory NCFE Certificate in Creative Craft NCFE Certificate in Interactive Media NCFE Certificate in National Lottery Retail Management Skills NCFE Certificate in Personal Effectiveness at Work NCFE Certificate in Preparation for Business NCFE Certificate in Teaching Fitness through Movement and Dance to Adults NCFE Certificate in Teaching Fitness through Movement and Dance to Children and Young People NCFE Certificate in Teaching Fitness through Movement and Dance to Older Adults NCFE Certificate in Telematics National Open College Network (NOCN) Qualifications NOCN Advanced Certificate in Information, Advice and Guidance NOCN Intermediate Award and Advanced Award in Creative Skills NOCN Level 3 Award for Trade Union Learning Representatives NOCN Level 3 Award in Managing Voluntary and Community Organisations NOCN Level 3 Award in Managing Volunteers NOCN Level 3 Certificate for Trade Union Health and Safety Representatives NOCN Level 3 Certificate for Trade Union Representatives NOCN Level 3 Certificate in Managing Voluntary and Community Organisations NOCN Level 3 Certificate in Youth Work Open College of the North West (OCNW) Qualifications OCNW Level 3 Certificate in Biology OCNW Level 3 Certificate in English Language and Literature OCNW Level 3 Certificate in Psychological Perspectives

47 47 47 48 48 48 49 49 49 50 50 50 51 52 52 53 53 54 57 58 58 58 58 59 59 59 60 60 60 61 61 61 61 62 62 62 62 62 63 63 63 63 64 64 64 65 65 66 67 67 68 69 69 70 71 71 71 72 72

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Oxford, Cambridge and RSA (OCR) Examinations OCR Certificate for IT Practitioners (ICT Systems Support) OCR Certificate for IT Practitioners (Software Development) OCR Certificate in FE Teaching Stage 1 OCR Certificate in FE Teaching Stage 2 OCR Certificate in FE Teaching Stage 3 OCR Level 5 Certificate in Teaching Learners with Specific Learning Difficulties (Dyslexia) OCR National Certificates, Diplomas and Extended Diplomas Technical Certificate Vocationally Related Qualifications (VRQs)

PHASED OUT QUALIFICATIONS

73 73 74 74 75 75 76 77 78 86 88 88 88 89 90 91 91 91 91 92 92 92 92 92 92 92 93 93 94 94 94 96 96 97 98 98 99 99 99 100 100 101 102 102 102 103 103 103 104 105 105 107 107 107 108

Ordinary Level (GCE O level, O level) Alternative Ordinary Level (AO level) Advanced Level (GCE A Level) Advanced Supplementary (GCE AS) Special Papers (SPs) Certificate of Secondary Education (CSE) Joint 16+ Examinations Certificate of Extended Education (CEE) Certificate of Extended Studies (CES) Certificate of Further Studies (CFS) Intermediate Certificates Senior Certificate Examination (SCE) Use of English BTEC Qualifications prior to September 2002 (including former BTEC, BEC and TEC qualifications) ­ First, National and Higher National Qualifications Higher National Qualifications ­ Engineering BTEC Qualifications prior to 1986 (including BEC, TEC and Joint Committee Qualifications) Advanced General National Vocational Qualifications (Advanced GNVQ) Sixth Term Examination Papers (STEP) Part One General National Vocational Qualifications (Part One GNVQ) ifs Certificate in Financial Services Practice (CFSP)

OTHER ENTRY ROUTES TO HIGHER EDUCATION

QAA-Recognised Access to HE Certificate (Access to HE Certificate/Diploma) Accreditation of Prior Learning (APL) Cambridge Thinking Skills Credit for HE and FE Qualifications Diploma of Achievement Industrial Careers Foundation (ICF) Learning Materials for Change (LMC) MENO Thinking Skills The Open University (OU) Progress File Enrichment Awards CSV Learning Together and Student Community Partnerships Curriculum Enrichment Programme (CEP) The Duke of Edinburgh's Award Engineering Education Scheme in England (EESE) Trident Trust `Skills for Life' Programme Young Enterprise/Young Enterprise UK/International Examination

The System in Scotland

Introduction The Scottish Credit and Qualifications Framework Awarding and Accrediting Body ­ Scottish Qualifications Authority

CURRENT SCOTTISH QUALIFICATIONS

National Courses (SCQF levels 4 to 7) National Units (available at SCQF levels 1 to 7)

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Core Skills Advanced Highers (AH) Core Skills Highers (Higher) Higher National Certificates (HNC) Higher National Diplomas (HND) Intermediate 1 and Intermediate 2 (Int 1, Int 2) Intermediate 1 and Intermediate 2 (Skills for Work Courses) (Int 1, Int 2) National Certificate Group Awards Professional Development Awards (PDA) Scottish Group Awards (SGA) Scottish Progression Awards (SPA) Scottish Vocational Qualifications (SVQ) Standard Grades (S Grades)

PHASED OUT QUALIFICATIONS

108 109 109 109 110 110 111 111 112 112 113 113 113 114 115 115 115 115 115 116 116 116 116 116 116 116 116 116 116 116 117 117 117 118 118 118 118 118 118 119 123 128 131 134 136 136 137 137 138 141 142 143

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

CERTIFICATES AND OTHER SUPPORTING EVIDENCE LIKELY TO BE OFFERED BY APPLICANTS

Scottish Qualifications Certificate (SQC) Commemorative Certificates Scottish Certificate of Education (SCE) Certificate of Sixth Year Studies (CSYS) Record of Education and Training (RET) Certificates awarded by Scottish Vocational Education Council's predecessor bodies; Scottish Business Education Council and Scottish Technical Education Council (SCOTBEC, SCOTEC) Progress File National Record of Achievement (NRA) Young Enterprise Scotland Modern Apprenticeships in Scotland (MA)

ROUTES INTO HIGHER EDUCATION IN SCOTLAND

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

APPENDICES

Appendix A ­ Contact Details Appendix B ­ The UCAS Tariff Appendix C ­ GCSE Subject Availability Appendix D ­ Discontinued GCSE Subjects (Last Examinations 2002) Appendix E ­ GCE A Level and AS Level Subject Availability Appendix F ­ Advanced Extension Award Subject Availability Appendix G ­ GNVQ Subject Availability Appendix H ­ AVCE/ASVCE/AVCE Double Award Subject Availability Appendix I ­ GCE AS/AS (Double Award)/A Level/A Level (Double Award) in Applied Subjects Availability Appendix J ­ Proxy Qualifications to Act as Exemptions from parts of Key Skills Assessment Appendix K ­ Additional Admissions Tests Appendix L ­ English Language Proficiency Appendix M ­ National Courses Available in Scotland (Intermediate to Advanced Higher level)

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List of abbreviations

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

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List of abbreviations

IT ITO IVA IWA JAC JMB KS LCCI LCGI LCM LCMM LEAG LMC LNAT LSC LSN LTSN MCGI MEG MML MSAT NC NCSC NCSCB NCVQ ND NDTEF NEA NEAB NICATS NICC NICCEA NISEAC NISEC NNEB NOCN NQF NRA NTO NUCCAT NUS NVQ O OCEAC OCN OCR OCSEB OIB ONC OND OU PD PDA PDP PFIG QA QAA QAN QCA

Information Technology Industry Training Organisation Integrated Vocational Assessment Institute of Welsh Affairs Joint Advisory Committee Joint Matriculation Board (no longer current) Key Stage London Chamber of Commerce and Industry International Licentiate of City and Guilds Institute London College of Music (no longer current) London College of Music and Media London East Anglian Group (no longer current) Learning Materials for Change National Admissions Test for Law Learning and Skills Council Learning and Skills Network Learning and Teaching Support Network Member of City and Guilds Institute Midlands Examining Group (no longer current) Modern and Medieval Languages Test Medical School Admissions Test National Certificate National Christian Schools' Certificate National Christian Schools' Certificate Board National Council for Vocational Qualifications (no longer current) National Diploma National Design and Technology Education Foundation Northern Examining Association (no longer current) Northern Examinations and Assessment Board (no longer current) Northern Ireland Credit Accumulation and Transfer System Northern Ireland Council for the Curriculum (no longer current) Northern Ireland Council for the Curriculum, Examinations and Assessment (often abbreviated to CCEA) Northern Ireland Schools Examinations and Assessment Council (no longer current) Northern Ireland Schools Examinations Council (no longer current) National Nursery Examination Board (no longer current) National Open College Network National Qualifications Framework National Record of Achievement National Training Organisation (now replaced by Sector Skills Council) Northern Universities Consortium for Credit Accumulation and Transfer National Union of Students National Vocational Qualification Ordinary level (no longer current) Oxford and Cambridge Examinations and Assessment Council (no longer current) Open College Network Oxford, Cambridge and RSA examinations Oxford and Cambridge Schools Examination Board (no longer current) Option Internationale du Baccalauréat Ordinary National Certificate Ordinary National Diploma Open University Professional Development Professional Development Award Professional Development Planning Progress File Implementation Group Quality Assurance Quality Assurance Agency for Higher Education Qualification Accreditation Number Qualifications and Curriculum Authority

QIA RET SACCA SBA SBS SCAA SCAVA SCE SCOP SCOTBEC SCOTCAT SCOTEC SCOTVEC SCQF SE SEB SEC SEEC SEED SEETLD SEFIC SEG SFEFC SGA SHEFC SIFP SL SP SPA SQA SQC SSAScot SSC STEP STUC SUfI SUJB SVQ SWAP TD TEC TEC TSA UACE(S) UCAS UCCA UCLES UfI UKCAT ULEAC ULSEB ULSED UMS UODLE UUK VCE WBAD WJEC YE

Quality Improvement Agency Record of Education and Training (no longer current) Scottish Advisory Committee on Credit and Access Scenario-Based Assignment School Based Syllabus School Curriculum and Assessment Authority (no longer current) Standing Conference of Authorised Validating Agencies Scottish Certificate of Education (no longer current) Standing Conference of Principals Scottish Business Education Council (no longer current) Scottish Credit Accumulation and Transfer Scottish Technical Educational Council (no longer current) Scottish Vocational Education Council (no longer current) Scottish Credit and Qualifications Framework Scottish Enterprise Scottish Examination Board (no longer current) Secondary Examinations Council (no longer current) Southern England Consortium for Credit Accumulation and Transfer Scottish Executive Education Department Scottish Executive Enterprise, Transport and Lifelong Learning Department Spoken English for Industry and Commerce Southern Examining Group (no longer current) Scottish Further Education Funding Council Scottish Group Award Scottish Higher Education Funding Council Scottish International Foundation Programme (no longer current) Standard Level Special Paper (no longer current) Scottish Progression Award Scottish Qualifications Authority Scottish Qualifications Certificate Sector Skills Alliance Scotland Sector Skills Council Sixth Term Examination Paper Scottish Trade Unions Congress Scottish University for Industry Southern Universities Joint Board Scottish Vocational Qualification Scottish Wider Access Programme Technician Diploma Technician Education Council (no longer current) Training and Enterprise Council (no longer current) Thinking Skills Assessment Universities Association for Continuing Education (Scotland) Universities and Colleges Admissions Service Universities Central Council on Admissions (no longer current) University of Cambridge Local Examinations Syndicate University for Industry UK Clinical Aptitude Test University of London Examinations and Assessment Council (no longer current) University of London Schools Examination Board (no longer current) University of London Schools Examination Department (no longer current) Uniform Mark Scale University of Oxford Delegacy of Local Examinations (no longer current) Universities UK Vocational Certificate of Education Welsh Baccalaureate Advanced Diploma Welsh Joint Education Committee Young Enterprise

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The System in England, Wales and Northern Ireland

Introduction

Higher Education (HE) exists in a climate of increasingly rapid change. Policy reforms at the highest level have led to new emphases on the transparency of the applications process and on the importance of widening participation. Applicants to HE are now likely to come from diverse backgrounds and offer a wide range of qualifications and entry routes. HE admissions tutors and staff increasingly need to be aware of current and forthcoming changes in qualifications, and to be responsive to work-related learning, experiential learning (which can be accredited through APEL), evidence of learning over a longer period of time, broader programmes of learning and group awards, eg the forthcoming specialised Diplomas that will provide applied learning. If HE is to be able to recognise potential and treat all applicants with equity and on their merits, admissions staff need to be as familiar with these vocational and occupational qualifications as they are with GCE A level. In future, HEIs are likely to need to meet rigorous targets for attracting students from a variety of learning pathways, so will need to understand fully the nature of those routes into HE if they are to widen participation successfully without compromising standards. This guide has been structured to reflect the equivalent status of general (academic), vocational, occupational and, in future, applied qualifications. In the interests of inclusivity and flexibility, HEIs may wish to ensure that their prospectuses, entry profiles and other published entry criteria reflect a positive and equitable response to a wide spectrum of qualifications. This guide is intended to provide an easily navigable source of objective information about qualifications available in the UK. 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, however, encouraged to declare such policies clearly and openly and to consider using the UCAS Tariff to express clearly both entry requirements and offers.

CURRICULUM 2000

New GCSEs in vocational subjects have been introduced with first examinations in Applied Art and Design, Applied Business, Engineering, Health and Social Care, Applied ICT, Leisure and Tourism, Manufacturing, and Applied Science in summer 2004.

BTEC AND OCR NATIONAL QUALIFICATIONS

The teaching of restructured BTEC National qualifications started in autumn 2002. The awards are structured as follows. BTEC National Award BTEC National Certificate BTEC National Diploma six units Distinction/Merit/Pass 12 units DD/DM/MM/MP/PP 18 units DDD/DDM/DMM/MMM/MMP/ MPP/PPP

OCR introduced a suite of National qualifications for teaching from September 2003. These awards are structured as outlined below. OCR National Certificate OCR National Diploma OCR National Extended six units Distinction/Merit/Pass 12 units Distinction/Merit/Pass 18 units Diploma Distinction/Merit/Pass

HEIs will wish to reflect these BTEC and OCR qualifications in their published entry requirements. UCAS Tariff points for BTEC National qualifications came into effect for 2005 entry and for OCR Nationals, from 2007 entry.

OTHER QUALIFICATIONS AND ENTRY ROUTES

By no means all applications for 2007 entry will be from students with Curriculum 2000 qualifications. This publication, therefore, also includes information on a variety of other qualifications, including former qualifications and grading schemes, and other entry routes, such as Access to HE and Apprenticeships.

FORTHCOMING CHANGES ENGLAND

September 2000 saw the introduction of the most radically changed curriculum in the UK since 1951. The new substantially revised post-16 system has become known as `Curriculum 2000'. Its aims were to: bridge the academic/vocational divide; provide greater breadth in the curriculum; provide greater flexibility for students in their choice of study; encourage a mix of qualifications. The following qualifications have been available in England, Wales and Northern Ireland since 2000: three-unit GCE Advanced Subsidiary (AS); six-unit GCE Advanced Level (consisting of three-unit AS and three-unit A2); three-unit Advanced Subsidiary VCE (ASVCE); six-unit AVCE (replacing Single Award Advanced GNVQ); 12-unit AVCE Double Award (replacing Double Award Advanced GNVQ); Key Skills qualifications.

SUBSEQUENT CHANGES

In October 2004, Mike Tomlinson's Working Group on 14-19 Reform reported. The Government responded with the February 2005 White Paper, 14-19 Education and Skills. The proposals in the White Paper are aimed at: tackling low post-16 participation ­ from 75% to 90% at age 17 over 10 years; ensuring a sound grounding in the basics of English and Mathematics at level 2; developing skills for employment; providing better vocational routes; stretching all young people and re-engaging the disaffected. The four principal areas are: a strong foundation at Key Stage 3 (12-14-year-olds); a strong core 14-19 phase; a new system of specialised Diplomas; strengthening of GCSEs and A levels. Improvements at Key Stage 3 are intended to be met by supporting schools to use new flexibility, strengthening English and Maths, introducing models of moderated teacher assessment and recording achievement in summary form for pupils and parents in a "Pupil Profile".

The VCE was restructured for first teaching from September 2005.The new qualifications have an AS/A2 structure comparable to existing GCE A levels. They have been redesignated A levels and AS in Applied Subjects, and their certification title is GCE.

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Introduction

A strong core between 14 and 19 will be gained by: giving a greater choice of what to study and where throughout the phase; general (academic) and vocational qualifications will be more easily combined; GCSEs and A levels will be retained as cornerstones; acceleration will be encouraged by taking qualifications when candidates are ready to do so; the introduction of new specialised Diplomas at levels 1, 2 and 3, including academic and vocational material, for each occupational sector. Specialised Diplomas Employers have been put in the lead for the development of Specialised Diplomas through Sector Skills Councils, supported by QCA and HE. In order to achieve a Diploma, students will need to achieve appropriate standards in principal learning, additional/ specialist learning, functional Mathematics and English, Personal Learning and Thinking Skills (PLTS), work experience and a project. Diplomas will be available at Levels 1-3 and will be delivered in schools and colleges, but with a significant percentage of workrelated learning and employer involvement. There will be 14 lines of Diplomas with ICT, Engineering, Health and Social Care, Creative and Media, and Construction and the Built Environment available for first teaching in 2008. Strengthening of GCSEs GCSEs will be strengthened by: restructuring English and Mathematics so that it will not be possible to get a grade C without the ability to use functional English or Mathematics; reviewing coursework to reduce the burden of assessment; the introduction of a new double Mathematics GCSE; continuing to promote science with the introduction of new science GCSEs with the expectation that students will take two science GCSEs. Changes to A levels Whilst there is an acknowledgement that there is a demand for breadth at A level, there is no clear consensus on how to achieve it. Value will be added to courses by working with employers and HE with a review of progress in 2008. For 2007 entry, HEIs will be given access to grades achieved in individual units to assist in the admissions process. The assessment burden at A level will be reduced from six to four units, but there will be no reduction in overall content. There will be no major change to the balance of internal and external assessment. Stretch and challenge The following actions are being taken to enhance stretch and challenge. Optional harder questions will be introduced in A levels to increase the stretch for the most able. An extended project will be introduced to stretch all young people and test a wide range of higher-level skills. The most able can take HE modules in the sixth form. For further details, see the DfES (www.dfes.gov.uk) and QCA (www.qca.org.uk) websites.

WALES

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 is rolled out. Learning Pathways 14-19 is a commitment to the transformation of learning provision for all young people in Wales. `Learning Pathways' 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'. The six key elements for transforming 14-19 education in Wales are: individual Learning Pathways to meet the needs of each learner; wider choice and flexibility of programmes and ways of learning; a Learning Core, which runs from 14 through to 19 wherever young people are learning; learning coach support ; access to personal support ; 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 Education, Lifelong Learning and Skills (DELLS) in Wales, is working with QCA in England and CCEA in Northern Ireland on common qualifications development.

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. 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 skills and personal capabilities framework, which includes: Managing Information; Thinking, Problem Solving, Decision making; Being Creative; Working with Others; and Selfmanagement/Taking Responsibility for Own Learning. An additional learning area entitled `Learning for Life and Work' has been developed to address aspects of personal development, citizenship and employability. This area is proposed as a statutory entitlement for all young people during the years of compulsory schooling and beyond. 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

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

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11

Introduction

balanced curriculum suitable for their individual needs and aspirations. An important aspect of provision will be, therefore, the availability of informed career guidance for all young people throughout the 14-19 continuum. 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. The Arts Environment and Society Modern Languages 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.

12

UK QUALIFICATIONS

The National Qualifications Framework, Regulatory Authorities, Awarding Bodies

THE NATIONAL QUALIFICATIONS FRAMEWORK

The three regulatory authorities for England, Wales and Northern Ireland, QCA, DELLS 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 well-informed judgements on the qualifications they need and to identify clear progression routes to their chosen career. These regulatory authorities 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 regulatory authorities in England, Wales and Northern Ireland are allowed into the NQF. The NQF aims to: enable learners, providers, employers and users of qualifications to understand the range of qualifications available; show how different types of qualifications relate to each other and to promote and support informed choices and progression opportunities; 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

FRAMEWORK FOR HIGHER EDUCATION QUALIFICATIONS

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

THE REVISED NATIONAL QUALIFICATIONS FRAMEWORK

QCA, ACCAC (now DELLS) and CCEA have revised the NQF and the criteria for the accreditation of external qualifications, following public consultation completed in November 2003. The revised NQF and criteria are published in the Statutory regulation of external qualifications in England, Wales and Northern Ireland 2004, and was fully operational from 1 September 2004. The number of levels in the revised NQF has been 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 remain unchanged. Levels 4 to 8 have been aligned with the five levels of QAA's Framework for Higher Education, which will 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, will cover more than one level. The categories `general', `vocationally related' and `occupational' have been 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.

NATIONAL QUALIFICATIONS FRAMEWORK (REVISED ­ IMPLEMENTED FROM SPRING 2004)

NATIONAL QUALIFICATIONS FRAMEWORK (PREVIOUS)

D

(Doctoral) Doctorates

8 7

Vocational diplomas Vocational certificates and diplomas [NVQ 5] Vocational certificates and diplomas Key skills Vocational certificates and diplomas [NVQ 4] Vocational certificates and diplomas Key skills Vocational certificates and diplomas A levels [NVQ 3] Key skills Vocational certificates and diplomas GCSE (Grades A*­C) [NVQ 2] Key skills Vocational certificates and diplomas Basic skills GCSE (Grades D­G) [NVQ 1] 5 Higher levels

M (Masters) Masters degrees, postgraduate certificates and diplomas H (Honours) Bachelors degrees, graduate certificates and diplomas (Intermediate) Diplomas of Higher Education and Further Education, Foundation Degrees, Higher National Diplomas (Certificate) Certificates of Higher Education

6

I

5

4

Higher levels

C

4

3

3

Advanced

2

2

Intermediate

1

1

Foundation

Entry Basic skills Certificates of achievement

Entry

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The National Qualifications Framework, Regulatory Authorities, Awarding Bodies

A GUIDE TO NATIONAL QUALIFICATIONS FRAMEWORK LEVELS

The NQF enables learners to make well-informed judgements on the qualifications they need and to identify clear progression routes to their chosen career, promoting access, motivation and achievement in education and training. The NQF does not include higher education awards.1

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL INDICATORS

The indicators are not intended to be precise or comprehensive statements. They have been developed as a working guide and will be kept under review.

KEY USERS

The level indicators have been designed for the following: individual learners; parents; teachers/tutors/trainers; careers advisers; employers.

LIFELONG LEARNING

Level indicators provide a guide to the range of qualifications and levels in the NQF and give an overview of the learning and achievement that is recognised by qualifications at each of the nine levels. The indicators provide: guidance on the levels of knowledge and skills which are recognised at each level; guidance on how the knowledge and skills gained can relate to job roles; examples of the qualifications which are available at each level.

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL INDICATORS

FRAMEWORK LEVEL LEVEL INDICATORS

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

EXAMPLES OF 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 professional practice. 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. Learning at this level demonstration of high level specialist professional knowledge and is appropriate for Literacy involves the senior professionals and managers. Level 7 qualifications are at a level equivalent to Masters degrees, postgraduate certificates and postgraduate diplomas. Level 6 qualifications recognise a specialist high level knowledge of an area of work or study to enable the 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. Level 5 qualifications recognise the ability to increase the depth of knowledge and understanding of an area of work or study to enable the formulation of solutions and responses to complex problems and 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. Level 4 qualifications recognise specialist learning and involve detailed analysis of a high level of information and knowledge in an area of work or study. Learning at this level is appropriate for people working in technical and professional jobs, and/or managing and developing others. Level 4 qualifications are at a level equivalent to Certificates of Higher Education. Level 3 qualifications recognise the ability to gain and, where relevant, apply a range of knowledge, skills and understanding. Learning at this level involves obtaining detailed knowledge and skills. It is appropriate for people wishing to go to university, people working independently or in some areas, supervising and training others in their field of work. Level 2 qualifications recognise the ability to gain a good knowledge and understanding of a subject area of work or study, and to perform varied tasks with some guidance or supervision. Learning at this level involves building knowledge and/or skills in relation to an area of work or a subject area and is appropriate for many job roles. Level 1 qualifications recognise basic knowledge and skills and the ability to apply learning with guidance or supervision. Learning at this level is about activities which mostly relate to everyday situations and may be linked to job competence. Entry level qualifications recognise basic knowledge and skills and the ability to apply learning in everyday situations under direct guidance or supervision. Learning at this level involves building basic knowledge and skills and is not geared towards specific occupations.

Specialist awards

7

Diploma in Translation; Fellowship in Music

6

Certificate or Diploma in Management

5

Diploma in Construction; Certificate in Performing Arts

4

Diploma in Sport & Recreation; Certificate in Site Management; Certificate in Early Years Practice

3

Certificate for Teaching Assistants; NVQ 3; A levels; Advanced Extension Awards; Certificate in Small Animal Care NVQ 2; GCSE Grades A*-C Certificate in Coaching Football; Diploma for Beauty Specialists2

2

1

NVQ 1; Certificate in Plastering; GCSE Grades D-G; Certificate in Motor Vehicle Studies Qualifications are offered at Entry 1, Entry 2 and Entry 3, in a range of subjects

Entry

1 2

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. Please note that titles such as `Certificate' and `Diploma' are not indicators of the level of a qualification.

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The National Qualifications Framework, Regulatory Authorities, Awarding Bodies

PROGRESS OF ACCREDITATION OF QUALIFICATIONS

The regulatory authorities continue to accredit a broad range of qualifications across all sector/subject areas. At the end of January 2006, there was a total of 5,351 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

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 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 regulatory authorities, in exercising their strategic functions, are commissioned to: improve access, participation, motivation and attainment in education and training, thereby supporting the development of individuals; encourage lifelong learning by reviewing regularly the range and nature of provision and clarifying the relationships between qualifications; accredit a range of qualifications, including broad equivalences and progression routes, which are fit for purpose and which meet the demands of candidates and users in education and employment, providing a reasonable choice and scope for innovation where appropriate, and avoiding unnecessary overlap and duplication; 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; promote public confidence in the quality, rigour, costeffectiveness and consistency of standards within and across qualifications through processes of accreditation, monitoring and follow-up that are efficient, effective and fair. The regulatory authorities 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 regulatory authority for Access to HE in England, Wales and Northern Ireland, having responsibility for the regulation, quality assurance and recognition of Access programmes.

AWARDING BODIES

QCA has developed openQUALS, a web-based database of all accredited qualifications and their units. This 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, and can be found at http://www.qca.org.uk/openquals.

UNITISATION AND CREDIT IN THE NATIONAL QUALIFICATIONS FRAMEWORK

The revised post-16 curriculum includes unitised qualifications, for example, GCE AS (currently three units) and GCE A level (currently six units). Revised GCE A level criteria will be incorporated into new specifications for first teaching in 2008. The majority of A levels will then become 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 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). 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 programmes.

REGULATORY AUTHORITIES

Responsibilities for statutory regulation of external qualifications lie with three regulatory authorities. In England, the regulatory authority is the Qualifications and Curriculum Authority (QCA), which regulates all external qualifications.3 QCA and DELLS (in Wales) work with the Scottish Qualifications Authority (SQA) to ensure that National Vocational Qualifications (NVQs) and Scottish Vocational Qualifications (SVQs) remain aligned. In Wales, the Department for Education, Lifelong Learning and Skills (DELLS) regulates all external qualifications except for the formal accreditation of individual NVQs, which is the sole responsibility of QCA.4 In Northern Ireland, the regulatory authority is the Council for the Curriculum, Examinations and Assessment (CCEA), which regulates external qualifications other than NVQs, which are the responsibility of QCA.5 For the purposes of statutory regulation (Section 24(6) and (7) of the Education Act 1997) an `external qualification' is a qualification that is:

There are now 115 awarding bodies recognised by the regulatory authorities 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 115 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. The creation of the unitary awarding bodies, spanning general, vocationally-related and occupational qualifications, assisted the implementation of Government policy to break down the divide between different types of qualifications. They have enabled greater comparability of standards between similar specifications and have played an important part in the achievement of the wish of the DfES to reduce the number of specifications available.

ASSESSMENT AND QUALIFICATIONS ALLIANCE

3

Section 24 of the Education Act 1997 as amended by the Learning and Skills Act 2000 and the Education Act 2002 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. The Education (Northern Ireland) Order 1998

4

5

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.

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The National Qualifications Framework, Regulatory Authorities, 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 Examinations & Assessment Board

JMB Joint Matriculation Board & Northern Examining Association

UCLES University of Cambridge Local Examinations Syndicate OCEAC Oxford & Cambridge Examinations and Assessment Council

UODLE University of Oxford Delegacy of Local Examinations

AQA Assessment and Qualifications Alliance

OCSEB Oxford & Cambridge Schools Examination Board

RSAEB RSA Examinations Board

MEG Midland Examining Group OCR Oxford, Cambridge and RSA Examinations Edexcel BTEC Business & Technology Education Council

ULEAC University of London Examinations & Assessment Council

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 Specialised Diplomas, which will become generally available from September 2008 onwards.

EDEXCEL

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. Edexcel Level I BTEC Introductory Certificate Edexcel Level I BTEC Introductory Diploma Edexcel Level 2 BTEC First Certificate Edexcel Level 2 BTEC First Diploma Edexcel Level 3 BTEC National Award Edexcel Level 3 BTEC National Certificate Edexcel Level 3 BTEC National Diploma Edexcel Level 5 BTEC Higher National Certificate Edexcel Level 5 BTEC Higher National Diploma Edexcel Levels 1-3 BTEC Awards, Certificates and Diplomas Edexcel Level 4 BTEC Professional Awards, Certificates and Diplomas Edexcel Level 5 BTEC Professional Awards, Certificates and Diplomas Edexcel Levels 1-7 BTEC Awards, Certificates and Diplomas

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 from the University. Edexcel certificates were issued for all qualifications completed during summer 2005.

16

UK QUALIFICATIONS

The National Qualifications Framework, Regulatory Authorities, Awarding Bodies Digital Applications for IT Users qualifications (DiDA) the successor to the GNVQ ICT (Intermediate); Diploma in Digital Applications (DIDA), Certificate in Digital Applications (CIDA) and Award in Digital Applications (AIDA) Edexcel also offers qualifications internationally through London Examinations, some of which are available to candidates in UK centres.

OXFORD, CAMBRIDGE AND RSA EXAMINATIONS

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. For further information and advice on OCR GCE A level and AS, GNVQ, AVCE and GCSE qualifications, and Certificates of Achievement, contact the Cambridge office. For information on OCR Nationals, Key Skills, NVQs and RSAEB `own brand' schemes, contact the Coventry office. (See Appendix A for contact information.)

THE WELSH JOINT EDUCATION COMMITTEE

OCR is the unitary awarding body established by UCLES and 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 GNVQs, NVQs and `own brand' 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. 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 NVQ and all areas of the NQF. Prior to October 1998, OCR's GCSE syllabuses were offered by MEG and RSAEB. The former East Midlands Regional Examinations Board and the West Midlands Examination Board, OCSEB and the Southern Universities Board, which were part of the original federation of MEG Boards, have ceased to operate as examining bodies. OCEAC was responsible for the GCE A level examinations before October 1998. OCEAC previously offered A level examinations under the names of OCSEB, UODLE and Oxford. From 1996 to

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 QCA for accreditation. Comparability of standards is further maintained through the monitoring and scrutiny programmes which CCEA's regulatory unit commissions QCA to undertake on its behalf. The Council is also responsible for conducting statutory assessment at the end of Key Stages 1, 2 and 3.

The Framework for Achievement ­ a creditand unit-based qualifications framework

WHAT IS THE FRAMEWORK FOR ACHIEVEMENT (FfA)?

As part of the Government Skills Strategy, QCA and its partners, the Learning and Skills Council (LSC) and Sector Skills Development Agency (SSDA), were asked to build a flexible unitbased qualifications framework. The partners proposed a framework (the FfA) that will allow learners to earn credit for their achievements and allow them the option of carrying and accumulating credit as they progress to new learning programmes. In the autumn of 2005, it was recommended that a credit- and unit-based framework should be developed through a carefully controlled two-year testing and trialling phase. In November 2005, QCA received the remit to proceed with the testing and trialling period of the proposed framework during 2006/8. The testing and trialling will involve learners and real units and qualifications. Decisions on developing the Framework beyond this phase will be based on the outcomes of these tests and trials. QCA will work in partnership with all stakeholders to ensure that the Framework meets the needs not only of learners, but also employers, sector bodies, awarding bodies and other organisations.

WHAT IT MEANS FOR HIGHER EDUCATION

In November 2005, Dick Coldwell, Chair of the Joint Forum for Higher Levels, received a letter from Bill Rammell, Parliamentary Under Secretary of State for Higher Education, MP, requesting that the Joint Forum for Higher Levels `facilitate and support a joint programme of work between now and Easter 2006 between HE and QCA partners.' The aim of the work is to `encourage progression from Further Education to Higher Education, making it as easy as possible for the learner.' The purpose of the Joint Forum for Higher Levels is to provide a forum to assist with collaborative working between FE and HE partners in the development of a coherent and progressive framework of qualifications credit that meets the needs of individuals, the economy and society, and promotes Lifelong Learning. In December 2005, the Joint Forum for Higher Levels submitted an interim report to the Minister outlining draft Overarching Principles for a Common Approach to Credit across FE and HE partners. Following this work, in spring 2006, a set of Operational Criteria and a plan for testing and trialling were submitted to the Minister in a full report. For more information about the FfA, please visit the QCA website http://www.qca.org.uk/ffa.

The Framework also aims to aid progression from Further Education to Higher Education.

UK QUALIFICATIONS

17

Qualifications currently offered Associated Board of the Royal Schools of Music

The Associated Board of the Royal Schools of Music (ABRSM) conducts around 600,000 exams in more than 92 countries around the world each year. The Board'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 35 instruments, singing, jazz (piano, clarinet, alto saxophone, tenor saxophone, trumpet, trombone and ensembles), 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 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: DipBRSM, 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.

PREREQUISITES:

DipABRSM ­ ABRSM Grade 8 Practical in the instrument presented or a permitted substitution. LRSM ­ DipABRSM (Instrumental/vocal teaching) in the instrument presented or a permitted substitution. 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.

ABRSM Diploma in Music Direction

QUALIFICATION ABBREVIATION:

DipABRSM

NATIONAL QUALIFICATIONS FRAMEWORK LEVELS:

DipABRSM ­ level 4

BACKGROUND:

The Music Direction Diplomas are available to directors of instrumental groups or choirs. Live and written components assess the command of directing technique in rehearsal and performance, understanding of the repertoire and knowledge of the instruments and voices within the ensemble.

PREREQUISITES:

ABRSM Diploma in Instrumental/Vocal Teaching LRSM in Instrumental/ Vocal Teaching FRSM in Music Education

QUALIFICATION ABBREVIATION:

DipABRSM ­ ABRSM Grade 8 Practical or a permitted substitution. LRSM ­ DipABRSM (Music Direction) or a permitted substitution. FRSM ­ LRSM (Music Direction) or a permitted substitution.

ASSESSMENT METHOD:

DipABRSM and LRSM ­ Rehearsal and Performance with programme notes, Viva Voce and Arrangement. FRSM ­ Written Submission, Rehearsal and Performance, Viva Voce and Arrangement.

EXAMINATION TIMING:

DipABRSM, LRSM and FRSM

NATIONAL QUALIFICATIONS FRAMEWORK LEVELS:

Examinations are held throughout the year.

GRADING SYSTEM:

DipABRSM - level 4 LRSM - level 6 FRSM - level 7

BACKGROUND:

Distinction, pass or fail. Detailed criteria outlining the various levels of achievement and attainment descriptions are included in the syllabus.

QUALITY ASSURANCE:

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.

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.

18

UK QUALIFICATIONS

ABRSM Diploma in Music Performance

QUALIFICATION ABBREVIATION:

earliest stages to conservatoire entry level, through the provision of goals and the measurement of progress. In their own time, and at their own pace, candidates from widely diverse backgrounds and with differing aspirations can derive benefit from the Board's rigorous and educationally sound structure. To acknowledge levels of musicianship and attainment within grades through the award of additional marks leading to Merit or Distinction in recognition of higher levels of: technical fluency; musical understanding; interpretative insight; sensitivity of response; communication skills. Grades 1-8 are available in Music Performance (Piano, Violin, Viola, Cello, Double Bass, Treble Recorder, Flute, Oboe, Clarinet, Bassoon, Saxophone, Horn, Trumpet, Cornet, Flugelhorn, E flat Horn, Trombone, Baritone, Euphonium, Tuba, Guitar, Harp, Percussion and Singing); Musical Literacy Grades 1-5 are available in Music Performance (Jazz Piano, Jazz Ensembles, Jazz Clarinet, Jazz Alto Saxophone, Jazz Tenor Saxophone, Jazz Trumpet, Jazz Trombone), Descant Recorder Grades 2-8 are available in Music Performance (Organ) Grades 4-8 are available in Music Performance (Harpsichord) Grades 6-8 are available in Music Performance (Bass Trombone)

DATE OF FIRST AWARD:

DipABRSM

NATIONAL QUALIFICATIONS FRAMEWORK LEVELS:

DipABRSM ­ level 4

BACKGROUND:

The Music Performance Diplomas are designed to reflect candidates' day-to-day experience as performers, whether amateur or professional. As well as demonstrating skills as a soloist, from LRSM there is the opportunity to specialise in one of three roles: orchestral performer, chamber ensemble member and keyboard accompanist. Subjects: piano, harpsichord, organ, violin, viola, cello, double bass, guitar, harp, recorder, flute, oboe, clarinet, bassoon, saxophone, horn, trumpet, cornet in B flat, flugelhorn, E flat horn, trombone, baritone, euphonium, tuba, percussion, singing.

PREREQUISITES:

DipABRSM ­ ABRSM Grade 8 Practical in the instrument presented or a permitted substitution. LRSM ­ DipABRSM (Music Performance) in the instrument presented or a permitted substitution. FRSM ­ LRSM (Music Performance) in the instrument presented or a permitted substitution.

ASSESSMENT METHOD:

DipABRSM and LRSM ­ Instrumental/Vocal recital with programme notes, Viva Voce and Quick Study. FRSM ­ Instrumental/Vocal recital, Written Submission, Viva Voce and Quick Study.

EXAMINATION TIMING:

1889

PREREQUISITES:

Grade 5 in Music Literacy (Theory), Practical Musicianship or in a solo Jazz subject is required when taking Grade 6 or above in Music Performance.

ASSESSMENT METHOD:

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.

The Board's graded examinations are assessed according to criterion-referenced methods. Assessment is based on candidates fulfilling the syllabus requirements against published criteria for each element of the examination. The criteria are published in the Board's publication These Music Exams, which is available free of charge on request. Assessment is, therefore, manageable, safe and appropriate to the needs of learners. It is based on candidates fulfilling criteria against appropriate and carefully chosen repertoire and supporting tests which provide a logical progression through the grades. Assessment is by individual examiner appointed by the Board. The Board uses generalist rather than specialist examiners, ie examiners are engaged for their overall musicianship rather than for particular instrumental/vocal expertise. Techniques for applying the criteria are demonstrated in depth during initial examiner training and in the subsequent in-service process. The entire assessment is carried out by the examiner appointed by the Board at the date and time specified. As each element of the examination is presented, the examiner makes a written record on the mark form which describes what has been heard and supports the mark awarded against the criteria published for the grade. The standard of the examination is set by the pass marks and examiners add or deduct marks therefrom. Marks are not awarded either by deduction from the maximum or by addition from zero.

ABRSM Foundation, Intermediate and Advanced Level in Music Performance; Foundation, Intermediate and Advanced Level in Music Literacy

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Foundation = Grades 1-3 = Level 1, Intermediate = Grades 4-5 = Level 2, Advanced = Grades 6-8 = Level 3

BACKGROUND:

The Board's graded examinations aim to provide a clear framework against which to measure musical development. They provide teachers and candidates with an authoritative and internationally recognised examination and assessment system to encourage and motivate players and singers at all levels, from the

UK QUALIFICATIONS

19

Qualifications currently offered

Each Syllabus includes an outline of what the examiner will be looking for, eg for piano candidates, the examiners will pay attention to: accuracy of notes; accuracy of time; quality of touch; variety and gradation of tone; choice of tempo; observance of marks of expression; rhythm; phrasing and accent; use of practical fingering.

EXAMINATION TIMING:

Skills are assessed consistently across all the grades with assessment components unchanged whilst demands of repertoire, technique, knowledge, ability and independence of thought increase. The Board's examinations offer a framework for progressive musical training against periodic, unbiased assessment. The Board's examinations are listed as entry qualifications in the music department prospectuses of many universities (eg Durham, Bristol, Edinburgh and Birmingham), colleges of higher education and conservatoires. In addition, they are used to illustrate the standards required for entry to youth orchestras, choirs and other similar bodies. The Board's graded examinations are undertaken by full-time students aged 16 to 18 as a complement to the main qualifications studied and for the purpose of progression to higher education.

There are three examining sessions a year (roughly in MarchApril, June-July and November-December).

GRADING SYSTEM:

The practical examinations (Music Performance) require candidates to demonstrate proficiency in set pieces, scales and arpeggios, sight-reading and aural skills. Assessment is given at three levels for each examination: Pass, Merit and Distinction. One hundred marks are required to achieve a Pass, 120 to pass with Merit, and 130 for Distinction out of a possible 150 marks.

Practical Grade Grade 6 Distinction Grade 6 Merit Grade 6 Pass Grade 7 Distinction Grade 7 Merit Grade 7 Pass Grade 8 Distinction Grade 8 Merit Grade 8 Pass Theory Grade Grade 6 Distinction Grade 6 Merit Grade 6 Pass Grade 7 Distinction Grade 7 Merit Grade 7 Pass Grade 8 Distinction Grade 8 Merit Grade 8 Pass Tariff Points 45 40 25 60 55 40 75 70 55 Tariff Points 15 10 5 20 15 10 30 25 20

Adult Literacy and Adult Numeracy

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Levels 1-2

BACKGROUND:

The National Certificates in Adult Literacy and Adult Numeracy at Levels 1 and 2 provide an accreditation route for adults wishing to have their achievements against the National Standards and Core Curricula for Adult Literacy and Adult Numeracy recognised.

DATE OF FIRST TEACHING:

2001

DATE OF FIRST AWARD:

2001

NUMBER OF UNITS/STRUCTURE:

Each Adult Literacy and Adult Numeracy qualification is a oneunit qualification consisting of a test comprising 40 multiplechoice questions each worth one mark. The National Certificate in Literacy lasts one hour and the National Certificate in Adult Numeracy lasts one hour and 15 minutes.

ASSESSMENT METHOD:

Externally set and marked test.

EXAMINATION TIMING:

QUALITY ASSURANCE:

On demand (also through scheduled monthly windows).

DATE OF RESULT PUBLICATION:

This is provided by the Examinations Board, which comprises two delegates from each of the Royal Schools and is chaired by the Principal of one of the Royal Schools, with ex-officio membership for the Chief Executive, Director of Examinations and Chief Examiner. The entire assessment process takes place under the supervision of the Examinations Board which: ratifies the appointment and dismissal of examiners; ratifies the appointment of examiner trainers and moderators; monitors all aspects of syllabus creation and development; monitors all examining activity. Complaints concerning the conduct of an examination or about the result must in all cases be addressed to the Director of Examinations, whose decision will be final.

PROGRESSION/ARTICULATION:

On demand: Results within seven to 10 working days, certification within 30 working days. Monthly: as with on demand, but may vary according to awarding body.

PROGRESSION/ARTICULATION:

The syllabus structure from Prep Test to Grade 8 provides a carefully graded scheme which covers all levels. Each grade builds progressively on the skills of the previous level to provide a logical framework for progress.

The Certificates in Adult Literacy and Adult Numeracy use the same tests as those for Key Skills in Communication and Application of Number at Levels 1 and 2. Success in the Certificates in Adult Literacy and Adult Numeracy will act as a proxy for the associated Key Skills tests in Communication and Application of Number at that level. The Certificate in Adult Literacy test at Levels 1 and 2 also provides assessment of reading as part of ESOL (English for Speakers of Other Languages) qualifications accredited from September 2005. Adult literacy and adult numeracy are needed for success in education and training in general, and a range of activities at work.

GRADING SYSTEM:

Pass/Fail

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UK QUALIFICATIONS

Qualifications currently offered

Advanced Apprenticeship

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

communicate effectively their understanding of the subject, using the skills of critical analysis, evaluation and synthesis. They are designed to be accessible to all able students, whatever their school or college and whichever specification they are studying, and require no extra content to be taught. They will 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 19 subjects: biology, business, chemistry, critical thinking, economics, English, French, geography, German, history, Irish, Latin, mathematics, physics, psychology, religious studies, Spanish, psychology, Welsh, Welsh Second Language. The awards can help university admissions authorities differentiate between candidates for oversubscribed courses, where applicants may well offer three A grades at A Level.

DATE OF FIRST TEACHING:

Level 3

BACKGROUND:

Advanced Apprenticeships (formerly known as Modern, 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-thejob 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 responsible for organising the local delivery of Advanced Apprenticeships.

DATE OF FIRST TEACHING:

2000

DATE OF FIRST AWARD:

1995

DATE OF FIRST AWARD:

2002

PREREQUISITES:

1997

PREREQUISITES:

Sector Skills Councils (SSCs) and Sector Bodies are responsible for determining and publicising entry criteria. SSCs and Sector Bodies design the content of each Advanced Apprenticeship along with their employers.

NUMBER OF UNITS/STRUCTURE:

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. QCA'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 securely in the subject concerned.

NUMBER OF UNITS/STRUCTURE:

Dependent upon NVQ and other qualifications in the Advanced Apprenticeship framework. However, all advanced apprentices pursue a National Vocational Qualification (NVQ) 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 GNVQ/AVCE units or other vocational education qualifications).

ASSESSMENT METHOD:

One unit

ASSESSMENT METHOD:

AEAs are intended to derive from the corresponding GCE A level without a requirement for additional teaching. They are 100% externally assessed. There is a single national examination available in each subject.

EXAMINATION TIMING:

June

DATE OF RESULT PUBLICATION:

See NVQ. Most technical certificates may be assessed by examination.

GRADING SYSTEM:

August (the same time as GCE A level results)

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.

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 have now been 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 onwards.

