Level descriptors are fundamental to the SCQF and to the process of credit rating onto the SCQF. The SCQF Level Descriptors describe in broad terms what learners should do or demonstrate at a particular level. Each level descriptor is described in terms of 5 characteristics. (You can still download the original level descriptors document ).
This online tool has been designed primarily for credit rating teams (raters/vetters) within Credit Rating Bodies to aid their record keeping and decision making but may also be useful for programme development teams and (Recognition of Prior Learning) RPL practitioners amongst others. The tool allows you to select a range of characteristics across SCQF levels and print or save this as a single reference document. A notes section is also available which can allow you to add some commentary/context or rationale as well as other information such as a date, a name, committee title etc to your downloaded document. We have also incorporated the glossary of terms included from the original level descriptor document for easy reference so if you click on a word with a dotted line the glossary definition will appear in a pop up box.
To get started, decide whether you would like to look at the descriptors by level or by characteristic and select this on the top tab. You can then tick the boxes of any characteristics or levels that you feel are relevant to your purpose, add text to the comment box and the hit Print and Save button. You will see a preview of your document and can then save it as a PDF or go straight to print by selecting the correct option in destination.
LEVEL DESCRIPTORS
The following descriptions are for guidance only – it is not expected that every point will necessarily be covered.
Please filter between "Characteristics" or "Levels". You can select each item to save and print your favourites.
CHARACTERISTIC 1:
CHARACTERISTIC 1:
Level 1
SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks, with varying degrees of support.
CHARACTERISTIC 1:
Level 2
Demonstrate and/or work with:
Basic knowledge.
Simple facts and ideas.
CHARACTERISTIC 1:
Level 3
Demonstrate and/or work with:
Basic knowledge.
Simple facts and ideas in, and associated with, a subject/discipline/sector.
CHARACTERISTIC 1:
Level 4
Demonstrate and/or work with:
Basic knowledge.
Some simple facts and ideas in, about, and associated with, a subject/discipline/sector.
Knowledge of basic processes, materials and terminology.
CHARACTERISTIC 1:
Level 5
Demonstrate and/or work with:
Basic knowledge.
A range of simple facts, ideas and theories in, about, and associated with, a subject/discipline/sector.
Knowledge and understanding of basic processes, materials and terminology.
CHARACTERISTIC 1:
Level 6
Demonstrate and/or work with:
An appreciation of the body of knowledge that constitutes a subject/discipline/sector.
A range of knowledge, facts, theories, ideas, properties, materials, terminology, practices and techniques about, and associated with, a subject/discipline/sector.
Relating the subject/discipline/sector to a range of practical and/or commonplace applications.
CHARACTERISTIC 1:
Level 7
Demonstrate and/or work with:
An overall appreciation of the body of knowledge that constitutes a subject/discipline/sector.
Knowledge that is embedded in the main theories, concepts and principles of the subject/discipline/sector.
An awareness of the dynamic nature of knowledge and understanding.
An understanding of the difference between explanations based on evidence and/or research and other sources, and of the importance of this difference.
CHARACTERISTIC 1:
Level 8
Demonstrate and/or work with:
A knowledge of the scope, defining features, and main areas of the subject/discipline/sector.
Specialist knowledge in some areas.
A discerning understanding of a defined range of core theories, concepts, principles and terminology.
Awareness and understanding of some major current issues and specialisms.
Awareness and understanding of research and equivalent scholarly/academic processes.
CHARACTERISTIC 1:
Level 9
Demonstrate and/or work with:
An understanding of the scope and defining features of a subject/discipline/sector, and an integrated knowledge of its main areas and boundaries.
A critical understanding of a range of the principles, principal theories, concepts and terminology of the subject/discipline/sector.
Knowledge of one or more specialisms that is informed by forefront developments.
CHARACTERISTIC 1:
Level 10
Demonstrate and/or work with:
Knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of a subject/ discipline/sector.
A critical understanding of the principal theories, concepts and principles.
Detailed knowledge and understanding in one or more specialisms, some of which is informed by, or at the forefront of, a subject/ discipline/sector.
Knowledge and understanding of the ways in which the subject/discipline/sector is developed, including a range of established techniques of enquiry or research methodologies.
CHARACTERISTIC 1:
Level 11
Demonstrate and/or work with:
Knowledge that covers and integrates most, if not all, of the main areas of the subject/discipline/sector – including their features, boundaries, terminology and conventions.
A critical understanding of the principal theories, concepts and principles.
A critical understanding of a range of specialised theories, concepts and principles.
Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront.
A critical awareness of current issues in a subject/discipline/sector and one or more specialisms.
Level 11
Demonstrate and/or work with:
Knowledge that covers and integrates most, if not all, of the main areas of the subject/discipline/sector – including their features, boundaries, terminology and conventions.
A critical understanding of the principal theories, concepts and principles.
A critical understanding of a range of specialised theories, concepts and principles.
Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront.
A critical awareness of current issues in a subject/discipline/sector and one or more specialisms.
CHARACTERISTIC 1:
Level 12
Demonstrate and/or work with:
A critical overview of a subject/discipline/sector, including critical understanding of the principal theories, concepts and principles.
