An Introduction to the Scottish Credit and Qualifications Framework

More documents

Recommendations

Info

Appendix 3 The level descriptors NB These descriptors set out the characteristic generic outcomes of each level. They are intended to provide a general, shared understanding of each level and to allow broad comparisons to be made between qualifications and learning at different levels. They are not intended to give precise or comprehensive statements, and there is no expectation that every qualification or programme should have all of the characteristics. The descriptors have been developed through a series of consultations and are offered as a first working guide which will be revised in the light of feedback on their use. SCQF Level 1 — (Access 1) There is no separate descriptor for level 1, which covers all provision that comes below the full achievement of level 2. 2 6
SCQF Level 2 (Access 2 is an example of qualifications on this level) NB These descriptors set out the characteristic generic outcomes of each level. They are intended to provide a general, shared understanding of each level and to allow broad comparisons to be made between qualifications and learning at different levels. They are not intended to give precise or comprehensive statements, and there is no expectation that every qualification or programme should have all of the characteristics. The descriptors have been developed through a series of consultations and are offered as a first working guide which will be revised in the light of feedback on their use. Knowledge and understanding Practice: Applied knowledge and understanding Generic cognitive skills Characteristic outcomes of learning at each level include the ability to: Communication, ICT and numeracy skills Autonomy, accountability and working with others Demonstrate and/or work with: • knowledge of simple facts and ideas in a subject/discipline Relate knowledge to a few simple everyday contexts with prompting. Use a few very simple skills. Carry out, with guidance, a few familiar tasks. Use, under supervision, basic tools and materials. Use rehearsed stages for solving problems. Operate in personal and/or everyday contexts. Take some account, with prompting, of identified consequences of action. Use very simple skills with assistance — for example: • produce and respond to a limited range of very simple written and oral communication in familiar/routine contexts • carry out a limited range of very simple tasks to process data and access information Work alone or with others on simple routine, familiar tasks under frequent and directive supervision. Identify, given simple criteria, some successes and/or failures of the work. • use a limited range of very simple and familiar numerical and graphical data in familiar and everyday contexts 2 7
Page 1 and 2: An Introduction to the Scottish Cre
Page 3 and 4: Contents Foreword Executive summary
Page 5 and 6: Executive summary This guide provid
Page 7 and 8: 1 Background and introduction From
Page 9 and 10: The Scottish Credit and Qualificati
Page 11 and 12: • determining the level of indivi
Page 13 and 14: SCQF credit rated qualifications DO
Page 15 and 16: HIGHER NATIONAL DIPLOMAS SCQF level
Page 17 and 18: SCOTTISH GROUP AWARD (SGA) AT INTER
Page 19 and 20: NATIONAL COURSES AT INTERMEDIATE 1
Page 21 and 22: PROFESSIONAL DEVELOPMENT AWARDS (PD
Page 23 and 24: For further information on the SCQF
Page 25 and 26: The Implementation Group An Impleme
Page 27 and 28: The Scottish Executive The Scottish
Page 29 and 30: Many programmes of learning have gr
Page 31: In some cases, the SCQF levels and
Page 35 and 36: SCQF Level 4 (Intermediate 1, Stand
Page 37 and 38: SCQF Level 6 (Higher, SVQ 3 are exa
Page 39 and 40: SCQF Level 8 (SHE level 2) (Dip HE,
Page 41 and 42: SCQF Level 10 (SHE level 4) (Honour
Page 43 and 44: SCQF Level 12 (SHE level 6, PG 2) (

An Introduction to the Scottish Credit and Qualifications Framework

Create successful ePaper yourself

Delete template?

Save as template?