Grade Distinction Merit Tariff Points 40 20

Advanced Extension Award

QUALIFICATION ABBREVIATION:

AEA

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

QUALITY ASSURANCE:

Level 3

BACKGROUND:

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 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 abilities to apply and

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. However, in the case of

UK QUALIFICATIONS

21

Qualifications currently offered

Critical Thinking, where there has been no full A level or subject criteria, the AEA is free-standing in its own right. A full A level in Critical Thinking was, however, developed for September 2005, and new subject criteria written.

Grade A B C D E

Tariff Points 60 50 40 30 20

Advanced Subsidiary Vocational Certificate of Education

QUALIFICATION ABBREVIATION:

GRADING ADDITIONAL INFORMATION:

U indicates an unclassified performance which is not certificated.

QUALITY ASSURANCE:

ASVCE (also known as the three-unit VCE)

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

The ASVCE is quality assured by the same mechanisms as the AVCE six-unit award.

Level 3

BACKGROUND:

The ASVCE has been available since September 2000 in the following vocational areas only: Business; Engineering; Health & Social Care; Information & Communication Technology. The ASVCE is designed to promote breadth and add enrichment to students' learning programmes, encouraging them to mix and match AVCE qualifications with other qualifications, or to pursue vocational study part-time, possibly in conjunction with part-time employment. Students would normally complete this award in one year, but it may be taken over a longer period. The current ASVCE is referred to as `Advanced Subsidiary (AS)'. However, while it is the same size as the GCE AS, it is not `subsidiary' in nature. Its units are assessed at full AVCE standard and there is no requirement to teach them in a particular order. 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).

DATE OF FIRST TEACHING:

Advanced Vocational Certificate of Education

QUALIFICATION ABBREVIATION:

AVCE (also known as the six-unit AVCE)

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

AVCEs are qualifications which enable students to develop skills, knowledge and understanding in the vocational area they are studying and prepare them for both the world of work and for progression to higher education. They are informally known as `Vocational A levels'. AVCEs are designed to be related to National Occupational Standards in relevant sectors and to equip students with up-todate 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 supported by professional and employer input. The six-unit AVCE is the same size as GCE A level, and the overall grade is on the same A-E scale. In autumn 2000, the Advanced GNVQ was replaced by the new AVCE as a part of the introduction of Qualifying for Success reforms. The AVCE is available as a series of different sizes of award to promote flexibility in the post-16 curriculum: VCE Advanced Subsidiary (ASVCE) ­ three units; AVCE ­ six units; AVCE Double Award ­ 12 units. The achievement of an AVCE is not dependent on achievement of Key Skills. However, the development of Key Skills forms an integral part of the AVCE and they are signposted in the vocational units. 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).

DATE OF FIRST TEACHING:

2000

DATE OF FIRST AWARD:

2001

DATE OF LAST AWARD:

2006

NUMBER OF UNITS/STRUCTURE:

Three units All ASVCE qualifications consist of three compulsory units as specified by the regulatory authorities.

ASSESSMENT METHOD:

The AVCE, ASVCE and AVCE Double Award all draw from the same pool of units and use the same assessment arrangements: a combination of externally assessed written papers (usually 30%) and internally assessed coursework/portfolio (usually 70%).

EXAMINATION TIMING:

2000

DATE OF FIRST AWARD:

2002

DATE OF LAST AWARD:

January/June

DATE OF RESULT PUBLICATION:

2006

NUMBER OF UNITS/STRUCTURE:

March/August

GRADING SYSTEM:

For the ASVCE, an A-E grading system is used, giving comparability with GCE AS level.

AVCE has been available since September 2000 as a six-unit award. The award consists of a mixture of compulsory and optional units. Within individual vocational areas, there may be

22

UK QUALIFICATIONS

Qualifications currently offered

alternative models of how the AVCE may be constructed, providing a measure of controlled flexibility. It may be taken over one or two years.

ASSESSMENT METHOD:

BACKGROUND:

The former Advanced GNVQ (which consisted of a minimum of 12 units) has been replaced by the AVCE Double Award. The AVCE Double Award is equivalent in size to two GCE A levels and would normally be taken over two years. Students have the opportunity to supplement the AVCE Double Award with additional units which are graded separately. These will often be in the same vocational subject area, or may include language units. Where students wish to take additional studies in a different vocational area, they may take a six-unit AVCE or three-unit AVCE award in that subject area. 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).

DATE OF FIRST TEACHING:

The ASVCE, AVCE and AVCE Double Award all draw from the same pool of units and use the same assessment arrangements: a combination of externally assessed written papers (usually 30%) and internally assessed coursework/portfolio (usually 70%). The broad aim of the redesign of vocational qualifications at advanced level was to reduce the overall burden of assessment whilst strengthening the external element and making clearer what students need to learn as opposed to what is assessed. AVCE 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 and unit content. Complete portfolio units are assessed by means of unit-specific contextualised grading criteria. 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, assessment strategies and resources, and includes Key Skills signposting.

EXAMINATION TIMING:

2000

DATE OF FIRST AWARD:

2002

DATE OF LAST AWARD:

2006

NUMBER OF UNITS/STRUCTURE:

Twelve units According to the vocational subject area, the AVCE Double Award is structured within the following rules: a minimum of six and a maximum of eight compulsory units; a maximum of six optional units.

ASSESSMENT METHOD:

January/June

DATE OF RESULT PUBLICATION:

March/August

GRADING SYSTEM:

Grade A B C D E Tariff Points 120 100 80 60 40

The ASVCE, AVCE and AVCE Double Award all draw from the same pool of units and use the same assessment arrangements, that is, through a combination of externally assessed written papers (usually 30%) and internally assessed coursework/portfolio (usually 70%).

EXAMINATION TIMING:

GRADING ADDITIONAL INFORMATION:

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. These points should not be confused with those used on the UCAS Tariff (see above). U indicates an unclassified performance, which is not certificated.

QUALITY ASSURANCE:

January/June

DATE OF RESULT PUBLICATION:

March/August

GRADING SYSTEM:

For internal assessment, a 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.

PROGRESSION/ARTICULATION:

The award results in the student receiving two related grades on an A-E scale, ie AA, AB, BB, BC, CC, CD, DD, DE, EE. It should be understood that these are paired overall grades for the whole award, and are not two individual grades relating to clusters of six units.

Grade AA AB BB BC CC CD DD DE EE Tariff Points 240 220 200 180 160 140 120 100 80

The AVCE has been designed to promote flexibility in the post-16 curriculum allowing students to combine AVCE with other qualifications, including GCE A level, GCE AS and the ASVCE.

Advanced Vocational Certificate of Education: Double Award

QUALIFICATION ABBREVIATION:

GRADING ADDITIONAL INFORMATION:

U indicates an unclassified performance which is not certificated.

QUALITY ASSURANCE:

AVCE Double Award

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

The AVCE Double award is quality assured by the same mechanisms as the AVCE six-unit award.

UK QUALIFICATIONS

23

Qualifications currently offered

ASDAN Certificate of Personal Effectiveness (Universities Award)

QUALIFICATION ABBREVIATION:

In Northern Ireland, CoPE at Level 3 is offered by the Awarding Body CCEA, by agreement with ASDAN, which continues to offer levels 1 and 2.

ASDAN CoPE

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3 (CoPE is also available as an approved qualification at levels 1 and 2)

BACKGROUND:

ASDAN Certificate in Career Planning

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Levels 1, 2 and 3

BACKGROUND:

In April 2005, QCA accredited the ASDAN Certificate of Personal Effectiveness into the National Qualifications Framework as a fully approved qualification from 1 September 2005, following a successful pilot. This certificate incorporates the Universities Award at Level 3. CoPE at levels 1, 2 and 3 provides a means of accrediting a wide range of Personal, Social and Health Education (PSHE), Citizenship and Work-related activity along with the development of skills, such as Wider Key Skills. The qualification provides a model for the emerging Government 14-19 agenda, especially in relation to the extended research project and personal challenge. ASDAN CoPE is a core feature to a HEFCEfunded AimHigher project seeking to develop autonomous learning.

DATE OF FIRST TEACHING:

The Certificate in Career Planning has been developed in line with national guidance on Careers Education. It: provides a framework for the development and assessment of student learning in careers education and preparation for working life; prepares students for the challenge of flexible career paths; provides clear evidence of delivery of Careers Education and Guidance; is deliverable either through Personal, Social and Health Education/tutorial programmes or alongside other academic and vocational qualifications in a wide range of educational contexts; contributes to the development of individual Key Skills units.

DATE OF FIRST TEACHING:

2003

DATE OF FIRST AWARD:

2004

DATE OF LAST AWARD:

2002

DATE OF FIRST AWARD:

2008

NUMBER OF UNITS/STRUCTURE:

2003

DATE OF LAST AWARD:

Six units: Planning and carrying out a piece of research Communication through discussion Planning and giving an oral presentation Introduction to working with others Introduction to improving own learning and performance Introduction to problem solving

ASSESSMENT METHOD:

2010

NUMBER OF UNITS/STRUCTURE:

Three units: Self Development; Career Exploration; Career Management.

ASSESSMENT METHOD:

Portfolio evidence, internally assessed and externally moderated.

EXAMINATION TIMING:

Opportunities for portfolio moderation are made available at least three times a year.

DATE OF RESULT PUBLICATION:

Although certification of individual units is available, to gain the full Career Planning Qualification, candidates need to complete all three units.

QUALITY ASSURANCE:

Ongoing assessment.

GRADING SYSTEM:

Pass/Fail CoPE at Level 3 has been allocated 70 UCAS Tariff points, to take effect from September 2007. 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, you 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.

QUALITY ASSURANCE:

Assessed through a portfolio of evidence: each candidate demonstrates their competence in each unit by presenting a portfolio of evidence which clearly shows their ability to meet the standards. There are externally set questions to check underpinning knowledge and understanding.The portfolio is internally assessed and externally moderated.

ASDAN Certificate in Community Volunteering

QUALIFICATION ABBREVIATION:

CCV (ASDAN)

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Assessment against CoPE standards, which reflect QCA Key Skills Standards

PROGRESSION/ARTICULATION:

Levels 1 and 2

BACKGROUND:

Entry to HE

VARIANTS:

The Universities and FE Level 3 Awards have been available for a number of years and remain available as a significant part of the CoPE qualification.

The qualification consists of five units (six at level 1), covering general skills that are used by volunteers. The qualification can provide a useful bridge to specific occupational qualifications and paid employment.

DATE OF FIRST TEACHING:

2001

24

UK QUALIFICATIONS

Qualifications currently offered

DATE OF FIRST AWARD:

2002

DATE OF LAST AWARD:

2009

NUMBER OF UNITS/STRUCTURE:

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 have each been awarded UCAS Tariff points with effect from 2008 entry to higher education.

Grade Pass Tariff Points 35

Five at level 2 ­ four to be achieved for qualification Preparing to Volunteer Skills for Self Management Dealing with Meetings Working to good practice standards Understanding needs, issues and responses

ASSESSMENT METHOD:

Portfolio evidence internally assessed and externally moderated.

EXAMINATION TIMING:

Portfolio moderation is carried out by visit or by post, on demand.

DATE OF RESULT PUBLICATION:

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. 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 or by contacting head office as listed in Appendix A.

Ongoing

GRADING SYSTEM:

Pass/Fail

QUALITY ASSURANCE:

Assessment against QCA-approved national standards

PROGRESSION/ARTICULATION:

HE entry

The British Horse Society Awards

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 are central to 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.

CACHE Certificate for Teaching Assistants

QUALIFICATION ABBREVIATION:

CTA-L3

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

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.

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:

2006 last registration, 2009 last certification

PREREQUISITES:

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.

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 award, 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:

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 using a progressive place. They will have shown that they understand the safety procedures

Units assignments: Unit 1 is marked and internally moderated within the centres and is subject to external moderation. Unit 2 is externally assessed by CACHE.

EXAMINATION TIMING:

September, January, June

DATE OF RESULT PUBLICATION:

November, March, July

UK QUALIFICATIONS

25

Qualifications currently offered

GRADING SYSTEM:

QUALITY ASSURANCE:

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 by the Chief External Moderator.

PROGRESSION/ARTICULATION:

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 by the Chief External Moderator.

PROGRESSION/ARTICULATION:

The CTA-L3 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.

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 in Children's Care, Learning and Development

QUALIFICATION ABBREVIATION:

CACHE Certificate of Professional Development in Work with Children and Young People

QUALIFICATION ABBREVIATION:

CCCLD-L3

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

CPD-L3

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

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:

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:

2010 last certification

PREREQUISITES:

2000

DATE OF FIRST AWARD:

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:

2002

DATE OF LAST AWARD:

2010 last certification

PREREQUISITES:

Five Units (each consisting of 60 hours) All units are mandatory. Each Unit can stand alone, be individually assessed and separately certificated.

ASSESSMENT METHOD:

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.

NUMBER OF UNITS/STRUCTURE:

Three units of 60 hours each. One mandatory unit and two optional units (choice of 19 optional units). Units are free-standing and can be separately certificated.

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. They are subject to external moderation.

EXAMINATION TIMING:

September, October, November, December, February, March, April, May, June, July

DATE OF RESULT PUBLICATION:

Unit assignments: Unit 1 is externally assessed by a CACHE External Examiner. All other units are marked and internally moderated within the centres and are subject to external moderation.

EXAMINATION TIMING:

September, January, June

DATE OF RESULT PUBLICATION:

September, October, November, December, February, March, April, May, June, July

GRADING SYSTEM:

November, March, July

GRADING SYSTEM:

A-E

A-E

26

UK QUALIFICATIONS

Qualifications currently offered

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 by the Chief External Moderator.

PROGRESSION/ARTICULATION:

and satisfactory Professional Development Profiles and Practice Evidence Records.

EXAMINATION TIMING:

September, January, May

DATE OF RESULT PUBLICATION:

September, February, July

GRADING SYSTEM:

Theory Grade A B C D E Practical Grade A B C D E Tariff Points 240 200 160 120 80 Tariff Points 120 100 80 60 40

The award can assist those who are experienced/qualified in the area to specialise and/or progress/transfer into related/regulatory areas or higher levels of education or training.

CACHE Diploma in Childcare and Education

QUALIFICATION ABBREVIATION:

DCE-L3

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

QUALITY ASSURANCE:

Level 3

BACKGROUND:

The DCE-L3 programme aims to prepare candidates to work competently, safely and effectively with children aged 0-seven years 11 months whilst taking into account the fact that children live in families and communities. It will also help candidates who work with older children, especially those with special needs, and prepare candidates to work in a wide range of settings with different professionals and volunteers.

DATE OF FIRST TEACHING:

The examinations are 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 examinations are kept to ensure standards are maintained year-on-year. A sample of the internally marked assignments is internally moderated, and a different sample is externally moderated by CACHE's moderators who visit each centre each year. Their work is monitored by the Chief External Moderator.

PROGRESSION/ARTICULATION:

2000

DATE OF FIRST AWARD:

2001

DATE OF LAST AWARD:

2010 last certification

PREREQUISITES:

The DCE-L3 provides the underpinning knowledge and understanding and practical competences and skills for a number of NVQ units within the NVQ Level 3 in Children's Care, Learning and Development and provides a sound basis of knowledge to go on to higher level qualification.

VARIANTS:

CACHE does not prescribe any formal entry qualifications in order to start a programme of study for the DCE-L3 (but individual Centres may do so). Candidates must be at least 16 years old at the date of registration for the award and have an adequate level of general education to cope with the demands of the programme.

NUMBER OF UNITS/STRUCTURE:

Candidates who have successfully completed certain approved awards and registered for the DCE after September 2000 may be able to enter directly into the second year of the DCE, but this is at the discretion of the centre.

The full DCE-L3 consists of 12 units: Units 1, 2 ­ 120 hours each unit; Units 3, 4, 5, 6 ­ 90 hours each unit; Units 9, 10 ­ 30 hours each unit; Unit 12 requires approximately 125 days of practical training. An additional 90-hour personal and subject tutorial is recommended. Excluding Unit 12, each individual unit can stand alone, is individually assessed and can be separately certificated.

ASSESSMENT METHOD:

CACHE Diploma in Early Years Care and Education (Welsh Medium)

QUALIFICATION ABBREVIATION:

WMD-L3

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

2 portfolios 9 unit assignments Practice evidence records 3 professional development profiles A test paper The whole qualification may be achieved through successful completion of all the required units, a Diploma Final Test Paper

This WMD-L3 is offered in the medium of Welsh or bilingually. It is designed for group leaders or those with some experience in Children's Care, Learning and Development. It will facilitate good practice and high standards with Cylchoedd Meithrin and all other pre-school provision. It is useful for workers across a range of early years settings in a Welsh context as it contains an emphasis on Welsh culture.

DATE OF FIRST TEACHING:

2000

UK QUALIFICATIONS

27

Qualifications currently offered

DATE OF FIRST AWARD:

PREREQUISITES:

2002

DATE OF LAST AWARD:

No formal entry requirements. However, candidates must be aged 16 or over at the time of registering for the Award.

NUMBER OF UNITS/STRUCTURE:

2010 last certification

PREREQUISITES:

One unit of 12 hours and four units of 30 hours each. Individual units are free-standing and can be separately certificated.

ASSESSMENT METHOD:

CACHE does not prescribe any formal requirements in order to start a programme of study for the WMD-L3. Candidates should be at least 16 years of age at the date of registration for the award, show that they have an adequate level of general education to cope with the demands of the programme and have some day-to-day contact with children in a group setting.

NUMBER OF UNITS/STRUCTURE:

Unit 1 is assessed by a multiple-choice question paper. Units 2-5 are assessed through an assignment that is set by CACHE and marked by the Centre.

EXAMINATION TIMING:

Four mandatory units (three of 60 hours and one of 30 hours) Each unit can stand alone, be individually assessed and separately certificated.

ASSESSMENT METHOD:

September, October, November, December, February, March, April, May, June, July

DATE OF RESULT PUBLICATION:

Unit Assignments: Unit 2 is externally assessed by a CACHE External Examiner. All other units are marked and internally moderated within the centres and are subject to external moderation.

EXAMINATION TIMING:

September, October, November, January, February, March, April, May, June, July

GRADING SYSTEM:

A-E

QUALITY ASSURANCE:

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 by the Chief External Moderator.

PROGRESSION/ARTICULATION:

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 by the Chief External Moderator.

PROGRESSION/ARTICULATION:

The DHC-L3 provides the underpinning knowledge and understanding for a number of NVQ units within the NVQ Level 3 in Children's Care, Learning and Development. Candidates may also consider progressing to a related higher level qualification.

This award can provide entrance towards the NVQ Level 3 in Children's Care, Learning and Development. Candidates may also seek to progress to higher level qualifications as appropriate.

CACHE Diploma in Playgroup Practice in Wales

QUALIFICATION ABBREVIATION:

DPPW-L3

CACHE Diploma in Home-Based Childcare

QUALIFICATION ABBREVIATION:

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

DHC-L3

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

The aim of the DHC-L3 is to raise the professional skills and the quality of childcare, offered in a home-based setting, including information about the legislation and regulations governing homebased childcare.

DATE OF FIRST TEACHING:

The DPPW-L3 is offered in the medium of English and is specifically designed for work in playgroups in Wales, for group leaders or those with some experience in Children's Care, Learning and Development, to facilitate good practice and high standards within pre-school provision in Wales. The qualification supports the Welsh heritage and culture of Wales, the Curriculum Cymreig and the Desirable Outcomes for Children's Learning before compulsory school age, with appropriate references to Personal and Social Education for Wales.

DATE OF FIRST TEACHING:

2005

DATE OF FIRST AWARD:

2001

DATE OF FIRST AWARD:

2006

DATE OF LAST AWARD:

2003

DATE OF LAST AWARD:

2010 last certification

2010 last certification

28

UK QUALIFICATIONS

Qualifications currently offered

PREREQUISITES:

CACHE does not prescribe any formal entry qualifications in order 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. Candidates' literacy and numeracy is expected to be that of GCSE or equivalent.

NUMBER OF UNITS/STRUCTURE:

Each unit can stand alone, be individually assessed and separately certificated.

ASSESSMENT METHOD:

Unit assignments: Unit 2 is externally assessed. All other units are marked and internally moderated within the centres and are subject to external moderation.

EXAMINATION TIMING:

Three mandatory units of 60 hours. Each unit can stand alone, be individually assessed and separately certificated.

ASSESSMENT METHOD:

September, January, June

DATE OF RESULT PUBLICATION:

November, March, July

GRADING SYSTEM:

Unit assignments: Unit 1 is externally assessed by CACHE. All other units are marked and internally moderated within the centres and are subject to external moderation.

EXAMINATION TIMING:

A-E

QUALITY ASSURANCE:

September, January, June

DATE OF RESULT PUBLICATION:

November, March, July

GRADING SYSTEM:

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, and a different sample is externally moderated by CACHE's moderators. Their work is monitored by the Chief External Moderator.

PROGRESSION/ARTICULATION:

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 by the Chief External Moderator.

PROGRESSION/ARTICULATION:

This award can provide evidence towards the NVQ Level 3 in Playwork. Candidates may also seek to progress to higher level qualifications as appropriate.

CACHE Diploma in Pre-School Practice

QUALIFICATION ABBREVIATION:

This award can provide entrance towards the NVQ Level 3 in Children's Care, Learning and Development. Candidates may also seek to progress to higher level qualifications as appropriate.

DPP-L3

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

CACHE Diploma in Playwork

QUALIFICATION ABBREVIATION:

Level 3

BACKGROUND:

DPW-L3

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

The aims of the DPW-L3 are to facilitate good practice and high standards within playwork, and increase the skills necessary to work with children aged four-16 years in a senior playwork capacity.

DATE OF FIRST TEACHING:

The qualification is designed, primarily, to prepare candidates to work at supervisory level with pre-school groups and playgroups whilst taking into account the fact that children live in families and communities. Its main focus is on the needs of children aged from one to five, who may be in sessional or, increasingly, extended full day care.

DATE OF FIRST TEACHING:

2000

DATE OF FIRST AWARD:

2001

DATE OF LAST AWARD:

2002

DATE OF LAST AWARD:

2008 last certification

PREREQUISITES:

2010 last certification

PREREQUISITES:

CACHE does not prescribe any formal entry qualifications in order to start a programme of study for the DPW-L3. However, it is strongly recommended that candidates embarking on the programme will have undertaken a related study course at Level 2, have an adequate level of general education, be an experienced playworker with a minimum of 50 hours' recent experience in a playwork setting and have day-to-day contact with children in a playwork setting.

NUMBER OF UNITS/STRUCTURE:

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

NUMBER OF UNITS/STRUCTURE:

Three mandatory units of 60 hours.

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

UK QUALIFICATIONS

29

Qualifications currently offered

ASSESSMENT METHOD:

Unit assignments: Unit 1 is externally assessed by a CACHE External Examiner. All other units are marked and internally moderated within the centres and are subject to external moderation.

EXAMINATION TIMING:

rating of counting qualifications is A level = 2, AS level = 1, AICE Half Credit = 0.5 and Research Projects = 1. The AICE Diploma is awarded on the basis of a points system, as shown in the following table.

DOUBLE CREDIT STUDY A LEVEL Grade Points A 120 B 100 C 80 D 60 E 40 FULL CREDIT STUDY AS LEVEL Grade Points A 60 B 50 C 40 D 30 E 20 HALF CREDIT STUDY AICE HALF CREDIT Grade Points A 30 B 25 C 20 D 15 E 10

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, and a different sample is externally moderated by CACHE's moderators. Their work is monitored by the Chief External Moderator.

PROGRESSION/ARTICULATION:

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

CIE GCE International Advanced and Advanced Subsidiary Level/ Higher School Certificate

QUALIFICATION ABBREVIATION:

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.

CIE GCE International A and AS Level/HSC

BACKGROUND:

Acceptable at grades A-E in lieu of UK GCE A and AS level on a subject-for-subject and grade-for-grade basis. 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 International A Levels have a linear structure which encourages an integrated study of the entire subject. Most candidates take all their A Level papers in one session. Candidates who take AS Level first and then want to retake it, must generally retake the whole of the AS. HSC is a group award comprised of principal subjects (AL) and subsidiary subjects (AS). Subsidiary subjects usually include a General Paper and a local language.

University of Cambridge International Examinations

University of Cambridge International Examinations (CIE) is a provider of international qualifications and assessments. CIE offers a range of products created with an international audience in mind. It is part of Cambridge Assessment, formerly the University of Cambridge Local Examinations Syndicate (UCLES). CIE operates alongside OCR, which provides examination and assessment services in the UK, and Cambridge ESOL (English for Speakers of Other Languages) which delivers a portfolio of qualifications for people learning English.

CIE International Diploma CIE Advanced International Certificate of Education Diploma

QUALIFICATION ABBREVIATION: QUALIFICATION ABBREVIATION:

CID

BACKGROUND:

AICE

BACKGROUND:

The AICE Diploma offers an international pre-university curriculum and examination system which emphasises the value of broad 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; and Arts and Humanities), plus the option of research projects. AICE draws upon the full portfolio of Cambridge's post-16 provision (A level, AS level and a smaller half-credit programme in Mathematics or English unique to AICE). The individual choice of subjects within these areas is intended to provide a flexible, comprehensive and integrated curriculum programme.

ASSESSMENT METHOD:

CIDs (formerly Cambridge Skills and Career Awards) assess the practical application of career-based knowledge across a range of business-focused areas. CIDs at Advanced level are equivalent to A level, and CIDs at Standard level are equivalent to GCSE. Diplomas satisfying university matriculation requirements in lieu of A level are: CID in Business (Advanced Level) CID in Travel and Tourism (Advanced Level) CID in Computing The CIDs in IT Skills and ICT are of a more practical application, and candidates presenting these qualifications can be considered to have fulfilled their IT Key Skills requirements.

NUMBER OF UNITS/STRUCTURE:

A candidate needs to take and pass subjects equivalent to a minimum of six credits to obtain the AICE Diploma. The credit

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.

30

UK QUALIFICATIONS

Qualifications currently offered

ASSESSMENT METHOD:

BACKGROUND:

The Assessment methods include written examinations and assignments, all externally assessed by Cambridge.

GRADING SYSTEM:

Bridging qualification to facilitate access to Level 4 qualifications. Aimed at people in work or with access to work placement.

DATE OF FIRST TEACHING:

Successful Diploma candidates are awarded Pass or Distinction, where Distinction level may be taken as performance equivalent to the award of higher A level grades. Three types of certification can be awarded ­ Full Diploma, Core Module and Modular. Institutions are advised to accept only those applicants presenting a Full Diploma.

2001

DATE OF FIRST AWARD:

2003

PREREQUISITES:

Level 2 qualification

NUMBER OF UNITS/STRUCTURE:

City & Guilds

City & Guilds offers qualifications at seven levels, as follows: 7 ­ Fellowship (FCGI); 6 ­ Membership (MCGI); 5 ­ Graduateship (GCGI)/Associateship (ACGI)/NVQ5; 4 ­ Licentiateship (LCGI)/NVQ4/Career Extension/Master/ Full Technological Certificate/Full Technological Diploma; 3 ­ NVQ3/Vocational/General Education/Technician Diploma; 2 ­ NVQ2/Diploma of Vocational Education (Foundation)/ General Education Technician Certificate 1 ­ NVQ1/Vocational Award. Senior Awards; City & Guilds' Senior Awards (Levels 4 to 7) have been designed specifically to provide an employment-based route to higher level qualifications. They provide formal recognition of professional and technical achievements in the public services, industry and commerce. Each demands rigorous standards of assessment and demonstrates that the holder has proven skills and abilities. Fellowship (FCGI) The highest award conferred by City & Guilds. It recognises outstanding professional achievement in demanding appointments. Membership (MCGI) At the same level as a Master's degree, professional or managerial status. Graduateship (GCGI)/Associateship (ACGI) At the same level as a first degree or NVQ/SVQ Level 5. The ACGI is a parallel award exclusively for graduates of the City & Guilds College, Imperial College of Science, Technology and Medicine. Licentiateship (LCGI) At the same level as undergraduate study or NVQ/SVQ Level 4. Vocational Levels 1-4 A number of City & Guilds awards have not yet been accredited as NVQs, or are not appropriate for accreditation. In such cases, City & Guilds allocates levels matching as far as possible the NVQ guidelines. There are four levels of vocational awards: Level 1, Level 2, Level 3 and Level 4.

Six units

ASSESSMENT METHOD:

Centre-devised assignments assessed by City & Guilds external moderators.

GRADING SYSTEM:

Pass, Merit, Distinction

QUALITY ASSURANCE:

External moderation

PROGRESSION/ARTICULATION:

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

City & Guilds Advanced Technician Diploma

QUALIFICATION ABBREVIATION:

ATD

BACKGROUND:

City & Guilds Level 3. The QCA 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.

City & Guilds Full Technological Certificate

QUALIFICATION ABBREVIATION:

FTC

BACKGROUND:

City & Guilds Advanced Professional Certificate

QUALIFICATION ABBREVIATION:

At City & Guilds Level 4. The QCA definition of Level 4 is competence in a broad range of complex, technical or professional work activities performed in a wide variety of contexts and with a substantial degree of personal responsibility and autonomy. Responsibility for the work of others and allocation of resources is often present. The award is available in the following schemes. Mechanical Engineering Telecommunications Technicians

APC

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

UK QUALIFICATIONS

31

Qualifications currently offered

Industrial Measurement and Contract Technicians Motor Vehicle Technicians Information Technology (only available in Hong Kong) Electrical and Electronic Engineering Technicians

PREREQUISITES:

PROGRESSION/ARTICULATION:

Foundation Degrees/Degrees/Employment

The award is available to those who fulfil the following criteria: are at least 21 years of age; have had relevant industrial experience; hold appropriate City & Guilds qualifications.

PROGRESSION/ARTICULATION:

City & Guilds Higher Professional Diploma

QUALIFICATION ABBREVIATION:

HPD

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 4

BACKGROUND:

After completing specific vocational preparations, many skilled personnel progress to positions of authority and responsibility in which their expertise is an essential or desirable qualification. They might, for example, open and manage businesses of their own, become teachers or instructors, or engage in the supervision of personnel.

Equivalent to first year of a degree and available through parttime or full-time delivery. Qualifications provide the opportunity for candidates to select both higher level technical units and those focusing on management. The target audience is candidates in work or with access to work placement who: require the vocational knowledge and skills within our qualifications to enable them to work effectively at a managerial level in their sector; require a qualification which validates, confirms and consolidates their professional expertise; are seeking a progression route which will facilitate entry to a related degree programme.

DATE OF FIRST TEACHING:

City & Guilds Full Technological Diploma

QUALIFICATION ABBREVIATION:

FTD

BACKGROUND:

City & Guilds Level 4. Holders of the FTC who wish to obtain an FTD must sit and be successful in the relevant Technician Diploma and Advanced Technician Diploma assessments and also satisfy the practical portfolio element. They are available in the following schemes. Telecommunications and Electronics Engineering Motor Vehicle Engineering Electrical and Electronic Engineering Technicians

PREREQUISITES:

2001

DATE OF FIRST AWARD:

2003

PREREQUISITES:

Level 3 qualification

NUMBER OF UNITS/STRUCTURE:

In order to obtain an FTD, the candidate must hold both a Technician Diploma and Advanced Technician Diploma award in the relevant subject and provide a portfolio of evidence which documents at least two years' appropriate work experience.

Twelve units are required to complete the full qualification. Individual units can be certificated separately.

ASSESSMENT METHOD:

Centre-devised assignments which are externally moderated by City & Guilds.

EXAMINATION TIMING:

City & Guilds Higher Certificate

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

No external examination

GRADING SYSTEM:

Level 4

DATE OF FIRST TEACHING:

Pass, Merit, Distinction

QUALITY ASSURANCE:

2001

DATE OF FIRST AWARD:

External moderation

PROGRESSION/ARTICULATION:

2003

PREREQUISITES:

Foundation Degrees/Degrees/Employment

Level 3 qualification

NUMBER OF UNITS/STRUCTURE:

Twenty four VRQ units for Studies route. Twelve VRQ and seven NVQ units for Work with offending behaviour route.

ASSESSMENT METHOD:

City & Guilds Technician Certificate

BACKGROUND:

Centre-devised assignments, which are externally moderated by City & Guilds.

GRADING SYSTEM:

City & Guilds Level 1. Indicates an initial stage, below the usual standard recommended for those aspiring to industrial recognition. The QCA 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 to communicate basic information about the target subjects in spoken, written and computer form and by

Pass, Merit, Distinction

QUALITY ASSURANCE:

External moderation

32

UK QUALIFICATIONS

Qualifications currently offered

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.

DATE OF FIRST TEACHING:

September 2005, following Pilot 2004

DATE OF FIRST AWARD:

2006 from one-year programmes

City & Guilds Technician Diploma

BACKGROUND:

NUMBER OF UNITS/STRUCTURE:

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. City and Guilds Level 2. Indicates the minimum standard recommended for those aspiring to the usual form of industrial recognition and should be attainable by the majority of candidates. The QCA 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.

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.

Diploma in Foundation Studies (Art and Design)

QUALIFICATION ABBREVIATION:

FAD (not used by WJEC)

Diploma in Digital Applications/ Certificate in Digital Applications/ Award in Digital Applications

QUALIFICATION ABBREVIATION:

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

3

BACKGROUND:

DIDA CIDA AIDA

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Levels 1 and 2

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 QCA 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 studiobased Art and Design. Three awarding bodies offer the Level 3 FAD: ABC Awards (ABC); Edexcel and the Welsh Joint Education Committee (WJEC). 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: enhance students' capacity to learn and develop those faculties and skills which lead to self-reliant working; develop students' critical awareness of the contemporary visual worlds and related contexts; develop students' ability in the methods of creative production; develop students' understanding and awareness of the opportunities and demands of HE study in Art and Design in order to translate potential and ability into realisable goals; provide a context in which students can identify their strengths and direction through progressive exploration of skills and concepts central to Art and Design practice.

DATE OF FIRST TEACHING:

Successor to GNVQ ICT (Intermediate) Mapped against the e-Skills National Occupational Standards for IT Users and the National Curriculum Programme of Study in ICT Practical approach used to develop a body of skills and knowledge Promotes creative use of digital applications Work submitted for moderation in an e-portfolio Edexcel Qualifications in Digital Applications for IT Users are part of the Level 2 provision of the National Qualifications Framework (NQF). They are designed to: develop students' ability to select and use digital applications appropriately and produce high quality outcomes; enable students to demonstrate their knowledge and skills through purposeful application. Their broad objectives are to: give students the technical knowledge, skills and understanding they need to use digital applications competently; equip students with some of the skills they will need in the workplace or in further education or training; promote learning through work-related contexts; use e-portfolios as tools for learning and assessment; develop an awareness of ethical, social, economic and political consequences of the use of and access to digital applications for individuals, organisations and society.

2000

DATE OF FIRST AWARD:

2001

DATE OF LAST AWARD:

2010

UK QUALIFICATIONS

33

Qualifications currently offered

PREREQUISITES:

Although not mandatory, the majority of students have at least two A levels. This requirement does not apply to mature students who are assessed according to individual circumstances.

NUMBER OF UNITS/STRUCTURE:

qualifications. Because employers and professional bodies are heavily involved in the design of Edexcel 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 Certificates are designed to provide specialist work-related qualifications in a range of sectors. They are unit-based specialist qualifications that focus on particular aspects of employment within a vocational sector. The Level 2 BTEC First Certificate offers a qualification that 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 Certificate 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 in due course. There are key aspects within the new Edexcel Level 2 BTEC First Qualifications. The qualifications all have a specialist focus. All units are internally assessed and verified. There is an overall qualification grading for certification. Some of the qualifications have been accredited as Technical Certificates.

DATE OF FIRST TEACHING:

Three elements, giving three units on the WJEC specification, further broken down into nine subsections for the Edexcel and ABC specifications.

ASSESSMENT METHOD:

All FAD programmes are externally assessed. ABC and Edexcel operate an external assessment model hosted through the confirmatory stage, WJEC operates through the FMP (Final Major Project). Throughout the programme, a student's progress is benchmarked through internal assessment.

EXAMINATION TIMING:

Summer term

DATE OF RESULT PUBLICATION:

Certificates can be released from mid-July.

GRADING SYSTEM:

Pass, Merit and Distinction Final stage only is graded in the ABC and Edexcel schemes. WJEC weights each unit at 25%, with clear assessment strands and descriptors for each unit culminating in a final assessment, weighted 50%. The following points for FAD come into effect for entry to HE in 2006 onwards.

Grade Distinction Merit Pass Tariff Points 285 225 165

2003

DATE OF FIRST AWARD:

2004

STRUCTURE OF QUALIFICATION:

QUALITY ASSURANCE:

ABC Awards All centres offering the qualification receive two visits: one by an ABC examiner and one by an ABC adviser. Reports written by advisers and examiners are forwarded to the National Lead Examiner who reports finding and key issues to the ABC National Advisory Group and the Independent Steering Group, which is made up of representatives from the three awarding bodies. Regional meetings are used to disseminate actions by these groups. WJEC WJEC external assessment takes place in June each year. Moderator-examiner reports are returned to centres and the issues are carried forward to annual Boards of Study attended by all centres.

PROGRESSION/ARTICULATION:

includes core and specialist units. Unit size is based on 30, 60, 90 or 120 guided learning hours, with a qualification size of 180 guided learning hours.

ASSESSMENT METHOD:

All units are internally assessed and externally verified. The assessment is criterion-referenced, based on the achievement of specified outcomes.

GRADING SYSTEM:

Each unit is graded at Pass, Merit or Distinction and is detailed as part of the documents for certification. There is an overall qualification grading of Pass, Merit or Distinction for certification.

QUALITY ASSURANCE:

External Verification and National Standards Sampling Quality assurance is undertaken as follows. 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. 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. 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 the world of education and industry who are carefully

Progression is largely into higher education and employment.

VARIANTS:

ABC can offer a Certificate of Unit Credit to students who complete units 1 to 7.

Edexcel Level 2 BTEC First Certificate

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

34

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Qualifications currently offered

selected and suitably qualified. They have a responsibility for ensuring that: centres assess student performance using strategies that are valid and reliable; national standards of the qualifications are maintained; 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. 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:

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.

QUALITY ASSURANCE:

External Verification and National Standards Sampling Quality assurance is undertaken as follows: 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. 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. 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 the world of education and industry who are carefully selected and suitably qualified. They have a responsibility for ensuring that: centres assess student performance using strategies that are valid and reliable; national standards of the qualifications are maintained; 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. 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 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 specialist 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 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. The qualifications all have a specialist focus. All units are internally assessed and verified. There is an overall qualification grading for certification.

DATE OF FIRST TEACHING:

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:

2003

DATE OF FIRST AWARD:

2004

NUMBER OF UNITS/STRUCTURE:

The BTEC short course framework is flexible, supporting and enabling a range of different progression purposes. The framework was designed to: support lifelong learning and achievement; provide access to qualification pathways;

The structures include core and specialist units.

UK QUALIFICATIONS

35

Qualifications currently offered

provide the means of approving programmes that assess knowledge, understanding and skills development; provide flexibility in terms of target audience, modes of delivery and assessment regimes; 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: there is a very specialist focus; the structure normally comprises core and specialist units; units are normally 30, 60, 90 or 120 guided learning hours; sizes across levels 1-7 are normally: Award up to 90 hours, Certificate up to 180 hours, and Diploma up to 300 hours; level is indicated by 1, 2, 3, 4, 5, 6 or 7; assessment is internal or external, depending on individual structures.

ASSESSMENT METHOD:

BACKGROUND:

The Edexcel Level 3 BTEC National Award is a 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. 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:

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. 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. 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. 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 the world of education and industry who are carefully selected and suitably qualified. They have a responsibility for ensuring that: centres assess student performance using strategies that are valid and reliable; national standards of the qualifications are maintained; 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. 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

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 D M P Tariff Points 120 80 40

GRADING ADDITIONAL INFORMATION:

Each unit is assessed and graded. Each qualification has an overall grade awarded at Pass, Merit or Distinction. Tariff points for BTEC National Awards came into effect for entry to higher education from 2005 onwards.

QUALITY ASSURANCE:

External Verification and National Standards Sampling

PROGRESSION/ARTICULATION:

To any associated Level 4 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:

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

The Edexcel Level 3 BTEC National Certificate is a 12-unit 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 GCEs or the 12-unit AVCE. The qualification offers an engaging programme for 16-19-yearolds who are clear about the area of employment they wish to enter. Such learners may wish to extend their programme through the study of a related GCE or other qualification. Alternatively,

36

UK QUALIFICATIONS

Qualifications currently offered

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:

ASSESSMENT METHOD:

Two units are assessed via an externally set IVA. All units are internally assessed and externally verified.

GRADING SYSTEM:

Grade DDD DDM DMM MMM MMP MPP PPP Tariff Points 360 320 280 240 200 160 120

2002

DATE OF FIRST AWARD:

GRADING ADDITIONAL INFORMATION:

2003

NUMBER OF UNITS/STRUCTURE:

Total of 12 units

ASSESSMENT METHOD:

Each unit is assessed and graded. Each qualification will have an overall grade awarded at Pass, Merit and Distinction, for example, DDD, DDM, MMP. Tariff points for BTEC National Diplomas came into effect for entry to higher education from 2005 onwards.

QUALITY ASSURANCE:

Two units are assessed via an externally set IVA. All units are internally assessed and externally verified.

GRADING SYSTEM:

External Verification and National Standards Sampling

PROGRESSION/ARTICULATION:

Each unit is assessed and graded. Each qualification will have an overall grade awarded at Pass, Merit and Distinction, for example, DD, MP, PP.

Grade DD DM MM MP PP Tariff Points 240 200 160 120 80

To any associated Level 4 Vocationally-Related Qualification, including degrees, or to a Level 3 or 4 Vocationally-Related Qualification or Occupationally Competent Qualification (NVQs).

Edexcel Level 5 BTEC Higher National Certificate

QUALIFICATION ABBREVIATION:

BTEC HNC

QUALITY ASSURANCE:

External Verification and National Standards Sampling

PROGRESSION/ARTICULATION:

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 5

BACKGROUND:

To any associated Level 4 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:

BTEC HNCs 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.

DATE OF FIRST TEACHING:

The Edexcel Level 3 BTEC National Diploma is an 18-unit qualification designed to extend and deepen the specialist focus available in the 12-unit Certificate. The qualification prepares learners for employment in the sector and will be suitable for 1619-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.

DATE OF FIRST TEACHING:

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 learners who have recently been in education, the entry profile is likely to include one of the following. A BTEC National Certificate or Diploma An AVCE/Advanced GNVQ in an appropriate vocational area 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* to C Other related Level 3 qualifications An Access to Higher Education Certificate awarded by an approved further education institution Related work experience

2002

DATE OF FIRST AWARD:

2003

NUMBER OF UNITS/STRUCTURE:

Total of 18 units

UK QUALIFICATIONS

37

Qualifications currently offered

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:

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:

An HNC consists of 10 units, all of which have to be achieved at Pass or better. 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:

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. A BTEC National Certificate or Diploma An AVCE/Advanced GNVQ in an appropriate vocational area 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* to C Other related Level 3 qualifications An Access to Higher Education Certificate awarded by an approved further education institution 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:

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:

HNDs consist of 16 units, all of which have to be achieved at Pass or better. H1 and H2 are notional level indicators, which show the relative intellectual demand, complexity, depth of study and learner autonomy. In the revised versions of HNDs and HNCs and, indeed, previous versions, 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:

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.

Edexcel Level 5 BTEC Higher National Diploma

QUALIFICATION ABBREVIATION:

BTEC HND

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

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. All units are internally assessed.

GRADING SYSTEM:

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

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.

38

UK QUALIFICATIONS

Qualifications currently offered

PROGRESSION/ARTICULATION:

DATE OF LAST AWARD:

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.

N/A

PREREQUISITES:

Promotion to the EB Year (Year 13 in UK system)

NUMBER OF UNITS/STRUCTURE:

European Baccalaureate

QUALIFICATION ABBREVIATION:

Between eight and 12 subjects likely to be taken in the EB.

ASSESSMENT METHOD:

EB

BACKGROUND:

Forty percent internal assessment during EB year, 36% five final written exams, 24% four final oral exams. Final written and oral exams are jointly assessed by teacher and external examiner.

EXAMINATION TIMING:

The European Baccalaureate (EB) is awarded only by the 13 European Schools of the European Union (EU), which provide free education for children of staff employed by EU institutions. The EB examines the final two years of a seven-year secondary education cycle. A significant element of study is always undertaken in the first foreign language, including History and Geography from Year 3. The syllabuses in the 14 language sections are, with the exception of the mother tongue, identical and the same standards of attainment are required of all. Not all 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 working language of the student concerned, or in the language of the school's host country. See table below. Students must choose all subjects in Column 1. Biology, History, Geography and Philosophy must be chosen in either Column 2 or 3. Biology is compulsory unless Physics or Chemistry is chosen in Column 3. Students must choose at least two four-period subjects in Columns 3 and 4 to ensure their minimum weekly timetable consists of at least 31 periods. They may choose a maximum of two additional courses from Column 5, bringing their timetable to a maximum of 35 periods per week. The EB should not be confused with the Option International du Baccalaureat (OIB) which is part of the French Baccalaureat designed for bilingual candidates, or the International Baccalaureate.

DATE OF FIRST TEACHING:

June

DATE OF RESULT PUBLICATION:

July

GRADING SYSTEM:

The EB is a group diploma and candidates are awarded a final overall mark expressed as a percentage. Candidates who achieve an overall mark of 60% or above are awarded the Baccalaureate. The final mark is the result of: a) Internal assessment of all subjects studied during Year 7 by means of: internal school examinations ­ 25%, continuous assessment ­ 15%; b) Five final written exams set by the Examining Board, in the mother tongue, first foreign language and two elective subjects ­ 36%; c) Four final oral exams set by the teacher and an external examiner appointed by the Examining Board, in mother 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 % with 60% as a pass.

1953

DATE OF FIRST AWARD:

1959

COMPULSORY SUBJECTS Column 1 Language I (4 periods) Language II (3 periods) Mathematics (3 periods) or Mathematics (5 periods) Religion/Ethics (1 period) Physical Education (2 periods) Column 2 (2 periods) Biology History Geography Philosophy Column 3 (4 periods) Latin* Ancient Greek* Geography Philosophy Language III Language IV History Economics Physics Chemistry Biology Art Music

OPTIONAL SUBJECTS Column 4 (3 periods) Advanced Language I Advanced Language II Advanced Mathematics^

COMPLEMENTARY ACTIVITIES Column 5 (2 periods) Practical Physics Practical Chemistry Practical Biology Computing Elementary Economics Sociology Art Music Physical Education Drama

* 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.