A critical, detailed and often leading knowledge and understanding at the forefront of one or more specialisms.
Knowledge and understanding that is generated through personal research or equivalent work that makes a significant contribution to the development of the subject/discipline/sector.
CHARACTERISTIC 2:
CHARACTERISTIC 2:
Level 1
SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks, with varying degrees of support.
CHARACTERISTIC 2:
Level 2
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.
CHARACTERISTIC 2:
Level 3
Relate knowledge to personal and/or everyday contexts with some prompting.
Use a few basic, routine skills to undertake familiar and routine tasks.
Complete pre-planned tasks.
Use, with guidance, basic tools and materials safely and effectively.
CHARACTERISTIC 2:
Level 4
Relate knowledge to personal and/or practical contexts.
Use a few skills to complete straightforward tasks with some non-routine elements.
Prepare for familiar and routine tasks.
Select and use, with guidance, appropriate tools and materials safely and effectively.
CHARACTERISTIC 2:
Level 5
Relate knowledge and ideas to personal and/or practical contexts.
Use a range of skills associated with the subject/discipline/sector to complete some routine and non-routine tasks.
Plan and organise both familiar and unfamiliar tasks.
Select appropriate tools and materials and use them safely and effectively.
Adjust tools where necessary following safe practices.
CHARACTERISTIC 2:
Level 6
Apply knowledge, skills and understanding:
In known, practical contexts.
In using some of the basic, routine practices, techniques and/or materials associated with the subject/discipline/sector.
In exercising these in routine contexts that may have non-routine elements.
In planning how skills will be used to address set situations and/or problems and adapt these as necessary.
CHARACTERISTIC 2:
Level 7
Apply knowledge, skills and understanding:
In practical contexts.
In using some of the basic and routine professional skills, techniques, practices and/or materials associated with the subject/discipline/sector.
To practise these in both routine and non-routine contexts.
CHARACTERISTIC 2:
Level 8
Apply knowledge, skills and understanding:
In using a range of professional skills, techniques, practices and/or materials associated with the subject/discipline/sector, a few of which are advanced and/or complex.
In carrying out routine lines of enquiry, development or investigation into professional level problems and issues.
To adapt routine practices within accepted standards.
CHARACTERISTIC 2:
Level 9
Apply knowledge, skills and understanding:
In using a range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector.
In using a few skills, techniques, practices and/or materials that are specialised and/or advanced.
In practising routine methods of enquiry and/or research.
To practise in a range of professional level contexts that include a degree of unpredictability.
CHARACTERISTIC 2:
Level 10
Apply knowledge, skills and understanding:
In using a wide range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector.
In using a few skills, techniques, practices and/or materials that are specialised, advanced and/or at the forefront of a subject/discipline/sector.
In executing a defined project of research, development or investigation and in identifying and implementing relevant outcomes.
To practise in a range of professional level contexts that include a degree of unpredictability and/or specialism.
CHARACTERISTIC 2:
Level 11
Apply knowledge, skills and understanding:
In using a significant range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector.
In using a range of specialised skills, techniques, practices and/or materials that are at the forefront of, or informed by forefront developments.
In applying a range of standard and specialised research and/or equivalent instruments and techniques of enquiry.
In planning and executing a significant project of research, investigation or development.
In demonstrating originality and/or creativity, including in practices.
To practise in a wide and often unpredictable variety of professional level contexts.
CHARACTERISTIC 2:
Level 12
Apply knowledge, skills and understanding:
In using a significant range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector.
In using and enhancing a range of complex skills, techniques, practices and/or materials that are at the forefront of one or more specialisms.
In applying a range of standard and specialised research and/or equivalent instruments and techniques of enquiry.
In designing and executing research, investigative or development projects to deal with new problems and issues.
In demonstrating originality and creativity in the development and application of new knowledge, understanding and practices.
To practise in the context of new problems and circumstances.
CHARACTERISTIC 3:
CHARACTERISTIC 3:
Level 1
SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks, with varying degrees of support.
CHARACTERISTIC 3:
Level 2
Use rehearsed stages for solving problems.
Operate in personal and/or everyday contexts.
Take some account, with prompting, of identified consequences of action.
CHARACTERISTIC 3:
Level 3
Identify with some prompting a process to deal with a situation or issue.
Operate in familiar contexts using given criteria.
Take account of some identified consequences of action.
CHARACTERISTIC 3:
Level 4
Use, with guidance, given stages of a process to deal with a problem, situation or issue.
Operate in straightforward contexts.
Identify and/or take account of some of the consequences of action/inaction.
CHARACTERISTIC 3:
Level 5
Use a process to deal with a problem, situation or issue that is straightforward.
Operate in a familiar context, but where there is a need to take account of or use additional information of different kinds, some of which will be theoretical or hypothetical.
CHARACTERISTIC 3:
Level 6
Obtain, organise and use factual, theoretical and/or hypothetical information in problem solving.
Make generalisations and predictions.
Draw conclusions and suggest solutions.
CHARACTERISTIC 3:
Level 7
Present and evaluate arguments, information and ideas that are routine to a subject/discipline/sector.
