DOCSLIB.ORG

UCAS Tariff Tables

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
UCAS Tariff Tables UCAS Tariff tables Tariff points for entry to higher education for the 2022-23 academic year May 2021 These Tariff points are used for applications submitted for the 2022 admissions cycle onwards (i.e. for students making applications from September 2021 for full-time courses starting from September 2022). Table of Contents Using the Tariff tables ................................................................................................. 10 Feedback and questions ....................................................................................................... 10 1. UK benchmark qualifications .................................................................................. 11 A level and AS qualifications ................................................................................................. 11 BTECs (known as Nationals) .................................................................................................. 16 Cambridge International Pre-U Diploma ............................................................................... 21 Cambridge Technicals ........................................................................................................... 23 Core Maths qualifications ..................................................................................................... 26 Extended Project .................................................................................................................. 26 International Baccalaureate .................................................................................................. 27 Scottish Advanced Higher ..................................................................................................... 29 Scottish Higher ...................................................................................................................... 29 Scottish Baccalaureate .......................................................................................................... 29 Scottish Baccalaureate Interdisciplinary Project ................................................................... 30 T levels .................................................................................................................................. 30 Advanced Welsh Baccalaureate - Skills Challenge Certificate (first teaching September 2015 and first award 2017) ............................................................................................................ 31 Welsh Baccalaureate Advanced Diploma – Core (awarded until 2016) ................................. 31 2. Other UK qualifications ........................................................................................... 32 AAT Accounting qualifications .............................................................................................. 32 ABC Diploma in Fashion Retail .............................................................................................. 33 ABC Level 3 Diploma in Fabrication and Welding Practice (QCF) .......................................... 33 Active IQ Level 3 Diploma in Fitness Instructing and Personal Training ................................ 33 Active IQ Level 3 Diploma in Fitness Instructing and Physical Activity .................................. 33 Active IQ Level 3 Diploma in Health and Fitness ................................................................... 33 Active IQ Level 3 Diploma in Physical Activity, Fitness and Exercise Science ......................... 34 Active IQ Diploma in Physical Activity, Fitness and Exercise Science (QCF) ........................... 34 Advanced Extension Award .................................................................................................. 35 Agored Cymru Level 3 Extended Award in Religious Education: Growing in Virtue and Religious Literacy .................................................................................................................. 35 AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills ....................... 35 AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills (first teaching 2018) ..................................................................................................................................... 35 AIM Awards Level 3 Diploma in Games, Animation and VFX Skills ....................................... 36 AIM Awards Level 3 Certificate in Counselling (603/3986/X) ................................................ 36 AIM Qualifications Level 3 Certificate in ESOL International (Anglia Mastery) ...................... 36 AQA Certificate in Enterprise, Employability and Personal Finance ...................................... 37 AQA Level 3 Certificate in Applied Business .......................................................................... 37 AQA Level 3 Extended Certificate in Applied Science ............................................................ 38 AQA Level 3 Certificate in Applied Science ............................................................................ 38 AQA Level 3 Technical Levels ................................................................................................ 39 Arts Award (Gold) ................................................................................................................. 40 ASDAN Community Volunteering qualifications ................................................................... 41 ASDAN Award of Personal Effectiveness .............................................................................. 41 ATHE Level 3 Diploma in Business ......................................................................................... 41 ATHE Level 3 Entrepreneurship qualifications ...................................................................... 41 BCS Certificate in IT User Skills (ECDL Advanced) .................................................................. 42 British Horse Society qualifications ....................................................................................... 42 Security Marking: PUBLIC Page 2 of 215 These Tariff points are used for applications submitted for the 2022 admissions cycle onwards (i.e. for students making applications from September 2021 for full-time courses starting from September 2022). BIIAB Level 3 Diploma in Cultural Heritage ........................................................................... 43 BIFM Level 3 Diploma in Facilities Management ................................................................... 43 BPEC Level 3 Diploma in Plumbing Foundation ..................................................................... 