UK QUALIFICATIONS

39

Qualifications currently offered

QUALITY ASSURANCE:

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.

developed for this purpose. This qualification will be withdrawn in 2007; students on Access to HE or Foundation courses; students in HE who might use them as revision units; Apprentices and National Trainees; 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 (will be withdrawn in 2007) Handling and Interpreting Data Making Connections in Mathematics (will be 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:

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: Level 1 (Foundation) ­ includes mathematics at grade D-G standard of GCSE Mathematics; Level 2 (Intermediate) ­ includes mathematics at grade A*-C standard of GCSE Mathematics; Level 3 (Advanced) ­ includes mathematics equivalent to that found in GCE A level and AS courses. 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:

2001

DATE OF FIRST AWARD:

2002

PREREQUISITES:

Generally GCSE Mathematics

NUMBER OF UNITS/STRUCTURE:

Varies, generally one

ASSESSMENT METHOD:

Generally external and portfolio.

EXAMINATION TIMING:

June

DATE OF RESULT PUBLICATION:

is a qualification in its own right; requires 60 guided learning hours; 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; encourages the use of ICT tools to analyse real data associated with a range of realistic contexts; is graded A-E or U. FSMQs have been designed to meet a range of student needs, eg for: students wanting to gain some mathematics equivalent in demand to GCSE Mathematics; students who already have GCSE Mathematics at Grade C or better, who can use the units to reinforce or extend particular areas of mathematics to support other areas of study; GCE A level or AVCE students who are taking nonmathematical subjects but who would like to continue to study some mathematics or who need mathematical back-up to their post-16 programme; applicants to Initial Teacher Training courses (or trainees on those courses), for whom one qualification ­ Making Connections in Mathematics ­ has been specifically

August

GRADING SYSTEM:

Most FSMQs are assessed by equally weighted elements of portfolio evidence and external examinations. Only Level 3 FSMQs carry Tariff Points.

Grade A B C D E Tariff Points 20 17 13 10 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

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BACKGROUND:

DATE OF FIRST AWARD:

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 effects 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 post16 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. 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. The structure of GCE A level was revised ­ modular system introduced. 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. 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 new specifications reflect the structural changes for GCE A level and AS qualifications. Much of the content of the new specifications is unchanged from previous syllabuses. All specifications are based on the requirements of the published: common criteria; GCE criteria; 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 regulatory authorities 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. Restrictions on combinations from different specifications are necessary sometimes to guarantee the standard of the full A level award. Further details are provided by the regulatory authorities and the awarding bodies.

DATE OF FIRST TEACHING:

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:

Since 2000, most GCE A level qualifications have been are based on six units of approximately equal size. Three of these units constitute the GCE AS qualification, representing the first half of the full A level. 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 have since been added: From 2005: OCR: Critical Thinking. From 2006: Edexcel: Art & Design, Design & Technology, Religious Studies; OCR: Accounting, Law; WJEC: Psychology, World Development. Revised A level criteria will be incorporated into new specifications for first teaching in 2008. All A levels will then become four-unit awards, with the exception of Biology, Chemistry, Electronics, Environmental Science, Geology, Mathematics, Music, Physics.

ASSESSMENT METHOD:

The majority of GCE AS and A level specifications consist of both external and internal assessment. 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. 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 tends to be 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 may 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.

2000

UK QUALIFICATIONS

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Qualifications currently offered

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 styles 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 ensure that the standard of GCE A level continues to be maintained, synoptic assessment is a feature of all GCE AS and A level specifications. 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. However, there is no change for subjects with a higher practical content which previously had 30% or more internal assessment.

EXAMINATION TIMING:

Grade A B C D E

Tariff Points 120 100 80 60 40

GRADING ADDITIONAL INFORMATION:

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 regulatory authorities (QCA, DELLS 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. In addition, subject criteria have been developed for the larger entry subjects (currently 21 subjects). These comprise the essential requirements for GCE AS/A level specifications in that subject. 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: aims; core content at AS and A2; assessment objectives (and their relative weightings at AS and A2); scheme of assessment; grade descriptions. All GCE AS and A level specifications are accredited by QCA, DELLS 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 regulatory authorities also publish the GCSE, GCSE in vocational subjects, GCE, Applied GCE and GNVQ Code of Practice which: lays down detailed procedures to promote accuracy, fairness, quality and consistency across all awarding bodies; 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. QCA and DELLS 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 QCA 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:

There is a common examinations timetable across awarding bodies, with examinations taking place in January, 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.

Information on areas such as recommended prior learning, overlap of qualifications, progression opportunities, sequencing of units and opportunities for developing and gathering evidence

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Qualifications currently offered

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:

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:

AS Level

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

2000

DATE OF FIRST AWARD:

Level 3

BACKGROUND:

2001

PREREQUISITES:

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. While for students starting their post-16 programme in September 2000, it was not possible for GCE A level to be taken over one year, this is now possible 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. 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. If the student originally requested to cash in the units for an AS award, but subsequently declines the award, or for any other reason the AS award has not yet taken place, eg the AS qualification is being taken over two years, UCAS has instructed applicants to enter AS details with grade pending. 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 regulatory bodies can provide further information on the range of options available, and the implications for entry to higher education. Students are not normally able to combine the AS units taken on one specification with the AS units taken on a different

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:

Most GCE A level qualifications are based on six units of approximately equal size: the first three of these units constitute the GCE AS qualification, representing the first half of the full A level.

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 tends to be 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 levels are assessed by means of externally assessed written papers and internally assessed coursework/ practicals of 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. Revised specifications for AS/A level Mathematics were introduced from September 2004. Consequently, the additional examination opportunity for GCE AS Mathematics, made available on a temporary basis in November 2002, 2003 and 2004 to support the old specification, has now been discontinued.

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 A B C D E Tariff Points 60 50 40 30 20 Highest grade awarded

Lowest pass awarded

UK QUALIFICATIONS

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Qualifications currently offered

GRADING ADDITIONAL INFORMATION:

U indicates an unclassified performance which is not certificated. 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 three AS units; for those who go on to complete the full A level, their grade will be based on attainment in the three AS and three 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:

GCE Advanced Subsidiary/ Advanced Level in Applied Subjects

QUALIFICATION ABBREVIATION:

AS Level, AS Level Double Award, A Level, A Level Double Award

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

All GCE AS level examinations are subject to quality assurance procedures. The regulatory authorities (QCA, CCEA and DELLS) 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: lays down detailed procedures to promote accuracy, fairness, quality and consistency across all awarding bodies; represents an enhanced measure of national uniformity of procedures and quality assurance.

PROGRESSION/ARTICULATION:

Applied A levels 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 will be 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 will be known as the GCE A level in Applied Art & Design. Applied A levels 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. The six-unit Applied A level is the same size as GCE A level, and the overall grade is on the same A-E scale. Applied A levels are available as a series of different sizes of award to promote flexibility in the post-16 curriculum: AS ­ three units (three AS units); AS double award ­ six units (six AS units); A Level ­ six units (three AS and three A2 units); 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 Applied AS/A level 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:

GCE A level, AVCE, 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 available 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 Freestanding 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.

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

44

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Qualifications currently offered

be taken over one or two years. (The first A2 awards will not be available until 2007 and so any students studying a one-year A level programme in 2005/6 will have taken the old VCE.)

ASSESSMENT METHOD:

QUALITY ASSURANCE:

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. Complete portfolio units are assessed by means of unit-specific contextualised grading criteria. 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, assessment strategies and resources, and includes Key Skills signposting.

EXAMINATION TIMING:

For internal assessment, a 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. A subject listing of GCE A/AS levels in applied subjects is given in Appendix I.

PROGRESSION/ARTICULATION:

The awards have been designed to promote flexibility in the post16 curriculum allowing students to incorporate them into their programmes and in particular to combine them with other GCE AS.

General Certificate of Secondary Education

QUALIFICATION ABBREVIATION:

GCSE

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Levels 1, 2

BACKGROUND:

January/June

DATE OF RESULT PUBLICATION:

March/August

GRADING SYSTEM:

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

AS and A level are reported on a five-grade scale from A-E where A is the highest. AS double award and A level double award are reported on the following grading scale: AA, AB, BB, BC, CC, CD, DD, DE, EE, EU

GRADE TARIFF POINTS AS A Level A 60 120 B 50 100 C 40 80 D 30 60 E 20 40 AS Double Award 120 110 100 90 80 70 60 50 40 A Level Double Award 240 220 200 180 160 140 120 100 80

The Double Award GCSE exists in science and the GCSEs in vocational subjects. The qualification usually occupies two option blocks in school timetables and students are awarded two grades, eg AA, DD.

GCSE

This is the main form of the qualification and is sometimes referred to as a single award.

SHORT COURSE GCSE

AA AB BB BC CC CD DD DE EE

GCSE awarding bodies have offered short course GCSEs since September 1996, the first examinations having taken place in summer 1997. These qualifications cover half the subject content of a GCSE and are usually taught in half the time.

DATE OF FIRST TEACHING:

GCSE was first introduced in 1986 with first examinations in 1988. Specifications were revised for first teaching in September 2001. GCSEs in vocational subjects were developed for first teaching in September 2002. Revised GCSEs in sciences will be introduced for first teaching in September 2006.

DATE OF FIRST AWARD:

GRADING ADDITIONAL INFORMATION:

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. These points should not be confused with those used on the UCAS Tariff (see above). U indicates an unclassified performance, which is not certificated.

1988; 2003 (revised specification)

PREREQUISITES:

None

NUMBER OF UNITS/STRUCTURE:

Most GCSEs are offered at two tiers, foundation and higher, corresponding with Level 1 and Level 2 of the NQF.

UK QUALIFICATIONS

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Qualifications currently offered

GCSEs are generally linear in structure. Some modular courses do exist, but have no set number of units. However, GCSEs in vocational subjects have a three-unit structure (see subsequent entry). New GCSEs in science are unit-based.

ASSESSMENT METHOD:

GCSE Mathematics has three tiers of entry: Foundation (grades D-G), Intermediate (grades B-E), and Higher (grades A*-C). This will be replaced by a two-tier system from September 2006; first awards will be summer 2008. A number of GCSE titles are untiered.

The assessment is at the end of the course for the majority of subjects and consists of both external and internal assessment. The number of examination papers and the exact proportion of internal assessment varies from subject to subject. Internal assessment, however, often accounts for 20% of the total, the remainder being external, although this varies across subjects. Internal assessment includes coursework and practical investigations, depending on the balance allowed by the subject criteria. In certain subjects, specifications that consist solely of externally assessed components (ie no coursework is required) are available for part-time and private candidates. In these cases the normal GCSE certificate will be issued.

EXAMINATION TIMING:

GCSE in Vocational Subjects (also known as Applied GCSE)

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 1, 2

BACKGROUND:

GCSEs in vocational subjects 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 GCSEs in vocational subjects but are not an integral part of them. The situation is similar to that which applies to the current Foundation and Intermediate GNVQs.

DATE OF FIRST TEACHING:

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:

GCSEs in vocational subjects replaced the existing Part One GNVQ and were introduced in September 2002. As well as the eight GCSEs in vocational subjects introduced in 2002, QCA is working with the awarding bodies on further subject pilots in Construction and the Built Environment, Performing Arts, Applied French, Hospitality and Catering, and Applied PE. A GCSE in Agriculture, Land and Environment will be available for first teaching from September 2006. This will be a single award.

DATE OF FIRST AWARD:

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 Double Awards are equivalent to two GCSEs in size, and result in the award of full grades, A*A*-GG, with U for unclassified.

QUALITY ASSURANCE:

2004

PREREQUISITES:

None

NUMBER OF UNITS/STRUCTURE:

GCSEs are accredited, monitored and scrutinised by QCA. From December 2000, all GCSE examinations have been governed by the joint GCSE, GCSE in vocational subjects, GCE, VCE and GNVQ 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).

PROGRESSION/ARTICULATION:

GCSEs in vocational subjects 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 GCSEs in vocational subjects differs from that of the former Part One GNVQs, and students cannot transfer units from GCSE in a vocational subject 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:

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:

GCSEs in vocational subjects are equivalent to two GCSEs in size and result in the award of full grades, A* A*-GG, with U for unclassified.

QUALITY ASSURANCE:

GCSE Double Award and Short Course.

GCSEs in vocational subjects are subject to the same quality assurance regime as GCSEs (see above).

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PROGRESSION/ARTICULATION:

ASSESSMENT METHOD:

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, VCE and BTEC Nationals.

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 unitspecific 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:

General National Vocational Qualifications

QUALIFICATION ABBREVIATION:

GNVQ

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

January/June

DATE OF RESULT PUBLICATION:

Level 1 = Foundation GNVQ, Level 2 = Intermediate GNVQ

BACKGROUND:

March/August

GRADING SYSTEM:

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 3 units 6 units 3 units 4 GCSEs (grades A*-C) 2 GCSEs (grades A*-C) 4 GCSEs (grades D-G) 2 GCSEs (grades D-G)

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:

Foundation

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:

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. Further details of when each GNVQ will be withdrawn can be found on the QCA website, www.qca.org.uk/.

DATE OF FIRST TEACHING:

See also Advanced GNVQs and Part One GNVQs.

GOAL (Global Online Assessment for Learning)

Goal qualifications are awarded by Educational Development International (EDI), one of the UK's premier examining and awarding bodies. EDI's extensive range of Goal 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 and English Language (see Appendix L).

2000

DATE OF FIRST AWARD:

GOAL Certificate for Children's Care, Learning and Development

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

2002

NUMBER OF UNITS/STRUCTURE:

Level 3

BACKGROUND:

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.

The qualification has been specifically developed to give recognition to candidates who have demonstrated the required underpinning knowledge and understanding to meet the technical certificate requirements of the Children's Care, Learning and Development Young 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.

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Qualifications currently offered

DATE OF FIRST TEACHING:

GRADING SYSTEM:

September 2005

PREREQUISITES:

Pass/Fail for each unit.

PROGRESSION/ARTICULATION:

There are no formal entry requirements for this qualification. However, candidates should already have knowledge and skills gained either through previous learning or employment or both.

NUMBER OF UNITS/STRUCTURE:

This qualification will be 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.

Five compulsory units at Level 3 Candidates 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:

GOAL Certificate for IT Users

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

100% external assessment

EXAMINATION TIMING:

On demand

DATE OF RESULT PUBLICATION:

Eight weeks for paper-based tests; 24 hours for online tests.

GRADING SYSTEM:

This qualification is intended for candidates who already have knowledge and skills equivalent to a Level 2 IT User qualification, gained either through previous learning or employment or both, and is suitable for those wishing to acquire advanced practical IT skills for modern business or for use as a development tool, to progress a career by acquiring the IT skills needed to support that career.

DATE OF FIRST TEACHING:

Pass/Fail for each unit.

PROGRESSION/ARTICULATION:

2003 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.

PREREQUISITES:

GOAL Certificate for Health and Social Care

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

There are no formal entry requirements for this qualification. However, candidates should have achieved a level of practical skill, knowledge and understanding as an IT user equivalent to Level 2 (eg Level 2 Certificate for IT Users), either through previous learning or experience. Candidates should also have a level of English equivalent to Level 3 in the National Language Standards or Level 3 on the Language Levels Framework to complete the practical assignments successfully. Numeracy skills will be needed to complete the spreadsheet assignment successfully.

NUMBER OF UNITS/STRUCTURE:

Level 3

BACKGROUND:

The qualification has been specifically developed to give recognition to candidates 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:

Five units (one compulsory plus any three from a further five units) plus a further unit for those undertaking an Advanced Apprenticeship.

ASSESSMENT METHOD:

25% external assessment, 75% internal assessment. Externally moderated.

EXAMINATION TIMING:

On demand

DATE OF RESULT PUBLICATION:

Six weeks for paper-based tests; 24 hours for online tests.

GRADING SYSTEM:

January 2006

PREREQUISITES:

There are no formal entry requirements for this qualification. However, candidates should already have knowledge and skills gained either through previous learning or employment or both.

NUMBER OF UNITS/STRUCTURE:

Pass/Fail for knowledge tests. Pass, Credit, Distinction for practical assessments. Grading is based on number of errors/skills not shown.

PROGRESSION/ARTICULATION:

There are two pathways at Level 3: Children and Young People; Adults. Each pathway has 3 compulsory units. Candidates 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:

Certain units of this qualification can be used as credit towards related NVQs. This qualification is appropriate for those who wish to gain underpinning knowledge and understanding through offthe-job learning.

GOAL Certificate in Audio Transcription

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

100% external assessment

EXAMINATION TIMING:

Level 3

BACKGROUND:

On demand

DATE OF RESULT PUBLICATION:

Six weeks for paper-based tests; 24 hours for online tests.

This qualification is intended for those whose position requires a high standard of document production, presentation and audio transcription skills.

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DATE OF FIRST TEACHING:

BACKGROUND:

2001

PREREQUISITES:

This qualification has been developed for candidates who wish to: acquire knowledge and understanding relevant to the role of the administrator at a senior or supervisory level; progress a career, and need the knowledge and understanding to support that career; enter administrative roles in which they will carry out a range of administrative tasks often without supervision; progress towards an NVQ, such as the GOAL Business and Administration NVQ Level 3 or Level 4; gain a Business Administration Advanced Apprenticeship. This qualification is relevant to all occupational areas in which administrative support and services are provided. This qualification is appropriate for those who wish to gain underpinning knowledge and understanding through off-the-job learning, or by attending a course at a school, college or other place of learning.

DATE OF FIRST TEACHING:

Candidates should have a standard of English equivalent to English for Business Level 2.

NUMBER OF UNITS/STRUCTURE:

One unit. Total examination time two hours.

ASSESSMENT METHOD:

100% external assessment

EXAMINATION TIMING:

Twice a year and on demand.

DATE OF RESULT PUBLICATION:

Six-eight weeks from end of exam period/six weeks for on demand.

GRADING SYSTEM:

Pass 50%, Credit 60%, Distinction 75%

PROGRESSION/ARTICULATION:

Successful candidates may go on to complete the Private Secretary's Diploma.

2005

PREREQUISITES:

GOAL Certificate in Business Administration

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

This qualification is intended for candidates who are working or preparing to work in an administrative role which requires initiative and business awareness.

DATE OF FIRST TEACHING:

There are no formal entry requirements for this qualification. However, candidates should have achieved a level of practical skill, knowledge and understanding appropriate to preparation for a Level 3 qualification in Business and Administration, either through previous learning or experience. Candidates should also have a level of English equivalent to Level 2 in the National Language Standards to meet the communication requirements for this qualification.

NUMBER OF UNITS/STRUCTURE:

2001

PREREQUISITES:

Two units: Unit 1 ­ Apply Work Skills Unit 2 ­ Apply Personal Skills Each unit is tested through multiple choice: Unit 1 comprises 50 questions to be answered in 90 minutes; Unit 2 comprises 30 questions to be answered in 60 minutes.

ASSESSMENT METHOD:

Candidates should have a standard of business English equivalent to English for Business Level 2 and which enables them to make themselves understood in a business context.

NUMBER OF UNITS/STRUCTURE:

One unit. A two-hour examination; four tasks to be completed from a choice of five.

ASSESSMENT METHOD:

100% external assessment

EXAMINATION TIMING:

Paper-based on demand or online

DATE OF RESULT PUBLICATION:

100% external assessment

EXAMINATION TIMING:

Twice a year and on demand.

DATE OF RESULT PUBLICATION:

On demand: eight weeks from end of exam period Online: 24 hours

GRADING SYSTEM:

Six-eight weeks from end of exam period/six weeks for on demand.

GRADING SYSTEM:

Pass/Fail

PROGRESSION/ARTICULATION:

Pass 50%, Credit 60%, Distinction 75%

PROGRESSION/ARTICULATION:

Successful candidates who also obtain passes in English for Business Level 2, Business Practice Level 3 and in a Level 3 Office Skills award will qualify for the Level 3 Private Secretary's Diploma. Successful candidates who also obtain a pass in a Level 3 IT award will qualify for the Level 3 Diploma in Business Administration.

To progress a career or improve the understanding to support that career; progress towards the NVQ level 3 in Business and Administration; enter administrative roles that carry a significant degree of responsibility; gain an Advanced Apprenticeship.

GOAL Certificate in Business Practice

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

GOAL Certificate in Business and Administration (Organisations and People)

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

Level 3

This qualification is intended for candidates who are seeking to increase their awareness and understanding of contemporary business practices and organisation. It is expected that candidates from all the main functional areas represented within the

UK QUALIFICATIONS

49

Qualifications currently offered

business or those seeking to find employment in any of these areas will be able to develop their understanding of business activity and practices.

DATE OF FIRST TEACHING:

Each unit is tested through multiple choice and comprises 40 questions to be answered in 90 minutes.

ASSESSMENT METHOD:

100% external assessment

EXAMINATION TIMING:

2001

PREREQUISITES:

Paper-based on demand or online

DATE OF RESULT PUBLICATION:

Candidates should have a standard of English which enables them to make themselves understood in a business context and which is equivalent to English for Business Level 3.

NUMBER OF UNITS/STRUCTURE:

On demand: eight weeks from end of exam period Online: 24 hours

GRADING SYSTEM:

One unit. A two-hour-30-minute examination containing six questions, of which four must be answered.

ASSESSMENT METHOD:

Pass/Fail

PROGRESSION/ARTICULATION:

100% external assessment

EXAMINATION TIMING:

Twice a year and on demand.

DATE OF RESULT PUBLICATION:

To progress a career or improve the understanding to support that career; progress towards the NVQ level 3 in Customer Service; enter customer service roles that carry a significant degree of responsibility; gain an Advanced Apprenticeship.

Six-eight weeks from end of exam period/six weeks for on demand.

GRADING SYSTEM:

Pass 50%, Credit 60%, Distinction 75%

PROGRESSION/ARTICULATION:

GOAL Certificate in Principles and Practice of Management

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

Successful candidates may go on to complete the Private Secretary's Diploma, Level 3 or the Diploma in Business Administration, Level 3.

This qualification is intended for candidates who are intending to begin or have recently commenced a career in management.

DATE OF FIRST TEACHING:

GOAL Certificate in Customer Service

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

2002

PREREQUISITES:

Level 3

BACKGROUND:

This qualification is intended to give candidates a broader understanding of the principles and background to providing customer service and how they can be applied to typical situations. It is suitable for: those wishing to gain knowledge and understanding of the concept of customer service at a more advanced level; use as a development tool, building on previously gained knowledge and experience in providing customer service; progression towards an NVQ, such as the GOAL NVQ Level 3 in Customer Service; those wishing to gain the knowledge and understanding necessary for taking some degree of responsibility for supervising or leading staff at lower levels; candidates wishing to gain an Advanced Apprenticeship in Customer Service. This qualification is relevant to all occupational areas.

DATE OF FIRST TEACHING:

Candidates should have a standard of business English equivalent to English for Business Level 2. However, their knowledge of specialist business terminology should be equivalent to Level 3 in terms of vocabulary.

NUMBER OF UNITS/STRUCTURE:

One unit. A three-hour examination; four questions to be answered from a choice of eight.

ASSESSMENT METHOD:

100% assessed

EXAMINATION TIMING:

Three times a year and on demand.

DATE OF RESULT PUBLICATION:

Six-eight weeks from end of exam period/six weeks for on demand.

GRADING SYSTEM:

Pass 50%, Credit 60%, Distinction 75%

PROGRESSION/ARTICULATION:

2003

PREREQUISITES:

There are no formal entry requirements for this qualification. However, candidates should have achieved a level of practical skill, knowledge and understanding appropriate to preparation for a Level 3 qualification in Customer Service, either through previous learning or experience. Candidates should also have a level of English equivalent to Level 2 in the National Language Standards to meet the communication requirements for this qualification.

NUMBER OF UNITS/STRUCTURE:

Successful candidates who also obtain a pass in Business and Industrial Administration and one other from a pool of options in one series of examinations, or with the required single subjects gained on demand within three calendar months of the first examination date, will be eligible for the award of a Level 3 Group Diploma in Principles and Practice of Management.

GOAL Certificate in Text Production

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

Two units: Unit 1 ­ Advanced Principles of Customer Service Unit 2 ­ Customer Service in Context

This qualification is intended for candidates who are working in a position that requires a high standard of document production,

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UK QUALIFICATIONS

Qualifications currently offered

presentation and transcription skills using a typewriter, word processor or computer.

DATE OF FIRST TEACHING:

PROGRESSION/ARTICULATION:

To Advanced Apprenticeships and Foundation Degrees.

2001

PREREQUISITES:

Candidates 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 correction, appropriate use of stationery, intelligent display, consistency of style, transcription from amended, printed and handwritten copy, production of routine business documents and planning and organising work within deadlines.

NUMBER OF UNITS/STRUCTURE:

Guildhall School of Music and Drama

As of March 2004, Guildhall School's Examination Service merged with Trinity College London to form Trinity Guildhall Examinations. There will be no changes to music qualifications until January 2007. Changes are underway for Speech and Drama syllabuses, but Guildhall syllabuses will be available until December 2005.

One unit. A two-hour examination involving two in-tray documents and four other documents with instructions, for transcription.

ASSESSMENT METHOD:

GSMD Acting Studies

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Grades 1-8 accredited at Levels 1-3

DATE OF FIRST TEACHING:

100% external assessment

EXAMINATION TIMING:

1920

DATE OF FIRST AWARD:

Four series a year and on demand.

DATE OF RESULT PUBLICATION:

1920

PREREQUISITES:

Six-eight weeks from end of exam period/six weeks for on demand.

GRADING SYSTEM:

None

NUMBER OF UNITS/STRUCTURE:

Pass 50%, Credit 60%, Distinction 75%

PROGRESSION/ARTICULATION:

Preliminary, Introductory, Grades 1-8

ASSESSMENT METHOD:

Successful candidates may go on to complete the Private Secretary's Diploma.

100% external examination

EXAMINATION TIMING:

GOAL Certificate in Transport Engineering and Maintenance (Mechanical, Electrical and Coach)

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Continuous cycle

DATE OF RESULT PUBLICATION:

Two to three weeks after examination

GRADING SYSTEM:

Level 3

BACKGROUND

Fail, Pass, Merit, Honours and High Honours

QUALITY ASSURANCE:

These qualifications have been designed to meet the training requirements of engineering and manufacturing staff employed by public and private companies engaged in the manufacturing, repair and maintenance of passenger carrying vehicles and general fleet traffic.

DATE OF FIRST TEACHING:

By discipline specialist ­ verification and moderation.

PROGRESSION/ARTICULATION:

To higher GSMD qualifications, HE, drama school and speech training

2002

PREREQUISITES:

GSMD Music Performance

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Candidates need to have completed the three mandatory units of the Level 2 Certificate in Transport Engineering and Maintenance.

NUMBER OF UNITS/STRUCTURE:

Grades 1-8 accredited at Levels 1-3

BACKGROUND:

In addition to the three Level 2 mandatory units, candidates must complete the Level 3 mandatory unit plus one further optional unit.

ASSESSMENT METHOD:

Instrumental Music examinations are offered from Introductory grade (pre-Grade 1) and progress through to Grade 8.

DATE OF FIRST TEACHING:

1910

DATE OF FIRST AWARD:

Assessment is through a combination of externally set and marked multiple-choice testing and practical assignments which are externally set, internally assessed and externally moderated.

EXAMINATION TIMING:

1910

PREREQUISITES:

Examinations are set twice a year for the multiple-choice examination. The practical assignments are taken at times determined by the centre.

DATE OF RESULT PUBLICATION:

None

NUMBER OF UNITS/STRUCTURE:

Preliminary, Introductory and Grades 1-8

ASSESSMENT METHOD:

Results are published six to eight weeks after the examination date.

GRADING SYSTEM:

100% external examination

EXAMINATION TIMING:

Fail/Pass/Merit/Distinction

Continuous cycle

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Qualifications currently offered

DATE OF RESULT PUBLICATION:

ASSESSMENT METHOD:

Two to three weeks after examination

GRADING SYSTEM:

100% external examination

EXAMINATION TIMING:

Fail, Pass, Merit, Honours and High Honours

Grade Grade 6 (Honours) Grade 6 (Merit) Grade 6 (Pass) Grade 7 (Honours) Grade 7 (Merit) Grade 7 (Pass) Grade 8 (Honours) Grade 8 (Merit) Grade 8 (Pass) Tariff Points 45 40 25 60 55 40 75 70 55

Continuous cycle

DATE OF RESULT PUBLICATION:

Two to three weeks after examination

GRADING SYSTEM:

Fail, Pass, Merit, Honours and High Honours

QUALITY ASSURANCE:

Discipline specialist ­ verification and moderation

PROGRESSION/ARTICULATION:

Higher GSMD qualifications, HE, drama school and speech training

QUALITY ASSURANCE:

By discipline specialist ­ verification and moderation.

PROGRESSION/ARTICULATION:

Institute of Commercial Management

The Institute of Commercial Management (ICM) offers vocational qualifications which are recognised throughout the UK and worldwide. ICM works in partnership with universities, commerce, industry, governments, international development agencies and tertiary level education and training providers. In its capacity as a course developer, and an examining and certifying board, the Institute provides a wide range of professional and vocational awards in Business and Management Studies. ICM programmes are designed to address the wide variety of personal development and training needs of those wishing to enter the commercial sector and to support the continued development and workplace flexibility of those already in employment. ICM's Global services include the: design, development and certification of business education and training programmes for education providers; development and certification of tailored education and training programmed for the corporate sector, emerging industries and the global workforce; examination, assessment and certification of students undertaking business, management and training programmes; provision of technical assistance and consultancy services in the fields of Trade, Tourism and Personal Development. The Institute offers qualifications at Certificate, Diploma, Advanced Diploma, Graduate and Postgraduate levels. The Institute is a professional body for commercial and business development managers and supports career and personal development as well as mobility. Associate and professional membership are open to those who complete the relevant degree-level qualifying examinations.

To higher GSMD external qualifications, HE, conservatoires and teaching

GSMD Speech and Drama Qualifications

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Grades 1-8 accredited at Levels 1-3

DATE OF FIRST TEACHING:

1920

DATE OF FIRST AWARD:

1920

PREREQUISITES:

None

NUMBER OF UNITS/STRUCTURE:

Junior Preliminary, Preliminary, Grades 1-8

ASSESSMENT METHOD:

100% external examination

EXAMINATION TIMING:

Continuous cycle

DATE OF RESULT PUBLICATION:

Two to three weeks after examination

GRADING SYSTEM:

Fail, Pass, Merit, Honours and High Honours

QUALITY ASSURANCE:

Discipline specialist ­ verification and moderation

PROGRESSION/ARTICULATION:

To higher GSMD qualifications, HE, drama school and speech training

GSMD Speech Qualifications

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Grades 1-8 accredited at Levels 1-3

DATE OF FIRST TEACHING:

ICM Certificate/Diploma/ Advanced Diploma Programmes

BACKGROUND

1920

DATE OF FIRST AWARD:

1920

PREREQUISITES:

Certificates Certificates are introductory foundation programmes designed for school leavers (16+) and adults with little or no formal academic qualifications. The course duration is normally six months of fulltime study or one year of part-time study. Diplomas Diploma-level programmes are designed for business students (18+) and working adults. The programmes normally call for

None

NUMBER OF UNITS/STRUCTURE:

Junior Preliminary, Preliminary, Grades 1-8

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UK QUALIFICATIONS

Qualifications currently offered

either one to two years of full-time study or two to three years of part-time study. Diploma-level programmes equate to NQF Level 4 qualifications and involve a level of knowledge equivalent to the first year of a degree. Relevant ICM Diploma awards may be considered acceptable for entry to higher education. ICM Diploma holders demonstrate competence in the application of knowledge in a broad range of varied work activities performed in a wide variety of contexts, most of which are complex and non-routine. Learning at this level involves obtaining detailed knowledge and skills and is appropriate for people working independently, or providing basic supervision and training of others in their field of work and people wishing to go to university. Advanced Diplomas Advanced Diploma programmes are designed for advanced level business students, supervisors, managers and mature working adults with existing business qualifications. Advanced Diplomas can be completed in one year of full-time study or two years of part-time study and are designed to provide a level of business knowledge equal to that obtained after two years of undergraduate study. The Advanced Diploma equates to an NQF Level 5 qualification and involves specialist learning and detailed analysis of information and knowledge in a specified area of work or study. Students demonstrate an increased depth of knowledge and understanding of an area of work or study that enables them to formulate solutions and responses to complex problems and situations. 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 of work expertise in job roles and competence in managing and training others. These qualifications may be considered to be equivalent to UK intermediate HE awards. Most Advanced Diploma programmes are taken as an end in themselves, but they can also be used for entry at an appropriate level to first degree studies. They do not typically provide access to postgraduate programmes.

ASSESSMENT METHOD:

and all candidates' work is returned to ICM for marking, assessment and the issue of results and certificates.

NUMBER OF UNITS/STRUCTURE:

Depending on the subject, a full-time Advanced Diploma course takes two years of study comprising 12 units equivalent to 240 credits.

PROGRESSION/ARTICULATION

On successful completion of ICM Diplomas/Advanced Diplomas, students may progress to further professional qualifications or to honours degree courses.

The Institute of Financial Services

The Institute of Financial Services (ifs) is a leading provider of financial education. As a school of finance, the ifs provides for the formal learning needs of consumers and those employed within the industry, both in the UK and in key markets worldwide.

IFS Certificate in Financial Studies

QUALIFICATION ABBREVIATION:

CeFS

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

The Certificate in Financial Studies has been designed to enable individuals to apply appropriate solutions from the wide range available within the evolving financial services marketplace. CeFS is a qualification aimed at addressing the poor levels of financial awareness in the UK. It aims to improve the understanding of financial matters, offer meaningful career and academic opportunities and provide close liaison with potential employers and a recognised entry-level qualification for a career in financial services.

DATE OF FIRST TEACHING:

ICM Certificate units focus on the development of knowledge and understanding of conceptually less demanding material whilst Advanced Diploma units assess the conceptually more demanding material. There is some synoptic assessment and many units test candidates' accumulated understanding of the domain as a whole and their abilities to integrate and apply their skills, knowledge and understanding in appropriate contexts. All units equate to 200-hour (20-credit) courses and are assessed by means of externally assessed and moderated written papers. Assessment is 100% examination. Unless a candidate undertakes a single-subject examination, all ICM programmes are multi-subject and candidates are required to undertake formal, externally set and marked examinations in all subjects within any programme.

GRADING SYSTEM:

2001

DATE OF FIRST AWARD:

2002

NUMBER OF UNITS/STRUCTURE:

Three units: Unit 1: Why Money Matters Unit 2: Risk and Reward Unit 3: Making Personal Financial Judgements

ASSESSMENT METHOD:

Electronic and paper-based examination. Unit 1: Why Money Matters, tested electronically. Fifty multi-choice questions. Questions test each of the nine learning outcomes for the unit and make up 25% of the overall qualification score. Unit 2: Risk and Reward, tested electronically. Section A: five multi-choice questions: one mark per question. Section B: six case studies of five questions: one mark per question. The five multiple-choice questions test candidates' understanding of financial products, the nature of borrowing and the importance of financial budgeting. The six case studies test seven learning outcomes and are based on the stages of the personal lifecycle. The examination score contributes 35% to the overall qualification score. Unit 3: Making Personal Financial Judgements, one question from a choice of two: 40 marks. The questions are based on case

Examination grades are as follows:

A B C D E F Distinction Credit Pass Marginal Pass Marginal Fail Fail 71% and above 61% to 70% 53% to 60% 51% to 52% 48% to 50% 47% and less

QUALITY ASSURANCE:

In order to maintain global standards, examination papers for all standard ICM programmes are set by the Institute's Examiners

UK QUALIFICATIONS

53

Qualifications currently offered

studies with a number of short/part questions. The examination score contributes 40% to the overall qualification score. Unit 3 is assessed by a paper-based examination.

EXAMINATION TIMING:

On demand for electronic examinations. Unit 3 assessment is offered twice a year.

DATE OF RESULT PUBLICATION:

Unit 2: Financial Services: The Provider's Perspective, tested electronically. Seven case studies each containing six questions; one mark per question. The seven case studies test all of the eight learning outcomes for the unit and contribute 30% to the overall qualification score. Unit 3: Enhancing Financial Capability, paper-based examination. One question from a choice of two: 40 marks available. The questions are based on case studies. The examination score contributes 40% to the overall qualification score.

EXAMINATION TIMING

Immediate for electronic examinations and available within 20 working days for paper-based examinations.

GRADING SYSTEM:

Graded A-E and U for ungraded. CeFS have been awarded the following UCAS Tariff points with effect from 2005 entry to higher education.

Grade A B C D E Tariff Points 60 50 40 30 20

On demand for electronic examinations. Unit 3 assessment is offered twice a year.

DATE OF RESULT PUBLICATION

Immediate for electronic examinations and available within 20 working days for paper-based examinations.

GRADING SYSTEM

Graded A - E and U for ungraded. The DipFS has been awarded the following UCAS Tariff points with effect from 2008 entry to higher education.

Grade A B C D E Tariff points 60 50 40 30 20

QUALITY ASSURANCE:

QCA

PROGRESSION/ARTICULATION:

The CeFS provides underpinning knowledge for, and a pathway into, study for other ifs qualifications, such as the Diploma in Financial Services Management (DFSM). CeFS also aids entry into higher education and provides a good basis from which to pursue a career in the financial services industry.

QUALITY ASSURANCE

QCA

PROGRESSION/ARTICULATION

IFS Level 3 Diploma in Financial Studies

QUALIFICATION ABBREVIATION

The DipFS provides underpinning knowledge for, and a pathway into, study for other ifs qualifications. The DipFS gives students 15 credit points towards the ifs Applied Diploma in Retailing Financial Services.

DipFS

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL

Level 3

BACKGROUND

International Baccalaureate Organization

The International Baccalaureate Organization (IBO) is a non-profit educational organisation that was established in 1968. The IBO offers three programmes to a wide variety of schools located throughout the world: the Diploma Programme, for students in the final two years of school before university; the Middle Years Programme, for students aged 11 to 16; the Primary Years Programme (PYP), for students aged three to 12. There are 1,721 schools (International Baccalaureate world schools) that are authorised to offer International Baccalaureate programmes in 122 countries.

The Diploma in Financial Studies (DipFS) follows on from CeFS and applies what students have learnt to the broader financial environment. The financial planning element introduced in CeFS becomes more dynamic and flexible, as the students become more aware of the (financial) environment within which they live.

DATE OF FIRST TEACHING

2004

DATE OF FIRST AWARD

2005

PREREQUISITES

Students must complete the CeFS before they begin the DipFS.

NUMBER OF UNITS/STRUCTURE

Three units: Unit 1: Financing the Future Unit 2: Financial Services: The Provider's Perspective Unit 3: Enhancing Financial Capability

ASSESSMENT METHOD

International Baccalaureate Diploma

QUALIFICATION ABBREVIATION:

IB

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Electronic and paper-based examination. Unit 1: Financing the Future, tested electronically. Seven case studies each containing six questions; one mark per question. The seven case studies test all of the nine learning outcomes for the unit and contribute 30% to the overall qualification score.

Level 3

BACKGROUND:

The International Baccalaureate Diploma Programme is an international academic qualification administered by the

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International Baccalaureate Organization (IBO). It is a two-year pre-university programme designed to promote international understanding within a context of intellectual rigour. All students, irrespective of their particular interests, are required to follow six subjects in a range of disciplines. Three of these must be at Higher Level (HL) and three at Standard Level (SL). The recommended teaching time for each HL is 240 hours, and for each SL, 150 hours over the two-year period of the programme. The examined subjects must include two languages, one subject from Individuals and Societies, an Experimental Science, Mathematics and one option. All subjects are required to incorporate international perspectives. The IBO has three working languages, English, French and Spanish, and almost all examination papers are available in each of these languages. The six subjects are bound together in a coherent form by the Theory of Knowledge course followed by all students, and by an Extended Essay which encourages research skills. A further requirement is that candidates be involved in Creativity, Action, Service (CAS), which contributes to their humanitarian/international education. Only an authorised member school can enter candidates for IB qualifications. The programme is a two-year course, although a maximum of two SL examinations may be taken in the penultimate year according to policies adopted in schools. The IB has now been accredited within the NQF. The IB is recognised by UK HEIs as fulfilling the minimum matriculation requirements for entry. The IBO recommends that institutions make offers to applicants based on a total points acquisition by the candidate. Offers to IB students that are expressed in terms of gaining the Diploma and with specific grades, usually in HL subjects, should not be made by equating IB grades to GCE A level grades. The equivalence is not valid. Additionally, neglecting the overall score does not take account of, and give credit for, the breadth of study required in the IB Diploma Programme.

DATE OF FIRST AWARD:

Classical Greek Latin Group 3 ­ Individuals and Societies Business and Management Economics Geography History Islamic History Information Technology in a Global Society Philosophy Psychology Social and Cultural Anthropology Group 4 ­ Experimental Sciences Biology Chemistry Design Technology Environmental Systems (SL) Physics Group 5 ­ Mathematics Computer Science (elective) Mathematics (HL) Mathematics (SL) Mathematical Studies (SL) Further Mathematics (SL) All students must do a course in Mathematics Group 6 ­ Arts Music Theatre Arts Visual Arts Or School-based syllabus (SBS) A syllabus designed by the school according to its own needs, interests and expertise, and approved by the IBO. A candidate may choose only one such subject. Or 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. 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 IBO.

ASSESSMENT METHOD:

1970

NUMBER OF UNITS/STRUCTURE:

Candidates choose their programmes of six subjects from the following: 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, Language B, 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 programme is on language but a variety of texts also forms part of the course. Or Ab initio A foreign language learning course over two years at SL for students with no previous experience of learning the target language.

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. Candidates not completing all the requirements for a Diploma may be awarded certificates for individual subjects. Assessment procedures are kept constantly under review to ensure both integrity and quality. Their validation includes, amongst other activities, question paper and marking scheme review by external advisers, standardisation

UK QUALIFICATIONS

55

Qualifications currently offered

of examiners, marking, moderation, grade awarding and arbitration procedures, an Enquiry Upon Results service, and public reporting of statistics.

EXAMINATION TIMING:

May and November

DATE OF RESULT PUBLICATION:

(i) at least eight points have been gained on SL subjects (candidates who register for two SL subjects must gain at least five points at SL); (j) the final award committee has not judged the candidate to be guilty of malpractice. A maximum of three examination sessions is allowed in which to satisfy the requirements for the award of the IB Diploma. The IB Diploma Programme has been awarded the following UCAS Tariff points with effect from 2008 entry to higher education.

Grade 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 Tariff Points 768 744 722 698 675 652 628 605 582 559 535 512 489 466 442 419 396 373 350 326 303 280

Early July and early January

GRADING SYSTEM:

Each subject is graded 1-7 (7 being the highest). The recommendation for the award of the final grade in each subject is normally the responsibility of the Chief Examiner. A grade will not normally be awarded to a candidate in any subject for which any of the required assessment components have not been completed. The grading scheme for IB examinations is as follows:

1 2 3 4 5 6 7 very poor poor mediocre satisfactory good very good excellent

All assessment components for each of the six subjects and the additional Diploma requirements must be completed in order to qualify for the award of the Diploma. The Diploma will be awarded to a candidate whose total score is 24, 25, 26 or 27 points, 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 (highest) to E (lowest) 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 grade 2 at HL; (f) there is no more than one grade 2 at SL; (g) overall, there are no more than three grades 3 or below; (h) at least 12 points have been gained on HL subjects (candidates who register for four HL subjects must gain 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; (f) there are no more than two grades 2 at SL; (g) overall, there are no more than three grades 3 or below; (h) at least 11 points have been gained on HL subjects (candidates who register for four HL subjects must gain at least 14 points at HL);

International General Certificate of Secondary Education

QUALIFICATION ABBREVIATION:

IGCSE

BACKGROUND:

The IGCSE is a qualification equivalent in standard to GCSE and may be considered acceptable at Grades A*, A, B and C in lieu of GCSE on a subject-for-subject and grade-for-grade basis. The IGCSE is primarily a qualification for overseas students that aims to prepare them for further academic success, including progression to A and AS level study. IGCSEs are offered by University of Cambridge International Examinations (CIE) and by Edexcel International. Further detailed information can be obtained from both of these awarding bodies.

GRADING SYSTEM:

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.

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

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Qualifications currently offered

programmes, training programmes or full- or part-time education. The Key Skills in Communication, Application of Number and Information Technology can be achieved at Levels 1-4. There are also three wider Key Skills: Working with Others, Improving Own Learning and Performance, Problem Solving. Following a review undertaken by the regulatory authorities 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 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:

National Vocational Qualification

QUALIFICATION ABBREVIATION:

NVQ

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Levels 1-5 (Original NQF levels ­ NVQs have not yet revised their levels according to the new eight-level framework.)

BACKGROUND:

National Vocational Qualifications (NVQs) are work-related, competence-based qualifications. They reflect the skills and knowledge needed to do a job effectively and show that a candidate is competent in the area of work the NVQ framework represents. NVQs are based directly on the National Occupational Standards (NOS) defined by Sector Skills Councils and other recognised Standards-Setting Bodies. These standards are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future requirements and the knowledge and understanding that underpin competent performance. NVQs assess occupational competence against the requirements of the NOS. Assessment is mainly through performance in the workplace, but may also include oral and written questioning, according to whatever is most appropriate to demonstrate that the individual can perform the task to the required standard. NVQs are now available for almost all occupations in the UK. NVQs must include an element of assessment which is demonstrably independent of anyone who may have a vested interest in the outcome. For more details on NVQs, visit http://www.qca.org.uk/610.html. The QCA has sole responsibility for the accreditation of all NVQs in England, Northern Ireland and Wales. Details of the titles and constituent units of all accredited NVQs can be found in QCA's database of accredited qualifications, openQUALs (www.openquals.org.uk). 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 QCA 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

2000

DATE OF FIRST AWARD:

2000

PREREQUISITES:

No entry requirements

NUMBER OF UNITS/STRUCTURE:

Each Key Skill is a one-unit qualification.

ASSESSMENT METHOD:

Assessment is by 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).

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 Information Technology carry the following UCAS Tariff points. Points for the three wider Key Skills of Improving Own Learning and Performance, Problem Solving, and Working with Others come into effect for entry to higher education in 2007.

Grade Level 4 Level 3 Level 2 Tariff Points 30 20 10

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.

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Qualifications currently offered

activities performed in a wide variety of contexts and with a substantial degree of personal responsibility and autonomy. Responsibility for the work of others and the allocation 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: a high level of technical competence in their specialist areas; practical experience of work and the associated maturity; high skills levels; portfolios of evidence; ability to assimilate knowledge and apply it in practice; 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:

local and overseas final year degree top-ups and postgraduate diplomas and Masters. For further information, please contact NCC Education directly.

NCC Education International Advanced Diploma in Computer Studies

QUALIFICATION ABBREVIATION:

IADCS

BACKGROUND:

The programme emphasises the use of computing in a business context and is recognised by universities as having credit towards degree courses. It consists of core modules and an advanced range of specialist electives.

PREREQUISITES:

Holders of an NCC Education IDCS or equivalent. AND, for candidates whose first language is not English: LCCI IQ 370 combined score in Reading and Listening (Writing 2, Level 4), TOEFL® score of at least 550 or IELTS 5.5 or their equivalent.

DATE OF FIRST TEACHING:

1982

NUMBER OF UNITS/STRUCTURE:

Compulsory Core Modules: business systems analysis; business systems design; enterprise networking; database design and development and a practical project. Students have a choice of one of four majors in: advanced programming; internet systems; business management; multimedia. Elective streams include: C++ programming; advanced Java; internet systems administration; internet security; business management; advanced visual basic.net; computer forensics; principles of web design; managing business projects.

ASSESSMENT METHODS:

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:

Assessed by assignment, exam and coursework

EXAMINATION TIMING:

March, June, September, December

GRADING SYSTEM:

As NVQs define competence, candidates are either `competent' or `not yet competent' to perform at the required level.

QUALITY ASSURANCE:

Pass, Merit or Distinction

PROGRESSION/ARTICULATION:

The IADCS has been given advance standing by many HEIs.

Internal and external verification

PROGRESSION/ARTICULATION:

Single units may be certificated.

NCC Education International Advanced Diploma in Business

QUALIFICATION ABBREVIATION:

NCC Education

NCC Education offers students the opportunity to gain internationally recognised qualifications at one of their global network of Accredited Partner Centres.

IADB

BACKGROUND:

Stage 2 of the International Degree Pathway The NCC Education International Advanced Diploma in Business (IADB) is available to college leavers and mature students, age 21 years and over, across the globe, who may or may not have studied the NCC Education International Diploma in Business.

PREREQUISITES:

NCC Education Degree and Masters/Postgraduate Degrees

BACKGROUND:

NCC Education work in conjunction with universities, including Nottingham, Huddersfield, Portsmouth and Salford, to deliver both

Holders of NCC Education International Diploma in Business or Holders of any local or international qualification deemed to be a

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Qualifications currently offered

similar level to International Diploma in Business. This shall be agreed in advance with NCC Education.

DATE OF FIRST TEACHING:

NCC Education International Diploma in Business

QUALIFICATION ABBREVIATION:

2004

NUMBER OF UNITS/STRUCTURE:

IDB Eight compulsory modules that cover the following core areas of business. Consumer Behaviour Cross-Cultural Awareness Financial Accounting Human Resource Management Managerial Accounting Managerial Economics Marketing Management Quantitative Methods

ASSESSMENT METHODS: BACKGROUND:

Stage 1 of the International Degree Pathway The NCC Education International Diploma in Business (IDB) is available to college leavers and mature students, aged 21 years and over across the globe who want to obtain an internationally recognised business qualification that sets them on a path to successfully seeking employment in the growing world of business.

PREREQUISITES:

Holders of NCC Education International Foundation Year qualification. Holders of any local or international qualification deemed to be of a similar level to the IFY, these shall be agreed in advance with NCC Education. Holders of one A Level or equivalent or an appropriate school leavers' certificate, mature students, being 21 years of age or over and able to demonstrate over two years' relevant work experience. Students should also have O Level/GCSE English and maths or equivalent.

DATE OF FIRST TEACHING:

All modules are assessed either by Global Examination or Global Assignment.

EXAMINATION TIMING:

March, June, September, December

GRADING SYSTEM:

Pass, Merit or Distinction

PROGRESSION/ARTICULATION:

NCC Education International Advanced Diploma in Business is recognised by a variety of UK and overseas universities. Accreditation for Prior Learning is available to successful graduates of the IADB to then apply to enrol at those universities.

2004

NUMBER OF UNITS/STRUCTURE:

Eight compulsory modules that cover the following core areas of business. Business Communication Economics Introduction to Financial Accounting Introduction to Managerial Accounting Marketing Organisational and Business Structures Principles of Management Principles of Quantitative Methods

ASSESSMENT METHODS:

NCC Education International Certificate in Computer Studies

QUALIFICATION ABBREVIATION:

ICCS

BACKGROUND:

This is a foundation course in IT, designed to introduce candidates to a broad area of topics relating to the use of IT in business.

PREREQUISITES:

Holders of O levels or an equivalent High School leaving certificate. Mature students who may not have the formal entry requirements will be considered at the discretion of the centre. All applicants must be reasonably competent in both verbal and written English.

DATE OF FIRST TEACHING:

All modules are assessed either by Global Examination or Global Assignment.

EXAMINATION TIMING:

March, June, September, December

GRADING SYSTEM:

Pass, Merit or Distinction

PROGRESSION/ARTICULATION:

2000

NUMBER OF UNITS/STRUCTURE:

Basic mathematics for computing; English for business communication; fundamental concepts of computing; introduction to programming and databases; PC competence.

ASSESSMENT METHODS:

NCC Education International Diploma in Business is recognised by a variety of UK and overseas universities. Accreditation for prior learning is available to successful graduates of the IDB to then apply to enrol at those universities. Students may also go on to study NCC Education International Advanced Diploma in Business.

Assessed by coursework

EXAMINATION TIMING:

March, June, September, December

GRADING SYSTEM:

NCC Education International Diploma in Computer Studies

QUALIFICATION ABBREVIATION:

Pass/Fail

PROGRESSION/ARTICULATION:

IDCS

BACKGROUND:

Graduates can continue their studies with NCC Education International Degree Pathway in Business and IT streams.

A one-year course aimed at students looking for undergraduate entry into an international IT qualification.

UK QUALIFICATIONS

59

Qualifications currently offered

DATE OF FIRST TEACHING:

1976

NUMBER OF UNITS/STRUCTURE:

It 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 11 sector areas. Agricultural, Horticultural and Animal Care Art, Media and Publishing Business, Administration and Law Education and Training Engineering and Manufacturing Technologies Health, Public Service and Care ICT Languages, Literature and Culture Leisure, Travel and Tourism Preparing for Life and Work 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. Certificate for Entry to the Uniformed Services Certificate for IT Users Certificate for On-Tour Managers Certificate for Teaching Assistants Certificate for the Environmental Practitioner Certificate for the Outdoor Industry Certificate in Art and Design Certificate in Counselling Skills and Theory Certificate in Creative Craft Certificate in Interactive Media Certificate in National Lottery Retail Management Skills Certificate in Personal Effectiveness at Work Certificate in Preparation for Business Certificate in Telematics Certificate in Teaching Fitness Through Movement and Dance to Adults Certificate in Teaching Fitness Through Movement and Dance to Children and Young People Certificate in Teaching Fitness Through Movement and Dance to Older Adults Key Skills

Four compulsory modules: business communication; business organisation; computer technology; systems development. Students have a choice of one of four majors in: computer networking; computer programming; internet and multimedia; ecommerce.

ASSESSMENT METHODS:

Assessed by assignment, exam and coursework

EXAMINATION TIMING:

March, June, September, December

GRADING SYSTEM:

Pass, merit or distinction

PROGRESSION/ARTICULATION:

The IDCS has been given advanced standing by many HEIs.

NCC Education International Foundation Year

QUALIFICATION ABBREVIATION:

IFY

BACKGROUND:

IFY is a one-year preparatory programme for international students seeking entrance to universities overseas.

PREREQUISITES:

The programme is only available to students with one A level or equivalent or a good higher secondary education certificate. LCCI IQ 330 combined score in Reading and Listening (Writing 2, Level 3), IELTS score of 4.5 or equivalent.

DATE OF FIRST TEACHING:

2004

NUMBER OF UNITS/STRUCTURE:

English as a Foreign Language English for Business Communication Essentials of Business Fundamental Concepts of Computing Maths for Computing and Business PC Competence Study Skills Understanding Overseas Culture

ASSESSMENT METHODS:

NCFE Certificate for Entry to the Uniformed Services

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

Assessed by exam and coursework

EXAMINATION TIMING:

March, June, September, December

GRADING SYSTEM:

Pass/Fail Dual certificate awarded by NCC Education and LCCIEB

PROGRESSION/ARTICULATION:

For the purposes of these qualifications, `Uniformed Services' is defined as Army, Navy (including the Merchant Navy), RAF, Fire, Police and Ambulance. This definition includes any subspecialisms of these professions, but is not intended to provide training in these specialisms, as it is expected that such training will be given to candidates upon entering their chosen profession.

DATE OF FIRST TEACHING:

Graduates can enter the first year of their chosen university degree programme or the NCC Education International Degree Pathway in Business and IT streams.

2003

NUMBER OF UNITS/STRUCTURE:

Six mandatory units, plus two units from seven options.

ASSESSMENT METHOD:

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.

Independently assessed and externally moderated portfolio.

GRADING SYSTEM:

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

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UK QUALIFICATIONS

Qualifications currently offered

QUALITY ASSURANCE:

BACKGROUND:

Independently assessed and externally moderated portfolio.

PROGRESSION/ARTICULATION:

Employment within the uniformed services.

NCFE Certificate for IT Users

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

This qualification helps candidates, who have successfully completed the NCFE Level 2 Certificate for Teaching Assistants, to consolidate and enhance their knowledge and skills. It also appeals to existing teaching assistants who would like the opportunity to achieve a nationally recognised Level 3 vocationally-specific qualification that will formalise their experience within the classroom.

DATE OF FIRST TEACHING:

Level 3

BACKGROUND:

2004

PREREQUISITES:

Develops Level 3 skills in a range of computer software applications.

DATE OF FIRST TEACHING:

2004

NUMBER OF UNITS/STRUCTURE:

Desirable for candidates to hold either an appropriate Level 2 Teaching Assistant qualification or have at least one year's experience of working with children and young people in a classroom environment. Minimum age 18.

NUMBER OF UNITS/STRUCTURE:

One mandatory unit, plus three units from four options

ASSESSMENT METHOD:

Six mandatory units.

ASSESSMENT METHOD:

Independently assessed and externally moderated portfolio.

GRADING SYSTEM:

Independently assessed and externally moderated portfolio.

GRADING SYSTEM:

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

QUALITY ASSURANCE:

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

QUALITY ASSURANCE:

Independently assessed and externally moderated portfolio.

PROGRESSION/ARTICULATION:

Independently assessed and externally moderated portfolio.

PROGRESSION/ARTICULATION:

Level 3 NVQ in Using IT

NCFE Certificate for On-Tour Managers

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3 S/NVQ for Teaching/Classroom Assistants, specialist Teaching Assistants qualification at Level 3, eg Open University Specialist Teaching Assistant Certificate, a training and assessment programme managed by the Teacher Training Agency to achieve Higher Level Teaching Assistant status, facilitating progression to a Certificate of Higher Education or Foundation degree.

Level 3

BACKGROUND:

Provides the skills and knowledge required to work effectively as an on-tour manager, promoting good practice in on-tour management by setting a nationally recognised standard.

DATE OF FIRST TEACHING:

NCFE Certificate for the Environmental Practitioner

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

2002

DATE OF FIRST AWARD:

2003

NUMBER OF UNITS/STRUCTURE:

Aims to provide the necessary knowledge to support good environmental practice in the workplace, to raise awareness of environmental issues at work and encourage good practice in the workplace and beyond.

DATE OF FIRST TEACHING:

Six mandatory units plus one unit from two options.

ASSESSMENT METHOD:

2003

DATE OF FIRST AWARD:

Independently assessed and externally moderated portfolio.

GRADING SYSTEM:

2003

PREREQUISITES:

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

QUALITY ASSURANCE:

Independently assessed and externally moderated portfolio.

PROGRESSION/ARTICULATION:

Appropriate Level 2 qualification or equivalent, GCSE grade C in Mathematics and English, or proficiency in numeracy and literacy equivalent to that level. Minimum entry age 18.

NUMBER OF UNITS/STRUCTURE:

NVQ Level 3 Travel Services (Tour Operations), Advanced VCE in Travel and Tourism.

Four mandatory units

ASSESSMENT METHOD:

Independently assessed and externally moderated portfolio.

NCFE Certificate for Teaching Assistants

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

GRADING SYSTEM:

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

QUALITY ASSURANCE:

Level 3

Independently assessed and externally moderated portfolio.

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61

Qualifications currently offered

PROGRESSION/ARTICULATION:

BACKGROUND:

NCFE Certificate in Personal Effectiveness at Work.

NCFE Certificate for the Outdoor Industry

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Develops counselling skills and provides an introduction to essential counselling theory and raises awareness of professional issues for the developing practitioner who wishes to progress towards BACP accreditation.

DATE OF FIRST TEACHING:

2003

DATE OF FIRST AWARD:

Level 3

BACKGROUND:

2003

PREREQUISITES:

Develops learners' understanding of the organisation/operation of the sport and recreation industry; employment in the outdoor industry; and the environments in which outdoor activities take place.

DATE OF FIRST TEACHING:

NCFE Level 2 Certificate in Counselling Skills or equivalent or considerable experience in a voluntary organisation (eg CRUSE) of working on a one-to-one basis or evidence of work of an appropriate kind and level (either occupationally or on training courses). Minimum entry age 18.

NUMBER OF UNITS/STRUCTURE:

2005

NUMBER OF UNITS/STRUCTURE:

Five mandatory units.

ASSESSMENT METHOD:

Five mandatory units.

ASSESSMENT METHOD:

Independently assessed and externally moderated portfolio.

GRADING SYSTEM:

Internally assessed and externally moderated portfolio, plus externally set and marked assignment.

EXAMINATION TIMING:

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

QUALITY ASSURANCE:

60-minute assignment (exam conditions).

GRADING SYSTEM:

Independently assessed and externally moderated portfolio.

PROGRESSION/ARTICULATION:

Pass mark of 50% for external assignment and 100% for portfolio; success required in both to achieve qualification. Portfolio norm referenced. Qualification is not graded.

QUALITY ASSURANCE:

NCFE Certificate in Employment Skills, NVQ Level 3 in Outdoor Education, Development Training and Recreation, NVQ Level 3 Coaching, Teaching and Industry, MLTUK Mountain Leader Award and other National Governing Body Awards, and Modern Apprenticeship Framework Technical Certificates.

Internal and external moderation of portfolio. Assignment externally set and marked by NCFE.

PROGRESSION/ARTICULATION:

Counselling at Level 4 (Diploma Level)

NCFE Certificate in Art and Design

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

NCFE Certificate in Creative Craft

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

Level 3

BACKGROUND:

Develops skills and knowledge of the principles of art and design through a chosen option.

DATE OF FIRST TEACHING:

To develop craft skills to a professional standard and progress into higher education.

DATE OF FIRST TEACHING:

2003

NUMBER OF UNITS/STRUCTURE:

2003

NUMBER OF UNITS/STRUCTURE:

Four mandatory units

ASSESSMENT METHOD:

Three mandatory units

ASSESSMENT METHOD:

Internally assessed and externally moderated portfolio.

GRADING SYSTEM:

Internally assessed and externally moderated portfolio

GRADING SYSTEM:

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

QUALITY ASSURANCE:

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

QUALITY ASSURANCE:

Internal and external moderation of portfolio.

PROGRESSION/ARTICULATION:

Internally assessed and externally moderated portfolio

PROGRESSION/ARTICULATION:

Higher education

NCFE Certificate in Art and Design, NVQ in craft-related subjects. Higher Professional Diploma in Creative Arts.

NCFE Certificate in Counselling Skills and Theory

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

NCFE Certificate in Interactive Media

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

Level 3

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Qualifications currently offered

BACKGROUND:

PREREQUISITES:

For those interested in developing interactive media skills at an advanced level, extending candidates' knowledge of processes and principles and enabling progression into further education and training.

DATE OF FIRST TEACHING:

No specific prior learning required. Minimum entry age 18.

NUMBER OF UNITS/STRUCTURE:

Eight mandatory units

ASSESSMENT METHOD:

2005

NUMBER OF UNITS/STRUCTURE:

Independently assessed and externally moderated portfolio.

GRADING SYSTEM:

Four mandatory units plus one unit from four options.

ASSESSMENT METHOD:

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

QUALITY ASSURANCE:

Internally assessed and externally moderated portfolio.

GRADING SYSTEM:

Independently assessed and externally moderated portfolio.

PROGRESSION/ARTICULATION:

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

QUALITY ASSURANCE:

NVQ in Management or Administration

Internally assessed and externally moderated portfolio.

PROGRESSION/ARTICULATION:

NCFE Certificate in Preparation for Business

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

NCFE Certificate in Art and Design Level 3 and Level 4 NVQ in Interactive Media, HND/C in Multimedia or Multimedia Production, HND/C in Multimedia Computing with Web Development, Foundation degree in Multimedia, Graphic Design, Creative Sound or New Media Design.

Level 3

BACKGROUND:

NCFE Certificate in National Lottery Retail Management Skills

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

Developed in close association with the Small Firms Enterprise Development Initiative (SFEDI) and endorsed by them, this qualification raises awareness of the implications of selfemployment and of starting/running a business, providing an understanding of the planning and preparation aspects prior to business start up and identifying how to take forward an initial business idea.

DATE OF FIRST TEACHING:

Provides learners with the skills and knowledge required to improve product sales within a store, and increase participation and responsibility with employees.

DATE OF FIRST TEACHING:

2003

DATE OF FIRST AWARD:

2003

NUMBER OF UNITS/STRUCTURE:

2005

NUMBER OF UNITS/STRUCTURE:

Four mandatory units.

ASSESSMENT METHOD:

Four mandatory units.

ASSESSMENT METHOD:

Independently assessed and externally moderated portfolio.

GRADING SYSTEM:

Independently assessed and externally moderated portfolio

GRADING SYSTEM:

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

QUALITY ASSURANCE:

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

QUALITY ASSURANCE:

Independently assessed and externally moderated portfolio.

PROGRESSION/ARTICULATION:

Independently assessed and externally moderated portfolio

PROGRESSION/ARTICULATION:

Level 3 N/SVQ in Business Start Up.

NCFE Level 3 Certificate in Preparation for Business, NCFE Level 3 Certificate in Personal Effectiveness at Work, Level 3 NVQs in Retail and Retail Operations, Level 3 BTEC National Award/ Diploma/Certificate in Retail and Level 3 NVQ in Customer Service

NCFE Certificate in Teaching Fitness through Movement and Dance to Adults

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

NCFE Certificate in Personal Effectiveness at Work

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

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.

DATE OF FIRST TEACHING:

To promote physical fitness and a positive attitude to health, through the use of a balanced programme of movement training based on Rudolph Laban's analysis of movement, enabling candidates to provide sessions which promote fitness, enjoyment and companionship in a non-competitive atmosphere.

DATE OF FIRST TEACHING:

2005

PREREQUISITES:

2003

Minimum entry age is 17.

UK QUALIFICATIONS

63

Qualifications currently offered

NUMBER OF UNITS/STRUCTURE:

BACKGROUND:

Twelve mandatory units

ASSESSMENT METHOD:

Internally assessed and externally moderated portfolio plus an externally set and marked short answer question paper.

DATE OF RESULT PUBLICATION:

To promote physical fitness and a positive attitude to health, through the use of a balanced programme of movement training based on Rudolph Laban's analysis of movement, developing knowledge of the theory and practical application of Laban's analysis to achieve fitness objectives when working with older adults and an understanding of aspects of the ageing process.

DATE OF FIRST TEACHING:

As per the published results release dates

GRADING SYSTEM:

2005

PREREQUISITES:

Pass mark of 60% for external assessment and 100% for portfolio; success required in both to achieve qualification. Portfolio norm referenced. Qualification is not graded.

QUALITY ASSURANCE:

A teaching qualification at level 2 and previous experience of Laban's analysis of movement. Minimum entry age is 17.

NUMBER OF UNITS/STRUCTURE:

Internally assessed and externally moderated portfolio. External assessment externally set and marked by NCFE.

PROGRESSION/ARTICULATION:

Six mandatory units

ASSESSMENT METHOD:

Level 3 NVQ in Instructing Physical Activity and Exercise

Internally assessed and externally moderated portfolio plus an externally set and marked short answer question paper.

DATE OF RESULT PUBLICATION:

NCFE Certificate in Teaching Fitness through Movement and Dance to Children and Young People

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

As per the published results release dates

GRADING SYSTEM:

Pass mark of 60% for external assessment and 100% for portfolio; success required in both to achieve qualification. Portfolio norm referenced. Qualification is not graded.

QUALITY ASSURANCE:

Level 3

BACKGROUND:

Internally assessed and externally moderated portfolio. External assessment externally set and marked by NCFE.

PROGRESSION/ARTICULATION:

To promote physical fitness and a positive attitude to health, through the use of a balanced programme of movement training based on Rudolph Laban's analysis of movement, developing knowledge of the theory and practical application of Laban's analysis to achieve fitness objectives when working with children and young people.

DATE OF FIRST TEACHING:

Level 3 NVQ in Instructing Physical Activity and Exercise

NCFE Certificate in Telematics

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

2005

PREREQUISITES:

Level 3

BACKGROUND:

A teaching qualification at level 2 and previous experience of Laban's analysis of movement. Minimum entry age is 17.

NUMBER OF UNITS/STRUCTURE:

Develops Level 3 skills in website development, networking basics, web server management and business applications of using IT.

DATE OF FIRST TEACHING:

Seven mandatory units

ASSESSMENT METHOD:

2003

PREREQUISITES:

Internally assessed and externally moderated portfolio plus an externally set and marked short answer question paper.

DATE OF RESULT PUBLICATION:

No specific prior learning required.

NUMBER OF UNITS/STRUCTURE:

One mandatory unit, plus two units from three options.

ASSESSMENT METHOD:

As per the published results release dates

GRADING SYSTEM:

Independently assessed and externally moderated portfolio.

GRADING SYSTEM:

Pass mark of 60% for external assessment and 100% for portfolio; success required in both to achieve qualification. Portfolio norm referenced. Qualification is not graded.

QUALITY ASSURANCE:

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

QUALITY ASSURANCE:

Internally assessed and externally moderated portfolio. External assessment externally set and marked by NCFE.

PROGRESSION/ARTICULATION:

Independently assessed and externally moderated portfolio.

PROGRESSION/ARTICULATION:

Level 3 NVQ in Instructing Physical Activity and Exercise

NCFE Level 3 Certificate for IT Users, NCFE Level 3 Certificate in Interactive Media, BTEC National Diploma in IT-related areas, NVQ in Using IT

NCFE Certificate in Teaching Fitness through Movement and Dance to Older Adults

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

NCSCB National Christian Schools' Certificate

QUALIFICATION ABBREVIATION:

Level 3

NCSC

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Qualifications currently offered

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

NCSC Foundation Certificate = NQF Entry Level, NCSC Level 1 = NQF Level 2, NCSC Level 2 = NQF Level 3, NCSC Level 3 = NQF Level 3, NCSC Honours Certificate = NQF Level 3

BACKGROUND:

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 compulsory units and any external assessment. 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.

The NCSC provides an alternative to GCSE and GCE to 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 are opting for the NCSC Certificate programme. The NCSC Level 2 Certificate is recognised as meeting the minimum educational requirements for pre-registration nursing and midwifery programmes. Since September 2004, the NCSC has been progressively replaced by the International Certificate of Christian Education (ICCE). The curriculum content and progression remain much the same. The designation of certificates has changed (see below). 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 (ICCE General Certificate ­ 18 units) NCSC Level 2 = 23 units (ICCE Intermediate Certificate ­ 30 units) NCSC Level 3 = 30 units (ICCE Advanced Certificate ­ 37-42 units) NCSC Honours Certificate = 35 units (no ICCE Honours Certificate)

ASSESSMENT METHOD:

NOCN Advanced Certificate in Information, Advice and Guidance

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

By unit examinations, essays (practical science project for ICCE) and externally moderated assessments (90% internal, 10% external).

EXAMINATION TIMING:

Throughout the year.

DATE OF RESULT PUBLICATION:

Throughout the year.

GRADING SYSTEM:

A B C D E Fail below 100%-96% 95%-92% 91%-88% 87%-84% 83%-80% 80%

The Advanced Certificate in Information, Advice and Guidance is appropriate for people who have responsibility for giving information, advice and guidance in a range of locations and contexts, while not pursuing information, advice and guidance as a career. The qualification is also suitable for people involved in general signposting as part of their work role, who would benefit from a programme of learning which would provide them with the underpinning knowledge and skills to perform their role more effectively. The qualification aims to: create a pathway to a career in information, advice and guidance; fill the acknowledged gap in provision for all those people giving information, advice and guidance at this level, at present without any formal recognition; help people who belong to the identified target groups to establish good practice and to build confidence in their ability to fulfil their role.

PREREQUISITES:

GRADING ADDITIONAL INFORMATION:

The NCSC grading system does not equate to conventional grading systems, as it is based on a minimum pass mark of 80%.

QUALITY ASSURANCE:

All unit tests are moderated by external moderators working for the Board. Schools are vetted by an annual assessment visit. Home educated pupils receive home visits.

PROGRESSION/ARTICULATION:

Pupils complete each level of the certification programme over a period of, typically, five years. Pupils must complete the lower certificates before proceeding to the next.

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

No specific prior learning, experience and/or qualification is required for learners undertaking the Advanced Certificate in Information, Advice and Guidance. However, the demands and nature of the qualification and the assessment requirements are such that learners will need sound literacy skills, study skills and the ability to think analytically. Therefore, learners will be expected to provide evidence of the ability to work at this level.

NUMBER OF UNITS/STRUCTURE:

The Advanced Certificate in Information, Advice and Guidance is composed of a total of eight unit credits at Level 3: these are taken from five compulsory units and two optional units. The two optional units are selected from a choice of six optional units.

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Qualifications currently offered

ASSESSMENT METHOD:

NUMBER OF UNITS/STRUCTURE:

Individual unit assessments are internally set, internally marked and externally moderated. The full qualifications are assessed through the achievement of the units plus an externally set and marked investigation.

EXAMINATION TIMING:

Both qualifications are composed of three compulsory units. There are no optional units. The compulsory 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: Intermediate Floral Art, Glass, Metal Craft, Sculpture, Pottery, Printmaking, Soft Furnishings and Textiles; Advanced Printmaking, 3-Dimensional Work, Computer Aided Design, Soft Furnishing, Floral Art, Decorative Paint Techniques, Papermaking, Pottery and Textiles. A synoptic project related to the craft identified through the endorsed title is required (externally approved assignment).

ASSESSMENT METHOD:

Flexible.

DATE OF RESULT PUBLICATION:

Dependent on when the assessment is taken.

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 OCN standard quality assurance arrangements and requirements will apply and include: internal moderation ­ carried out by the centre delivering the qualification; external moderation ­ carried out by a moderator appointed by NOCN through the local OCN; external assessment.

PROGRESSION/ARTICULATION:

The qualification is awarded to learners who meet the full requirements for both internal and external assessment. Units of the qualification are achieved by internally set tasks, which are internally marked and externally moderated. In addition, learners are required to undertake the externally set task in order to fulfil the requirements for the achievement of the qualification. Assessment within the NOCN Advanced Award in Creative Skills is designed to be accessible and inclusive. The criterionreferenced approach in the units allows flexibility through an assessment methodology which is deemed appropriate and rigorous for individuals or groups of adult learners. Assessment for the unit will take place through tutor-directed tasks relating to the craft activity and presented in a portfolio.

EXAMINATION TIMING:

Learners completing the NOCN Advanced Certificate in Information, Advice and Guidance will be able to progress to NVQ Level 3 in Advice and Guidance or NVQ Level 3 in Counselling or other appropriate Level 3 provision, for example teaching adult learners, facilitating group learning or mentoring.

Flexible.

NOCN Intermediate Award and Advanced Award in Creative Skills

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

DATE OF RESULT PUBLICATION:

Dependent on when the assessment is taken.

QUALITY ASSURANCE:

Intermediate Award = Level 2, Advanced Award = Level 3

BACKGROUND:

Intermediate Award The NOCN Intermediate 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 these further. 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. Advanced Award The NOCN Advanced Award in Creative Skills provides individuals with a broad experience set in the context of the creative crafts through which creative skills and personal development can take place. Engagement at advanced level with the creative crafts through this qualification would offer opportunities for nontraditional cohorts of learners to develop these skills and attributes in a range of learning environments.

PREREQUISITES:

All providers wishing to deliver the NOCN qualification 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 qualifications. The OCN standards quality assurance arrangements and requirements will apply and include: internal moderation ­ carried out by the centre delivering the qualification; external moderation and assessment ­ carried out by an expert panel appointed by NOCN.

PROGRESSION/ARTICULATION:

Learners completing the NOCN Intermediate Award in Creative Skills will be able to progress to: NOCN Advanced Award in Creative Skills; VRQ/NVQs offered at Level 2 in arts/crafts areas; GCSE Art/Design/Creative Studies; AS/A level Study. The NOCN Advanced Award in Creative Skills provides a platform for progression to specific VRQs at Level 3 or to further learning and qualifications in higher education. Learners completing the NOCN Advanced Award in Creative Skills will be able to progress to:

The Intermediate and Advanced Creative Skills awards have been designed to provide the widest possible access to learners. Providers of the qualification ensure that entry to the qualification is appropriate to the individual's previous experience and/or qualifications.

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Qualifications currently offered

Access to Higher Education courses in the area of art and design/creative crafts; Foundation Higher Education courses; VRQ/NVQs offered at Level 3 in specific areas of the arts/crafts; AS/A level study.

external moderation ­ carried out by a moderator appointed by NOCN through the local OCN.

PROGRESSION/ARTICULATION:

Learners completing the Level 3 Award for Trade Union Learning Representatives will be able to progress to: NOCN Level 3 Certificate for Trade Union Representatives; TUC National Programme; Training and Development NVQ; TUC National Framework Access Programmes. The qualification could also provide a springboard to further education and training, for example: TUC Certificate in Contemporary Trade Unionism; TDLB Awards; City & Guilds 7306/7; Professional Officer's NVQ; Education degrees; Business Studies degrees; Social Science degrees; BA (Hons) in Contemporary Trade Unionism; other advanced level qualifications.

NOCN Level 3 Award for Trade Union Learning Representatives

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

The Level 3 Award for Trade Union Learning Representatives forms part of a suite of qualifications for trade union representatives. The qualification is mapped against the Employment NTO Standards for Voluntary Trade Union Officers and the Employment NTO Standards for Full Time Union Officers. The qualification aims to: establish a qualification route for trade union representatives; draw union representatives through a programme of training that enables them to fulfil their union/workplace role effectively; contribute more widely to workforce development and widening participation.

PREREQUISITES:

Learners must be members of TUC affiliated trade unions, and have been elected by their union as a trade union representative. This is essential given that the role is a representative one, and in view of the fact that in order to achieve the qualification, they will need to carry out union and workplace activities. The Level 3 Award for Trade Union Learning Representatives is designed to allow the widest possible access to learners. However, activities and assessment within the programme are based on application of skills and knowledge in a work-based context, which means the qualification can only be achieved through this route.

NUMBER OF UNITS/STRUCTURE:

NOCN Level 3 Award in Managing Voluntary and Community Organisations

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

The Level 3 Award in Managing Voluntary and Community Organisations is aimed at those who may be new to the responsibility for managing voluntary and community organisations and those existing managers who do not have a qualification in this area. The qualification is mapped against the Management Charter Initiative and Small Firms Enterprise Development Initiative (SFEDI) standards. The qualification aims to: provide skills and knowledge to new and existing managers to help them to manage their organisations more effectively; enhance the development of quality management in voluntary and community organisations; equip learners with the skills, knowledge and understanding to promote good working practices; offer opportunities for personal and career development for those who manage voluntary and community organisations.

PREREQUISITES:

The Level 3 Award for Trade Union Learning Representatives consists of two units (one from one compulsory unit and one from a choice of two optional units).

ASSESSMENT METHOD:

The qualification is awarded to learners who meet the full requirements for the qualification. Units of the qualification are achieved through internally set tasks, which are internally marked and externally moderated.

EXAMINATION TIMING:

Flexible.

DATE OF RESULT PUBLICATION:

Dependent on when the assessment is taken.

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 OCN standard quality assurance arrangements and requirements will apply and include: internal moderation ­ carried out by the centre delivering the qualification;

The NOCN Level 3 Award in Managing Voluntary and Community Organisations is designed to provide the widest possible access to learners. Providers of the qualification will need to ensure that entry to the qualification is appropriate to the individual's previous experience and/or qualifications. The NOCN Level 3 Award in Managing Voluntary and Community Organisations is designed to meet the needs of people who: have current management responsibilities; require management skills in order to progress to a managerial role; may have to undertake occasional management responsibilities as part of current role; have experience of working in a voluntary or community organisation in a paid or unpaid capacity.

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Qualifications currently offered

NUMBER OF UNITS/STRUCTURE:

The Level 3 Award in Managing Voluntary and Community Organisations is composed of a total of four compulsory units. The requirements for achieving the qualification are four compulsory units plus an external assessment.

ASSESSMENT METHOD:

NOCN Level 3 Award in Managing Volunteers

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

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 marked and externally moderated. 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:

The Level 3 Award in Managing Volunteers is aimed at those who may be new to the responsibility for managing volunteers and those existing managers who do not have a qualification in this area. NOCN is working with the Voluntary Sector National Training Organisation (VSNTO) on the development of national occupational standards for Managing Volunteers. This qualification will contribute to that development. The qualification aims to:

Flexible.

DATE OF RESULT PUBLICATION:

Dependent on when the assessment is taken.

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 OCN standard quality assurance arrangements and requirements will apply and include: internal moderation ­ carried out by the centre delivering the qualification; external moderation ­ carried out by a moderator appointed by NOCN through the local OCN; external assessment.

PROGRESSION/ARTICULATION:

provide skills and knowledge to new and existing managers to enable them to manage volunteers more effectively; enhance the development of quality volunteering experiences; equip learners with the skills, knowledge and understanding to promote good working practices; offer opportunities for personal and career development for those who manage volunteers.

PREREQUISITES:

The Level 3 Award in Managing Volunteers is designed to provide the widest possible access to learners. Providers of the qualification will need to ensure that entry to the qualification is appropriate to the individual's previous experience and/or qualifications. Those learners wishing to access the qualification will normally need to be managing volunteers either in a paid or unpaid capacity.

NUMBER OF UNITS/STRUCTURE:

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: NOCN Level 3 Award in Managing Volunteers; Management National Vocational Qualifications (NVQs) Level 3 and 4. It may provide a springboard to: Professional Certificate or Diploma in Management (Open University); DipHE in Informal and Community Education (Canterbury Christ Church University College); Certificate in Managing Voluntary and Community Organisations (University of Sussex); BA in Community Management (University of Luton); Professional Development Certificate in Voluntary Sector Management (Edinburgh's Telford College); Advanced Diploma in the Organisation of Community Groups (Belfast Institute of Further and Higher Education); DMS/CIM in Management Studies/Management (Anglia Polytechnic University); Certificate in Management Development (Northumbria University).

The Level 3 Award in Managing Volunteers is composed of a total of three compulsory units. The requirements for achieving the qualification are three compulsory units plus an external assessment requirement.

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 marked and externally moderated. 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 local OCN.

EXAMINATION TIMING:

Flexible.

DATE OF RESULT PUBLICATION:

Dependent on when the assessment is taken.

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 OCN standard quality assurance arrangements and requirements will apply and include: internal moderation ­ carried out by the centre delivering the qualification;

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Qualifications currently offered

external moderation ­ carried out by a moderator appointed by NOCN through the local OCN; external assessment.

PROGRESSION/ARTICULATION:

context, which means the qualification can only be achieved through this route.

NUMBER OF UNITS/STRUCTURE:

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, voluntary youth projects/work and specific neighbourhood renewal initiatives. Learners completing the NOCN Level 3 Award in Managing Volunteers will be able to progress to: paid employment; Management NVQs Level 3 and 4; study in further or higher education. It may provide a springboard to: Professional Certificate or Diploma in Management (Open University); DipHE in Informal and Community Education (Canterbury Christ Church University College); Certificate in Managing Voluntary and Community Organisations (University of Sussex) BA in Community Management (University of Luton); Professional Development Certificate in Voluntary Sector Management (Edinburgh's Telford College); Advanced Diploma in the Organisation of Community Groups (Belfast Institute of Further and Higher Education).

The Level 3 Certificate for Trade Union Health and Safety Representatives consists of five compulsory units. The requirements for achieving the qualification are five compulsory units.

ASSESSMENT METHOD:

The qualification is awarded to learners who meet the full requirements for the qualification. Units of the qualification are achieved through internally set tasks, which are internally marked and externally moderated.

EXAMINATION TIMING:

Flexible.

DATE OF RESULT PUBLICATION:

Dependent on when the assessment is taken.

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 OCN standard quality assurance arrangements and requirements will apply and include: internal moderation ­ carried out by the centre delivering the qualification; external moderation ­ carried out by a moderator appointed by NOCN through the local OCN.

PROGRESSION/ARTICULATION:

NOCN Level 3 Certificate for Trade Union Health and Safety Representatives

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Learners completing the Level 3 Certificate for Trade Union Health and Safety Representatives will be able to progress to: TUC Union Representatives National Programme; NEBOSH Diploma Part 1; City & Guilds 7306/7. The qualification could also provide a springboard to further education and training, for example: TUC Access Certificate in Occupational Health and Safety; Tech SP IOSH (Technician Safety Practitioner); TDLB Awards; Health and Safety degrees; Business Studies degrees; Social Science degrees; BA (Hons) in Contemporary Trade Unionism; other advanced level qualifications.

Level 3

BACKGROUND:

The Level 3 Certificate for Trade Union Health and Safety Representatives forms part of a suite of qualifications for trade union representatives. The qualification is mapped against the Employment NTO Standards for Voluntary Trade Union Officers and the Employment NTO Standards for Full Time Union Officers. The qualification aims to: establish a qualification route for trade union representatives; draw union representatives through a programme of training that enables them to fulfil their union/workplace role effectively; contribute more widely to workforce development and widening participation.

PREREQUISITES:

NOCN Level 3 Certificate for Trade Union Representatives

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Learners must be members of TUC affiliated trade unions, and have been elected by their union as a trade union representative. This is essential given that the role is a representative one, and in view of the fact that in order to achieve the qualification, they will need to carry out union and workplace activities. The Level 3 Certificate for Trade Union Representatives is designed to allow the widest possible access to learners. However, activities and assessment within the programme are based on application of skills and knowledge in a work-based

Level 3

BACKGROUND:

The Level 3 Certificate for Trade Union Representatives forms part of a suite of qualifications for trade union representatives. The qualification is mapped against the Employment NTO Standards for Voluntary Trade Union Officers and the Employment NTO Standards for Full Time Union Officers.

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Qualifications currently offered

The qualification aims to: establish a qualification route for trade union representatives; draw union representatives through a programme of training that enables them to fulfil their union/workplace role effectively; contribute more widely to workforce development and widening participation.

PREREQUISITES:

NOCN Level 3 Certificate in Managing Voluntary and Community Organisations (Endorsed Routes: Managing Money and Managing Volunteers)

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Learners must be members of TUC affiliated trade unions, and have been elected by their union as a trade union representative. This is essential given that the role is a representative one, and in view of the fact that in order to achieve the qualification, they will need to carry out union and workplace activities. The Level 3 Certificate for Trade Union Representatives is designed to allow the widest possible access to learners. However, activities and assessment within the programme are based on application of skills and knowledge in a work-based context, which means the qualification can only be achieved through this route.

NUMBER OF UNITS/STRUCTURE:

Level 3

BACKGROUND:

The NOCN Level 3 Certificate in Managing Voluntary and Community Organisations will support the sector to meet the needs 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.

PREREQUISITES:

The minimum age for access to the qualification is 18. There are no restrictions on learner entry for this qualification.

NUMBER OF UNITS/STRUCTURE:

The Level 3 Certificate for Trade Union Representatives consists of two compulsory units and two optional units from a choice of three. The requirements for achieving the qualification are nine unit credits from the compulsory units and six unit credits from the optional units.

ASSESSMENT METHOD:

The qualification is composed of a total of four mandatory units and a choice of optional units. To achieve the qualification, 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 summative/external assessment requirement.

ASSESSMENT METHOD:

The qualification is awarded to learners who meet the full requirements of the qualification. Units of the qualification are achieved through internally set tasks, which are internally marked and externally moderated.

EXAMINATION TIMING:

Flexible.

DATE OF RESULT PUBLICATION:

Dependent on when the assessment is taken.

QUALITY ASSURANCE:

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 marked and externally moderated. Assessment within the NOCN Level 3 Certificate in Managing Voluntary and Community Organisations is designed to be accessible and inclusive. The criterion-referenced approach in the units allows flexibility through an assessment methodology which is deemed appropriate and rigorous for individuals or groups of adult learners.

EXAMINATION TIMING:

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 OCN standard quality assurance arrangements and requirements will apply and include: internal moderation ­ carried out by the centre delivering the qualification; external moderation ­ carried out by a moderator appointed by NOCN through the local OCN.

PROGRESSION/ARTICULATION:

Flexible.

DATE OF RESULT PUBLICATION:

Dependent on when the assessment is taken.

QUALITY ASSURANCE:

All providers wishing to deliver the NOCN qualification 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 qualifications. The OCN standards quality assurance arrangements and requirements will apply and include: internal moderation ­ carried out by the centre delivering the qualification; external moderation and assessment ­ carried out by an expert panel appointed by NOCN.

PROGRESSION/ARTICULATION:

The qualification could provide a springboard to further education and training, for example: TUC Certificate in Contemporary Trade Unionism; TDLB Awards; Professional Officer's NVQ; Employment Law degrees; Business Studies degrees; Social Science degrees; BA (Hons) in Contemporary Trade Unionism; other advanced level qualifications.

Learners completing the NOCN Level 3 Certificate in Managing Voluntary and Community Organisations will be able to progress to: NVQ Level 3 and 4 in Management NVQ Level 3 in Business Start Up NVQ Level 3 and 4 in Business Improvement

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NOCN Level 3 Certificate in Youth Work

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Open College of the North West

Open College of the North West (OCNW) was established in 1975 as a partnership scheme between universities and colleges of further education. It was the first "Open College" and its initial aim was to provide innovative Access to Higher Education Qualifications for adult learners. Over the past 30 years the membership has increased significantly and the portfolio of qualifications has expanded to include a wide range of curriculum areas. 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. Similarly, although OCNW has historically focused on the needs of adults, many of its programmes are now followed by learners of all ages. OCNW is distinctive in that it is both: a National Awarding Body, approved by the Qualifications and Curriculum Authority (QCA) and an Authorised Validating Agency for Access to Higher Education Programmes, licensed by the Quality Assurance Agency for Higher Education (QAA) OCNW is therefore able to offer a comprehensive ladder of opportunities to centres and their learners, starting at Pre-Entry programmes and progressing to QAA-recognised Access to HE qualifications or professional Further Education Teaching Certificates.

Level 3

BACKGROUND:

The NOCN Level 3 Certificate in Youth Work is designed to be accessible and to develop the skills and knowledge that will enable the current skill gap in the youth work field to be addressed, producing practitioners who have the necessary skills and knowledge to gain a nationally recognized qualification reflecting the principles and practices around the core values of youth work.

PREREQUISITES:

Candidates 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. Candidates 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 qualification is composed of a total of six mandatory units. To achieve the qualification, the learner must achieve all the mandatory units. 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 marked and externally moderated. Assessment within the NOCN Level 3 Certificate in Youth Work is designed to be accessible and inclusive. The criterion-referenced approach in the units allows flexibility through an assessment methodology which is deemed appropriate and rigorous for individuals or groups of adult learners.

EXAMINATION TIMING:

OCNW Level 3 Certificate in Biology

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

Flexible.

DATE OF RESULT PUBLICATION:

Dependent on when the assessment is taken.

QUALITY ASSURANCE:

All providers wishing to deliver the NOCN qualification 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 qualifications. The OCN standards quality assurance arrangements and requirements will apply and include: internal moderation ­ carried out by the centre delivering the qualification; external moderation and assessment ­ carried out by an expert panel appointed by NOCN.

PROGRESSION/ARTICULATION:

The OCNW level 3 Certificate in Biology is a QCA-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 ii iii iv Biology: Molecular, Biochemical, Metabolic Biology: Energy, Control, Reproduction Biology Investigation Synoptic Skills in Biology

Learners completing the NOCN Level 3 Certificate in Youth Work will be able to progress to: Access to Higher Education courses in the area of youth work; Foundation Higher Education courses; VRQ/NVQs offered at Levels 3 and 4 in youth work; AS/A level study.

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.

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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:

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:

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:

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 percent indicates that the candidate is suited to undergraduate work and 60% indicates that the candidate is well suited to undergraduate work.

QUALITY ASSURANCE:

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 percent 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.

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:

OCNW Level 3 Certificate in Psychological Perspectives

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

Level 3

BACKGROUND:

The OCNW level 3 Certificate in English Language and Literature is a QCA-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:

The OCNW level 3 Certificate in Psychological Perspectives is a QCA-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 ii iii iv Understanding Psychology Application and Evaluation of Psychology Psychological Investigation Synoptic Skills in Psychology

2006

NUMBER OF UNITS/STRUCTURE:

This qualification consists of four mandatory units: i ii iii iv Understanding How Language Works Literature and Literary Criticism Research Project: chosen specialism in English Language and Literature Synoptic Skills in English Language and Literature

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

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

EXAMINATION TIMING:

Examinations for this and similar qualifications take place normally in the first two weeks of June.