44 BTEC qualifications (NQF) (excluding BTEC National qualifications) ...................................... 44 BTEC Nationals (NQF) from 2007 .......................................................................................... 45 BTEC Nationals in Children’s Play, Learning and Development (NQF) ................................... 47 BTEC Nationals in Early Years (NQF)...................................................................................... 49 BTEC Specialist qualifications ................................................................................................ 50 Pearson BTEC qualifications in Advanced Manufacturing Engineering (Development Technical Knowledge) ........................................................................................................... 50 Pearson BTEC Diplomas in Principles of Bus and Coach Engineering and Maintenance ........ 52 Pearson BTEC Level 3 Diploma in Light Vehicle Maintenance and Repair Principles (QCF) ... 52 Pearson BTEC Level 3 Diploma in Food and Beverage Service Supervision (QCF) .................. 52 Pearson BTEC Level 3 Diploma in Retail Knowledge (QCF) .................................................... 53 Pearson BTEC Level 3 Diploma in Sporting Excellence .......................................................... 53 Pearson BTEC Level 3 Diploma in Sports Development (QCF) ............................................... 53 Pearson BTEC Certificate in Understanding Sports Performance .......................................... 53 Pearson BTEC Level 3 Technical Level in Food and Beverage Service Supervision ................. 53 Pearson BTEC qualifications in Professional Cookery for Professional Chefs ........................ 54 Pearson BTEC Level 3 Diploma in Composites Engineering (603/3186/0) ............................. 55 NCFE CACHE qualifications in Childcare and Education ......................................................... 55 NCFE CACHE Level 3 Extended Diploma for Children’s Care, Learning and Development (Wales and Northern Ireland) ............................................................................................... 58 NCFE CACHE Level 3 Extended Diploma for the Children and Young People’s Workforce .... 58 NCFE CACHE qualifications in Early Years Education ............................................................. 59 NCFE CACHE qualifications in Early Years, Childcare and Education ...................................... 59 NCFE CACHE qualifications in Health and Social Care ............................................................ 60 NCFE CACHE Level 3 Extended Diploma in Health and Social Care (Adults) (Northern Ireland) .............................................................................................................................................. 62 NCFE CACHE Level 3 Diploma in Clinical Healthcare Support ...............................................
Load more

Recommended publications
  • Classifying Educational Programmes
    Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries.
    [Show full text]
  • Summer 2020 Grades for GCSE, AS and a Level, Extended Project Qualification and Advanced Extension Award in Maths
    Summer 2020 grades for GCSE, AS and A level, Extended Project Qualification and Advanced Extension Award in maths Guidance for teachers, students, parents and carers 1 Summer 2020 grades for GCSE, AS and A level, Extended Project Qualification and Advanced Extension Award in maths Contents Introduction ........................................................................................................................... 5 Which qualifications are covered? ...................................................................................... 5 Does this process apply to vocational and technical qualifications too? ............................. 6 Grading and standardisation ............................................................................................... 6 How will centre assessment grades work? ......................................................................... 6 Why do centre assessment grades need to be standardised? ........................................... 6 How will grades be standardised? ...................................................................................... 7 What data will the standardisation model use? ................................................................... 7 Will the standardisation model be the same across subjects and exam boards? ............... 8 Will the standardisation model cut all grades by a third, as reported in the media? ........... 8 Will the standardisation model take into account different sizes of centre or subject entry? ...........................................................................................................................................
    [Show full text]
  • AEA Mathematics
    AEA Mathematics Specification Pearson Edexcel Advanced Extension Award in Mathematics First teaching from September 2017 First certification from 2019 Issue 1 Contents 1 Introduction 1 Why choose the Pearson Edexcel Advanced Extension Award in Mathematics? 1 Supporting you in planning and implementing this qualification 2 Qualification at a glance 3 2 Subject content and assessment information 4 Assessment Objectives 6 3 Administration and general information 7 Entries 7 Access arrangements, reasonable adjustments, special consideration and malpractice 7 Student recruitment and progression 10 Appendix 1: The context for the development of this qualification 13 Appendix 2: Transferable skills 15 Appendix 3: Codes 16 1 Introduction Why choose the Pearson Edexcel Advanced Extension Award in Mathematics? We have listened to feedback from all parts of the mathematics subject community, including higher education. We have used this opportunity of curriculum change to redesign a qualification that reflects the demands of a wide variety of end users, as well as retaining many of the features that have contributed to the increasing popularity of GCE Mathematics in recent years. We provide the following. ● A simple, intuitive specification, with the same content as GCE Advanced Level in Mathematics, so that there is no new content to teach students who want to take this Pearson Edexcel Advanced Extension Award (AEA) in Mathematics. ● Clear, familiar examinations – the Advanced Extension Award (AEA) exams are necessarily demanding but with the assessment approach staying the same, exams will follow a similar format to legacy AEA papers. ● Exam practice to fully prepare students for examinations. Although the content is the same as the GCE Advanced Level in Mathematics, the assessment is significantly different, so some practice to prepare for the exam is essential.