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DATE OF RESULT PUBLICATION:

Six to eight weeks after the date of assessment.

GRADING SYSTEM:

OCR Nationals, Key Skills, NVQs and RSAEB `own brand' schemes, contact the Coventry office (see Appendix A).

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 percent indicates that the candidate is suited to undergraduate work and 60% indicates that the candidate is well suited to undergraduate work.

QUALITY ASSURANCE:

OCR Certificate for IT Practitioners (ICT Systems Support)

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

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 GNVQs, NVQs and `own brand' 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 vocationallyrelated qualifications at levels 1, 2 and 3. 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 NVQ and 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. For further information and advice on OCR GCE A level and AS, GNVQ, AVCE and GCSE qualifications and Certificates of Achievement, contact the Cambridge office. For information on

The OCR Level 3 Certificate for IT Practitioners (ICT Systems Support) 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. It is a VRQ designed to develop knowledge, understanding and skills in the full range of functions involved in system support, including service delivery, planning and control, the installation of networks and operating systems, the installation and maintenance of applications, the testing of systems and the production of customer support materials. The qualification provides opportunities for learners to study towards system and network management in addition to being able to take units that are vendor specific.

DATE OF FIRST TEACHING:

2004

PREREQUISITES:

There are no formal entry requirements for this qualification. It is aimed at those who already possess basic knowledge and understanding of ICT systems and who wish to extend their knowledge and skills. It is suitable for those who are already employed in system support roles in the IT industry and who wish to develop further knowledge and skills to support and/or extend their work activities.The qualification will also meet the needs of those who are studying in preparation for roles that will involve system support activities

NUMBER OF UNITS/STRUCTURE:

The qualification contains 19 units. In order to achieve the Certificate, candidates are required to achieve six-three mandatory and three optional from the remaining units. 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 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. Eight units are offered in partnership with vendors, including Microsoft, Cisco and CompTIA.

ASSESSMENT METHOD:

Combination of internally assessed and externally moderated assessments, externally set and assessed assignment and electronic tests set by vendors.

QUALITY ASSURANCE:

The evidence produced by Unit 3 is externally assessed by OCR via postal arrangements. Evidence produced by Units 1, 2, 4-11 is locally assessed within the centres before being externally moderated by OCR to ensure accuracy and consistency of centre

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marking. Units 12-19 are assessed under controlled conditions using electronic tests produced by either Microsoft, Cisco or CompTIA.

PROGRESSION/ARTICULATION:

EXAMINATION TIMING:

OCR Level 3 Certificate for IT Practitioners (Software Development), OCR Level 4 Certificate for IT Professionals (ICT Systems Support), Level 4 NVQ for IT Professionals.

Unit 3 is externally assessed by OCR. Assessment takes the form of an externally set examination twice annually in March and June. The examination consists of 25 multiple-choice questions with a time limit of two hours.

DATE OF RESULT PUBLICATION:

May and August.

QUALITY ASSURANCE:

OCR Certificate for IT Practitioners (Software Development)

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Units 1 and 3 are assessed externally by OCR. Evidence produced for Units 2, 4, 5 and 6 is locally assessed within the centres before being externally moderated by OCR to ensure accuracy and consistency of centre marking. Units 7-11 are assessed under controlled conditions using electronic tests produced by Microsoft or Cisco.

PROGRESSION/ARTICULATION:

Level 3

BACKGROUND:

The OCR Level 3 Certificate for IT Practitioners (Software Development) 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 developing software. This qualification is a VRQ which has been designed to develop knowledge, understanding and skills in the full range of functions involved in software creation, including the design of software, the testing of software and the production of customer support materials. It provides opportunities for learners to specialise in one or more specific programming languages and to take units that are vendor specific.

DATE OF FIRST TEACHING:

OCR Level 3 Certificate for IT Practitioners (ICT Systems Support), OCR Level 4 Certificate for IT Professionals (ICT Systems support), Level 4 NVQ for IT Professionals.

OCR Certificate in FE Teaching Stage 1

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 4

BACKGROUND:

2004

PREREQUISITES:

The OCR Level 4 Certificates in FE Teaching have been developed to meet the DfES' requirements for all lecturers in further education to gain a QCA-accredited and FENTO-endorsed teaching qualification. The OCR Level 4 Certificate in FE Teaching Stage 1 has been developed to recognise candidates' abilities to teach and support learning in a post-16 context. It has been designed to develop and accredit the breadth of knowledge and skills required by teachers to develop and manage learning programmes and undertake a high level of responsibility in managing the learning process. It aims to develop candidates' skills and knowledge and to recognise their achievements in a practical way that is relevant to the work context and reflects the professional values of teachers in the FE environment. Much of the practical evidence required to meet the assessment requirements of the qualification will be naturally occurring. The qualification has been designed to be context-free and, therefore, meets the needs of teachers working across all subject/vocational areas. The OCR Level 4 Certificates in FE Teaching are based on the FENTO Standards for Teaching and Supporting Learning in FE and have been designed to conform to QCA's Design Principles for Higher Level Vocational Qualifications and the QCA Common Criteria. The Stage 1 qualification is appropriate for those who wish to gain a teaching qualification in a post-16 context. It meets the needs of intending teachers and those who are already employed in a teaching position (either full-time or part-time). It is particularly appropriate for part-time teachers and for those who have no previous experience of teaching in a further education context.

DATE OF FIRST TEACHING:

There are no formal entry requirements for this qualification. It is aimed at those who already possess basic knowledge and understanding of software development and who wish to extend their knowledge and skills. It is suitable for those who are already employed in software development roles in the IT industry and who wish to develop further knowledge and skills to support and/or extend their work activities.The qualification will also meet the needs of those who are studying in preparation for roles that will involve software development activities.

NUMBER OF UNITS/STRUCTURE:

The qualification contains 11 units. In order to achieve the Certificate, candidates are required to achieve six units-four mandatory units and two optional units from the remaining units. 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 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. Five units are offered in partnership with vendors, including Microsoft and Cisco.

ASSESSMENT METHOD:

Combination of internally assessed and externally moderated assessments (including practial evaluation), externally set and assessed assignment, externally set multiple-choice examination and electronic tests set by vendors. Full details of the assessment requirements for each unit are provided as part of the unit content.

2003

PREREQUISITES:

There are no formal entry requirements for this qualification. However, candidates will need to have followed programmes of

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study at Level 3 (or above) and have relevant and appropriate experience or qualifications in the subject/vocational area that they are teaching. It is anticipated that candidates will also 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:

The Stage 2 qualification is appropriate for those who wish to gain a teaching qualification in a post-16 context. It meets the needs of those who are already employed in a teaching position (either full-time or part-time). It is particularly appropriate for teachers who are working in a variety of learning situations and who are beginning to take responsibility for planning and managing learning programmes.

DATE OF FIRST TEACHING:

2003 Unit 1 Preparing and Planning (Stage 1), Unit 2 Teaching Methods and Learning Strategies (Stage 1), Unit 3 Assessing Needs and Supporting Learners (Stage 1), Unit 4 Measuring Achievement (Stage 1), Unit 5 Professionalism and Reflection on Practice (Stage 1)

ASSESSMENT METHOD: PREREQUISITES:

There are no formal entry requirements for this qualification. However, student-teachers will need to have followed programmes of study at NVQ Level 3 (or above) and have relevant and appropriate experience or qualifications in the subject/vocational area that they are teaching. It is anticipated that student-teachers will also 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 is externally assessed by OCR. Units 2-5 are locally assessed, internally verified and externally verified.

QUALITY ASSURANCE:

Unit 1: The evidence produced for this unit is assessed externally by OCR via postal arrangements. Units 2-5: Assessment for these units, which reflect the practices of NVQ assessment, are centre based. The assessment decisions are externally verified by OCR. Assessment must conform to the assessment specification set out in this document. 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:

Unit 1 Preparing and Planning (Stage 2), Unit 2 Teaching Methods and Learning Strategies (Stage 2), Unit 3 Assessing Needs and Supporting Learners (Stage 2), Unit 4 Measuring Achievement (Stage 2), Unit 5 Managing the Learning Process (Stage 2), Unit 6 Professionalism and Reflection on Practice (Stage 2).

ASSESSMENT METHOD:

Unit 1 is externally assessed by OCR. Units 2-6 are locally assessed, internally verified and externally verified.

QUALITY ASSURANCE:

OCR Level 4 Certificate in FE Teaching Stage 2.

OCR Certificate in FE Teaching Stage 2

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Unit 1: The evidence produced for this unit will be assessed externally by OCR via postal arrangements. Units 2-6: Assessment for these units, which reflect the practices of NVQ assessment, are centre based. The assessment decisions are externally verified by OCR. Assessment must conform to the assessment specification set out in this document. 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:

Level 4

BACKGROUND:

The OCR Level 4 Certificates in FE Teaching have been developed to meet the DfES' requirements for all lecturers in further education to gain a QCA-accredited and FENTO-endorsed teaching qualification. The OCR Level 4 Certificate in FE Teaching Stage 2 has been developed to recognise candidates' abilities to teach and support learning in a post-16 context. It has been designed to develop and accredit the breadth of knowledge and skills required by teachers to develop and manage learning programmes and undertake a high level of responsibility in managing the learning process. It aims to develop candidates' skills and knowledge and to recognise their achievements in a practical way that is relevant to the work context and reflects the professional values of teachers in the FE environment. Much of the practical evidence required to meet the assessment requirements of the qualification is naturally occurring. The qualification has been designed to be context-free and, therefore, meets the needs of teachers working across all subject/vocational areas. The OCR Level 4 Certificates in FE Teaching are based on the FENTO Standards for Teaching and Supporting Learning in FE and have been designed to conform to QCA's Design Principles for Higher Level Vocational Qualifications and the QCA Common Criteria.

OCR Level 5 Certificate in FE Teaching Stage 3.

OCR Certificate in FE Teaching Stage 3

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 5

BACKGROUND:

The OCR Certificates in FE Teaching have been developed to meet the DfES' requirements for all lecturers in further education to gain a QCA-accredited and FENTO-endorsed teaching qualification. The OCR Level 5 Certificate in FE Teaching Stage 3 has been developed to recognise candidates' abilities to teach and support learning in a post-16 context. It has been designed to develop and accredit the breadth of knowledge and skills required by teachers to develop and manage learning programmes and undertake a high level of responsibility in managing the learning process.

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They aim to develop candidates' skills and knowledge and to recognise their achievements in a practical way that is relevant to the work context and reflects the professional values of teachers in the FE environment. Much of the practical evidence required to meet the assessment requirements of the qualification is naturally occurring. The qualification has been designed to be context-free and, therefore, meets the needs of teachers working across all subject/vocational areas. The OCR Level 5 Certificate in FE Teaching Stage 3 is based on the FENTO Standards for Teaching and Supporting Learning in FE and has been designed to conform to QCA's Design Principles for Higher Level Vocational Qualifications and the QCA Common Criteria.The qualification is appropriate for those who wish to gain a teaching qualification in a post-16 context. It meets the needs of those who are already employed in a teaching position (either full-time or part-time). It is particularly appropriate for teachers who are working in a variety of learning situations and who have responsibility for planning and managing learning programmes.

DATE OF FIRST TEACHING:

qualification in Off-Site Safety Management for teachers taking learners off-site. Candidates will also be able to progress to Diplomas, Master's degrees and other higher level qualifications in education.

OCR Level 5 Certificate in Teaching Learners with Specific Learning Difficulties (Dyslexia)

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 5

BACKGROUND:

2003

PREREQUISITES:

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, ageappropriate 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:

There are no formal entry requirements for this qualification. However, student-teachers will need to have followed programmes of study at Level 3 (or above) and have relevant and appropriate experience in the subject/vocational area that they are teaching. It is anticipated that student-teachers will also 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 Preparing and Planning (Stage 3), Unit 2 Teaching Methods and Learning Strategies (Stage 3), Unit 3 Assessing Needs and Supporting Learners (Stage 3), Unit 4 Measuring Achievement (Stage 3), Unit 5 Managing the Learning Process (Stage 3), Unit 6 Professionalism and Reflection on Practice (Stage 3).

ASSESSMENT METHOD:

2003

PREREQUISITES:

Unit 1 is externally assessed by OCR. Units 2-6 are locally assessed, internally verified and externally verified.

QUALITY ASSURANCE:

Unit 1: The evidence produced for this unit will be assessed externally by OCR via postal arrangements. Units 2-6: Assessment for these units, which reflect the practices of NVQ assessment, will be centre based. The assessment decisions are externally verified by OCR. Assessment must conform to the assessment specification set out in this document. 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:

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 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:

It is anticipated that candidates who are successful in achieving this qualification will wish to undertake both formal and informal programmes of study to support their own continuing professional interests and needs. Formal qualifications that may be appropriate for progression, depending on the teacher's specific interests, include subject-specific/vocational qualifications in the teacher's own area of specialism and also generic qualifications in specialist aspects of teaching, such as OCR's qualifications for teachers of learners with specific learning difficulties and OCR's

Unit 1 Investigating policy and context, Unit 2 Identifying and assessing learners with Specific Learning Difficulties (Dyslexia), Unit 3 Demonstrating effective teaching, Unit 4 Demonstrating, reviewing and evaluating effective Teaching

ASSESSMENT METHOD:

Unit 1 is externally assessed by OCR. Units 2-4 are locally assessed, internally verified and externally verified.

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QUALITY ASSURANCE:

Unit 1: The evidence produced for this unit is assessed externally by OCR via postal arrangements. Units 2-4: Assessment for these units, which reflect the practices of NVQ assessment, are 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:

four mandatory units; two optional units. The 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: achieve a minimum Pass grade for all four mandatory units; complete eight optional units and achieve a minimum of Pass for at least six of these. A maximum of five nonspecialist units may be chosen; achieve a minimum of 12 points for all units completed (see Compensation below). Specialist pathways within the Diploma If a candidate achieves a minimum Pass grade for at least four of the eight optional units from any one specialist pathway, the 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 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: achieve a minimum Pass grade for all four mandatory units; complete 14 optional units and achieve a minimum of Pass for at least 12 of these. A maximum of six non-specialist units may be chosen; achieve a minimum of 18 points for all units completed (see Compensation below). The structure of the 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 competence required to achieve this award, 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 units but achieve Distinction or Merit grades for other units. Each unit is based on approximately 60 guided learning hours.

ASSESSMENT METHOD:

OCR Level 7 Certificate and/or Diploma in Assessing and Teaching Learners with Specific Learning Difficulties (Dyslexia), OCR Level 4 Certificates in FE Teaching.

OCR National Certificates, Diplomas and Extended Diplomas

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3

BACKGROUND:

These qualifications cover a range of sectors, eg Business, Sport, Travel and Tourism, Design, Media, Public Services and Health, Social Care and Early Years. 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 awards 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. Both units and full qualifications are graded Pass, Merit or Distinction. The qualifications are gained through a combination of mandatory and optional units which are all centre assessed and externally moderated. The Certificate is a six-unit qualification offering learners the opportunity to gain core skills and knowledge relevant to a particular sector. National Certificates are typically delivered over a one-year programme of study. The 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. National Diplomas may be delivered over a one- or two-year programme. The 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 the sector. 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, return to work, or those wishing to find a vocational route into further study.

DATE OF FIRST TEACHING:

For the first year of operation, ie October 2003 to September 2004, a combination of internal and external assessment was required for each qualification. Since October 2004, all units are internally assessed and externally moderated by OCR. Internal assessment involves candidates producing a portfolio of evidence showing that they can meet all the assessment objectives. Portfolios of work must be produced independently. They will need to be made available, together with witness statements and any other supporting documentation, to the OCR visiting moderator when required. Centres are able to enter candidates' work for moderation at any time during the year.

DATE OF RESULT PUBLICATION:

2003. Business, Health, Social Care and Early Years and Sport from 2003. Design, Media, Public Services and Travel and Tourism from 2004.

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:

Certification is on demand. There are no timetabled external assessments for these qualifications.

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Qualifications currently offered

GRADING SYSTEM:

PROGRESSION/ARTICULATION:

The units that make up these qualifications will be graded Pass, Merit or Distinction and, depending on a candidate's achievements at unit level, an overall grade of Pass, Merit or Distinction will be allocated to each full qualification. OCR allocates points to each unit grade achieved by a candidate as follows: Fail = 0 points, Pass = 1 point, Merit = 2 points, Distinction = 3 points. Compensation allows a Diploma or Extended Diploma candidate to fail a maximum of two optional units, but still achieve the full qualification if their total points equal at least: 12 points for the Level 3 Diploma; 18 points for the Level 3 Extended Diploma. OCR Nationals will carry UCAS Tariff points for entry from 2007 onwards. However, higher education institutions may choose to use Tariff point scores informally in advance of their official introduction. As there are broad overall grades for OCR Nationals, for the purposes of the UCAS Tariff, grades/bands within each Pass, Merit and Distinction grade for the OCR National Diploma (12 units) and Extended Diploma (18 units) will be reported. OCR have undertaken to communicate these reporting grades/bands to both their centres and candidates and also to transmit the reporting grade/ band, along with the overall grade to UCAS for confirmation and Clearing. The points allocated are as follows.

OCR NATIONAL CERTIFICATE (SIX UNITS) Grade OCR Points Reporting Grade Pass 6-9 P Merit 10-13 M Distinction 14-18 D OCR NATIONAL DIPLOMA (12 UNITS) Grade OCR Points Reporting Grade Pass 12-14 P3 15-17 P2 18-19 P1 Merit 20-22 M2 23-27 M1 Distinction 28-36 D OCR NATIONAL EXTENDED DIPLOMA (18 UNITS) Grade OCR Points Reporting Grade Pass 18-21 P3 22-26 P2 27-29 P1 Merit 30-34 M3 35-36 M2 37-41 M1 Distinction 42 D2 43-54 D1 Tariff Points 40 80 120

Progression is available from the six-unit Certificate to the 12- or 18-unit Diploma or Extended Diploma respectively. In addition, candidates could progress to further study in FE or HE at Level 4, or into employment and undertake an NVQ at a level appropriate to their job role.

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: are capable of delivery through a taught programme of learning; permit a structured approach to the teaching and assessment of the underpinning knowledge and understanding of an NVQ; 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.

ASSESSMENT METHOD:

Tariff Points 80 120 160 200 240

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 one of the three faculties of Thames Valley University (TVU), and is now known as the London College of Music and Media (LCMM). 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 electric and bass guitar examinations of the Registry of Guitar Tutors. TVU/LCM Examinations caters 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

Tariff Points 120 160 200 240 280 320 360

QUALITY ASSURANCE:

Quality assurance and control is implemented through: qualification specifications which define requirements and provide additional guidance; centre approval process that ensures centres meet specified quality criteria; external moderation of internally assessed units to ensure national standards are maintained; training events for centre assessment personnel; moderator training, standardisation and monitoring/feedback.

g

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Music (FLCM). Diploma holders are entitled to append the appropriate letters after their names. The grades range from Foundation Level to Advanced Level in 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 are accredited by QCA. At HE level, all of LCM's diploma qualifications are accredited by Thames Valley University. Grades 6-8 music qualifications offered by TVU/LCM Examinations attract UCAS Tariff points, and examinations in speech and drama are currently being considered for inclusion in the Tariff. Further information is available on the LCM Examinations website http://mercury.tvu.ac.uk/lcmexams.

EXAMINATION TIMING:

Examinations are held throughout the year.

GRADING SYSTEM:

Pass (75%)

TVU Diploma of the London College of Music

QUALIFICATION ABBREVIATION:

DipLCM

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

PREREQUISITES:

TVU Associate of the London College of Music in Performance

QUALIFICATION ABBREVIATION:

None

ASSESSMENT METHOD:

ALCM

BACKGROUND:

Practical examination (all external)

EXAMINATION TIMING:

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, Acting, Reading Recital, Verse Speaking, Public Speaking, Communication, Spoken English in Religion, Music Theatre

PREREQUISITES:

Examinations are held throughout the year.

GRADING SYSTEM:

Pass (75%)

TVU Fellowship of the London College of Music in Performance

QUALIFICATION ABBREVIATION:

FLCM

BACKGROUND:

None

ASSESSMENT METHOD:

Written examination and Practical examination (all external)

EXAMINATION TIMING:

Examinations are held throughout the year.

GRADING SYSTEM:

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:

Pass (75%)

LLCM

TVU Associate of the London College of Music in Teaching

QUALIFICATION ABBREVIATION:

ASSESSMENT METHOD:

Practical examination (all external)

EXAMINATION TIMING:

ALCM (TD)

BACKGROUND:

Examinations are held throughout the year.

GRADING SYSTEM:

Subjects: Piano, Pipe Organ, Electronic Keyboard, Electronic Organ, Flute, Clarinet, Oboe, Bassoon, Recorder, Classical Saxophone, French Horn, Trumpet, Cornet, Flugelhorn, Trombone, Tuba, Violin, Viola, Cello, Double Bass, Classical Guitar, Percussion, Singing, Irish Traditional Music, Scottish Traditional Music, Speech and Drama, Music Theatre

PREREQUISITES:

Approved/Not Approved

TVU Graded Examination in Drama

BACKGROUND:

Subjects: Acting, Duologue, Group Performance, Music Theatre

ASSESSMENT METHOD:

DipLCM in Performance, Grade 5 Theory of Music (not for Speech and Drama or Music Theatre)

ASSESSMENT METHOD:

Practical examination (all external)

EXAMINATION TIMING:

Essay submission and Practical examination (all external)/ practical examination and written examination (all external) for Speech and Drama, Music Theatre

Examinations are held throughout the year.

GRADING SYSTEM:

Pass (65%), Merit (75%), Distinction (85%)

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Qualifications currently offered

TVU Graded Examination in Music Literacy

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

ASSESSMENT METHOD:

Practical examination (all external)

EXAMINATION TIMING:

Examinations are held throughout the year.

GRADING SYSTEM:

Grades 1-3 = Level 1 (Foundation) Grades 4-5 = Level 2 (Intermediate) Grades 6-8 = Level 3 (Advanced)

BACKGROUND:

Pass (65%), Merit (75%), Distinction (85%)

Subjects available: Theory of Music, Popular Music Theory

ASSESSMENT METHOD:

TVU Graded Examination in Speech and Drama

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Written examination (all external)

GRADING SYSTEM:

Pass (65%), Merit (75%), Distinction (85%)

Grade Grade 6 (Distinction) Grade 6 (Merit) Grade 6 (Pass) Grade 7 (Distinction) Grade 7 (Merit) Grade 7 (Pass) Grade 8 (Distinction) Grade 8 (Merit) Grade 8 (Pass) Tariff Points 15 10 5 20 15 10 30 25 20

Grades 1-3 = Level 1 (Foundation) Grades 4-5 = Level 2 (Intermediate) Grades 6-8 = Level 3 (Advanced)

ASSESSMENT METHOD:

Practical examination (all external)

EXAMINATION TIMING:

Examinations are held throughout the year.

GRADING SYSTEM:

Pass (65%), Merit (75%), Distinction (85%)

TVU Graded Examination in Music Performance

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

TVU Licentiate of the London College of Music in Performance

QUALIFICATION ABBREVIATION:

LLCM

BACKGROUND:

Grades 1-3 = Level 1 (Foundation) Grades 4-5 = Level 2 (Intermediate) Grades 6-8 = Level 3 (Advanced)

BACKGROUND:

Subjects: Piano, Jazz Piano, Pipe Organ, Electronic Keyboard, Electronic Organ, Flute, Clarinet, Oboe, Bassoon, Recorder, Classical Saxophone, Jazz Saxophone, French Horn, Trumpet, Cornet, Flugelhorn, Trombone, Tuba, Violin, Viola, Cello, Double Bass, Classical Guitar, Electric Guitar, Bass Guitar, Drum Kit, Tuned Percussion, Timpani, Singing, Popular Music Vocals, Irish Traditional Music, Scottish Traditional Music

ASSESSMENT METHOD:

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, Acting, Public Speaking, Verse Speaking, Reading Recital, Spoken English in Religion, Music Theatre

PREREQUISITES:

ALCM

ASSESSMENT METHOD:

Practical examination (all external)

EXAMINATION TIMING:

Examinations are held throughout the year.

GRADING SYSTEM:

Practical examination (all external)/practical examination and written examination (all external) for Speech and Drama, Public Speaking, Verse Speaking, Spoken English in Religion

EXAMINATION TIMING:

Pass (65%), Merit (75%), Distinction (85%)

Grade Grade 6 (Distinction) Grade 6 (Merit) Grade 6 (Pass) Grade 7 (Distinction) Grade 7 (Merit) Grade 7 (Pass) Grade 8 (Distinction) Grade 8 (Merit) Grade 8 (Pass) Tariff Points 45 40 25 60 55 40 75 70 55

Examinations are held throughout the year.

GRADING SYSTEM:

Pass (75%)

TVU Licentiate of the London College of Music in Teaching

QUALIFICATION ABBREVIATION:

LLCM (TD)

BACKGROUND:

TVU Graded Examination in Speech

BACKGROUND:

Subjects available: Verse Speaking, Reading Aloud, Oral Communication, Spoken English in Religion

Subjects: Piano, Pipe Organ, Electronic Keyboard, Electronic Organ, Flute, Clarinet, Oboe, Bassoon, Recorder, Classical Saxophone, French Horn, Trumpet, Cornet, Flugelhorn, Trombone, Tuba, Violin, Viola, Cello, Double Bass, Classical Guitar, Percussion, Singing, Irish Traditional Music, Scottish Traditional Music, Speech and Drama, Music Theatre

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Qualifications currently offered

PREREQUISITES:

EXAMINATION TIMING:

ALCM(TD) and Grade 8 Theory of Music (not for Speech and Drama)

ASSESSMENT METHOD:

Examinations are available all year round.

DATE OF RESULT PUBLICATION:

Dissertation submission and practical examination (all external)/ practical examination and written examination (all external) for Speech and Drama, Music Theatre

EXAMINATION TIMING:

Results are confirmed by issue of a Certificate within eight weeks of the final examination.

GRADING SYSTEM:

Examinations are held throughout the year.

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:

Pass (75%)

Trinity College London

As of March 2004, Trinity College London and Guildhall School of Music and Drama merged to form Trinity Guildhall Examinations. There will be no changes to music qualifications until January 2007. In August 2004, Trinity issued a new Drama and Speech syllabus, incorporating Music Theatre, which was available for examinations from January 2005. This syllabus was republished with minor changes as the Trinity Guildhall Drama and Speech syllabus in the summer of 2005, for first examination in January 2006.

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.

Trinity College London Associate and Licentiate Diplomas in Music

QUALIFICATION ABBREVIATION:

ATCL/AMusTCL or LTCL/LMusTCL

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Trinity College London Associate and Licentiate Diplomas in Drama and Speech

QUALIFICATION ABBREVIATION:

ATCL Diplomas are accredited in Level 4 LTCL Diplomas are accredited in Level 6

BACKGROUND:

ATCL and LTCL

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

ATCL Diplomas are accredited in Level 4 LTCL Diplomas are accredited in Level 6

BACKGROUND:

These diplomas have a wider remit than Trinity's traditional qualifications, and embrace non-Western music, jazz, commercial and popular music sectors, as well as vocational and analytical aspects. The following awards are available: ATCL Diploma in Music Performance, LTCL Diploma in Music Performance, ATCL Diploma in Music Performance (Recital), LTCL Diploma in Music Performance (Recital), ATCL Diploma in Music Practice: Performing, LTCL Diploma in Music Practice: Performing, AMusTCL Diploma in Music Literacy/Theory, LMusTCL Diploma in Music Literacy/Theory, LTCL Diploma in Music Composition, ATCL Diploma in Music Practice: Directing, LTCL Diploma in Music Practice: Directing, ATCL Diploma in Music Practice: Composing, LTCL Diploma in Music Practice: Composing, ATCL Diploma in Specialist Music Teaching, LTCL Diploma in Specialist Music Teaching, ATCL Diploma in Instrumental/Vocal Teaching, LTCL Diploma in Instrumental/Vocal Teaching, ATCL Diploma in Music Practice: Mentoring, LTCL Diploma in Music Practice: Mentoring, LTCL Diploma in Music Practice: Adjudicating, ATCL and LTCL Diplomas in Music Practice: Facilitating Detailed information can be obtained from Trinity College (see Appendix A for contact details).

DATE OF FIRST TEACHING:

Available in: ATCL Diploma in Performing (Speech and Drama), LTCL Diploma in Performing (Speech and Drama), ATCL Diploma in Performing (Musical Theatre), LTCL Diploma in Performing (Musical Theatre), ATCL Diploma in Teaching (Speech and Drama), LTCL Diploma in Teaching (Speech and Drama), LTCL Diploma in Teaching (Musical Theatre), ATCL Diploma in Teaching (Theatre Arts), LTCL Diploma in Teaching (Communication Skills), LTCL Diploma in Applied Drama. Detailed information can be obtained from Trinity College (see Appendix A for contact details).

DATE OF FIRST TEACHING:

2003

DATE OF FIRST AWARD:

2004

PREREQUISITES:

There are no formal prerequisites for the ATCL diploma but candidates are advised to gain Grade 8 in Speech and Drama/Musical Theatre or equivalent. For entry to the LTCL diploma, candidates should be at a standard equivalent to ATCL.

NUMBER OF UNITS/STRUCTURE:

1877

DATE OF FIRST AWARD:

1877

PREREQUISITES:

Equivalent standard to NQF Level 3 for entry to ATCL. Equivalent standard to ATCL for entry to LTCL.

NUMBER OF UNITS/STRUCTURE:

Trinity qualifications are unitised.

ASSESSMENT METHOD:

Trinity qualifications are unitised.

ASSESSMENT METHOD:

One hundred percent external assessment conducted by Trinity examiners.

100% external assessment conducted by Trinity examiners

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Qualifications currently offered

EXAMINATION TIMING:

Examinations are available all year round.

DATE OF RESULT PUBLICATION:

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.

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:

Trinity College London Fellowship Diplomas in Music

QUALIFICATION ABBREVIATION:

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.

FTCL/FMusTCL

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

FTCL Diplomas are accredited in Level 7

BACKGROUND:

These diplomas demand higher level skills, including public concert standard performance, planning, development and promotional abilities, and critical reflection. They are available in the following subjects: FTCL Diploma in Music Performance, FTCL Diploma in Music Practice: Performing, FMusTCL Diploma in Music Literacy/Theory, FTCL Diploma in Music Composition, FTCL Diploma in Music Direction, FTCL Diploma in Music Practice: Composing, FTCL Diploma in Music Education, FTCL Diploma in Music Adjudication, FTCL Diploma in Music Facilitation. Detailed information can be obtained from Trinity College (see Appendix A for contact details).

DATE OF FIRST TEACHING:

Trinity College London Fellowship Diplomas in Drama and Speech

QUALIFICATION ABBREVIATION:

FTCL

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

FTCL Diplomas are accredited in Level 7

BACKGROUND:

Available in: FTCL Diploma in Performing (Speech and Drama), FTCL Diploma in Performing (Musical Theatre), FTCL Diploma in Directing (Speech and Drama), FTCL Diploma in Directing (Musical Theatre), FTCL Diploma in Education Studies (Speech and Drama), FTCL Diploma in Education Studies (Musical Theatre). Detailed information can be obtained from Trinity College (see Appendix A for contact details).

DATE OF FIRST TEACHING:

1877

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:

1918

DATE OF FIRST AWARD:

1918

PREREQUISITES:

Trinity qualifications are unitised.

ASSESSMENT METHOD:

LTCL Performing (Speech and Drama or Musical Theatre) or equivalent.

NUMBER OF UNITS/STRUCTURE:

One hundred percent external assessment conducted by Trinity examiners.

EXAMINATION TIMING:

Trinity qualifications are unitised.

ASSESSMENT METHOD:

Examinations are available all year round.

DATE OF RESULT PUBLICATION:

One hundred percent external assessment conducted by Trinity examiners.

EXAMINATION TIMING:

Results are confirmed by issue of a Certificate within eight weeks of the examination.

GRADING SYSTEM:

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:

Pass, Below Pass. Outcome statements and criteria describing the level of achievement required are included in the syllabus.

QUALITY ASSURANCE:

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.

Marks are analysed at Trinity's head office before results are confirmed by issue of a Certificate.

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Qualifications currently offered

Trinity College London Graded Examinations in Communication Skills (Grades 1 to 8)

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

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:

Grades 1-3 = Level 1, Grades 4-5 = Level 2, Grades 6-8 = Level 3

BACKGROUND:

Examinations in Communication Skills focus on life skills, which include the ability to speak in public, interact with other people and express ideas in work and leisure situations. Candidates are encouraged to listen with care, to think and speak with clarity, and to organise what they have to say in coherent ways. They are required to use expressive utterance, distinguish between informative and persuasive speaking, and demonstrate good interpersonal skills.

DATE OF FIRST TEACHING:

Distinction, Merit, Pass, Below Pass. Outcome statements and criteria describing the various levels of achievement required for each attainment band are included in the syllabuses.

QUALITY ASSURANCE:

Marks entered onto report forms are analysed at Trinity's head office before results are confirmed by issue of a Certificate. Examiners are standardised annually and are observed regularly by a senior examiner. A proportion of examinations are recorded for the purpose of monitoring.

1918

DATE OF FIRST AWARD:

1918

PREREQUISITES:

Trinity College London Graded Examinations in Music Literacy/Theory

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

None, but the syllabus is cumulative and entry assumes mastery of the previous grade.

NUMBER OF UNITS/STRUCTURE:

Grades 1-3 = Level 1, Grades 4-5 = Level 2, Grades 6-8 = Level 3

BACKGROUND:

Each grade comprises one unit.

ASSESSMENT METHOD:

100% external assessment conducted by a Trinity examiner

QUALITY ASSURANCE:

Trinity's graded examinations in music theory span eight grades and the schemes of assessment are based upon the progressive mastery model.

DATE OF FIRST TEACHING:

Marks entered onto report forms are analysed at Trinity's head office before results are confirmed by issue of a Certificate. Examiners are standardised annually and are observed regularly by a senior examiner. A proportion of examinations are recorded for the purpose of monitoring.

1877

DATE OF FIRST AWARD:

1877

DATE OF LAST AWARD:

Current

PREREQUISITES:

Trinity College London Graded Examinations in Drama

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

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:

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 QCA). The examinations are available in Acting, Musical Theatre, Performance Arts and World Dramatists.

DATE OF FIRST TEACHING:

100% external assessment conducted by Trinity examiners ­ all papers are double marked.

EXAMINATION TIMING:

Examinations are available in May and November.

DATE OF RESULT PUBLICATION:

Results are confirmed by issue of a Certificate within eight weeks of the examination.

GRADING SYSTEM:

1918

DATE OF FIRST AWARD:

Distinction, Merit, Pass, Below Pass. Outcome statements and criteria describing the various levels of achievement required for each attainment band are included in the syllabuses.

Grade Grade 6 (Distinction) Grade 6 (Merit) Grade 6 (Pass) Grade 7 (Distinction) Grade 7 (Merit) Grade 7 (Pass) Grade 8 (Distinction) Grade 8 (Merit) Grade 8 (Pass) Tariff Points 15 10 5 20 15 10 30 25 20

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.

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Qualifications currently offered

QUALITY ASSURANCE:

Marks are analysed at Trinity's head office before results are confirmed by issue of a Certificate. Examiners are standardised annually and are observed regularly by a senior examiner.

Trinity College London Graded Examinations in Speech (Performing Text)

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Grades 1-3 = Level 1, Grades 4-5 = Level 2, Grades 6-8 = Level 3

Trinity College London Graded Examinations in Music Performance

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

BACKGROUND:

Grades 1-3 = Level 1, Grades 4-5 = Level 2, Grades 6-8 = Level 3

BACKGROUND:

The aim of Trinity's graded examinations in Performing Text is to provide a scheme of assessment against which candidates, teachers and parents may measure progress and development in speech, whether towards professional training or as a leisure activity (Trinity also offers graded examinations in Choral Speaking, which are not recognised by QCA as they involve group assessments).

DATE OF FIRST TEACHING:

Trinity's graded examinations in music are offered in 32 instruments covering keyboard, strings, woodwind, brass, percussion and voice. They span eight grades and the schemes of assessment are based upon a clearly defined syllabus of incremental standards and repertoire. Trinity also offers the Performer's Certificate as a post-grade 8 qualification.

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:

1877

DATE OF FIRST AWARD:

Each grade comprises one unit.

ASSESSMENT METHOD:

1877

PREREQUISITES:

100% external assessment conducted by a Trinity examiner.

EXAMINATION TIMING:

None, but the syllabus is cumulative and entry assumes mastery of the previous grade.

NUMBER OF UNITS/STRUCTURE:

Examinations are available all year round.

DATE OF RESULT PUBLICATION:

Each grade comprises one unit.

ASSESSMENT METHOD:

Results are confirmed by issue of a Certificate within eight weeks of the examination.

GRADING SYSTEM:

100% external assessment conducted by a Trinity examiner.

EXAMINATION TIMING:

Examinations are available all year round.

DATE OF RESULT PUBLICATION:

Distinction, Merit, Pass, Below Pass. Outcome statements and criteria describing the various levels of achievement required for each attainment band are included in the syllabuses.

QUALITY ASSURANCE:

Results are confirmed by issue of a Certificate within eight weeks of the examination.

GRADING SYSTEM:

Marks entered onto report forms are analysed at Trinity's head office before results are confirmed by issue of a Certificate. Examiners are standardised annually and are observed regularly by a senior examiner. A proportion of examinations are recorded for the purpose of monitoring.

Distinction, Merit, Pass, Below Pass. Outcome statements and criteria describing the various levels of achievement required for each attainment band are included in the syllabuses.

Grade Grade 6 (Distinction) Grade 6 (Merit) Grade 6 (Pass) Grade 7 (Distinction) Grade 7 (Merit) Grade 7 (Pass) Grade 8 (Distinction) Grade 8 (Merit) Grade 8 (Pass) Tariff Points 45 40 25 60 55 40 75 70 55

Trinity College London Graded Examinations in Speech and Drama

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Grades 1-3 = Level 1, Grades 4-5 = Level 2, Grades 6-8 = Level 3

BACKGROUND:

QUALITY ASSURANCE:

Marks entered onto report forms are analysed at Trinity's head office before results are confirmed by issue of a Certificate. Examiners are standardised annually and are observed regularly by a senior examiner. A proportion of examinations are recorded for the purpose of monitoring.

PROGRESSION/ARTICULATION:

The aim of Trinity's graded examinations in Speech and Drama is to provide a scheme of assessment against which candidates, teachers and parents may measure progress and development, whether towards professional training or as a leisure activity.

DATE OF FIRST TEACHING:

1918

DATE OF FIRST AWARD:

1918

PREREQUISITES:

These qualifications facilitate progression to Level 2 of the NQF, including grades 4 and 5.

None, but the syllabus is cumulative and entry assumes mastery of the previous grade.

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NUMBER OF UNITS/STRUCTURE:

EXAMINATION TIMING:

Each grade comprises one unit.

ASSESSMENT METHOD:

Ongoing assessment during course ­ external assessment conducted at the end of the course.

DATE OF RESULT PUBLICATION:

100% external assessment conducted by a Trinity examiner.

EXAMINATION TIMING:

End of summer term.

GRADING SYSTEM:

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:

Internal assessments are externally moderated by Trinity. External assessment is conducted by trained Trinity assessors who are standardised annually.

PROGRESSION/ARTICULATION:

Distinction, Merit, Pass, Below Pass. Outcome statements and criteria describing the various levels of achievement required for each attainment band are included in the syllabuses.

QUALITY ASSURANCE:

Marks entered onto report forms are analysed at Trinity's head office before results are confirmed by issue of a Certificate. Examiners are standardised annually and are observed regularly by a senior examiner. A proportion of examinations are recorded for the purpose of monitoring.

These qualifications provide a progression route to the performing arts sector.

Trinity College London National Certificates in Professional Acting and Classical Ballet

QUALIFICATION ABBREVIATION:

Trinity College London National Diplomas in Professional Acting, Dance, Music and Theatre Production Skills

QUALIFICATION ABBREVIATION:

DaDA Diplomas (Dance and Drama Awards)

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

DaDA Certificates (Dance and Drama Awards)

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

National Professional Diplomas are accredited in Level 6

BACKGROUND:

National Professional Certificates are accredited in Level 5

BACKGROUND:

The overall aim of these qualifications is to give formal recognition to the skills, knowledge and understanding acquired by students in their training for employment as professional dancers (classical ballet) and actors. The objectives of each qualification are that, in each of the given specialisations, successful students will demonstrate that they have acquired: imaginative, expressive and technical skills as creative artists; professional employment skills and a relevant knowledge of the industry; the ability to reflect critically on their subject and appraise their own practice; personal skills and qualities that will enhance their professional and personal lives; adequate preparation for a varied career in the professional arts and entertainment industry. The following awards are available: National Certificate in Professional Classical Ballet, National Certificate in Professional Acting.

DATE OF FIRST TEACHING:

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: imaginative, expressive and technical skills as creative artists; professional employment skills and a relevant knowledge of the industry; the ability to reflect critically on their subject and appraise their own practice; personal skills and qualities that will enhance their professional and personal lives; adequate preparation for a varied career in the professional arts and entertainment industry. The following awards are available: National Diploma in Professional Acting, National Diploma in Professional Dance, National Diploma in Professional Musical Theatre, National Diploma in Professional Production Skills.

DATE OF FIRST TEACHING:

1999

DATE OF FIRST AWARD:

1999

DATE OF FIRST AWARD:

2001

PREREQUISITES:

2001

PREREQUISITES:

Selection by audition and interview.

NUMBER OF UNITS/STRUCTURE:

Selection by audition and interview.

NUMBER OF UNITS/STRUCTURE:

Each Certificate comprises three units.

ASSESSMENT METHOD:

Each diploma comprises four units.

ASSESSMENT METHOD:

Combination of internal assessment externally moderated by 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.

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EXAMINATION TIMING:

ASSESSMENT METHOD:

Ongoing assessment during course - external assessment is conducted at the end of the course.

DATE OF RESULT PUBLICATION:

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: be fit for purpose in that they provide a valid measure of the required skills, knowledge and understanding and/or competence; provide opportunities for candidates to demonstrate their abilities to meet a full range of requirements; also be manageable and cost-effective as well as being free from covert or overt discrimination in wording or content.

EXAMINATION TIMING:

End of summer term.

GRADING SYSTEM:

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. External assessment is conducted by trained Trinity assessors who are standardised annually.

PROGRESSION/ARTICULATION:

These qualifications provide a progression route to the performing arts sector.

Vocationally Related Qualifications

QUALIFICATION ABBREVIATION:

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 anytime in any place. As with all assessment it must be appropriate to the qualification itself.

DATE OF RESULT PUBLICATION:

VRQs

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Ongoing.

GRADING SYSTEM:

Levels 1, 2 and 3

BACKGROUND:

Most qualifications are pass/fail, but some units/qualifications are graded.

QUALITY ASSURANCE:

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 115 awarding bodies offering VRQs including AQA, City and Guilds, Edexcel, GOAL, NCFE, NOCN, OCNW and OCR. The subject matter of the units and the qualification must support the qualification's purpose. It must: specify the knowledge, skills and/or understanding required, giving a clear indication of coverage and depth; be expressed in terms of what a successful candidate will have learned or will be able to do (outcomes); 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; comply with subject/sector criteria where these exist and be accurate and up to date.

PREREQUISITES:

All VRQs are accredited by QCA. QCA 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.

Welsh Baccalaureate Advanced Diploma

QUALIFICATION ABBREVIATION:

WBAD

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 3. The Welsh Baccalaureate Intermediate Diploma is available at Level 2.

BACKGROUND:

The WBAD is an overarching qualification that gives parity of esteem to vocational and academic routes. It is a pilot qualification from 2003/7 and may be taken either through the medium of English or Welsh.

DATE OF FIRST TEACHING:

Generally, there are no entry requirements laid down (e.g. formal qualifications from school or further education), but, in certain cases, a minimum level of basic education or language may be required ­ in some cases the awarding 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:

2003

DATE OF FIRST AWARD:

2005

DATE OF LAST AWARD:

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.

Approved by QCA/ACCAC (now DELLS)/CCEA for the duration of the pilot project, which ends in August 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.

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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 and 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: 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; an Individual Investigation at Level 3, based on issues arising from the Core; component diary/records showing how the curriculum requirements have been met; verification and evaluation statements relating to the candidate's attainments arising from Working with Employers and Community Participation. For the Options, candidates are assessed in the normal way for the qualification concerned. In order to be awarded the WBAD, candidates must achieve two grades A-E at A level or equivalent in BTEC National or NVQ.

EXAMINATION TIMING:

Dependent on the national timetable for Option subjects/programmes and Key Skills.

DATE OF RESULT PUBLICATION:

Every March and August.

QUALITY ASSURANCE:

The WBAD is currently a pilot project and is, therefore, subject to evaluation by evaluators appointed by the Welsh Assembly Government and monitoring by the regulatory authority DELLS.

PROGRESSION/ARTICULATION:

WBAD can be recognised by UK HEIs as fulfilling the minimum matriculation requirements for entry. 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.

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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 1918-1950 the main academic qualifications were the Schools Certificate and Higher Schools Certificate examinations. From 1951/2-1987 GCE examinations were available as follows. 1975-1987 The grading system for GCE O level was as follows.

A B C D E Performance better than or equivalent to the previous pass level: only these grades were normally acceptable to universities for the purposes of satisfying entry requirements. A lower level of attainment. The lowest level of attainment judged to be of sufficient standard to be recorded.

Grades D and E covered approximately the same range of performance as the old School Certificate pass grade.

Ordinary level

This was normally taken after five years in a secondary school. In June 1988, the GCSE replaced GCE O level and the CSE. However, some awarding bodies continue to offer an examination entitled GCE O level for applicants in some overseas countries.

GRADING SYSTEMS

Alternative Ordinary level

Ordinary level, but with syllabuses designed for sixth formers and other more mature candidates. AO/O* examinations were between GCE O level and A level in standard. They ceased in 1987, with the exception of Additional Mathematics and OCR-run subjects under the title Additional Subjects. The certificates awarded do not bear the signature of a DfES representative, but have been included in the DfES list of statutory qualifications. The subjects in which the AO/O* examination has been offered are: Additional French; Additional Mathematics; Additional Mathematics (MEI); Certificate in Additional Mathematics. AO/O* examinations should not be confused with a pass allowed at GCE O level for a subject taken at GCE A level up to and including the 1986 examinations. Assessment was related to GCE O level standards, and the successful candidate's certificate recorded as GCE O level grade (shown with an asterisk).

Before 1963 The grades or marks awarded before 1963 corresponded approximately to the GCE A level system (see above). The pass mark was 45%, with the exception of the following.

Examining Board Cambridge London Oxford and Cambridge Welsh Joint Education Committee Pass Mark Variable from subject to subject June 1953 to January 1959 ­ 47% June 1960 to January 1973 ­ Grade 6 Variable from subject to subject 50%

June 1963-June 1974 For all examining boards, GCE O level grades did not appear on certificates until June 1975, when an official grading system replaced the pass/fail system of reporting results. Previously only unofficial grades were made available to schools, candidates, universities and local education committees. The marking systems used were as shown in the following chart.

BOARD Associated Examining Board

Cambridge Durham

Joint Matriculation Board London Northern Ireland Oxford Oxford and Cambridge Southern Universities Joint Board Welsh Joint Education Committee

MARKING SYSTEM 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." Nine grades awarded, but boundaries could differ from year to year within a subject. Pass grades 1 75-95 2, 3 60-70 4, 5, 6 45-55 7 40 8 35 9 30 and under A nine-point scale (as Durham above) 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. 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. A nine-point scale (as Durham above). Raw marks issued, of very little value to other universities. Scaled marks, 45% pass. 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.

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Advanced level

The GCE A level was first introduced in 1951 to replace the Higher Schools 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

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 fouryear 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 the 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

All GCE A level examinations were subject to quality assurance procedures. The regulatory authorities (QCA, 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: lay down detailed procedures to promote accuracy, fairness, quality and consistency across all awarding bodies; ensure that staged examinations are of the same standard as end-of-course examinations; 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 regulatory bodies 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 (now London Examinations) 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.

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.

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BOARD Associated Examining Board

DATE January 1960 and earlier To 1962 To 1962

Cambridge; Oxford and Cambridge

Durham Joint Matriculation Board London

1960 and earlier To 1962 January 1960 and earlier 1960 -63 To 1962 Before 1963 To 1962

Oxford Southern Universities Joint Board Welsh Joint Education Committee

MARKING SYSTEM Pass 40%, allowed Ordinary 30-39% 1+2: 70%; 3: 60-69%; 4: 55-59%; 5: 50-54%; 6: 40-49%; 7+8: 25-39% allowed Ordinary; 9: fail 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. Results given as grades on a scale running from 90 to 0 by increments of 5. Results given as grades on a scale running from 95 to 0 by increments of 5. Marks given 1: 75% or better; 2: 70-74%; 3: 60-69%; 4: 50-59%; 6: 40-49%; 7+8: 30-39% allowed Ordinary; 9: fail Results given as grades on a scale running from 90 to 0 by increments of 5. Percentage marks given. 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 10 15 10 15 20 20 10 Advanced Grade A B C D E O Allowed Ordinary F Fail

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 Points A 10 B 8 C 6 D 4 E 2

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 (now DfES) announced that, with effect from the summer 1987 examinations, a new A level grading system would be adopted as follows.

A B C D E N U Highest grade awarded

It should be stressed that the above system was discontinued from 2002 entry, being superseded by the UCAS Tariff, full details of which are given later in this 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 association with three GCE A levels. 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.

Lowest pass grade awarded Certificate to indicate the candidate's performance fell short of the standard required for grade E by a narrow margin. Uncertificated

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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

Certificate of Secondary Education

The CSE examination was offered from 1965-1987. 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: Mode 1 ­ examinations designed by the examining board on syllabuses set and published by the board; Mode 2 ­ examinations designed by the examining board on syllabuses devised by individual schools or groups of schools; Mode 3 ­ both syllabuses and examinations created by schools under boards' guidance and approval. As Mode 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.

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 Points A 5 B 4 C 3 D 2 E 1

Joint 16+ examinations

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.

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 2 U Distinction ­ an outstanding performance Merit ­ a good performance Unclassified ­ if the candidate did not reach the standard required for grade 2, or failed to qualify by not passing GCE A level in the same subject

Certificate of Extended Education

The CEE was an official pilot examination recommended 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 twoyear 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 boards as being equivalent to at least grade C in the former GCE O level examination.

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.

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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.

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.

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.

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: core units, which specified the knowledge, skills and understanding required for qualifications in the subject area; 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.

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.

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.

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 Advanced level 160+ marks ­ Pass 240+ marks ­ Pass with Credit 160+ marks ­ Pass 280+ marks ­ Pass with Distinction

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BTEC qualifications prior to 1986

(INCLUDING FORMER BEC, TEC AND JOINT COMMITTEE QUALIFICATIONS)

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.

For programmes revised and updated since 1985, the previous Technical Education Council level 1-5 have been subsumed into the current BTEC Qualifications Framework. There are a few exceptions to this, for example, some Higher National and

PREVIOUS QUALIFICATIONS Title BEC Higher National Certificate and Diploma TEC Higher Certificate and Diploma BEC National Certificate/Diploma TEC Certificate/Diploma BEC General Certificate/Diploma ­ at Credit Level Technician Studies Certificate

Designation HNC/D ­ NC/ND ­ GC/D ­

Level ­ IV/V ­ II/III ­ I

CURRENT QUALIFICATIONS Title BTEC Higher National Certificate/Diploma in designated study area BTEC Higher National Certificate/Diploma in designated study area BTEC National Certificate/Diploma in designated study area BTEC National Certificate/Diploma in designated study area BTEC First Certificate/Diploma in designated study area BTEC First Certificate/Diploma in designated study area

Designation H H N N F F

Level IV IV III III II II

The awards issued by BEC and TEC had themselves in most cases replaced ONC/D and HNC/D issued by the former Joint Committees.

Advanced General National Vocational Qualifications

QUALIFICATION ABBREVIATION:

The Single Award was a six-unit GNVQ at advanced level only, covering the following vocational areas: Art & Design; Business; Health & Social Care; Information Technology. The Single Award was based on the same revised model as the Advanced GNVQ (Full Award)(pilot).

DATE OF FIRST TEACHING:

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 6 units 2 GCE A levels 1 GCE A level

1992

DATE OF LAST AWARD:

2000

NUMBER OF UNITS/STRUCTURE:

Advanced GNVQ students could opt to do additional studies alongside their GNVQ, either to broaden their general education or deepen their understanding of the particular vocational area they were studying. Key Skills were a requirement of the pre2000 GNVQs. Students could choose to take as additional studies: more vocational units (either from the same or another GNVQ subject area). Students received a separate results slip and certificate for individual GNVQ units; additional Key Skills units (Improving Learning and Performance, Working with Others and Problem Solving); separate foreign language units; one or more GCE A level; one or more GCE Advanced Supplementary or Subsidiary; 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 Advanced GNVQ (Full Award) was made up of 12 units, plus Key Skills, as follows: eight mandatory vocational units; four optional vocational units; three mandatory Key Skills in Application of Number, Communication and Information Technology.

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

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consisted of short-answer papers of one to two hours' duration, marked by the awarding bodies' examiners.

EXAMINATION TIMING:

DATE OF RESULT PUBLICATION:

August (same date as A/AS results)

GRADING SYSTEM:

January/June

DATE OF RESULT PUBLICATION:

Grade S Outstanding Grade 1 Very good Grade 2 Good

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:

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

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 shortanswer 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:

Part One General National Vocational Qualifications

QUALIFICATION ABBREVIATION:

Part One GNVQ

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Level 1 = Foundation, Level 2 = Intermediate

BACKGROUND:

Part One GNVQs became new GCSE qualifications in vocational subjects (Double Award) from 2002. Part One GNVQs have been available nationally since September 1999 in seven vocational areas and are broadly equivalent to two GCSEs. They are also available post-16. The last normal certification date was summer 2003, the last resit opportunity being January 2004. These qualifications have been replaced by GCSEs in vocational subjects.

DATE OF FIRST TEACHING:

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:

September 1999

DATE OF LAST AWARD:

STEP

BACKGROUND:

January 2004

NUMBER OF UNITS/STRUCTURE:

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:

Three units

ASSESSMENT METHOD:

An assessment regime consisting of a graded test per unit, plus portfolio evidence.

EXAMINATION TIMING:

January/June

DATE OF RESULT PUBLICATION:

March/August

GRADING SYSTEM:

Distinction/Merit/Pass

VARIANTS:

2002 (except for Mathematics)

NUMBER OF UNITS/STRUCTURE:

See also GNVQs and GCSEs in vocational subjects.

Mathematics I Mathematics II Mathematics III Candidates take one or two of these papers.

ASSESSMENT METHOD:

ifs Certificate in Financial Services Practice

QUALIFICATION ABBREVIATION:

External assessment

EXAMINATION TIMING:

CFSP

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

June

Level 3

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BACKGROUND:

ASSESSMENT METHOD:

The Certificate in Financial Services Practice (CFSP) was designed to: improve students' knowledge of the financial services industry; develop financial literacy and business awareness; 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: 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; provide an introduction to organisational systems and processes both generally and within the financial services sector; encourage an understanding of an individual's role as part of an organisation within the financial services sector; provide an opportunity for the individual to experience a variety of differing aspects of the financial services industry, and thus be in a position to make informed decisions; develop an awareness and understanding of the ways in which regulation and legislation impact on, and are relevant to, the individual's organisation and the financial services industry in general; engender an awareness of the need for, and the value of, effective customer service in the financial services sector.

DATE OF LAST AWARD:

To complete the qualification, candidates must pass five subjects - three core subjects and two option subjects. The core subjects are designed to give students a broad understanding of the financial services environment, while the option subjects allow students to develop specialist knowledge. The CFSP can be studied as a self-study course or students may receive tuition at an appointed centre. Each subject is supported by a self-study text. Each subject requires approximately 40 hours of study time, which, for the whole qualification, equates to approximately 200 hours of study. The subjects are assessed by two-hour multiple-choice examinations.

GRADING SYSTEM:

Grade Pass

Tariff Points 60

VARIANTS:

ifs provides a wide range of qualifications to suit the needs of the financial services industry. Diploma in Financial Services Management (DFSM) Diploma in Mortgage Lending (DML) Diploma in Trust and Estate Practice (DTEP) Certificate in Mortgage Advice and Practice (CeMAP) Certificate for Financial Advisers (CeFA) Certified Documentary Credit Specialist (CDCS) Contact Centre Professional (CCP) The Certificate and Diploma in English for Banking and Finance (CEBF/DEBF) Further information about ifs qualifications is available from the Institute of Financial Services.

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Other entry routes to higher education QAA-recognised Access to HE Certificate

QUALIFICATION ABBREVIATION:

July 2007. By July 2009, the Access to HE certificate will have been phased out and all Access to HE qualifications will be awarded according to the revised specifications of the Access to HE Diploma.

PREREQUISITES:

Access to HE certificate Access to HE Diploma A revised qualification, entitled the `Access to Higher Education Diploma', will be phased in between 2007 and 2009. Individual award titles will have a common format: `Access to Higher Education (subject/area of study)'. Titles of Access to HE awards include, for example, Access to Higher Education Diploma (Business Studies) and Access to Higher Education (Health and Social Care). Where the award is intended to provide progression to combined or less-specific progression routes, the award name will reflect this, for example Access to Higher Education (Combined Sciences) or Access to Higher Education (Social Studies combined with Arts). This title is used on the diploma issued to students and should also be provided in information to receiving institutions (including in UCAS applications).

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

Prerequisites are determined at the local level. (Access to HE programmes are primarily intended for those who have few, if any, formal prior qualifications.)

NUMBER OF UNITS/STRUCTURE:

The Access to HE certificate is awarded to those who meet the successful completion criteria on a recognised Access to HE programme. Access to HE programmes are diverse in subject focus and curriculum organisation, reflecting their individual development and design to meet the needs of different progression routes and target groups. The regulatory framework for Access to HE, however, emphasises comparability of learner experience on programmes and consistency of learner achievements. Course content primarily reflects the major intended progression route(s) in higher education and includes units in several appropriate academic subjects at higher education entry level, supported by units in study skills and other core skills. Most Access to HE programmes are designed for progression to particular areas of study in higher education (eg Access to Art and Design; Access to Business Studies; Access to Nursing), though some provide a less closely defined preparation, and are commonly designated `Access to Higher Education'. However, even within a programme that carries a general title, a student may have followed a specific named pathway that has been designed to provide preparation for a particular higher education course or range of courses. Where an Access to HE programme or pathway is intended to lead to study for a professional qualification, students are made aware of, and given the opportunity to meet, the entry requirements specified by the national professional body concerned. Access to HE Diploma The Access to HE Diploma is a credit-based qualification that requires the achievement of 60 credits, a minimum of 45 of which must be achieved at Level 3. (The remainder must be achieved at Level 2 or above.) All Access to HE Diplomas have this same overall total credit requirement, although different award titles are distinguished by required achievement of credits from different combinations of units. Units provide the building blocks of Access to HE programmes. The combination of particular units, with particular credit values, provides structured pathways for a coherent programme of study through which credit is achieved and accumulated towards the Access to HE Diploma. These particular requirements are specified in the programme's rules of combination. Rules of combination are determined with reference to the award title, and are approved by the AVA at the point of programme validation. AVAs are able to provide the rules of combination of all programmes that they have validated.

ASSESSMENT METHOD:

The Access to HE certificate is regulated by the Quality Assurance Agency for Higher Education (QAA), not by the Qualifications and Curriculum Authority, and is not, therefore, included in the National Qualifications Framework (NQF). However, the Learning and Skills Council regards the provision as being equivalent to NQF provision, and the Access to HE certificate is recognised as a full Level 3 qualification in the Labour Force Survey.

BACKGROUND:

Access to HE programmes are designed to prepare adult students (aged 19+) for study in higher education. Access to HE programmes are intended to widen participation in higher education and are targeted at under-represented and disadvantaged adults. There are currently over 1,500 QAArecognised Access to HE programmes, delivered by approximately 400 different providers (mostly further education colleges) in England and Wales. The QAA Recognition Scheme for Access to HE in England, Wales and Northern Ireland provides the regulatory framework for Access to HE programmes and the Access to HE qualification. The framework for Access to HE recognition is managed through the 23 Authorised Validating Agencies (AVAs) in England and Wales which are licensed by QAA to act as the awarding bodies for the Access to HE qualification. They are normally regionallybased consortia of Access to HE programme providers and local HEIs that receive Access to HE students. While there is some variation in appearance of Access to HE certificates issued by different AVAs, all carry the QAA Access to HE logo, accompanied by the words `recognised by the Quality Assurance Agency for Higher Education'. Full details of the recognition framework for Access to HE are described in the QAA Recognition Scheme for Access to Higher Education in England, Wales and Northern Ireland, available on the QAA website (www.qaa.ac.uk). The website also provides contact details for individual AVAs. Access to HE Diploma The requirements for the award of the Access to HE qualification are being revised to bring greater consistency to the qualification (see below). Programmes that meet the new requirements will be identified by their award of the Access to HE Diploma. The earliest point at which the Access to HE Diploma can be awarded will be

QAA requires that assessment methods must be fit for purpose, providing a range of appropriate assessment experiences likely to be encountered in higher education. Assessment methods on individual Access to HE programmes are developed to be appropriate to named progression routes and are scrutinised and approved as a part of the AVA validation process.

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Learner achievement for the award of the Access to HE certificate is verified through a system of external moderation, which is overseen and regulated by the AVA, according to criteria prescribed by QAA.

EXAMINATION TIMING:

of a course, or self-directed study, or as the result of experience either at work or in leisure pursuits. The latter is usually referred to as Accreditation of Prior Experiential Learning (APEL). It is used in both FE and HE for the purpose of: entry into a course or programme; advanced standing on a course or programme; credit against some of the outcomes of a course or programme that will count towards an award. Prior learning that may be capable of assessment and accreditation may take the form of: uncertificated or experiential learning (APEL or Accreditation of Experiential Learning (AEL)); certificated learning (Accreditation of Prior Certificated Learning (APCL) or APL). The main underpinning principle of APL is that credit is given for learning, not for experience alone, and that the resulting credit is 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 and quality assurance frameworks. Learners wishing to use APL to access HE will need to: identify a potential programme/award; match previous learning against the requirements stipulated by the institution; provide evidence of that learning ­ either in writing or some other tangible form, and/or through an interview. The institution, meanwhile, will need to: 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 outcomes; have people available who can advise candidates in the process of identifying prior learning and submitting evidence; provide assessors who can quantify the demonstrated learning within the context of the programme/award that the candidate is seeking to access; 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. Some HEIs offer APL modules to facilitate the process described above. Learners wishing to take advantage of APL may do so on the basis of many forms of learning: experiential learning acquired in paid work; experiential learning acquired in unpaid or voluntary work; experiential learning acquired from leisure activities; uncertificated learning from self-directed study; certificated learning from abroad; certificated learning from other UK educational institutions; certificated work-based learning. Within the sphere of FE, adult learners may use their prior learning for: entry into vocational programmes; entry with advanced standing onto some longer courses (for example, direct entry into the second year of HE programmes delivered in a FE college, such as HNDs);

Determined by the provider at local level.

DATE OF RESULT PUBLICATION:

Determined by the AVA at local level.

GRADING SYSTEM:

The Access to HE certificate is currently an undifferentiated award, and certificates do not carry grades. AVAs are required to ensure the adequacy and consistency of their own awards under the terms of their licence from QAA. However, there are no procedures at a national level for standardising grades, no nationally established benchmarks and no nationally agreed mechanisms by which a final grade should be calculated. A grade purporting to indicate a student's end achievement will, therefore, necessarily have limited reliability and value if used to compare the achievement of Access to HE students from different AVAs' programmes. Any grades that appear on students' work are derived from local standards and systems, and do not have national recognition. The QAA Recognition Scheme for Access to HE provides a framework definition which describes the nature, volume and level of learning required for the award of the Access to HE certificate. This has been designed to meet higher education institutions' general entrance requirements, and the award of the Access to HE certificate signifies `readiness for higher education'. All programmes define the specific learner achievements required for the award of the Access to HE certificate, within the QAA framework definition, with reference to their own curricular framework and intended progression routes. Many Access to HE certificates are credit-based awards. There is currently some variation of total credit requirements on different programmes and, although some programmes do not offer more than the minimum requirement of 48 credits, with 36 at level 3, many programmes require a higher number of credits for the award of the Access to HE certificate. Higher numbers of credits are not necessarily available, however, to all Access to HE students, and are more likely to be indicative of different programmes' structures and histories than they are of a higher level of individual achievement. Access to HE Diploma Development work is underway to introduce differentiation to the specification of the Access to HE Diploma.

QUALITY ASSURANCE:

Responsibility for managing the framework for the regulation, recognition and quality assurance of recognised Access to HE provision in England and Wales lies with QAA. The quality assurance arrangements for Access to HE programmes are devolved by QAA to the AVAs, and individual AVAs are responsible for overseeing and monitoring the processes of programme validation, external moderation and award of Access to HE certificates, according to criteria laid down by QAA. AVAs' structures and procedures are monitored and reviewed by QAA.

PROGRESSION/ARTICULATION:

The Access to HE certificate has national recognition and may be offered for entry to any UK HE undergraduate programme.

Accreditation of Prior Learning (APL)

APL is the term used for the recognition of, and award of, 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

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credit towards vocational, occupational and competencebased qualifications; entry into Access provision. Within HE, prior learning may be assessed and used for: entry into the institution; direct entry into a second or subsequent year of a programme; 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).

should be able to demonstrate following completion of awards at the designated level. The credit levels belong to a series of levels based upon progression. The following outline level descriptors are becoming increasingly widely used. ENTRY: Employ recall and demonstrate elementary comprehension in a narrow range of areas. LEVEL 1: Employ a narrow range of applied knowledge, skills, and basic comprehension within a limited range of predictable and structured contexts. 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. 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. 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. 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. 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. 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. 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. The OCNs use an equivalent set of descriptors for entry level and levels 1 to 3.

CREDITS AND QUALIFICATIONS

Cambridge Thinking Skills

BACKGROUND:

The Cambridge Thinking Skills Certificate administered by the University of Cambridge Local Examinations Syndicate (UCLES), was a test which provided an assessment of transferable thinking skills, problem-solving and assessing argument. The assessment was withdrawn in March 2000.

Credit for HE and FE Qualifications

WHAT IS CREDIT?

Credit is a tool for assessing and expressing learning 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 fundamental principle is that credit is awarded only for evidence of learning achievement. Two parameters are used to reflect the learning achievement. The first 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 need to undertake to achieve a set of designated learning outcomes. In HEIs, the credit to learning time ratio is normally 1 credit: 10 notional hours of study. Access to HE courses, validated by regional OCNs, now operate on the same basis, although until recently used 1 credit: 30 notional hours. 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 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 module. Each module (HE) or unit (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 the majority) of the designated learning outcomes for the module. 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. Modules, programmes and qualifications can be specified in terms of a credit value and credit level(s).

CREDIT LEVELS

There is no national credit framework for HE and FE qualifications in England. During 2006, national discussions will take place with the intention of agreeing a common credit framework across FE and HE with agreed descriptors at each credit level. 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. It is important to remember that not all UK HEIs use credit systems. The second column indicates the qualification level for each qualification. There is no agreed interface between FE and HE credit in England, or an overall agreed FE system. The following table offers some guidance as to the equivalences between levels and qualifications at FE levels.

Level 3 Level 2 Level 1 Entry NVQ 3 NVQ 2 NVQ 1 AVCE Intermediate GNVQ Foundation GNVQ GCE A level GCSE A*-C GCSE D-G

Credit levels are indicators of the relative demand expected of a learner. They are related to but are different from qualification levels, which indicate the principal outcomes that a student

In the FE sector, credit is awarded through the OCNs, which are members of NOCN. Applicants may take other credit-based programmes that constitute acceptable evidence of their

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QUALIFICATION

Honours Degree Ordinary Degree Foundation Degree Diploma HE HND HNC Certificate HE

HEQF QUALIFICATION LEVEL H (3) I (2) I (2) I (2) I (2) C (1) C (1)

MINIMUM OVERALL CREDITS 360 credits 300 credits 240 credits 240 credits 240 credits 150 credits 120 credits

RANGE OF LEVELS/ NUMBER OF CREDITS AT HIGHEST LEVEL Levels (3), 4, 5, 6 min 90 credits at Level 6 Levels (3), 4, 5, 6 min 60 credits at Level 6 Levels (3), 4, 5 min 90 credits at Level 5 Levels (3), 4, 5 min 90 credits at Level 5 Levels (3), 4, 5 min 90 credits at Level 5 Levels (3), 4, 5 min 30 credits at Level 5 Levels (3), 4 min 90 credits at Level 4

MAXIMUM CREDITS AT LOWEST LEVEL 30 credits at Level 3 30 credits at Level 3 30 credits at Level 3 30 credits at Level 3 30 credits at Level 3 30 credits at Level 3 30 credits at Level 3

readiness to commence an HE programme or evidence of supplementary achievement in addition to their main qualification. The credits are recorded on transcripts provided by the OCN.

FURTHER INFORMATION

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.ctpartners.co.uk).

Much of the information presented here has been drawn from the Credit guidelines for HE qualifications in England, Wales and Northern Ireland published by the HE credit bodies in England, Wales and Northern Ireland. Further information is available at the websites. Credit and Qualification Framework for Wales. Website: www.elwa.org.uk/creditframework Northern Ireland Credit Accumulation and Transfer System. Website: http://nicats.ac.uk Northern Universities Consortium for Credit Accumulation and Transfer. Website: www.nuccat.ac.uk Southern England Consortium for Credit Accumulation and Transfer. Website: www.seec-office.org.uk

Learning Materials for Change

BACKGROUND:

Diploma of Achievement

BACKGROUND:

OCR offered a skills-based Diploma of Achievement designed to complement students' studies on post-16 courses. (This Diploma was previously offered by OCEAC.) The Diploma course was concerned with the development of a wide range of life skills, including key skills, and provided evidence in the form of a certificate reporting skills attainment, together with a portfolio. The assessment was withdrawn in 2004.

LMC is a Development Education/Education for Global Citizenship project designed for 16+ students. The programme, which is cross-curricular, challenges some widely held preconceptions and current practices, while maintaining academic rigour, and providing opportunities for the development of the full range of Key Skills. LMC is modular in structure, each of eight modules focusing on different but interrelated key issues. The programme incorporates the development of Key Skills and competences, while at the same time, encouraging flexible and innovative teaching and learning styles. In planning the programme (published 1999-2000), account was taken of the requirements of GCE A level/AS and AVCE specifications at that time. While the materials are still relevant and useful, the case studies included are not up-to-date. LMC challenges young people to consider global issues in a new and imaginative way while complementing their studies in the traditional disciplines. The eight units are: People ­ the First Resource; Interdependence; Sustainability; Equality Issues; Human Rights and Wrongs; Conflict and Conflict Resolution; Images and Issues; Power - its Uses and Abuses. Each unit consists of a Teacher Guide, a Student Guide, resource sheets and a Key Skills grid. The Teacher Guide describes the approach, and gives useful addresses and information about the selected activities. Each Student Guide consists of collections of activities and resource sheets in five sections.

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 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

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Other entry routes to higher education

In addition to the Learning Materials for Change units, two selfhelp INSET packages are available - Global Citizenship Post-16 for those introducing global issues into post-16 programmes of study, and Supporting the Global Dimension in Citizenship Education, for teachers and curriculum managers teaching global citizenship programmes in secondary schools.

MENO Thinking Skills

BACKGROUND:

The OU has paid special attention to its 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. Some OU degrees require a course at level 1; most others give the option. In either case, the credit points acquired will contribute towards the degree. Level 1 courses are not preparatory to degree-level study, they are part of it. Some courses at 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: specially written textbooks or workbooks; other printed materials such as illustrations, scores, maps, statistical tables, software guides; equipment lent out for practical work ­ particularly for science and technology courses; audio and video recordings; CD-ROMs and computer software; television programmes broadcast on the national BBC networks; 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. The OU has a Young Applicants in Schools Scheme which gives specially selected students in Year 12/13 the chance to take certain level 1 courses, either to extend beyond their AS level studies or to add breadth. The scheme relates to a number of Government agendas: mainly provision for gifted and talented students through the National Academy for Gifted and Talented Youth, but also Excellence in Cities and Curriculum 2000. The young students have been treated in the same way as any other OU student. As well as undertaking the academic challenges, they have acquired learning skills, studying alongside adults, and studying independently while maintaining their motivation over a period of nine months. The scheme is being extended throughout the UK, and it is likely that more schools will be registering small numbers of their students with the OU. The majority of students have chosen a nine-month level 1 course that gives them 30 or 60 credit points, depending on the course taken. The OU is introducing an increasing number of short courses that are also being offered to the young students and which count for 10 credit points. Some students want to use OU course credit to enter first degree programmes at other institutions, and perhaps to gain exemption from part of the programme. Decisions about admission and exemption are always made by the other institution. The decision will depend on the availability of places, the appropriateness of the OU courses taken, and perhaps the level of pass obtained. Many universities have signed agreements with the OU, confirming that they will take account of OU credit. In practice, almost all HEIs will consider applicants with OU credit, even if there is no formal agreement.

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.

The Open University

The Open University is the world's leading open and distance teaching university. Established by Royal Charter in 1969, it has become Britain's largest HE institution with growing research interests in science, social science, the arts, design education and maths/computing as well as in educational technology. The Open University (OU) began teaching undergraduates in 1971. In its first year, the OU had 20,000 students: by 2005 there were over 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 on-line 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 over 25 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 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 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 60point 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. Tutorials will 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.

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Other entry routes to higher education

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, (DfES), 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. The DfES encourages users 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 has waived all copyright in its Progress File materials ­ so that these can be copied and adapted for local use. The Centre for Recording Achievement, CRA, 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 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. Providing a basis for the construction of the personal statement. A source of additional material to support applications sent to particular institutions. A direct source of evidence that may be valuable in considering applicants in Clearing. 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 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: save all your information in one place and update it whenever you want; identify and value your skills and qualities, recognise your achievements and use that information to make better choices for the future; 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 http://www.careerswales.com/

SCOTLAND

Within Scotland, parallel developments are in train. For example, `Assessment is for Learning' funding has been directed to every local authority in Scotland to focus on three main strands, including formative assessment and personal learning planning. Progress Files are available in an editable web-enabled version at http://www.ltscotland.org.uk/ and the Scottish Qualifications Authority (SQA) has developed a module on personal development planning at HNC/HND level which was launched in June 2004. Most recently (January 2006), in response to the Consultation on `Assessment, Testing and Reporting 3-14' (2003), the Scottish Executive has confirmed support for: `the development of personal learning planning to reflect best practice, taking full account of evaluations and concerns about manageability and workload, as a way of encouraging pupils to take a fuller part in managing and evaluating their own learning.' (at http://www.scotland.gov.uk/).

NORTHERN IRELAND

For further information on Progress File and the NRA in Northern Ireland, contact Department of Employment, Northern Ireland (DENI), or CCEA ­ see Appendix A for details.

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Enrichment Awards CSV Learning Together and Student Community Partnerships

CSV Learning Together and Student Community Partnerships enable university and college students to play an active part in their local community through volunteering or as part of their assessed coursework. CSV Learning Together is a student tutoring programme aimed at raising the aspirations and achievements of young people. Student tutoring projects currently run in most universities and colleges throughout the UK and involve thousands of HE students annually. Students volunteer for up to 20 weeks and work with school pupils on a one-to-one or group basis, providing a positive role model, helping to improve their educational achievements and encouraging them to continue in further and higher education. Students meanwhile acquire the habit of good citizenship and develop their communication, organisation and problem-solving skills. Some students tutor for credit, and various certification and assessment mechanisms are used at different universities. Many HEIs now provide opportunities for their students to be involved in positive community action as part of their assessed coursework through Student Community Partnerships. Such partnerships enhance students' skill development while potentially meeting a wide range of community needs. Students are given the responsibility, under academic supervision, of negotiating a project, carrying out research and producing a clear and readable report for a local charity or community organisation. In the process they not only draw on their theoretical learning, but also put into practice a range of skills, including problem solving, communication, use of information technology and, where appropriate, teamwork. Both schemes provide the opportunity for students to acquire key skills and certification or accreditation through learning in the community. The approach has been adapted to provide naturally occurring Key Skills portfolio evidence for additional optional assessment (at the same time as moderation by agreement with another Key Skills awarding body). Simple standardised evidence capture and tracking documentation is provided for compilation of a logbook, taking part in a presentation and contributing to a final written representation of the project. OCNW and the University of Liverpool award a joint Certificate of Achievement.

DATE OF FIRST TEACHING:

1989

DATE OF FIRST AWARD:

1990

DATE OF LAST AWARD:

2005

NUMBER OF UNITS/STRUCTURE:

Four units

ASSESSMENT METHOD:

Project-related materials; Preset format Journal (externally assessed); Assessed presentation; Contribution to group report.

EXAMINATION TIMING:

No examination

DATE OF RESULT PUBLICATION:

Six weeks after final moderation/external assessment

GRADING SYSTEM:

Ungraded

QUALITY ASSURANCE:

Moderation visit and external assessment of journal.

VARIANTS:

Award can be unitised.

Curriculum Enrichment Programme

QUALIFICATION ABBREVIATION:

Group Projects may be submitted by the centre or selected from CD-ROM of 200+ approved projects.

CEP

NATIONAL QUALIFICATIONS FRAMEWORK LEVEL:

The Duke of Edinburgh's Award

BACKGROUND:

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 task Management ­ self reliance ­ motivation; habits of problem solving ­ action planning ­ time management; research skills ­ ability to analyse situations ­ reflection on progress; flexibility ­ negotiation skills ­ initiative; collaboration ­ co-operation ­ public speaking.

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: taking responsibility for their own learning and development; developing transferable skills such as teamwork, leadership, communication, decision making, working to targets and deadlines;

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Enrichment Awards

adding breadth and depth to their formal studies, including involvement with community and with people outside their peer group; accepting the challenge of trying new activities and/or persevering with current activities.

student will have developed a personal action plan, recorded their activities, reviewed their progress and assessed the outcomes for them personally.

Engineering Education Scheme in England (EESE)

The Engineering Education Scheme in England is administered by the Engineering Development Trust and forms part of the Royal Academy of Engineering Best (Better Engineering, Science and Technology) programme. The scheme's mission is to promote careers in engineering, science and technology to talented young students. A professional engineer from a link company/organisation liaises with and mentors a team of four/five students and their contact teacher over a period of about six months. They work as a team on a real and live engineering problem for which the company/organisation needs a solution. The scheme is aimed at students with a proven track record at GCSE, who are studying sixth form (Year 12) subjects relevant to the pursuit of university courses in engineering, sciences and technology. Such subjects include Mathematics, Sciences, Design and Technology and ICT at AS/A2 level and/or appropriate vocational courses. All students need to show a genuine interest in engineering as a possible career. Students may submit their individual contribution for accreditation as part of their project work for certain awarding bodies. Each student is expected to complete a logbook which records their individual input into the project. In addition, the team is required to produce a full project report. An EESE project can assist in portfolio building for all six Key Skills (usually at Level 3). The majority of students achieve the BA/CREST (British Association/Creativity in Science and Technology) Gold Award. The EESE is also an access organisation to the Duke of Edinburgh's Award Scheme. The Scheme provides a scheme launch, a university residential workshop and a celebration and assessment day (CAD). Seminars are delivered on project management, teamwork, problem solving, report writing and presentation skills. Full assessment of the team project is carried out at the CAD where teams display their projects, present to a panel of assessors and face in-depth questioning at their display stands. All members of the team receive certificates of participation and detailed information regarding their achievements compared to regional and national averages.

Young Enterprise/Young Enterprise UK/International 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 programmes is achieved through the leadership of business volunteers working with the support of teachers/lecturers to deliver the programmes. The Company Programme for students aged 15-19 years provides an opportunity for practical business experience and personal development through running a real company. This programme provides a context for the following learning/development objectives. Business understanding Communication Enterprise Skills Finance Marketing Operations skills Personnel and training Problem solving Time management Working as a team The Young Enterprise Examination is awarded in the UK by OCR, and for international candidates, by UCLES (now Cambridge Assessment). It aims to find out what a candidate has gained from the Young Enterprise experience. It is in case study and question paper format in order to enable candidates to demonstrate the key skills and 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.

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 for each can be awarded 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

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The System 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 Executive's strategy for promoting lifelong learning. It is intended to make the overall system of Scottish 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 and the relevant appendices are as follows.

The Scottish Credit and Qualifications Framework Awarding and accrediting body ­ Scottish Qualifications Authority Current Scottish Qualifications Phased out Qualifications Certificates and other supporting evidence likely to be offered by applicants Routes into Higher Education in Scotland Contact details below and page 106 page 107 pages 107-114 page 115 page 116 and 117 pages 117 and 118 Appendix A pages 119-122

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: increasing understanding of the qualifications system; showing the relationship of qualifications to one another; assisting learners to plan their progress from one qualification to the next; facilitating transfers of relevant credit gained from one qualification towards another qualification; helping employers plan training for employees; 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 diagram 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 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 allocated to a single level. This is being done progressively over the next few years. 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 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.

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UK QUALIFICATIONS

105

The Scottish Credit and Qualifications Framework

The SCQF was developed and is being established jointly by the organisations in Scotland that have prime responsibility for qualifications: QAA, Universities Scotland, SQA and the Scottish Executive. These Development Partners established a Joint Advisory Committee (JAC) to provide a means whereby they could continue to work together on the development and maintenance of the framework. JAC membership includes the Development Partners and representatives of key national organisations from the different education and training sectors (please see list at end of section). Further information about the current credit rating of the qualifications within the SCQF is published by the Development Partners. Contact information for the SCQF is given in Appendix A. Admissions tutors will find Introduction to the SCQF and National Plan for Implementation of the Framework useful resources (www.scqf.org.uk). The website also gives up-to-date information on the SCQF.

JAC membership: Association of Directors of Education (ADES); Association of Scottish Colleges (ASC); Careers Scotland; Chartered Institute of Bankers in Scotland (CIOBS); Communities Scotland; Confederation of British Industry Scotland (CBI Scotland); Convention of Scottish Local Authorities (COSLA); Headteachers' Association of Scotland (HAS); Highlands and Islands Enterprise (HIE); Her Majesty's Inspectorate of Education (HMIE); Learndirect Scotland; National Union of Students Scotland (NUS Scotland); Scottish Advisory Committee on Credit and Access (SACCA); Scottish Enterprise (SE); Scottish Further and Higher Education Funding Councils (SFEFC/SHEFC); Sector Skills Alliance Scotland (SSAScot); Scottish Trades Unions Congress (STUC).

THE SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK SCQF SQA National Units, Higher Education level Courses and Group Awards 12 Doctorates 11 Masters 10 Honours degree Graduate Diploma/Certificate** 9 Ordinary degree Graduate Diploma/Certificate** 8 Higher National Diploma Diploma in Higher Education 7 Advanced Higher Higher National Certificate Certificate in Higher Education 6 Higher 5 Intermediate 2 Credit Standard Grade 4 Intermediate 1 General Standard Grade 3 Access 3 Foundation Standard Grade 2 Access 2 1 Access 1

SVQs*

SVQ 5

SCQF level 12 11 10 9

SVQ 4

8 7

SVQ 3 SVQ 2 SVQ 1

6 5 4 3 2 1

* The positioning of SVQs in the table gives a broad indication of their place in the framework. Like most group awards, SVQs are likely to be made up of Units at a number of levels. It is likely that some SVQs will be aligned to more than one SCQF level. ** These qualifications are differentiated by volume of outcomes and may be offered at either level.

NB Various SQA qualifications, such as Professional Development Awards (PDAs) and Scottish Progression Awards (SPAs), are under review and do not appear in this table. They will be included in future versions.

Note 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. 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. 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.

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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 and for providing advice as required to the Scottish Executive 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-compulsory 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 (including HE) on aspects of its qualifications system, and will continue to liaise closely with QCA, 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: [email protected] www.sqa.org.uk

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

The five levels offer all candidates increased opportunities for progression. Thus, for example, a candidate attaining Standard Grade at Credit could still progress directly to a Higher Course in the same subject in the next year. However, a candidate who had attained a Standard Grade at General could move to an Intermediate 2 Course (see also SCQF diagram) and, finally, the Higher Course in the same subject over two years. For National Courses, such as 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. Candidates do not routinely receive information about their overall performance other than the grade.

See alphabetical qualifications listing starting on page 109 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 workrelated. 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. Scottish Group Awards (SGAs) are 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 five levels ­ Access (divided into three sub-levels: 1, 2 and 3), Intermediate 1 and 2, Higher and Advanced Higher ­ although not all subjects are available at the full range of levels. National Courses are designed to offer progression to those who have completed Standard Grade Courses, tradtionally at age 16. (Also see note on page 117 re age and stage regulations.) 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.

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. The number of Units will vary if 20- or 80-hour Units are used in the 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 knowledge and skills learned have been retained and can be integrated and contextualised by the candidate. The external assessment also helps to assure end users of the qualifications that standards are being rigorously maintained.

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Grade A A B B C C D ­ ­

Band 1 2 3 4 5 6 7 8 9

Range of Standardised Marks 85-100 70-84 65-69 60-64 55-59 50-54 45-49 40-44 fail Fewer than 40 fail

The five core skills are Communication, Numeracy, Information Technology, Problem Solving and Working with Others. These are available at Access 2, Intermediate 1 and Higher levels (SCQF levels 2-6). Core skills are both embedded in programmes and covered by separate Units. They are recorded on the SQC as a profile.

QUALIFICATIONS WHICH CONTINUE ALONG WITH THE NATIONAL QUALIFICATIONS INTRODUCED IN 1999

See alphabetical qualifications listing starting on the next page SQA continues to offer Standard Grades, HNCs, HNDs, SVQs, SPAs and PDAs. In March 2005, SQA carried out an evaluation on the future design of non-advanced Group Awards and PDAs. The new design rules for each qualification can be found in the relevant sections below. Times of examinations and notification of results National Course external assessments take place in May-June and lead to certification in early August. However, there are a number of externally assessed, project-based National Courses that are also available for completion at times other than the summer. Most candidates for these Courses are likely to be from FE colleges. SQA offers one diet of examinations for Standard Grades, Intermediate 1 and 2, Highers and Advanced Highers in May-June. SQA issues the results of Standard Grade, Intermediate 1 and 2, Higher and Advanced Higher summer examinations in early August. The exact timing of the issue of results is notified in an annual circular to UCAS correspondents.

TARIFF POINT SCORES

Reporting: Grades A, B, C, D reported to candidates; Band reported to centre. Note Grade D was implemented from August 2004. Prior to this date, candidates who obtained Band 7 in a National Course external assessment were awarded a grade A in the corresponding National Course at the lower level, provided they had successfully completed the Units of the Course. Scottish HEIs normally frame their conditional offers in terms of numbers and grades of passes in Higher Courses. Highers have normally been taken at the end of a student's fifth year of secondary education (also see note on page 117 re age and stage regulations). They are also commonly taken at the end of the sixth year. (Years 12 and 13 in England correspond to the fifth and sixth years in Scotland.) Advanced Highers are normally taken at the end of the sixth year of secondary education (also see note on page 117 re age and stage regulations). The number of Advanced Highers that students can achieve may be affected by a school's timetabling policy, and by the extent to which they decide to broaden their knowledge and skills by taking new Intermediate 2 or Higher Courses. For entry to HE, Intermediate 1 and 2 Courses should be treated as equivalent to Standard Grade and therefore normally acceptable as backup to Highers in the main subjects and as contributory to providing evidence of curriculum breadth.

Since 2002 entry, Advanced Higher, Higher, Intermediate 2, Standard Grade Credit and core skills have been part of the UCAS Tariff. The scores to be used are as follows.

Grade A B C D Band 1 2 Core Skills Level Higher Int 2 Advanced Higher 120 100 80 72 Higher 72 60 48 42 Standard Grade 38 28 Points Score 20 10 Intermediate 2 42 35 28 not tariffed

National Units (available at SCQF levels 1 to 7)

National Units (these subsumed National Certificate modules and Short Courses) are notionally 40 hours in design length, though some are fractions (for example, 20 hours) or multiples (for example, 80 hours). National Units are internally assessed by teachers and lecturers, who can draw on materials from SQA's National Assessment Bank of Unit assessment packages to assist them with this work and ensure that national standards are applied to all Unit assessments. Unit internal assessments are also subject to SQA's external moderation system. Candidates are awarded a pass in a Unit when they have achieved all of the Unit outcomes. National Units are not graded.

If a student is taking a qualification and then proceeding to take a higher level qualification in the same subject, the points score will be subsumed by the higher level points score. 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), and subsequently achieves it at Higher (SCQF level 6), the score for Intermediate 2 will be subsumed into the score for Higher. More detailed information about the UCAS Tariff is given in Appendix B. Double counting of more than one qualification in the same subject area will not be permitted. The points score will be derived from the highest grades achieved. Full details of qualifications in the following pages can be found at www.sqa.org.uk.

Core Skills

The National Qualifications system supports the development of the core skills valued in FE and HE, employment and personal and social life.

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Advanced Highers

QUALIFICATION ABBREVIATION:

BACKGROUND:

AH

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL:

The five Core Skills are Communication, Numeracy, Information Technology, Problem Solving and Working with Others. They are recorded on the Scottish Qualifications Certificate (SQC) as a profile. Candidates for Scottish Group Awards require to achieve the five Core Skills at the levels determined for the particular award.

DATE OF FIRST TEACHING:

Level 7

BACKGROUND:

1999

DATE OF FIRST AWARD:

See `The System in Scotland' introductory paragraphs.

DATE OF FIRST TEACHING:

2000

NUMBER OF UNITS/STRUCTURE:

2000

DATE OF FIRST AWARD:

2001

PREREQUISITES:

Core Skills are both embedded in National Courses and covered by separate National Units.

ASSESSMENT METHOD:

AH are National Courses normally taken at the end of a student's sixth year of secondary education (also see note on page 117 re age and stage regulations). Many students will have studied the subject at Higher but a few applicants may have bypassed Higher and moved directly to AH. AH can also be taken by adults.

NUMBER OF UNITS/STRUCTURE:

See above

EXAMINATION TIMING:

May/June for National Courses. Flexible for National Units.

DATE OF RESULT PUBLICATION:

Normally, three 40-hour National Units, plus an external 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 prepare for the external assessment.

ASSESSMENT METHOD:

Profile appears on SQC, which is normally issued in August for candidates taking National Courses. For other candidates, group award results are issued weekly.

GRADING SYSTEM:

Core Skills are not graded, but the level at which they have been achieved is shown as a profile on the SQC.

Level Higher Int 2 Tariff Points (SCQF level 6) (SCQF level 5) 20 10

The units that comprise the course are internally assessed and externally moderated. The external assessment is usually a written examination or sometimes a project, product or performance, or a combination of these.

EXAMINATION TIMING:

QUALITY ASSURANCE:

May/June

DATE OF RESULT PUBLICATION:

Subject to SQA's system of quality assurance. See Guide to Assessment and Quality Assurance, which is available on SQA's website at www.sqa.org.uk.

PROGRESSION/ARTICULATION:

August

GRADING SYSTEM:

From August 2004 candidates have received a grade A-D. For information on the grading system prior to August 2004 see National Courses on page 107.

TARIFF POINTS

Grade A B C D Tariff Points 120 100 80 72

The National Qualifications system supports the development of the Core Skills valued in FE and HE, employment and personal and social life.

Highers

QUALIFICATION ABBREVIATION:

Higher

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL:

Level 6

BACKGROUND:

QUALITY ASSURANCE:

Subject to SQA's system of quality assurance. See Guide to Assessment and Quality Assurance, which is available on SQA's website at www.sqa.org.uk.

PROGRESSION/ARTICULATION:

See `The System in Scotland' introductory paragraphs.

DATE OF FIRST TEACHING:

1999

DATE OF FIRST AWARD:

AH is used for a variety of purposes, including entry to higher education. The number of AHs that students can achieve may be affected by a school's timetabling policy and by the extent to which they decide to broaden their knowledge and skills by taking new courses at Intermediate 2 or Higher levels. Scottish HEIs normally frame their offers in terms of numbers and grades of pass in Higher Courses.