    [Show full text]
  • National Qualifications Framework Developments in Europe 2017
    ENENEN NATIONAL QUALIFICATIONS FRAMEWORK DEVELOPMENTS IN EUROPE 2017 National qualifications framework developments in Europe 2017 Luxembourg: Publications Office of the European Union, 2018 Please cite this publication as: Cedefop (2018). National qualifications framework developments in Europe 2017. Luxembourg: Publications Office. http://data.europa.eu/doi/10.2801/029873 A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Luxembourg: Publications Office of the European Union, 2018 Copyright © European Centre for the Development of Vocational Training (Cedefop), 2018 All rights reserved. PRINT ISBN: 78-92-896-2649-1 doi:10.2801/545730 TI-01-18-117-EN-C PDF ISBN: 978-92-896-2650-7 doi:10.2801/029873 TI-01-18-117-EN-N Designed by Missing Element Prague Printed in the European Union The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75. Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020 E-mail: [email protected] www.cedefop.europa.eu Joachim James Calleja, Director Tatjana Babrauskiene, Chair of the Governing Board Foreword Cedefop has been working on transparency and recognition of qualifications since the 1980s and has helped shape the European qualifications framework (EQF), adopted in 2008 and revised in 2017.
    [Show full text]
  • Tools to Determine How to Award Advanced Credit
    13 - Year Education Systems Tools to Determine How to Award Advanced Credit Authored by Erin Hari and Amanda Holder Contents Introduction 13-Year Education Systems Conceptualization and Relevance of Topic Narrowing of Topic and Initial Phase of Data Collection Research Methodology and Procedure Identifying 13-Year Education Systems Number of 13-Year Education Systems by Region Top 10 Sending Countries with 13-Year Education Systems Countries and Credentials Evaluated for Advanced Credit Determining Advanced Credit at Perspective Institutions Creating a Standardized Evaluation Form Successes and Struggles of Utilizing the Template Institution A Institution B Outcomes Institution A Institution B Recommendations Conclusion Appendices Appendix A: 13-Year Education Systems Data Table Appendix B: Foreign Credential Evaluation of Advanced Credit Form Appendix C: 13-Year Education Systems Curriculum Sources Introduction In November 2017, the AACRAO International Education Standards Council (IESC) selected Amanda Holder and Erin Hari to serve as the 2018 IESC Fellows. The fellows used two different types of universities for their research. A mid-sized private university (Institution A) and a large public university (Institution B). They served as non-voting participants and were assigned two IESC mentors to guide them through a research project. They attended bi-weekly teleconferences as well as occasional in-person meetings and completed their term at the conclusion of the AACRAO Annual Meeting in April 2019. Upon the start of their term, the IESC decided to focus their research on 13-year education systems and the need to determine how and when to award advanced credit for these types of systems. The elementary/secondary education system in the United States is a 12-year based model.
    [Show full text]
  • Comparing Progression Routes to Post-16 Science Qualifications
    This is a single article from Research Matters: A Cambridge Assessment publication. http://www.cambridgeassessment.org.uk/research-matters/ © UCLES 2013 Comparing progression routes to post-16 Science qualifications Carmen Vidal Rodeiro Research Division Introduction related learning. The course is intended to provide students with the technical knowledge, skills and understanding needed in the workplace, in At present, awarding bodies in England provide schools and students with further education or training. In particular, it aims to provide students a wide choice of Science qualifications, aiming to ensure that pupils study with the ability to apply their Science knowledge and skills to solving Science that is relevant and up-to-date and that there is choice in the scientific problems in a variety of vocational contexts. courses to prepare them for different routes post-16. There are other Science qualifications at level 2, equivalent to one or The most recent programme of study for Science at level 2 1 allows more GCSEs, that account for a small percentage of the Science students to study a single GCSE 2 in Science. This single Science GCSE, qualifications offered in schools (e.g. BTEC 4 First in Applied Science or which has great emphasis on scientific literacy, is intended to provide a Cambridge Nationals in Science). They are an alternative to the courses good foundation to study the subject at AS or A level 3, and a good mentioned above and they intend to provide students with the technical background for specialism in other sciences (Millar, 2006). knowledge and skills needed in the workplace, in further education or in Additionally, pupils can take one of two complementary GCSEs: GCSE training.