2000

PREREQUISITES:

Core Skills

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL:

Highers are National Courses normally taken at the end of a student's fifth year of secondary education (also see note on page 117 re age and stage regulations). They are also commonly taken at the end of the sixth year. (Years 12 and 13 in England correspond to the fifth and sixth years in Scotland.) Highers can also be taken by adults.

NUMBER OF UNITS/STRUCTURE:

Up to and including Level 6

Normally, three 40-hour National Units, plus an external assessment. The number of units will vary if 20- or 80-hour units

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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.

ASSESSMENT METHOD:

The units that comprise the course are internally assessed and externally moderated. The external assessment is usually a written examination or, less commonly, a project, product or performance, or a combination of these.

EXAMINATION TIMING:

subject areas using pilot design rules ­ these HNCs were validated as being 15 credits. After extensive consultation, new design principles have been finalised and post-pilot HNCs comprise 12 credits, including an integrative assessment known as the graded unit. In the new HNCs Core Skills are signposted.

ASSESSMENT METHOD:

HNCs are internally assessed and externally moderated.

EXAMINATION TIMING:

May/June

DATE OF RESULT PUBLICATION:

Flexible, but full-time college students normally complete HNCs in June.

DATE OF RESULT PUBLICATION:

August

GRADING SYSTEM:

Flexible, but full-time college students normally receive results in July. Group award results are also issued weekly.

GRADING SYSTEM:

From August 2004, candidates have received a grade A-D. For information on the grading system prior to August 2004, see National Courses on page 107.

TARIFF POINTS

Grade A B C D Tariff Points 72 60 48 42

HNC group awards introduced from 1988 onwards are not graded, but the units which comprise them are awarded at Pass or Merit. HNCs piloted from the start of session 2001, and postpilot HNCs based on the new design principles, use a new approach to grading whereby new individual units are not graded, but a pass in the graded unit will be graded A, B or C. It should be noted that initially some applicants who present these new HNCs are likely to offer a mix of old units (graded Pass or Merit) and new (ungraded) HN units.

QUALITY ASSURANCE:

QUALITY ASSURANCE:

Subject to SQA's system of quality assurance. See Guide to Assessment and Quality Assurance, which is available on SQA's website at www.sqa.org.uk.

PROGRESSION/ARTICULATION:

Subject to SQA's system of quality assurance. See Guide to Assessment and Quality Assurance, which is available on SQA's website at www.sqa.org.uk.

PROGRESSION/ARTICULATION:

Highers are used for a variety of purposes, including entry to higher education. Scottish HEIs normally frame their conditional offers in terms of numbers and grades of Higher passes. Some students will have passed four, five or, in exceptional cases, six Highers by the end of fifth year and may well have obtained the required grades for entry to a Scottish HEI or college. However, they may stay at school for a further year to undertake some combination of AH and additional Highers and/or free-standing National Units. The number of Highers that students can achieve may be affected by a school's timetabling policy.

HNCs were covered by the original SCOTCAT agreement and 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

Higher National Certificates

QUALIFICATION ABBREVIATION:

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL:

HNC

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL:

Level 8

BACKGROUND:

Level 7

BACKGROUND:

HNDs are advanced HE group awards covering broad occupational areas and are offered by colleges and some HEIs.

DATE OF FIRST TEACHING:

HNCs 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:

1923

DATE OF FIRST AWARD:

1925

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. Adults will enter with a variety of qualifications and/or experience.

NUMBER OF UNITS/STRUCTURE:

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. Adults will enter with a variety of qualifications and/or experience.

NUMBER OF UNITS/STRUCTURE:

The HNCs introduced from 1988 onwards required 12 SQA credits. SQA has recently completed a review of the design principles for HNC. Part of this review was the revision of five

The HNDs introduced from 1988 onwards required 30 SQA credits. SQA has recently completed a review of the design principles for HND. Part of this review was the revision of five subject areas using pilot design rules. After extensive consultation, new design principles have been finalised and new HNDs comprise a total of 30 credits, including three graded units. In the new HNDs, Core Skills are signposted.

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ASSESSMENT METHOD:

DATE OF RESULT PUBLICATION:

HNDs are internally assessed and externally moderated.

EXAMINATION TIMING:

August

GRADING SYSTEM:

Flexible, but full-time college students normally complete HNDs in June.

DATE OF RESULT PUBLICATION:

From August 2004 candidates have received a grade A-D. Int 1 is benchmarked to Standard Grade General level (grades 3 and 4) and Int 2 to Standard Grade Credit level (grades 1 and 2).

TARIFF POINTS

Grade Int 2 Tariff Points A 42 B 35 C 28 D not tariffed

Flexible, but full-time college students normally receive results in July. Group award results are also issued weekly.

GRADING SYSTEM:

HND group awards introduced from 1988 onwards are not graded, but the units which comprise them are awarded at Pass or Merit. HNDs piloted from the start of session 2001, and postpilot HNDs based on the new design principles, use a new approach to grading whereby new individual units are not graded, but a pass in the graded units 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:

QUALITY ASSURANCE:

Subject to SQA's system of quality assurance. See Guide to Assessment and Quality Assurance, which is available on SQA's website at www.sqa.org.uk.

PROGRESSION/ARTICULATION:

Subject to SQA's system of quality assurance. See Guide to Assessment and Quality Assurance, 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.

HNDs were covered by the original SCOTCAT agreement and 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 (Skills for Work Courses)

QUALIFICATION ABBREVIATION:

Int 1 and Int 2

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL:

Int 1 ­ Level 4, Int 2 ­ Level 5

Intermediate 1 and Intermediate 2

QUALIFICATION ABBREVIATION:

BACKGROUND:

Int 1 and Int 2

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL:

Skills for Work Courses were introduced in 2005 in the following four vocational areas.

Construction Crafts Early Education and Childcare Financial Services Sport and Recreation (Int 1) (Int1 and Int 2) (Int 2) (Int 1)

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 postschool students. However, some schools offer younger students the opportunity to take Intermediate Courses instead of Standard Grades (also see note on page 117 re age and stage regulations).

NUMBER OF UNITS/STRUCTURE:

The Courses have been designed to improve vocational options for secondary school candidates. These first Courses are being piloted in a number of centres in 2005/6. A second batch of Courses will be introduced in 2006/7. The Courses are mainly being delivered in partnerships between schools and FE colleges. The Courses address generic employability skills as well as technical vocational skills and knowledge. The Courses are not graded and will appear on candidates' certificates in the same way as other Intermediate Courses.

DATE OF FIRST TEACHING:

2005

DATE OF FIRST AWARD:

Normally, three 40-hour National Units, plus an external 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 prepare for the external assessment.

ASSESSMENT METHOD:

2006

PREREQUISITES:

Skills for Work Int 1 and Int 2 are being taken by candidates in the third and fourth years of secondary education, in some cases in the fifth and sixth years of secondary education, and by some post-school students.

NUMBER OF UNITS/STRUCTURE:

The units that comprise the course are internally assessed and externally moderated. The external assessment is usually a written examination or sometimes a project, product or performance, or a combination of these.

EXAMINATION TIMING:

Normally, four 40-hour National Units. The number of units will vary if 20-hour Units are used in the Course.

ASSESSMENT METHOD:

May/June

The units that comprise the Course are internally assessed and externally moderated. Assessments are mainly practical in nature

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and generate evidence of employability skills, including review and self-evaluation skills.

DATE OF RESULT PUBLICATION:

DATE OF RESULT PUBLICATION:

Ongoing throughout the year on a weekly basis.

QUALITY ASSURANCE:

August

QUALITY ASSURANCE:

Subject to SQA's system of quality assurance. See Guide to Assessment and Quality Assurance, which is available on SQA's website at www.sqa.org.uk.

PROGRESSION/ARTICULATION:

Subject to SQA's system of quality assurance. See Guide to Assessment and Quality Assurance, 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.

Skills for Work Intermediate Courses will be used for a variety of purposes, including progression to National Certificate Group Awards, progression to National Courses at Higher and to SVQs. For entry to HE, they should be treated as equivalent to Standard Grade.

Professional Development Awards

Consultation on new design rules for PDAs is now complete and the following has been agreed. PDAs will be: available at SCQF levels 6-12; 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 will be no graded assessment or any requirement for Core Skills; based on National Occupational Standards, or other professional body standards, as appropriate to the Group Award area.

QUALIFICATION ABBREVIATION:

National Certificate Group Awards

Consultation on new design rules for non-advanced group awards (NCs/SGAs) is now complete and the following has been agreed. There will be 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 will have a credit value of 72 SCQF credit points (12 units) and NCs at levels 2 and 3 a credit value of 54 SCQF credit points. They will be principally aimed at 16-18-year-olds and adults in full-time education, usually in a further education college, and will be linked to National Occupational Standards, as appropriate to the Group Award area. They will provide opportunities for candidates to develop all five Core Skills. It is hoped that the first new NC in Building Services Engineering is due to be validated in summer 2006.

EXISTING NCS: SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL:

PDA

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL:

Mainly at 4-8, except for Advanced Diplomas, which are Level 9. SCQF level is subject to the level of the units that comprise the PDA.

BACKGROUND:

PDAs comprise Certificates, Advanced Certificates, Diplomas and Advanced Diplomas. They are post-experience awards that span a wide range of occupational areas. They are used to assist career development and facilitate career changes.

DATE OF FIRST TEACHING:

Level is subject to the component parts of the award.

BACKGROUND:

First introduced in session 1997/8.

PREREQUISITES:

National Certificate Group Awards validated by SQA are available in a limited number of subjects. Of particular interest to admissions tutors are National Certificate Group Awards in Engineering and Engineering Practice, Pharmaceutical Sciences, and Library and Information Science. These qualifications are designed to provide national recognition for specified groupings of units which form coherent programmes of study.

DATE OF FIRST TEACHING:

Entry is at the discretion of the centre.

NUMBER OF UNITS/STRUCTURE:

PDAs comprise a coherent group of National Units, Higher National Units or SVQ Units or a combination of these.

ASSESSMENT METHOD:

Normally, internally assessed unless National Courses are included.

EXAMINATION TIMING:

First introduced in session 1991/2.

DATE OF FIRST AWARD:

Subject to requirements of component parts of the PDA.

DATE OF RESULT PUBLICATION:

1992

PREREQUISITES:

Ongoing throughout the year on a weekly basis.

GRADING SYSTEM:

Entry is at the discretion of the centre.

NUMBER OF UNITS/STRUCTURE:

Subject to requirements of component parts of the PDA.

QUALITY ASSURANCE:

The number of units in a National Certificate Group Award is subject to the specific qualification.

ASSESSMENT METHOD:

Subject to SQA's system of quality assurance. See Guide to Assessment and Quality Assurance, which is available on SQA's website at www.sqa.org.uk.

PROGRESSION/ARTICULATION:

Subject to the requirements of the component parts of the award, but normally internally assessed and externally moderated.

EXAMINATION TIMING:

Assessment is ongoing throughout the year.

As PDAs are designed to help career development and facilitate career change, HE generally considers them, along with the experience and other qualifications held by the applicant.

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Scottish Group Awards

Consultation on SGAs is now complete and the following has been agreed. There will be two types of non-advanced group awards: NCs (see above) and NPAs ­ National Progression Awards. These will be small, flexible group awards, available at SCQF levels 2-6 and with a minimum credit value of 12 SCQF credit points.

SGAS PRE­2007:

Scottish Progression Awards

Please note, the design of these qualifications is subject to change following a consultation in March 2005.

QUALIFICATION ABBREVIATION:

SPA

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL:

Normally, 3-8. SCQF level is subject to the level of the units which comprise the SPA.

BACKGROUND:

QUALIFICATION ABBREVIATION:

SGA

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL:

Designed to provide the underpinning knowledge and enable progression to Scottish Vocational Qualification (SVQ).

DATE OF FIRST TEACHING:

Levels 2-7

BACKGROUND:

First introduced in session 1998/9.

PREREQUISITES:

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. At the time of writing, SGAs are the subject of a consultation exercise.

DATE OF FIRST TEACHING:

Entry is at the discretion of the centre.

NUMBER OF UNITS/STRUCTURE:

The number of units in an 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:

1999

DATE OF FIRST AWARD:

Assessment flexible to meet candidate needs.

DATE OF RESULT PUBLICATION:

2000

PREREQUISITES:

Ongoing throughout the year.

QUALITY ASSURANCE:

SGA specifications give information on recommended entry profiles appropriate to each individual award (see www.sqa.org.uk).

NUMBER OF UNITS/STRUCTURE:

Subject to SQA's system of quality assurance. See Guide to Assessment and Quality Assurance, which is available on SQA's website at www.sqa.org.uk.

PROGRESSION/ARTICULATION:

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:

Candidates normally progress to a full SVQ or other training programme.

Scottish Vocational Qualifications

QUALIFICATION ABBREVIATION:

SVQ

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL*:

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:

SVQ 1 ­ Level 4, SVQ 2 ­ Level 5, SVQ 3 ­ Level 6, SVQ 4 ­ Level 8, SVQ 5 ­ Level 11. * The positioning of SVQs in the SCQF gives a broad indication of their place in the framework. 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.

BACKGROUND:

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 and Quality Assurance, which is available on SQA's website at www.sqa.org.uk.

PROGRESSION/ARTICULATION:

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:

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.

First introduced in 1990

PREREQUISITES:

Appropriate workplace experience.

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NUMBER OF UNITS/STRUCTURE:

GRADING SYSTEM:

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:

1-6 pass grades, with 1 being the highest grade. S Grade achievement is described on 3 levels: Foundation level covers grades 5 and 6 (SCQF Level 3), General level grades 3 and 4 (SCQF Level 4), and Credit level grades 1 and 2 (SCQF Level 5).

TARIFF POINTS

Band 1 2 Tariff Points 38 28

QUALITY ASSURANCE:

Assessment flexible to meet candidate needs.

DATE OF RESULT PUBLICATION:

Subject to SQA's system of quality assurance. See Guide to Assessment and Quality Assurance, which is available on SQA's website at www.sqa.org.uk

PROGRESSION/ARTICULATION:

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 and Quality Assurance, which is available on SQA's website at www.sqa.org.uk.

PROGRESSION/ARTICULATION:

S Grades are used for a variety of purposes including entry to employment or progression to Intermediate, Higher and Advanced Higher National Courses. For entry to HE, grades 1-3 at S Grade are normally acceptable in combination with Highers in the main subjects.

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.

Standard Grades

QUALIFICATION ABBREVIATION:

S Grade

SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL:

Levels 3-5

BACKGROUND:

S Grades were first certificated in 1986 with the former Ordinary Grade finally being discontinued in 1994. (Since 2002, some schools have offered students the opportunity to take Intermediate Courses in place of S Grade.)

DATE OF FIRST TEACHING:

1984

DATE OF FIRST AWARD:

1986

PREREQUISITES:

S Grades are normally studied over the third and fourth years of secondary education (also see note on page 107 re age and stage regulations).

ASSESSMENT METHOD:

In most subjects, a combination of internal and external assessment.

EXAMINATION TIMING:

May/June

DATE OF RESULT PUBLICATION:

August

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Phased Out Qualifications

As part of a phased programme, National Qualifications have 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.

National Certificate Modules

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.

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) A B C D E No award Band 1 2 3 4 5 6

Scottish Certificate of Education Highers

The final sitting of examinations for SCE Highers was summer 2001, with the exception of SCE Higher English, where the final diet of examinations for resit/two-year candidates was 2002. Bands and grades for SCE Highers are as follows.

Reporting: Grades A, B, C (pass grades) reported to both centres and candidates.

General Scottish Vocational Qualifications

GSVQs have been replaced by SGAs. SGAs began to replace GSVQs from the start of session 1999/2000 with no further certification of GSVQs after 30 September 2004. GSVQs were broadly-based group awards leading to employment and to FE and HE. Level 3 awards were designed to give progression to HE and were of particular interest to admissions tutors. These group awards were made up of specified numbers of mandatory and optional National Units (previously National Certificate Modules), with the balance between mandatory and optional varying according to the award area. The mandatory element included core skills (the analogue of key skills in the rest of the UK). GSVQ candidates were also required to pass an integrated assessment, which was used to distinguish two levels of achievement: Pass and Merit.

Grade (previously Known as band) A A A A A B B C C D D -

Band (previously known as Range) 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Scaled Mark 90-100 85-89 80-84 75-79 70-74 65-69 60-64 55-59 50-54 45-49 40-44 35-39 30-34 0-29

Reporting: Grades A, B, C (pass grades) and D reported to candidates; Band reported to centre.

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Certificates and other supporting evidence likely to be offered by applicants

Relevant contact information is given in Appendix A.

CERTIFICATES

Scottish Qualifications Certificate

The SQC is a cumulative record of achievement (back to 1994) in Group Awards, National Courses, National Units, core skills, Higher National Units and Workplace-Assessed Units. From January 2000, the SQC replaced the SCE, CSYS and RET issued by SQA's predecessor bodies SEB and SCOTVEC. SQA has been carrying out a review of the SQC, following consultation involving HE and other users. Certificates issued from mid-2006 will have an improved layout, making the certificate easier to read. The full SQC package will include: Summary of Attainment ­ a cumulative record of all Group Awards, Courses and stand-alone Units a candidate has achieved since 1994. Detailed Record of Attainment ­ lists all the qualifications a candidate has achieved since last issued with a certificate. 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, CSYS and Advanced Higher, 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.

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 `Other Entry Routes to Higher Education' section for England, Wales and Northern Ireland (see page 101).

Commemorative Certificates

Commemorative certificates are issued marking the completion of group awards. Thus, for example, a candidate completing a group award such as an SGA, 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.

National Record of Achievement

The NRA has been replaced by the Progress File. School-based applicants to HE in 2004 will present the new 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.

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.

Modern Apprenticeships in Scotland

In Scotland, MAs were developed in 1994 by employer-led partnerships between the then NTOs and local enterprise companies. MAs are designed to meet skill requirements at the crafts, technician and junior management levels, and 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 industryspecific 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.

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.

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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 Executive 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. Intending applicants to HE in Scotland should be strongly advised to consult the annual Entrance Guide to Higher Education in Scotland, which lists `going rates' for entry to individual programmes of study at all Scottish HEIs. Copies of the Entrance Guide to Higher Education in Scotland are available (price £14.95, plus postage and packing) through UCAS Publication Services (see below) and through most major retailers. UCAS Publication Services Rosehill New Barn Lane Cheltenham Gloucestershire GL52 3LZ Tel: 01242 544610 Fax: 01242 544806 Email: [email protected]

APPLICANTS FROM SCHOOLS

schools have been able, in appropriate cases, to enter pupils for Standard Grade in S3 instead of only S4 or later, and for Highers in S4 instead of only in S5 and S6. The relaxation also applied to National Qualifications and thus pupils can take component units of National Courses in S3 and full Courses, including the external assessment, in S4. HEIs can therefore expect increasing numbers of applicants to have achieved their qualifications at an earlier age and/or at different times and in different combinations than would previously have been possible. 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

Most applicants from schools in 2007 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.

NOTE ON AGE AND STAGE REGULATIONS

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.

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

After extensive consultation, the Scottish Education Minister announced in April 1999 that Scotland's young people would have greater opportunities to stretch their abilities following the relaxation of the age and stage regulations. Therefore, for SQA qualifications taken in and after session 1999/2000,

UK QUALIFICATIONS

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Routes into Higher Education in Scotland

become involved in provision to create additional pathways to HE. Lifelong learning, social inclusion and increased participation in HE are Scottish Executive priorities. Additional pathways to HE have been and are continuing to be developed.

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 nonstandard entrance qualifications. Information about Summer Schools may be obtained direct from the institutions.

Scottish Wider Access Programme

The original SWAP Access Programmes, which were normally one-year National Certificate programmes, have been replaced by equivalent programmes of National Units. A revised framework for SWAP programmes has been introduced and the new programmes were available from the start of session 2000/1. SWAP students who successfully complete their programmes are guaranteed progression to an HNC, HND or degree course. SWAP Access Programmes are delivered mainly in FE colleges and are recognised by the receiving institutions through the local consortium arrangements. An interim directory of all SWAP Programmes and Progression Routes is available within 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.

Credit Accumulation and Transfer

The SCQF (see page 109) 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 on page 124.

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.

Direct Entry Pathways

Many HEIs have now entered into agreements with FE colleges, whereby specific college programmes of study are recognised for access. Subject to the level of an agreed college programme and the specific agreement between the college and HEI concerned, such programmes are recognised for entry to years 1, 2 or 3 of specified degree programmes. The range of such entry pathways is wide and many new developments are in train. For further information, consult college guidance staff and the admissions office at the HEI concerned.

Community Education, Voluntary Organisation Routes

Some HEIs and FE colleges have links with informal communitybased 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.

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Appendix A ­ Contact Details

ABC Awards Building 33 University of Reading London Road Reading Berkshire RG1 5AQ t: f: e: w: 0118 378 6320 0118 378 6324 [email protected] www.abcawards.co.uk Cambridge Assessment (formerly University of Cambridge Local Examinations Syndicate) Syndicate Buildings 1 Hills Road Cambridge CB1 2EU t: f: e: w: 01223 553311 01223 460278 [email protected] www.cambridgeassessment.org.uk Council for Awards in Children's Education Beaufort House 23 Grosvenor Road St Albans Hertfordshire AL1 3AW t: f: e: w: 01727 818616 01727 818618 [email protected] www.cache.org.uk

Assessment and Qualifications Alliance Stag Hill House Alliance Guildford Surrey GU2 7XJ t: f: e: w: 01483 506506 01483 300152 [email protected] www.aqa.org.uk

Centre for Recording Achievement 39 Bridgeman Terrace Wigan WN1 1TT t: f: e: w: 01942 826761 01942 323337 [email protected] www.recordingachievement.org

CSV Education for Citizenship 237 Pentonville Road London N1 9NJ t: f: e: w: 020 7278 6601 020 7713 0560 [email protected] www.csv.org.uk

City and Guilds 1 Giltspur Street London EC1A 9DD t: f: e: w: 020 7294 2800 020 7294 2400 [email protected] www.cityandguilds.com

Devas Street Manchester M15 6EX t: f: e: w: 0161 953 1180 0161 273 7572 [email protected] www.aqa.org.uk

CSV Education for Citizenship Wellgate House 200 Cowgate Edinburgh EH1 1NQ t: f: e: w: 0131 622 7766 0131 622 7755 [email protected] www.csv.org.uk

Associated Board of the Royal Schools of Music 24 Portland Place London W1B 1LU t: f: e: w: 020 7636 5400 020 7637 0234 [email protected] www.abrsm.ac.uk

4th Floor 144 West George Street Glasgow G2 2HG t: 0141 341 5700 f: 0141 341 5725 w: www.cityandguilds.com/scotland Chartered Institute of Bankers in Scotland 38b Drumsheugh Gardens Edinburgh EH3 7SW t: f: e: w: 0131 473 7777 0131 473 7788 [email protected] www.ciobs.org.uk

CSV Springboard 236-246 Clyde Street Glasgow G1 4JH t: 0141 204 1681 f: 0141 204 0668 w: www.csv.org.uk Department for Education and Skills European Schools Team Level 4 Caxton House Tothill Street London SW1H 9NA t: 020 7340 4385/4386 f: 020 7340 4121 Apprenticeship and Strategic Delivery Unit Moorfoot Sheffield S1 4PQ t: 0114 259 3829 f: 0114 259 1206 w: www.apprenticeships.org.uk

Award Scheme Development and Accreditation Network Wainbrook House Hudds Vale Road St George Bristol BS5 7HY t: f: e: w: 0117 9411126 0117 9351112 [email protected] www.asdan.co.uk

Communities Scotland Thistle House 91 Haymarket Terrace Edinburgh EH12 5HE t: 0131 313 0044 f: 0131 313 2680 w: www.communitiesscotland.gov.uk

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Appendix A ­ Contact Details

Progress File Team E3b Moorfoot Sheffield S1 4PQ t: 0114 259 3871 f: 0114 259 4844 w: www.dfes.gov.uk/progfile Publications PO Box 5050 Annesley Nottingham NG15 0DJ t: f: e: w: 0845 60 222 60 0845 60 333 60 [email protected] www.dfes.gov.uk/publications

Education Development International International House Siskin Parkway East Middlemarch Business Park Coventry CV3 4PE t: f: e: w: 024 7651 6500 024 7651 6505 [email protected] www.goalonline.co.uk

International Baccalaureate Organization Peterson House Malthouse Avenue Cardiff Gate Cardiff CF23 8GL t: f: e: w: 029 2054 7777 029 2054 7778 [email protected] www.ibo.org

Engineering Education Scheme in England Weltech Centre Ridgeway Welwyn Garden City Herts AL7 2AA t: f: e: w: 01707 393323 01707 393133 [email protected] www.thescheme.org.uk

Route des Morillons 15 Grand-Saconnex Geneva CH-1218 Switzerland t: f: e: w: [4122] 791 7740 [4122] 791 0277 [email protected] www.ibo.org

School & College Qualifications Division Sanctuary Buildings Great Smith Street Westminster London SW1P 3BT t: 0870 0002288 f: 020 7925 5839 w: www.dfes.gov.uk/qualifications Department for Education, Lifelong Learning and Skills (DELLS) Qualifications and Curriculum Group Castle Buildings Womanby Street Cardiff CF10 1SX t: 029 2037 5400 f: 029 2034 3612 w: www.wales.gov.uk Duke of Edinburgh's Award The Higher and Further Education Unit Gulliver House Madeira Walk Windsor SL4 1EU t: f: e: w: 01753 727400| 01753 810666 [email protected] www.theaward.org

Engineering Education Scheme in Scotland Scottish Engineering 105 West George Street Glasgow G2 1QL t: f: e: w: 0141 221 3181 0141 204 1202 [email protected] www.scottishengineering.org.uk

International Foundation Programme ­ Scotland 77 Southpark Avenue Glasgow G12 8LE t: f: e: w: 0141 357 0123 0141 357 0199 [email protected] www.ifps.ac

Industrial Careers Foundation 6 Fleece Yard Market Hill Buckingham MK18 1JX t: f: e: w: 01280 823363 01280 823624 [email protected] www.icf.org.uk

LCM Examinations Thames Valley University Walpole House 18-22 Bond Street London W5 5AA t: f: e: w: 020 8231 2364 020 8231 2433 [email protected] mercury.tvu.ac.uk/lcmexams

Institute of Commercial Management The Fusèe 20a Bargates Christchurch Dorset BH23 1QL t: f: e: w: 01202 490555 01202 490666 [email protected] www.icm.ac.uk

Learning and Skills Council Cheylesmore House Quinton Road Coventry CV1 2WT t: f: e: w: 0845 019 4170 02476 823675 [email protected] www.lsc.gov.uk

69 Dublin Street Edinburgh EH3 6NS t: f: e: w: 0131 556 9097 0131 557 8044 [email protected] www.theaward.org

Edexcel Head Office One90 High Holborn London WC1V 7BH t: f: e: w: 0870 2409800 020 7190 5700 [email protected] www.edexcel.org.uk

Institute of Financial Services ifs House 4-9 Burgate Lane Canterbury Kent CT1 2XJ t: f: e: w: 01227 762600 01227 763788 [email protected] www.ifslearning.com

Learning and Skills Network Regent Arcade House 19-25 Argyll Street London W1F 7LS t: f: e: w: 020 7297 9000 020 7297 9001 [email protected] www.lsneducation.org.uk

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Appendix A ­ Contact Details

Learning Materials for Change (LMC) Project The Glade Centre 9 Garrett Road Yeovil Somerset BA20 2TJ t: f: e: w: 01935 433186 01935 414909 [email protected] www.glade.org

Northern Ireland Council for the Curriculum, Examinations and Assessment 29 Clarendon Road Clarendon Dock Belfast BT1 3BG t: f: e: w: 028 9026 1200 028 9026 1234 [email protected] www.ccea.org.uk

Progress File in Northern Ireland Paul Murray Department of Employment Rathgael House 43 Balloo Road Bangor County Down BT19 7PR t: 028 9127 9496 e: [email protected] Amanda Simpson CCEA Clarendon Dock 29 Clarendon Road Belfast BT11 3BG t: 028 9026 1442 e: [email protected] Progress File in Scotland Carolyn Hutchinson Qualifications & Assessment Scottish Executive Victoria Quay Leith Edinburgh EH6 6QQ t: 0131 244 0417 Progress File in Wales E Clive Jenkins Training+ Skills Careers Policy 1 National Assembly for Wales Cathays Park Cardiff CF10 3NQ t: 029 2082 5751 e: [email protected] Qualifications and Curriculum Authority 83 Piccadilly London W1J 8QA t: f: e: w: 020 7509 5555 020 7509 6666 [email protected] www.qca.org.uk

National Assembly for Wales Cathays Park Cardiff CF10 3NQ t: 02920 825751 f: 02920 825828 w: www.wales.gov.uk National Christian Schools' Certificate Board Maranatha House Unit 5 Northford Close Shrivenham Swindon SN6 8HL t: f: e: w: 01793 783783 01793 783775 [email protected] www.christian-education.org

Open College Network of the North West West Lodge Quernmore Road Lancaster LA2 3JT t: f: e: w: 01524 845046 01524 388467 [email protected] www.ocnw.com

Open University Walton Hall Milton Keynes MK7 6AA t: f: e: w: 01908 274066 01908 653744 [email protected] www.open.ac.uk

National Open College Network 9 St James Court Friar Gate Derby DE1 1BT t: f: e: w: 01332 268080 01332 268081 [email protected] www.nocn.org.uk

Open University in Scotland 10 Drumsheugh Gardens Edinburgh EH3 7QJ t: f: e: w: 0131 226 3851 0131 220 6730 [email protected] www.open.ac.uk/scotland

NCC Education Ltd The Towers Tower Business Park Wilmslow Road Didsbury Manchester M20 2EZ t: f: e: w: 01614 386200 01614 386240 [email protected] www.nccedu.com

Oxford, Cambridge and RSA Examinations 1 Hills Road Cambridge CB1 2EU t: f: e: w: 01223 552552 01223 552553 [email protected] www.ocr.org.uk

Prince's Trust Volunteers 18 Park Square East London NW1 4LH t: 0800 842842 e: [email protected] w: www.princes-trust.org.uk First Floor The Guildhall 57 Queen Street Glasgow G1 3EN t: f: e: w: 0141 204 4409 0141 221 8221 [email protected] www.princes-trust.org.uk

Quality Assurance Agency for Higher Education Southgate House Southgate Street Gloucester GL1 1UB t: f: e: w: 01452 557000 01452 557070 [email protected] www.qaa.ac.uk

NCFE Citygate St James Boulevard Newcastle upon Tyne NE1 4JE t: f: e: w: 0191 2398000 0191 2398001| [email protected] www.ncfe.org.uk

183 St Vincent Street Glasgow G2 5QD t: 0141 572 3420 f: 0141 572 3421

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Appendix A ­ Contact Details

Quality Improvement Agency Friars House Manor House Drive Coventry CV1 2TE t: 0870 2113 434 f: 0870 1620 633 w: www.qia.org.uk Scottish Credit and Qualifications Framework The Development Officer SCQF Hanover House 24 Douglas Street Glasgow G2 5QD t: f: e: w: 0141 242 2214 0141 242 2244 [email protected] www.scqf.org.uk

Scottish Wider Access Programme (West and Central Access Consortium) 300 Cathedral Street Glasgow G1 2TA t: 0800 731 0949 e: [email protected] w: www.swap2highereducation.com SWAP: East 25 Buccleuch Place Edinburgh EH8 9LN t: 0800 731 0949 e: [email protected] w: www.swap2highereducation.com SWAP: North North Forum Room G07 University of Aberdeen Regent Building King's College Aberdeen AB24 3FX t: f: e: w: 01224 273008 01224 283900 [email protected] www.swap2highereducation.com

Young Enterprise Scotland Faculty Officer Strathclyde Business School McCance Building Richmond Street Glasgow G1 1XQ t: f: e: w: 0141 548 2387 0141 552 0775 [email protected] www.strath.ac.uk/business

Youth Link Scotland Rosebery House 9 Haymarket Terrace Edinburgh EH12 5EZ t: f: e: w: 0131 313 2488 0131 313 6800 [email protected] www.youthlink.co.uk

Scottish Executive Education Department Victoria Quay Edinburgh EH6 6QQ t: f: e: w: 08457 741741 0131 244 8240 [email protected] www.scotland.gov.uk

Enterprises, Transport and Lifelong Learning Meridian Court Cadogan Street Glasgow G2 6AT t: 08457 741741 e: [email protected] w: www.scotland.gov.uk Scottish Qualifications Authority Customer Contact Centre The Optima Building 58 Robertson Street Glasgow G2 8DQ t: f: e: w: 0845 279 1000 0845 213 5000 [email protected] www.sqa.org.uk

Trident Trust The Smokehouse Smokehouse Yard 44-46 St John Street London EC1M 4DF t: f: e: w: 020 7014 1400 020 7336 8561 [email protected] www.thetridenttrust.org.uk

Trinity Guildhall Examinations 89 Albert Embankment London SE1 7TP t: 020 7820 6100 e: [email protected] w: www.trinitycollege.co.uk Universities Scotland 53 Hanover Street Edinburgh EH2 2PJ t: f: e: w: 0131 226 1111 0131 226 1100 [email protected] www.universities-scotland.ac.uk

Ironmills Road Dalkeith Midlothian EH22 1LE t: f: e: w: 0845 279 1000 0845 213 5000 [email protected] www.sqa.org.uk

Welsh Joint Education Committee 245 Western Avenue Cardiff CF5 2YX t: 029 2026 5000 e: [email protected] w: www.wjec.co.uk

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Appendix B ­ The UCAS Tariff

WHAT IS THE UCAS TARIFF?

The UCAS Tariff is a numerical system of points for qualifications for entry to HE. Its main functions are to: facilitate the flexible expression of HE entry requirements; provide a flexible and inclusive way of making conditional offers to applicants to HE; establish agreed comparisons between different types of qualifications and entry routes, and therefore provide comparisons between applicants with different types of achievement.

WHY WAS IT FIRST INTRODUCED?

The Key Skills of Improving Own Learning and Performance, Problem Solving, Working with Others at levels 2,3 and 4 (from 2007 entry) GCE AS Double Award (six units) BTEC Nationals in Early Years practical component (from 2007 entry) ifs Diploma in Financial Studies (DipFS) (from 2008 entry) British Horse Society Awards International Baccalaureate Diploma

WHAT OTHER QUALIFICATIONS ARE LIKELY TO BE INCLUDED IN THE TARIFF SOON?

With the development of new National Qualifications Frameworks in England, Wales, Northern Ireland and Scotland, the introduction of Curriculum 2000 from September 2000 in England, Wales and Northern Ireland, and the phasing in of Higher Still from September 1999 in Scotland, there was a need for a numerical system which gives value to a wide range of qualifications within the national frameworks, and which allows comparison between them. The Tariff was first introduced for 2002 entry, coinciding with the first intake to HE of Curriculum 2000 students.

WHAT WAS THE INITIAL COVERAGE OF THE TARIFF?

Work in progress Advanced Placement Programme Drama awards at grades 6, 7 and 8 Higher Sports Leader Award OCR Level 3 Certificate for IT Practitioners (Software Development and Systems Support)

UNDER DISCUSSION

Advanced Apprenticeships Level 3 National Diploma in Vehicle Maintenance and Repair

HOW ARE QUALIFICATIONS ASSIGNED TARIFF POINTS?

Since 2002 entry, the Tariff has included the following qualifications. Curriculum 2000 GCE AS (three units) and GCE A level (six units) ASVCE (three units), VCE (six units), VCE double award (12 units) Free-standing Mathematics Qualifications (FSMQs) at level 3 The key skills of Application of Number, Communication and IT at levels 2, 3 and 4 Scottish Qualifications Intermediate 2 and Standard Grade credit New Scottish Highers and Advanced Highers Scottish core skills of Communication, Numeracy, IT, Problem Solving and Working with Others

WHAT QUALIFICATIONS HAVE SINCE COME INTO THE TARIFF?

Revised BTEC Nationals (from 2005 entry) CACHE level 3 Diploma in Child Care and Education (from 2003 entry) Grades 6-8 in Music qualifications offered by the Associated Board of the Royal Schools of Music (ABRSM), Guildhall School of Music and Drama (GSMD), London College of Music and Media (LCMM), and Trinity College London (from 2004 entry) Rockschool Music Awards grades 6 and 8 (from 2005 entry) Advanced Welsh Baccalaureate Qualification (WBQ) (pilot) (from 2005 entry) Institute of Financial Services (ifs) Certificate in Financial Studies (CeFS) (from 2005 entry) Irish Leaving Certificate (from 2006 entry) Level 3 Diploma in Foundation Studies (Art and Design) (from 2006 entry) Advanced Extension Awards (AEAs) (from 2006 entry)

WHAT QUALIFICATIONS HAVE RECENTLY BEEN APPROVED INTO THE TARIFF FOR FUTURE YEARS?

Currently the approach to UCAS for a qualification to be included in the Tariff is made by the awarding body offering that award. To be considered, the qualification should normally have been accredited into the National Qualifications Framework (NQF) at level 3. An initial mapping exercise takes place to identify the most suitable qualification already in the Tariff to act as a benchmark. An Expert Group is assembled for each subject area considered, including the Chief Examiners of the award to be included and the benchmark award, and an HE representative. Each group is serviced by UCAS and overseen by Dr Geoff Hayward from the University of Oxford Department of Educational Studies, working in an independent capacity, who has produced a protocol for use in comparing the two awards. For awards covering a range of subjects, parallel Expert Groups operate separately initially, and then come together to form one large group in order to agree appropriate values across the award. The Expert Group produces a report which is considered by UCAS' Tariff Advisory and Reference Groups before being referred to the UCAS Board for approval.

WHAT ARE THE IMPORTANT FEATURES OF THE TARIFF?

ASDAN's Certificate of Personal Effectiveness (from 2007 entry) OCR Nationals (from 2007 entry)

Points scores from different qualifications, eg GCE AS/A level and ASVCE/VCE/VCE Double Award, can be aggregated. There is no ceiling to the number of points which can be accumulated, recognising the full breadth and depth of students' achievements. If students obtain a points score for A level, they cannot count the points for AS in the same subject. If students obtain a points score for Scottish Advanced Higher, they cannot count the points for Higher in the same subject. If students obtain a points score for Scottish Higher core skills, they cannot count the points for the same skill at Intermediate 2. Points for key skills achievement are awarded on the basis of the applicant's highest level of achievement in that skill.

UK QUALIFICATIONS

123

Appendix B ­ The UCAS Tariff

All certificated key skills achievement in Application of Number, Communication, IT, whether achieved through proxy qualifications or not, attracts the points scores indicated on the chart. The Tariff does not officially cover old qualifications, including GCE A levels started before September 2002. These should be dealt with individually on the basis of grades. No use should be made of the former points system, which was discontinued in 2002.

WHAT ARE THE USES OF THE TARIFF BY HE?

used with confidence to provide equivalences between qualifications and for evaluation of applicants from different entry routes. This is perhaps the most important function of the Tariff and all HEIs are recommended to use it for this purpose, whether or not they use points for entry requirements and offers. Other uses of the Tariff While the main purpose of the Tariff is for entry to HE, it is likely to be used for other purposes which are beyond UCAS' jurisdiction, including: statistical returns by HEIs to HEFCE and HESA; increasing use by employers, mainly as an initial filter in the selection for graduation employment; possible use by professional bodies.

WHAT GUIDANCE DOES UCAS HAVE ON THE MAKING OF OFFERS FOR QUALIFICATIONS NEWLY INCLUDED IN THE TARIFF?

HE entry requirements An important use of the Tariff is for the expression of HE entry requirements, eg in Course Search on the UCAS website and in the Big Guide ­ For entry to university and college in 2007. Seventy eight percent of HEIs have chosen to use the Tariff for the expression of their entry requirements for at least some of their 2007 entry courses. Overall, 69% of HE courses on the UCAS database, on which we have entry requirements data, use the Tariff to express their requirements for 2007 entry. Points score offers The Tariff is a powerful tool for the making of flexible conditional offers to applicants. Points score offers have advantages for both applicants and HEIs (although they are only used in approximately half of all offers made). They: give the perception that the HEI is responding positively to Curriculum 2000; give the applicant flexibility to fulfil the terms of the offer in a variety of ways ­ this is useful to support widening participation; allow the offer to include additional AS qualifications taken in either year of study (unless the HEI chooses to exclude them). Points score offers are based on the whole of the student's pre-HE programme at level 3, not just on those qualifications yet to be completed; provide for points for key skills to be counted towards the points requirements (unless the HEI chooses to exclude them). The default in the UCAS system is that points offers include points from key skills, and this is indicated on UCAS offer letters; give HEIs the opportunity to qualify points score offers in a variety of ways, eg to: specify a minimum depth requirement (for example, two full A levels in order to prevent an applicant for a lowdemand course fulfilling an offer on the basis of AS achievement only); impose a specific subject requirement within the overall points achievement (for example, grade B in Mathematics A level); exclude qualifications (for example, A level General Studies); limit the extent to which a qualification can contribute (for example, not more than 20 points for key skills); limit the points which can be counted from a particular subject area (for example not more than 120 points from music performance awards and A level music). Although the Tariff now covers a number of different qualifications, exclusions in offers need only refer to any achievement listed in an individual's application but which is not appropriate for entry to the course concerned. It is not necessary, for example, to exclude Music awards if the applicant is not taking these. Comparing applicants and their qualifications HEIs can be assured that the scores in the Tariff have been thoroughly researched and are kept under review. They can be

In most cases, the Tariff points scores are self-explanatory, but UCAS has the following guidance in relation to some qualifications new to the Tariff. BTEC Nationals The points scores relate to the revised BTEC Nationals which were first taught from September 2002. The revised qualifications have six, 12 and 18 units and result in overall grades, the points for which are given on the following chart. Unlike the earlier BTEC Nationals, information about individual units may not currently be available in the UCAS application. There is no points system for individual units and all points score offers should be made on the basis of the points for the overall grade. Welsh Baccalaureate Advanced Diploma Given the group award nature of the Welsh Baccalaureate Advanced Diploma, it requires the satisfactory completion of the compulsory core as well as options chosen from GCE, NVQ and BTEC National qualifications. The core, equivalent in size to seven GCE units, is ungraded and bears a score of 120 points which are only awarded when the candidate achieves the WBAD.

ARE POINTS FOR QUALIFICATIONS NEW TO THE TARIFF AVAILABLE FOR USE STRAIGHTAWAY?

In view of the lead time necessary for the collection and publication of entry requirements, points for qualifications new to the Tariff do not take effect immediately. However, UCAS gives details of new developments in the Tariff well in advance, and HEIs may choose to use Tariff points scores informally in advance of their official introduction.

IF MORE QUALIFICATIONS ENTER THE TARIFF, IS THERE A GREATER RISK THAT STUDENTS CAN MEET A TARIFF POINTS SCORE IN INAPPROPRIATE WAYS?

One of the concerns about the use of the Tariff expressed by some HEIs is that, if they simply specify a points score, students could achieve it from a variety of qualifications without the necessary achievement in their main programme of study. At present, most students will have few, if any, qualifications outside their main programme which attract points scores. HEIs can restrict the ways in which points score requirements can be fulfilled. If an HEI considers it inappropriate to count the points from a particular qualification, this should be clearly indicated in the entry requirements for the course concerned. Any exclusions in offers should be made on an individual basis where an applicant is offering a qualification which cannot be counted for entry to the course concerned. There is no need for offers to exclude qualifications which are not listed on their application.

124

UK QUALIFICATIONS

Appendix B ­ The UCAS Tariff

GCE/VCE QUALIFICATIONS GCE AS Double Award Award 360 320 280 240 220 200 180 160 140 120 110 100 90 80 77 72 71 70 64 60 58 52 50 48 45 42 40 39 38 35 33 30 28 26 20 14 7 AA AB BB BC CC B C EE M PP M DE P3 A AA AB BB BC CC CD DD DM MM D MP PPP D P2 MPP M2/P1 MMP M1 P1 P2 P3 DD D CD A DD D DE EE E P P Certificate Diploma DDD DDM DMM MMM Certificate Diploma Extended Diploma D1 D2/M1 M2 M3 GCE A level/ AVCE GCE/ AVCE Double Award POINTS Higher

BTEC NATIONALS1

OCR NATIONALS2

IRISH LEAVING CERT

SCOTTISH QUALIFICATIONS

GCE AS/ AS VCE

Ordinary

Advanced Higher

Higher

Intermediate 2

Standard Grade

A

B A1 A2 B1 B2 B3 C1

C

D

A

B

B

C C2

D C3 A1

A

C

Band 1 D1

B

D

C D2 D3 A2 B1 B2 B3

Band 2

E

1 2

125

UK QUALIFICATIONS

The points shown are for the newly specified BTEC National Award, Certificate and Diploma introduced into centres from September 2002 The points for the OCR Nationals come into effect for entry to higher education in 2007 onwards

UK QUALIFICATIONS

125

BTEC NATIONALS IN EARLY YEARS3 POINTS

CACHE DIPLOMA IN CHILD CARE & EDUCATION

DIPLOMA IN FOUNDATION STUDIES (ART AND DESIGN)

Theory Certificate Diploma DDD Practical Distinction DDM DMM AA Merit MMM DD Pass DM MM D M EE MP PPP A B C MMP MPP CC DD BB 320 285 280 240 225 220 200 165 160 120 100 80 75 70 60 55 45 40 35 30 25 20 15 10 5 D P E Theory Practical

BRITISH HORSE SOCIETY4 Stage 3 Horse Preliminary Knowledge Stage 3 Teacher's and Care Riding Certificate

MUSIC EXAMINATIONS5

Grade 6

Practical Grade 7

Grade 8

Grade 6

Theory Grade 7

Grade 8

D M D M D M Pass Pass Pass P P

P

PP

D M P

D M P

D M P

Appendix B ­ The UCAS Tariff

126

UK QUALIFICATIONS

3 The new allocation of points for the theory and practical elements of the BTEC Nationals in Early Years comes into effect for entry to higher education in 2007 onwards The points for the British Horse Society Awards (BHS) come into effect for entry to higher education in 2008 onwards Points shown are for ABRSM, Guildhall, LCMM, Rockschool and Trinity Guildhall advanced level music examinations 4 6

Appendix B ­ The UCAS Tariff

INTERNATIONAL BACCALAUREATE6 POINTS 45 768 44 744 43 722 42 698 41 675 40 652 39 628 38 605 37 582 36 559 35 535 34 512 33 489 32 466 31 442 30 419 29 396 28 373 27 350 26 326 25 303 24 280 6 The points for the International Baccalaureate (IB) come into effect for entry to higher education in 2008 onwards and are awarded to candidates who achieve the IB Diploma

CORE KEY POINTS SKILLS12 SKILLS13 120 Pass 70 A A 60 B B 50 C C Distinction 40 D D 30 Level 4 A E E Merit 20 Higher Level 3 B 17 C 13 D 10 Int 2 Level 2 E 7 7 Covers Free-Standing Mathematics qualifications ­ Additional Maths, Using and Applying Statistics, Working with Algebraic and Graphical Techniques, Modelling with Calculus 8 Points shown are for the revised Institute of Financial Services Certificate in Financial Studies (CeFS) taught from September 2003 9 Points shown are for the Institute of Financial Services Diploma in Financial Studies (DipFS) and come into effect for entry to higher education in 2008 10 Points for ASDAN's Certificate of Personal Effectiveness (COPE) come into effect for entry to higher education in 2007 11 Points for Advanced Extension Awards are over and above those gained from the A level grade 12 Covers the five Scottish Core Skills ­ Communication, Information Technology, Numeracy, Problem Solving and Working with Others 13 Covers the three main Key Skills subjects ­ Application of Number, Communication and Information Technology, with the three Wider Key Skills (Improving Own Learning and Performance, Problem Solving, Working With Others) coming into effect for 2007 entry 14 Points for the Core are awarded only when a candidate achieves the Welsh Baccalaureate Advanced Diploma

FREESTANDING MATHS7

IFS CeFS8

IFS DipFS9

ASDAN COPE10

ADVANCED EXTENSION AWARDS11

WELSH BACCALAUREATE CORE14 Pass

UK QUALIFICATIONS

127

Appendix C ­ GCSE Subject Availability

Details about individual specifications are available from the relevant awarding bodies.