    [Show full text]
  • Summer 2020 Grades for GCSE, AS and a Level, Extended Project Qualification and Advanced Extension Award in Maths
    GUIDANCE Summer 2020 grades for GCSE, AS and A level, Extended Project Qualification and Advanced Extension Award in maths Guidance for teachers, students, parents and carers 1 Summer 2020 grades for GCSE, AS and A level, Extended Project Qualification and Advanced Extension Award in maths Contents Introduction .............................................................................................................................. 5 Which qualifications are covered? ........................................................................................ 5 Does this process apply to vocational and technical qualifications too? .............................. 6 How it will work ........................................................................................................................ 6 How will centre assessment grades work? ........................................................................... 6 When and how will centre assessment grades be submitted to exam boards? ................... 6 Should schools and colleges be setting students new work to inform the grade they submit? ................................................................................................................................... 6 What does this mean for non-exam assessment? ................................................................ 7 Do schools and colleges need to submit the evidence they have used for grading? .......... 7 How can schools and colleges rank order their students accurately? .................................. 7 How
    [Show full text]
  • Changing Times, Changing Qualifications
    This is a single article from Research Matters: A Cambridge Assessment publication. http://www.cambridgeassessment.org.uk/research-matters/ © UCLES 2013 Changing times, changing qualifcations Nicky Rushton Research Division Introduction most important dates. Following on from this are summaries of the major events associated with each qualification/reform and references that During recent years there have been many changes in education and have been identified for this information. These summaries do not give a assessment in England. Since 2000, curricula have been updated, particular comprehensive account of any particular event or document. Instead, skills have been included then removed from assessment, several new relevant references are provided as a useful starting point to enable the qualifications for students in English secondary schools have been added reader to investigate further. Where possible, the references given are for to the Register of Regulated Qualifications and other qualifications have published documents and publications, so that the reader can use them been withdrawn. When so many changes occur in a short space of time it as a reference for the dates of particular events without needing to carry is difficult to keep track of them, and the time at which they happened. out further research. Occasionally it has been necessary to provide links This is particularly problematic when identifying the dates that to web pages instead. If this has been done, every effort has been made qualifications were available. to ensure that the links are likely to prove permanent. This article tracks some of the changes that have occurred in England since 2000 in secondary school education and general qualifications.
    [Show full text]
  • Guide to Scottish Qualifications
    Guide to Scottish Qualifications Fo und at ion A p p re n t ic e s h alaureates i acc p B s ish tt co S HNC NPA SVQ IWPS PDA CWR NQ HND SfW Awards s ip sh e tic en ppr Modern A “SQA is proud to be at the heart of the education and skills system in Scotland and is committed to helping young people realise their potential and to achieve their ambitions.” Dr Janet Brown, Chief Executive of SQA 2 Scottish Qualifications explained SQA qualifications are designed and structured to support people on their individual learning journeys, and give Scottish businesses a competitive advantage by enhancing the quality of the workforce. At first sight, the Scottish qualifications system might seem complex, but it is really very straightforward. Qualifications sit at various levels allowing the learner to make strides from one qualification to the next, or to change paths at an equivalent level, which gives everyone the opportunity to achieve their full and true potential. SQA has a wide range of robust, relevant and respected qualifications which are designed in partnership with industry experts to ensure learners gain the skills and experience needed in the workplace. Find out more at www.sqa.org.uk 3 SCQF The Scottish Credit and Qualifications Framework (SCQF) helps to make the relationships between qualifications clearer. It covers achievements such as those from school, college, university, and many work-based qualifications. Qualifications in the SCQF are compared using two measures: level and credit. The level of a qualification shows how difficult the learning is, and the amount of credit shows the size of the qualification.
    [Show full text]
  • Qualifications List - As at September 2020
    Qualifications List - as at September 2020 Qualification Type Subject Board Entry Level Certificate English Eduqas Maths AQA Cambridge National (CNAT Level 1 / 2) Child Development OCR Sports Studies OCR BTEC (Level 1 / 2 Tech Award) Performing Arts Edexcel GCSE Art - Photography AQA Art - textile design AQA Art, craft & design AQA Biology AQA Business Studies Edexcel Chemistry AQA Combined Science AQA Computer Science OCR Drama AQA Design & Technology AQA English Language Eduqas English Literature AQA Food Prep'n & Nutrition Eduqas French AQA Geography AQA German AQA History Edexcel Maths AQA Music Edexcel PE Edexcel Physics AQA Religious Studies AQA Sociology Eduqas Spanish AQA AS Level French AQA German AQA Further Maths AQA Maths AQA Music Eduqas Spanish AQA Extended Project Qualification EPQ AQA Cambridge Technical (CTEC Level 3 Extended Certificate) Business Studies OCR Health & Social Care OCR Performing Arts OCR Level 3 Extended Certificate Applied Science AQA A Level Art - Photography AQA Art - textiles AQA Art, craft & design AQA Biology Edexcel Chemistry Edexcel Computer Science OCR Drama AQA DT - Product Design Eduqas Economics AQA English Language Edexcel English Literature AQA French AQA Further Maths AQA Geography AQA German AQA History AQA Maths AQA Music Eduqas Music Tech Edexcel PE OCR Physics OCR Psychology AQA Religious Studies AQA Sociology AQA Spanish AQA Advanced Extension Award (AEA) Maths Edexcel.
    [Show full text]
  • Vocational Qualifications Booklet
    Vocational Qualifications An introductory guide for Health and Social Care employers Contents Introduction Page 1 Examples of vocational Page 2-9 and vocationally-related qualifications(in alphabetical order) Useful links Page 9 This resource has been put together by SELLLN to help employers make sense of the wide variety of vocational and other qualifications possessed by existing and potential employees in the Health and Social Care sector. It sets out past and present vocational and other qualifications awarded in England and Wales so that employers can make useful comparisons between familiar and unfamiliar qualifications. It is intended as a reference tool for use in the recruitment process and in discussions on the professional development of existing employees. 1 14-19 Diploma This is a new qualification for young people. It requires learners to achieve a minimum standard in English, Maths and ICT, complete a project, do a minimum of 10 days’ work experience and gain an insight into particular employment sectors. Learners will also acquire the skills and knowledge essential for success in employment and higher education. Both subject-specific and generic skills, like teamwork, self-management and critical thinking, will be developed. QCF Qualifications Details Examples of qualifications Level Foundation This level recognises basic knowledge and skills and the ability Foundation Diploma in Society, 1 Diploma to apply learning with guidance or supervision. Learning at this level Health and Development is about activities that mostly relate to everyday situations and may be linked to a work-related environment. Starting in years 10 or 12, a Foundation Diploma is equivalent to 5 GCSEs at grades D-G.
    [Show full text]
  • United Kingdom of Great Britain and Northern Ireland
    Credential Templates, United Kingdom of Great Britain and Northern Ireland International Qualifications Assessment Service (IQAS), Government of Alberta Table of Contents General Certificate of Secondary Education (GCSE) ................................................... 2 [Includes: GCE O level and CSE] Advanced General Certificate of Education (GCE A levels) .................................... 14 Scottish Qualifications Certificate (SQC) – National Courses at Access and Intermediate Levels, and Standard Grades ................................................................. 21 [Includes: SCE – Standard Grades] Scottish Qualifications Certificate (SQC) – National Courses at Higher and Advanced Higher levels ............................................................................................................... 32 [Includes: SCE – Higher Grades and SCYS] BTEC Higher National Certificate/Diploma ………..………………………………40 Certificate/Diploma of Higher Education (Cert HE/Dip HE) ……………………….53 Foundation degree ....................................................................................................... 64 Bachelor’s Degree (Honours or Ordinary) – England, Wales and Northern Ireland .. 74 Bachelor’s Degree (Honours and Ordinary) – Scotland ............................................. 85 Bachelor of Education ................................................................................................ 96 [Includes: BA/BSc with Qualified Teacher Status] Bachelor of Science in Nursing (BSc) / Bachelor of Arts in Nursing (BA)
    [Show full text]