Title Accounting Applied Art and Design (Double) Applied Business (Double) Applied Business A (Double) Applied Business B (Double) Applied French (Single) Applied ICT (Double) Applied ICT A (Double) Applied ICT B (Double) Applied Performing Arts (Double) (Pilot) Applied Performing Arts (Single) (Pilot) Applied Physical Education (Double) (Pilot) Applied Physical Education (Single) (Pilot) Applied Science (Double) Arabic Archaeology Art and Design Art and Design (Short Course) Art and Design: Fine Art Art and Design: Fine Art (Short Course) Art and Design: Graphic Design Art and Design: Graphic Design (Short Course) Art and Design: Photography Art and Design: Photography (Short Course) Art and Design: Textiles Art and Design: Textiles (Short Course) Art and Design: 3-Dimensional Design Art and Design: 3-Dimensional Design (Short Course) Bengali Biblical Hebrew Biology Biology (Modular) Biology (Human) Business & Communication Systems Business Studies Business Studies (Short Course) Business Studies B Business Studies B (Short Course) Business Studies & Economics (Nuffield) Catering Chemistry Chemistry (Modular) Chinese Citizenship Studies (Short Course) Classical Civilisation Classical Greek Construction (Single) Construction and the Built Environment (Double) Construction and the Built Environment (Single) Design & Technology Design & Technology (Short Course) Design & Technology: Electronic Products Design & Technology: Electronic Products (Short Course) Design & Technology: Food Technology Design & Technology: Food Technology (Short Course) Design & Technology: Graphic Products Design & Technology: Graphic Products (Short Course) Design & Technology: Industrial Technology Design & Technology: Industrial Technology (Short Course) Design & Technology: Product Design Design & Technology: Resistant Materials Technology Design & Technology: Resistant Materials Technology (Short Course) Design & Technology: Systems & Control Technology Design & Technology: Systems & Control Technology (Short Course) Design & Technology: Textiles Technology Awarding Body AQA AQA CCEA Edexcel OCR WJEC AQA Edexcel OCR WJEC CCEA CCEA Edexcel AQA Edexcel OCR WJEC CCEA CCEA AQA Edexcel AQA Edexcel AQA AQA AQA CCEA Edexcel OCR WJEC Edexcel AQA AQA Edexcel CCEA OCR WJEC AQA Edexcel OCR AQA Edexcel OCR WJEC Edexcel OCR AQA Edexcel OCR WJEC Edexcel OCR AQA Edexcel OCR WJEC Edexcel OCR AQA Edexcel OCR WJEC Edexcel OCR AQA Edexcel OCR WJEC Edexcel OCR AQA OCR AQA CCEA Edexcel OCR WJEC AQA Edexcel AQA AQA CCEA Edexcel OCR AQA CCEA Edexcel OCR WJEC Edexcel OCR WJEC AQA CCEA OCR AQA Edexcel WJEC AQA CCEA Edexcel OCR WJEC AQA Edexcel Edexcel AQA Edexcel OCR AQA OCR AQA OCR CCEA Edexcel Edexcel CCEA WJEC CCEA AQA OCR AQA OCR AQA Edexcel OCR WJEC AQA Edexcel OCR WJEC AQA Edexcel OCR WJEC AQA Edexcel OCR WJEC OCR WJEC WJEC AQA AQA Edexcel OCR WJEC AQA Edexcel OCR WJEC AQA Edexcel OCR WJEC Edexcel WJEC AQA Edexcel OCR WJEC

128

UK QUALIFICATIONS

Appendix C ­ GCSE Subject Availability

Title Design & Technology: Textiles Technology (Short Course) Drama Dutch Economics Electronics Electronics (Short Course) Title Engineering (Double) English English (Double) English A English B English Literature English Literature B English Studies English Studies (Double) English Studies (Short Course) Engineering (Double) Environmental Science Expressive Arts Financial Services French French B (Modular) French (Short Course) Gaeilge General Studies Geography A Geography A (Short Course) Geography B Geography B (Short Course) Geography C Geography C (Short Course) Geology German German B (Modular) German (Short Course) Gujarati Health & Social Care (Double) History History A History A (Short Course) History B History B (Short Course) History C History C (Short Course) Home Economics: Child Development Home Economics: Food & Nutrition Home Economics: Textiles Hospitality (Pilot) Hospitality and Catering Human Physiology & Health Humanities Information & Communication Technology A Information & Communication Technology A (Short Course) Information & Communication Technology B Information & Communication Technology B (Short Course) Irish Irish (Short Course) Italian Japanese Journalism (Pilot) Latin Law Learning for Life and Work (Pilot) Leisure & Tourism (Double) Manufacturing (Double) Mathematics A Mathematics B Mathematics C Additional Mathematics Media Studies

Awarding Body AQA Edexcel OCR WJEC AQA CCEA OCR WJEC OCR AQA CCEA OCR AQA WJEC WJEC Awarding Body AQA CCEA Edexcel OCR Edexcel Edexcel AQA CCEA Edexcel OCR WJEC AQA Edexcel OCR AQA CCEA Edexcel OCR WJEC AQA OCR Edexcel Edexcel Edexcel AQA CCEA Edexcel OCR AQA AQA OCR CCEA AQA CCEA Edexcel OCR WJEC AQA AQA CCEA Edexcel CCEA AQA AQA CCEA Edexcel OCR WJEC AQA Edexcel OCR WJEC AQA Edexcel OCR WJEC AQA AQA OCR AQA WJEC AQA CCEA Edexcel OCR WJEC AQA AQA CCEA OCR AQA CCEA Edexcel OCR WJEC CCEA AQA Edexcel OCR WJEC AQA Edexcel OCR WJEC AQA Edexcel OCR WJEC AQA Edexcel OCR AQA Edexcel OCR Edexcel AQA CCEA OCR WJEC AQA CCEA OCR WJEC AQA WJEC CCEA WJEC AQA AQA OCR WJEC AQA CCEA Edexcel OCR WJEC AQA CCEA Edexcel OCR WJEC AQA CCEA OCR AQA CCEA OCR CCEA CCEA AQA Edexcel Edexcel CCEA AQA OCR AQA CCEA AQA CCEA Edexcel OCR WJEC CCEA Edexcel OCR AQA CCEA Edexcel OCR WJEC AQA Edexcel OCR OCR CCEA AQA OCR WJEC

UK QUALIFICATIONS

129

Appendix C ­ GCSE Subject Availability

Title Modern Greek Modern Hebrew Motor Vehicle and Road User Studies Music Panjabi Performing Arts: Dance Persian Physical Education Physical Education (Short Course) Physical Education B Physical Education B (Short Course) Physical Education: Games Physical Education: Games (Short Course) Physics Physics (Modular) Polish Portuguese Psychology Religious Studies Religious Studies (Short Course) Religious Studies A Religious Studies A (Short Course) Religious Studies B Religious Studies B (Short Course) Religious Studies C Religious Studies C (Short Course) Religious Studies: Judaism Rural & Agricultural Science Russian Science Science: Additional Science: Single Award (Co-ordinated) Science: Single Award (Modular) Science: Double Award (Co-ordinated) Science: Double Award (Modular) Science: Single Award (Salters) Science: Double Award (Salters) Social Science Sociology Spanish Spanish B (Modular) Spanish (Short Course) Statistics Technology & Design Travel & Tourism Turkish Urdu Welsh Welsh Literature Welsh Second Language Welsh Second Language (Short Course)

Awarding Body Edexcel AQA CCEA AQA CCEA Edexcel OCR WJEC AQA AQA OCR AQA CCEA Edexcel OCR WJEC AQA Edexcel WJEC AQA AQA AQA OCR AQA OCR AQA CCEA Edexcel OCR WJEC AQA Edexcel AQA OCR AQA OCR CCEA WJEC CCEA WJEC AQA Edexcel OCR AQA Edexcel OCR AQA Edexcel OCR AQA OCR AQA OCR AQA OCR OCR AQA Edexcel CCEA Edexcel Edexcel AQA CCEA Edexcel OCR WJEC AQA CCEA Edexcel OCR WJEC AQA CCEA Edexcel OCR WJEC AQA CCEA Edexcel OCR WJEC OCR OCR AQA AQA OCR WJEC AQA CCEA Edexcel OCR WJEC AQA AQA CCEA AQA Edexel CCEA AQA OCR AQA Edexcel WJEC WJEC WJEC WJEC

130

UK QUALIFICATIONS

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 Accounting Additional Mathematics Agriculture & Horticulture Arabic Art Art: Unendorsed Art: Ceramics Art: Craft Studies Art: Critical & Historical Studies Art: Drawing & Painting Art: Graphics Art: Photography Art: Printmaking Art: Sculpture Art: Textiles Art: Three Dimensional Design Astronomy Bengali Biblical Hebrew Business Studies Business Studies & Economics Communication Studies Critical Studies in Art & Design Design & Technology Design & Technology: Automotive Studies Design & Technology: Electronic Products Design & Technology: Food Technology Design & Technology: Graphic Products Design & Technology: Resistant Materials Technology Design & Technology: Systems & Control Technology Design & Technology: Textiles Technology Drama & Theatre Arts Economics English English Environmental Studies Geography Geography Geography German Greek (Classical) Health Studies History History History History Home Economics Home Economics: Consumer Studies Home Economics: Textiles Information Studies Information Systems Information Technology Keyboarding Applications Latin Mathematics Mathematics Mathematics Mathematics Mathematics Music Nautical Studies Notes Awarding Body WJEC CCEA AQA Edexcel AQA Edexcel OCR WJEC AQA Edexcel Edexcel Edexcel AQA Edexcel OCR WJEC AQA Edexcel OCR WJEC AQA Edexcel OCR WJEC Edexcel Edexcel AQA Edexcel OCR WJEC AQA Edexcel OCR WJEC Edexcel AQA Edexcel Edexcel OCR Edexcel AQA Edexcel AQA OCR OCR Edexcel WJEC WJEC WJEC WJEC WJEC AQA Edexcel WJEC AQA CCEA Edexcel OCR WJEC AQA Edexcel AQA AQA Edexcel OCR WJEC OCR CCEA Edexcel OCR WJEC AQA OCR WJEC OCR AQA Edexcel WJEC AQA WJEC AQA Edexcel WJEC Edexcel CCEA AQA OCR Edexcel OCR CCEA AQA Edexcel OCR WJEC WJEC OCR AQA CCEA Edexcel OCR WJEC OCR AQA OCR OCR Edexcel AQA

In association with NDTEF Nuffield ­ BP

(+ grade for Speaking and Listening) English Post-16 Syllabuses A & B Syllabus B Joint Syllabus (Avery Hill) Syllabus C (Bristol Project) Modular

Syllabus A Syllabus B Syllabus C Syllabus E (Themes of British & World History)

Syllabus B (School Classics Project) Syllabuses A & B MEI Modular SMP 11-16 SMP Graduated Assessment

UK QUALIFICATIONS

131

Appendix D ­ Discontinued GCSE Subjects (Last Examinations 2002)

Qualification Title Office Applications Physical Education: Games Politics Religious Studies Religious Studies Religious Studies Science: Double Award Science: Double Award Science: Double Award Science: Double Award Science: Single Award Science: Single Award Science: Single Award Science: Single Award Science: Single Award Science: Biology Science: Biology Science: Biology Science: Biology Science: Biology ­ Human Science: Chemistry Science: Chemistry Science: Chemistry Science: Chemistry Science: Electronics Science: Geology Science: Human, Physiology & Health Science: Physics Science: Physics Science: Physics Science: Physics Science: Rural Social Science Urdu World Development

Notes

Syllabus A Syllabus B (Judaism) Combined Syllabus A Co-ordinated Syllabus B Suffolk Combined Syllabus A Co-ordinated Syllabus B Suffolk Syllabus C Salters Syllabus A Syllabus C Salters Syllabus D Nuffield

Syllabus A Syllabus C Salters Syllabus D Nuffield

Syllabus A Syllabus C Salters Syllabus D Nuffield

Awarding Body AQA Edexcel AQA AQA OCR WJEC OCR OCR AQA CCEA Edexcel WJEC OCR OCR AQA CCEA Edexcel WJEC OCR OCR OCR AQA CCEA OCR WJEC OCR OCR OCR AQA AQA CCEA OCR WJEC OCR OCR OCR WJEC WJEC AQA AQA CCEA Edexcel OCR WJEC OCR OCR OCR OCR OCR WJEC AQA Edexcel WJEC

GCSE COMBINED COURSE

Qualification Title Design & Technology & Art Design & Technology & Business Studies Design & Technology & Catering Design & Technology & Electronics Design & Technology & Information Technology Design & Technology (Electronic Products) & Business Studies Design & Technology (Food Technology) & Business Studies Design & Technology (Graphic Products) & Business Studies Design & Technology (Resistant Materials Technology) & Business Studies Design & Technology (Textiles Technology) & Business Studies Design & Technology (Systems Control) & Business Studies French & Business Studies German & Business Studies Geography & Business Studies Geography & History Geography & History Geography & History Information Technology & Business Studies Spanish & Business Studies Notes Awarding Body WJEC WJEC WJEC WJEC WJEC AQA OCR AQA OCR AQA Edexcel OCR AQA Edexcel OCR Edexcel AQA Edexcel OCR AQA Edexcel OCR AQA OCR OCR OCR OCR AQA Edexcel OCR AQA Edexcel OCR

AQA Edexcel OCR

Syllabus A Schools History Project Syllabus B Modern World Syllabus C (British Social & Economic)

GCSE SHORT COURSE

Qualification Title Art Art Art: Drawing & Painting Art: Graphics Art: Photography Art: Textiles Art: Three Dimensional Studies Design & Technology Design & Technology: Electronic Products Notes Modular Awarding Body AQA OCR Edexcel OCR OCR OCR OCR OCR AQA OCR WJEC Edexcel

132

UK QUALIFICATIONS

Appendix D ­ Discontinued GCSE Subjects (Last Examinations 2002)

French Geography Geography German History History History History History History Information Technology Music Physical Education: Games Religious Education Religious Education Spanish

Syllabus B Syllabus A Syllabus B Syllabus C Syllabus C (British Social & Economic History) Syllabus D (Schools History Project) Syllabus E (Themes of British & World History)

Syllabuses A & B Syllabuses A & D

OCR AQA OCR Edexcel Edexcel OCR AQA Edexcel AQA AQA OCR Edexcel Edexcel AQA Edexcel OCR WJEC Edexcel Edexcel Edexcel OCR WJEC AQA CCEA

UK QUALIFICATIONS

133

Appendix E ­ GCE A Level and AS Level Subject Availability

The following is a list of the specifications approved for the revised GCE A level and Advanced Subsidiary, the first teaching of which started in September 2000. Further details about individual specifications are available from the relevant awarding bodies.

Title Accounting Ancient History Applied Art and Design Applied Art and Design (Double Award) Applied Business Applied Business (Double Award) Applied Information and Communication Technology Applied Information and Communication Technology (Double Award) Applied Performing Arts Applied Science Applied Science (Double Award) Applied Welsh Second Language (Single Award) Arabic Archaeology Art and Design Art and Design: 3D Design Art and Design: Critical and Contextual Studies Art and Design: Fine Art Art and Design: Graphic Design Art and Design: Photography Art and Design: Textiles Bengali Biblical Hebrew Biology Biology (Salters-Nuffield) Biology (Human) Business Studies Chemistry Chemistry (Nuffield) Chemistry (Salters) Chinese Classical Civilisation Classical Greek Communication Studies Computing Critical Thinking Dance Design and Technology: Food Technology Design and Technology: Product Design Design and Technology: Product Design ­ Resistant Materials Design and Technology: Systems and Control Technology Design and Technology: Textiles Technology Drama and Theatre Studies Dutch Economics Economics and Business Studies (Nuffield) Electronics Engineering English Language English Language and Literature English Literature Environmental Science European Studies (AS only) Film Studies French General Studies Geography A Geography B Geology German Government and Politics Gujarati Health and Social Care Awarding Body AQA OCR OCR AQA Edexcel OCR AQA Edexcel OCR AQA CCEA Edexcel OCR AQA CCEA Edexcel OCR AQA CCEA Edexcel OCR AQA CCEA Edexcel OCR Edexcel AQA OCR AQA OCR WJEC Edexcel AQA AQA CCEA Edexcel OCR WJEC AQA Edexcel OCR WJEC Edexcel OCR WJEC AQA Edexcel WJEC AQA Edexcel OCR WJEC AQA Edexcel OCR WJEC AQA Edexcel OCR WJEC AQA OCR AQA CCEA Edexcel OCR WJEC Edexcel AQA Edexcel OCR AQA CCEA Edexcel OCR WJEC AQA CCEA Edexcel OCR WJEC Edexcel OCR Edexcel AQA OCR AQA OCR AQA AQA Edexcel OCR WJEC OCR AQA AQA Edexcel WJEC AQA Edexcel OCR WJEC Edexcel AQA OCR WJEC Edexcel AQA Edexcel WJEC OCR AQA CCEA Edexcel OCR WJEC Edexcel AQA OCR WJEC Edexcel AQA Edexcel OCR WJEC AQA Edexcel OCR WJEC AQA CCEA Edexcel OCR WJEC AQA AQA WJEC AQA CCEA Edexcel OCR WJEC AQA Edexcel OCR AQA CCEA Edexcel OCR WJEC AQA Edexcel OCR WJEC AQA CCEA Edexcel OCR WJEC AQA CCEA Edexcel OCR OCR AQA CCEA Edexcel OCR

134

UK QUALIFICATIONS

Appendix E ­ GCE A Level and AS Level Subject Availability

Title Health and Social Care (Double Award) History History of Art History of Art and Design History, Philosophy and Ethics of Science (AS only) Home Economics Information and Communication Technology Irish Italian Japanese Latin Law Learning for Life and Work Leisure Studies Leisure Studies (Double Award) Mathematics Mathematics (MEI) Further Mathematics Pure Mathematics Statistics Media: Communication and Production Media Studies Modern Greek Modern Hebrew Moving Image Arts Music Music Technology Panjabi Performance Studies Performing Arts Persian Philosophy Physical Education Physics Physics (Salters-Horners) Polish Portuguese Psychology Psychology A Psychology B Religious Studies Russian Science Science for Public Understanding (AS only) Social Science: Citizenship (AS only) Sociology Spanish Sport and Physical Education Technology and Design Travel and Tourism Travel and Tourism (Double Award) Turkish Urdu Use of Mathematics (AS only) Welsh Welsh (Second Language) World Development (AS only)

Awarding Body AQA CCEA Edexcel OCR AQA CCEA Edexcel OCR WJEC AQA CCEA Edexcel AQA CCEA OCR AQA CCEA OCR WJEC CCEA Edexcel Edexcel AQA OCR AQA OCR WJEC CCEA AQA Edexcel OCR AQA AQA CCEA Edexcel OCR WJEC OCR AQA CCEA Edexcel WJEC AQA Edexcel WJEC AQA OCR Edexcel AQA OCR WJEC Edexcel AQA CCEA AQA CCEA Edexcel OCR WJEC Edexcel AQA OCR Edexcel OCR OCR AQA Edexcel OCR WJEC AQA CCEA Edexcel OCR WJEC Edexcel AQA OCR Edexcel OCR AQA AQA AQA CCEA Edexcel OCR WJEC Edexcel OCR AQA AQA AQA OCR WJEC AQA CCEA Edexcel OCR WJEC AQA CCEA AQA Edexcel OCR AQA Edexcel OCR OCR Edexcel AQA WJEC WJEC WJEC

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Appendix F ­ Advanced Extension Award Subject Availability

The following is a list of the Advanced Extension Awards available for 2006 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 Biology Business Chemistry Critical Thinking Economics English French Geography German History Irish Latin Mathematics Physics Religious Studies Spanish Welsh Welsh Second Language Psychology Awarding Body AQA OCR AQA OCR AQA OCR OCR WJEC CCEA Edexcel CCEA OCR Edexcel CCEA Edexcel Edexcel WJEC WJEC AQA

Appendix G ­ GNVQ Subject Availability

The following is a list of GNVQ qualifications. Part One GNVQs were replaced by GCSE (Applied) Double Awards in 2003, with the last normal certifications in June 2003. Advanced GNVQs have been replaced by AVCEs and subsequently by A levels and AS in Applied Subjects. Foundation and Intermediate GNVQs are being withdrawn, with last normal certification in 2007.

GNVQ Title Art and Design Business Construction & the Built Environment Engineering Health and Social Care Hospitality and Catering Information & Communication Technology Land and Environment Leisure and Tourism Manufacturing Media: Communication & Production Performing Arts Retail and Distributive Services Science * Last normal certification summer 2005 Part One Foundation * * * * * Intermediate * * * * *

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Appendix H ­ 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 will be held in January 2007.

Title Art & Design Business Construction & the Built Environment Engineering Health & Social Care Hospitality & Catering Information & Communication Technology Leisure & Recreation Manufacturing Media: Communication & Production Performing Arts Retail & Distributive Services Science Travel & Tourism ASVCE AVCE AVCE Double Award

Appendix I - GCE AS/AS (Double Award)/A Level/A Level (Double Award) in Applied Subjects Availability

GCE AS/A Levels in applied subjects have replaced the Advanced Vocational Certificate of Education (AVCE) qualifications. AS/A Levels in applied subjects were introduced for first teaching from September 2005. The first AS Levels were available for certification in summer 2006 and the first A Levels will be available for certification in summer 2007.

Title Applied Art & Design Applied Business Applied ICT Applied Science Engineering Health and Social Care Leisure Studies Media:Communication & Production Performing Arts Travel & Tourism AS AQA, Edexcel, OCR AQA, Edexcel, OCR AQA, Edexcel, OCR AQA, OCR Edexcel AQA, Edexcel, OCR AQA, Edexcel, OCR Edexcel Edexcel, OCR AQA, Edexcel, OCR AS Double Award AQA, Edexcel, OCR AQA, Edexcel, OCR AQA, Edexcel, OCR AQA, OCR Not available AQA, Edexcel, OCR AQA Not available Not available AQA, Edexcel, OCR A Level AQA, Edexcel, OCR AQA, Edexcel, OCR AQA, Edexcel, OCR AQA, OCR Edexcel AQA, Edexcel, OCR AQA, Edexcel, OCR Edexcel Edexcel, OCR AQA, Edexcel, OCR A Level Double Award AQA, Edexcel, OCR AQA, Edexcel, OCR AQA, Edexcel, OCR AQA, OCR Not available AQA, Edexcel, OCR AQA Not available Not available AQA, Edexcel, OCR

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137

Appendix J ­ Proxy Qualifications to act as exemptions from parts of Key Skills Assessment

Proxy qualifications are those qualifications that have been agreed to assess the same knowledge and skills as aspects of the Key Skills. Because of this overlap, candidates can claim exemption from parts of the Key Skills when they are able to provide proof of achievement of the proxy qualification. Only qualifications that appear on the list below have been mapped for the type of overlap required and can guarantee that the candidate has been assessed in the appropriate knowledge and skills. This list of qualifications is reviewed periodically to ensure that it is appropriate. The list that appears below has been agreed for use from September 2005. Only qualifications that can be quality controlled by the regulators for England (QCA), Wales (DELLS) and Northern Ireland (CCEA) can be included on the list of proxy qualifications. Qualifications from other countries, or qualifications that do not appear on this list, are not agreed proxies and cannot be used as such. Exemptions claimed by proxy qualifications must be made no longer than three years from the date of award to the date of claim for certification of the Key Skill. The three-year rule applies to all approved proxy qualifications. As there is much variation in awarding bodies' actual certification dates for national qualifications, the following will apply. Where candidates have taken GCEs, AVCEs, GNVQs, or GCSEs during the summer examination season (for example, a GCSE English qualification sat during the summer of 2003), then that qualification will be deemed to have been certificated on the last day of August the same year (in this instance, 31 August 2003). Where candidates have taken GCEs, VCEs, GNVQs or GCSEs during the winter examination season (for example, a GCSE Mathematics qualification sat during the winter of 2003/4),

APPLICATION OF NUMBER KEY SKILL - PROXY EXEMPTIONS

Level 3 Test Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No No No No Level 3 Portfolio Yes No No No No No No No No No No No No No No No Level 2 Test Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes No Level 2 Portfolio Yes No No No No No No No No No No No No No No No Level 1 Test Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Level 1 Portfolio Yes No No No No No No No No No No No No No No No

then that qualification will be deemed to have been certificated on the last day of March immediately following (in this instance, 31 March 2004). Example: A student achieves GCE A Level English Literature (Grade B) in the summer session of 2004. Accordingly, the student is deemed to have been certificated on 31 August 2004. The student then completes the Communication Key Skill portfolio at Level 3 in July 2006. Because the student achieved a GCE A Level English Literature qualification within the three year currency rule (in this instance, 31 August 2004 ­ 30 August 2007), the student is exempt from sitting the Key Skills Communication test at Level 3 and can claim certification in the Communication Key Skill at Level 3 in July 2006. The student must claim the certificate in the Communication Key Skill at Level 3 by 30 August 2007. Candidates who achieve Key Skills are achieving a skill at a nationally agreed standard. The achievement provides assurance that the candidate has the knowledge and understanding required by the Key Skill, but also has demonstrated the ability to apply that knowledge in everyday situations. In order to maintain this assurance of knowledge, skills and application, the candidate can only claim the exemption based on a proxy qualification achieved in the recent past (ie three years). This ensures that the skills are current skills, not those that may have been achieved many years ago which the candidate may not be able to recall and reproduce with assurance. All Key Skills awarding bodies recognise agreed proxy qualifications. Centres should therefore contact their awarding body to confirm the system of recognising proxy qualifications on behalf of candidates. To qualify, candidates must produce a valid certificate as proof of achievement in the proxy qualification.

GCE AS Use of Mathematics A-E GCE A Level Mathematics A-E GCE A Level Pure Mathematics A-E GCE A Level Further Mathematics A-E GCE A Level Statistics A-E GCE AS Level Mathematics A-E GCE AS Level Pure Mathematics A-E GCE AS Level Further Mathematics A-E GCE AS Level Statistics A-E GCE AS Mechanics A-E GCE AS Discrete Mathematics A-E GCE AS Applied Mathematics A-E GCSE Mathematics A*-C GCSE Mathematics D-G Certificate in Adult Numeracy Level 2 Pass Certificate in Adult Numeracy Level 1 Pass

COMMUNICATION KEY SKILL - PROXY EXEMPTIONS

Level 3 Test Yes Yes Yes Yes Yes Yes No Level 3 Portfolio No No No No No No No Level 2 Test Yes Yes Yes Yes Yes Yes Yes Level 2 Portfolio No No No No No No No Level 1 Test Yes Yes Yes Yes Yes Yes Yes Level 1 Portfolio No No No No No No No

GCE A Level English Language A-E GCE A Level English Literature A-E GCE A Level English Language and Literature A-E GCE AS Level English Language A-E GCE AS Level English Literature A-E GCE AS Level English Language and Literature A-E GCSE English A*-C

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Appendix J ­ Proxy Qualifications to act as exemptions from parts of Key Skills Assessment

GCSE English D-G GCSE English Literature A*-C GCSE English Literature D-G AQA GCSE General Studies A*-C AQA GCSE General Studies D-G Certificate in Adult Literacy Level 2 Pass Certificate in Adult Literacy Level 1 Pass GCE A Level Welsh A-E GCE A Level Welsh Second Langague A-E GCE AS Level Welsh A-E GCE AS Level Welsh Second Language A-E AS VCE in Welsh Second Language A-E GCSE Welsh A*-C GCSE Irish (Gaeilge) A*-C GCSE Welsh D-G GCSE Irish (Gaeilge) D-G GCSE Welsh Literature A*-C GCSE Welsh Literature D-G GCSE Welsh Second Language A*-C GCSE Welsh Second Language D-G Welsh Second Language GNVQ units (Intermediate) Pass - Distinction Welsh Second Language GNVQ units (Foundation) Pass - Distinction Foundation Award in Welsh Second Language Pass - Distinction Intermediate Award in Welsh Second Language Pass - Distinction

Level 3 Test No No No No No No No Yes No Yes No No No No No No No No No No No No No No

Level 3 Portfolio No No No No No No No No No No No No No No No No No No No No No No No No

Level 2 Test No Yes No Yes No Yes No Yes Yes Yes Yes Yes Yes Yes No No Yes No No No No No No No

Level 2 Portfolio No No No No No No No No No No No No No No No No No No No No No No No No

Level 1 Test Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes No No Yes

Level 1 Portfolio No No No No No No No No No No No No No No No No No No No No No No No No

INFORMATION AND COMMUNICATION TECHNOLOGY KEY SKILL - PROXY EXEMPTIONS

Level 3 Test EDEXCEL Level 2 Award in Digital Applications for IT Users (New for September 2005) Pass EDEXCEL Level 2 Certificate in Digital Applications for IT Users (New for September 2005) Pass EDEXCEL Level 2 Diploma in Digital Applications for IT Users (New for September 2005) Pass OCR Level 2 Certificate for IT Users (CLAiT Plus) (New for September 2005) Pass OCR Level 3 Certificate for IT Users (Advanced CLAiT) (New for September 2005) Pass BCS Level 2 Certificate for IT Users (ECDL) Pass GCE A Level Computing A-E GCE A Level ICT or IT A-E GCE AS Level Computing A-E GCE AS Level ICT or IT A-E GCE AS Level in Applied ICT A-E GCE AS Level in Applied ICT (Double Award) AA-EE GCE A Level in Applied ICT A-E GCE A Level in Applied ICT (Double Award) AA-EE GCSE Computer Studies A*-C GCSE Computer Studies D-G GCSE ICT or IT A*-C GCSE ICT or IT D-G Applied ICT GCSE A*-C Applied ICT GCSE D-G GCSE Information Systems A*-C GCSE Information Systems D-G ASVCE, AVCE or AVCE DA ICT or IT A-E Advanced GNVQ (Part Award, Single Award or Double Award) ICT or IT Pass/Merit/Distinction Intermediate GNVQ (full award or part one award) ICT or IT Pass/Merit/Distinction Foundation GNVQ (full award or part one award) ICT or IT Pass/Merit/Distinction GCSE Short course ICT or IT A*-C GCSE Short course ICT or IT D-G GCSE Short Course Information Systems A*-C GCSE Short Course Information Systems D-G No No No No Yes No Yes Yes Yes Yes Yes Yes Yes Yes No No No No No No No No Yes Yes No No No No No No Level 3 Portfolio No No No No No No Yes Yes No No Yes Yes Yes Yes No No No No No No No No Yes Yes No No No No No No Level 2 Test Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes No Yes No Yes No Yes Yes Yes No Yes No Yes No Level 2 Portfolio Yes Yes Yes No No No Yes Yes No No Yes Yes Yes Yes Yes No Yes No Yes No Yes No Yes Yes Yes No Yes No Yes No Level 1 Test Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Level 1 Portfolio Yes Yes Yes No No No Yes Yes No No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

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UK QUALIFICATIONS

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Appendix J ­ Proxy Qualifications to act as exemptions from parts of Key Skills Assessment

Scottish Qualifications Authority (SQA) National Courses that act as proxies for Key Skills

COMMUNICATION KEY SKILL ­ PROXY EXEMPTIONS

Level 3 Test No No No No Yes Yes Level 3 Portfolio No No No No No No Level 2 Test No No Yes Yes Yes Yes Level 2 Portfolio No No No No No No Level 1 Test Yes Yes Yes Yes Yes Yes Level 1 Portfolio No No No No No No

Standard Grade English General English and Communication Intermediate 1 Standard Grade English Credit English Intermediate 2 English and Communication Higher English (Previously English and Communication) Advanced Higher

APPLICATION OF NUMBER KEY SKILL ­ PROXY EXEMPTIONS

Level 3 Test No No No No Yes Yes Yes Level 3 Portfolio No No No No No No No Level 2 Test No No Yes Yes Yes Yes Yes Level 2 Portfolio No No No No No No No Level 1 Test Yes Yes Yes Yes Yes Yes Yes Level 1 Portfolio No No No No No No No

Standard Grade Mathematics General Mathematics Intermediate 1 Standard Grade Mathematics Credit Mathematics Intermediate 2 Mathematics Higher Mathematics Advanced Higher Applied Mathematics Advanced Higher

INFORMATION AND COMMUNICATION TECHNOLOGY KEY SKILL ­ PROXY EXEMPTIONS

Level 3 Test No No No No No Yes Yes Yes Yes Level 3 Portfolio No No No No No No No No No Level 2 Test No No Yes Yes Yes Yes Yes Yes Yes Level 2 Portfolio No No No No No No No No No Level 1 Test Yes Yes Yes Yes Yes Yes Yes Yes Yes Level 1 Portfolio No No No No No No No No No

Standard Grade Computing Studies General Computing Studies Intermediate 1 Standard Grade Computing Studies Credit Computing Intermediate 2 Information Systems Intermediate 2 Computing Higher Computing Advanced Higher Information Systems Higher Information Systems Advanced Higher

Irish Leaving Certificate proxy arrangements

COMMUNICATION KEY SKILL ­ PROXY EXEMPTIONS

Level 3 Test Yes No No Level 3 Portfolio No No No Level 2 Test Yes Yes No Level 2 Portfolio No No No Level 1 Test Yes Yes Yes Level 1 Portfolio No No No

Leaving Certificate English (higher level) A1-C2 Leaving Certificate English (ordinary level) A1-B3 Leaving Certificate English (ordinary level) C1-D3

APPLICATION OF NUMBER KEY SKILL ­ PROXY EXEMPTIONS

Level 3 Test Yes No No Level 3 Portfolio No No No Level 2 Test Yes Yes No Level 2 Portfolio No No No Level 1 Test Yes Yes Yes Level 1 Portfolio No No No

Leaving Certificate Maths (higher level) A1-C2 Leaving Certificate Maths (ordinary level) A1-B3 Leaving Certificate Maths (ordinary level) C1-D3

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Appendix K ­ Additional Admissions Tests Additional Admissions Tests currently in use for progression to HE in the United Kingdom

BIOMEDICAL ADMISSIONS TEST (BMAT) SIXTH TERM EXAMINATION PAPERS (STEP)

Used for entry to Medicine and Veterinary School Entry method: via Cambridge Assessment Entry deadline: 29 September 2006 Test date: 1 November 2006 Duration of test: 2 hours Further information: www.bmat.org.uk

GRADUATE MEDICAL SCHOOL ADMISSIONS TEST (GAMSAT)

Used for entry to Mathematics at the University of Cambridge Entry method: via applicant's school or college, in the same way as GCE A Levels Entry deadline: N/A Test date: the dates of STEP papers are immediately after those for GCE A Level examinations Duration of test: 3 hours Further information: www.cam.ac.uk/admissions/undergraduate/tests/step.html

THINKING SKILLS ASSESSMENT (TSA)

Used for graduate entry to Medicine Entry method: via ACER website www.acer.edu.au Entry deadline: 31 October 2006 Test date: 5 January 2007 Duration of test: 51/2 hours Results available: Last week February/first week March Further information: www.acer.edu.au

HISTORY APTITUDE TEST (HAT)

Used for entry mainly to Computer Science, Natural Sciences, Engineering and Economics at the University of Cambridge Entry method: the University of Cambridge will inform applicants of all admission requirements Entry deadline: N/A Test date: at interview Duration of test: 90 minutes Further information: http://tsa.ucles.org.uk/index.html

UK CLINICAL APTITUDE TEST (UKCAT)

Used for entry into all courses that include History at Oxford University Entry method: automatic when UCAS application arrives at Oxford Entry deadline: N/A Test date: 1 November 2006 Duration of test: Approximately 2 hours Further information: http://www.history.ox.ac.uk/prosundergrad/ applying/hat_introduction.htm

MODERN AND MEDIEVAL LANGUAGES TEST (MML)

Used for entry to Medical and Dental Schools Entry method: via UKCAT website Entry deadline: 22 September 2006 Test dates: 11 July 2006 ­ 29 September 2006 Duration of test: 11/2 hours Further information: www.ukcat.ac.uk

uniTEST

Used for entry to Modern and Medieval Languages at the University of Cambridge Entry method: colleges will inform applicants of admission requirements Entry deadline: N/A Test date: at interview Duration of test: 45 minutes Further information: www.mml.cam.ac.uk

MEDICAL SCHOOL ADMISSIONS TEST (MSAT)

Generic university admissions test being piloted in 2006. Used for assessing reasoning and critical thinking skills, for use in the admissions process in a range of institutions and for a variety of courses Entry method: Candidates will be requested to participate in the validity study via their school or college. Entry deadline: 25 April 2006 Test date: 10 May 2006. Additional tests at International Baccalaureate centres: 25 May 2006, and Scottish centres: 14 June 2006 Duration of test: 21/2 hours Further information: www.unitest.org.uk

Used for entry to Medicine Entry method: via ACER website www.acer.edu.au Entry deadline: 27 October 2006 Test date: 27 November 2006 Duration of test: 3 hours Further information: www.acer.edu.au/msat

THE NATIONAL ADMISSIONS TEST FOR LAW (LNAT)

Used for entry to Law Entry method: via LNAT website www.lnat.ac.uk Entry deadline: Oxford University and the University of Cambridge ­ 15 October 2006; on-time applications to other LNAT universities ­ 15 January 2007; late applications to other LNAT universities ­ 25 June 2007 Test date: Oxford or Cambridge applicants ­ by 1 November 2006; other on-time applicants ­ 15 January 2007; other late applicants ­ 30 June 2007 Duration of test: 2 hours Further information: www.lnat.ac.uk

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141

Appendix L ­ 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

Proficiency ­ Pass or better

ASSESSMENT AND QUALIFICATIONS ALLIANCE (AQA) CERTIFICATES IN ENGLISH LANGUAGE SKILLS (ESOL)

Hong Kong Advanced Supplementary Level Examination: Use of English ­ Grade E or better Hong Kong Certificate of Education (HKCEE) prior to 2007: English Language (Syllabus B) ­ Grade C or better. 2007 onwards: English Language Level 5 or 5*

INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM (IELTS)

SET 2 ­ Performance is not graded but candidates do receive marks (within 5%) achieved in reading, writing, listening and speaking

CAMBRIDGE ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)

First Certificate in English ­ National Qualifications Framework [NQF] Level 1 Certificate in Advanced English ­ NQF Level 2 Certificate in Proficiency in English ­ NQF Level 3 Business English Certificate Vantage ­ NQF Level 1 Business English Certificate Higher ­ NQF Level 2 Certificate in English Language Skills ­ A combination of reading, listening, oral interaction and writing certificates. Higher level corresponds to NQF Level 2, and Vantage level to NQF Level 1. There are two passing grades: Pass and Pass with Merit 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)

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

Diploma in English for International CommunicationTests English language skills at degree-equivalent level. Last awarded 2004.

LONDON CHAMBER OF COMMERCE AND INDUSTRY INTERNATIONAL QUALIFICATIONS

English for Business (EFB) ­ Pass at Level 3 English for Commerce (EFC) ­ Pass at Level 3 Spoken English for Industry and Commerce (SEFIC) ­ Pass at Level 3 English Language Skills Assessment (ELSA) Reading & Listening Test ­ Score of 383/500

MALAYSIAN UNIVERSITY ENGLISH TEST (MUET)

GCE O Level English Language (Syllabus numbers 1119, 1120, 1123, 1124, 1125, 1126)­ Grade C or better IGCSE English as a Second Language (Syllabus number 0510) ­ Grade C or better IGCSE First Language English (Syllabus number 0500) ­ Grade C or better

CERTIFICATE IN ESOL SKILLS FOR LIFE

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: [email protected] w: www.mpm.edu.my

MICHIGAN ENGLISH LANGUAGE ASSESSMENT BATTERY (MELAB)

Offered by Cambridge ESOL, City and Guilds, Edexcel, Education Development International plc, English Speaking Board, Open College of the North West and Trinity College London. The Levels are set to equivalent NQF Levels.

CITY AND GUILDS

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.

TRINITY

English for Business Communication­ Level 2 First Class Pass, or Level 3 Pass for more linguistically exacting courses International ESOL and International Spoken ESOL ­ Expert level (NQF Level 2)

EDEXCEL

ESOL ­ Acceptable at Grade 7 or above as evidence of spoken English ability Integrated Skills Test in English (ISE) ­ Level II and above

TEST OF ENGLISH AS A FOREIGN LANGUAGE (TOEFL)

International GCE O Level English Language­ Grade C or better IGCSE English as a Second Language­ Grade C or better IGCSE English Language­ Grade C or better

ENGLISH SPEAKING BOARD

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

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) Schools EAL­ Advanced 1 and Advanced 2 (NQF Level 2)

HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITY

Hong Kong Advanced Level Examination: Use of English ­ Grade E or better

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.

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Appendix M ­ National Courses available in Scotland (Intermediate to Advanced Higher Level)

Title Accounting Administration Advertising, Marketing and Public Relations Amenity Horticulture Applied Mathematics: Mechanics Applied Mathematics: Numerical Analysis Applied Mathematics: Statistics Applied Practical Electronics Architectural Technology Art and Design Art and Design: Research and Appreciation Art and Design Enquiry: Design Art and Design Enquiry: Expressive Automotive Engineering Beauty: Beauty Care Biology Biotechnology Building Construction Business Management Care Care Issues for Society: Child Care Care Issues for Society: Older People Care Practice Chemistry Classical Greek Classical Studies Computing Computing Studies Creative Cake Production Crop Establishment Dance Practice Design Drama Early Years Care and Education Early Years Curriculum Economics Electrical Engineering Electrical Installations Fundamentals Electronic and Electrical Fundamentals Electronics Engineering Craft Skills English Experiential Approaches to Early Years Care and Education Fabrication and Welding Fabrication and Welding Engineering Fish Husbandry Fitness and Exercise Food Production Supervision French Gaelic (Learners) Gaelic (Learners): Listening and Talking Gaelic (Learners): Reading and Writing Gàidhlig Geography Geology German Graphic Communication Hairdressing: Principles of Colouring Hair Health and Safety in Care Settings History Home Economics ­ Fashion and Textile Technology Home Economics ­ Health and Food Technology Home Economics ­ Lifestyle and Consumer Technology Hospitality ­ Food and Drink Service Hospitality ­ General Operations Hospitality ­ Practical Cookery Hospitality ­ Professional Cookery Intermediate 1 Intermediate 2 Higher Advanced Higher

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Appendix M ­ National Courses available in Scotland (Intermediate to Advanced Higher Level)

Title Hospitality ­ Reception and Accommodation Operations Hospitality Facilities Supervision Human Biology Information Systems Investigating Fish Rearing Systems Investigating the Natural Environment Italian Latin Leading Sports Activities Livestock Production Managing Environmental Resources Mathematics: Maths 1, 2 and 3 Mathematics: Maths 1, 2 and Applications Mathematics: Maths 1, 2 and Stats Mechanical Engineering Mechatronics Media Studies Mental Health Care Modern Studies Music with Accompanying Music with Inventing Music with Listening Music with Midi Sequencing Music with Performing Music with Performing 1 Music with Performing 2 Music with Sound Engineering and Production Music with Training and Directing Personal and Social Education Philosophy Photography for the Media Physical Education Physics Plant Propagation Politics* Product Design Professional Patisserie Psychology Religious, Moral and Philosophical Studies Retail Travel Russian Selling Overseas Tourist Destinations Selling Scheduled Air Travel Sociology** Spanish Sports Coaching Studies Sports Organisation Structural Engineering Technological Studies Travel and Tourism Visual Arts Woodworking Skills

Intermediate 1

Intermediate 2

Higher

Advanced Higher

* New Intermediate 2 units in Politics (revised in line with revision to the units of the Higher course) will be introduced in session 2006/7. ** New Intermediate 1 units in Sociology (revised in line with revision to the units of the Intermediate 2 course) will be introduced in session 2006/7.

STANDARD GRADES ­ SUBJECT AVAILABILITY (AT DATE OF PUBLICATION)

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

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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.

UCAS is the organisation responsible for managing applications to higher education courses in the UK. Choosing what and where to study are very important decisions. Every year we help over 500,000 applicants apply to university or college in the UK.

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