Use a range of approaches to address defined and/or routine problems and issues within familiar contexts.
CHARACTERISTIC 3:
Level 8
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues that are within the common understandings in a subject/discipline/sector.
Use a range of approaches to formulate and critically evaluate evidence-based solutions/responses to defined and/or routine problems and issues.
CHARACTERISTIC 3:
Level 9
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues in a subject/discipline/sector.
Identify and analyse routine professional problems and issues.
Draw on a range of sources in making judgements.
CHARACTERISTIC 3:
Level 10
Critically identify, define, conceptualise and analyse complex/professional problems and issues.
Offer professional insights, interpretations and solutions to problems and issues.
Demonstrate some originality and creativity in dealing with professional issues.
Critically review and consolidate knowledge, skills, practices and thinking in a subject/discipline/sector.
Make judgements where data/information is limited or comes from a range of sources.
CHARACTERISTIC 3:
Level 11
Apply critical analysis, evaluation and synthesis to forefront issues, or issues that are informed by forefront developments in the subject/ discipline/sector.
Identify, conceptualise and define new and abstract problems and issues.
Develop original and creative responses to problems and issues.
Critically review, consolidate and extend knowledge, skills, practices and thinking in a subject/discipline/sector.
Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information.
CHARACTERISTIC 3:
Level 12
Apply a constant and integrated approach to critical analysis, evaluation and synthesis of new and complex ideas, information and issues.
Identify, conceptualise and offer original and creative insights into new, complex and abstract ideas, information and issues.
Develop original and creative responses to problems and issues.
Deal with complex and/or new issues and make informed judgements in the absence of complete or consistent data/information.
CHARACTERISTIC 4:
CHARACTERISTIC 4:
Level 1
SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks, with varying degrees of support.
CHARACTERISTIC 4:
Level 2
Use 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 simple tasks to process and access information.
Use a limited range of simple numerical and graphical data in familiar and everyday contexts.
CHARACTERISTIC 4:
Level 3
Use simple skills, for example:
Produce and respond to simple written and oral communication in familiar/routine contexts.
Carry out simple tasks to process and access information.
Use simple numerical and graphical data in everyday contexts
CHARACTERISTIC 4:
Level 4
Use some routine skills, for example:
Produce and respond to simple but detailed written and oral communication in familiar contexts.
Use the basic features of familiar ICT applications to process and obtain information.
Use basic numerical and graphical data in straightforward and familiar contexts.
CHARACTERISTIC 4:
Level 5
Use a range of routine skills, for example:
Produce and respond to detailed written and oral communication in familiar contexts.
Use standard ICT applications to process, obtain and combine information.
Use a range of numerical and graphical data in routine contexts that may have some non-routine elements.
CHARACTERISTIC 4:
Level 6
Use a wide range of skills, for example:
Produce and respond to detailed and relatively complex written and oral communication in both familiar and unfamiliar contexts.
Select and use standard ICT applications to process, obtain and combine information.
Use a wide range of numerical and graphical data in routine contexts which may have non-routine elements.
CHARACTERISTIC 4:
Level 7
Use a wide range of routine skills and some advanced skills associated with a subject/discipline/sector, for example:
Convey complex ideas in well-structured and coherent form.
Use a range of forms of communication effectively in both familiar and unfamiliar contexts.
Select and use standard ICT applications to process and obtain a variety of information and data.
Use a range of numerical and graphical skills in combination.
Use numerical and graphical data to measure progress and achieve goals/targets.
CHARACTERISTIC 4:
Level 8
Use a wide range of routine skills and some advanced and specialised skills associated with a subject/discipline/sector, for example:
Convey complex information to a range of audiences and for a range of purposes.
Use a range of standard ICT applications to process and obtain data.
Use and evaluate numerical and graphical data to measure progress and achieve goals/targets.
CHARACTERISTIC 4:
Level 9
Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline/ sector, for example:
Present or convey, formally and informally, information on standard/mainstream topics in the subject/discipline/sector to a range of audiences.
Use a range of ICT applications to support and enhance work.
Interpret, use and evaluate numerical and graphical data to achieve goals/targets.
CHARACTERISTIC 4:
Level 10
Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline/ sector, for example:
Present or convey, formally and informally, information about specialised topics to informed audiences.
Communicate with peers, senior colleagues and specialists on a professional level.
Use a range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
Interpret, use and evaluate a wide range of numerical and graphical data to set and achieve goals/targets.
CHARACTERISTIC 4:
Level 11
Use a wide range of routine skills and a range of advanced and specialised skills as appropriate to a subject/discipline/sector, for example:
Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
Communicate with peers, more senior colleagues and specialists.
Use a wide range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
Undertake critical evaluations of a wide range of numerical and graphical data.
CHARACTERISTIC 4:
Level 12
Use a wide range of routine skills and a significant range of advanced and specialised skills as appropriate to a subject/discipline/sector, for example:
Communicate at an appropriate level to a range of audiences and adapt communication to the context and purpose.
Communicate at the standard of published academic work and/or critical dialogue and review with peers and experts in other specialisms/sectors.
Use a range of ICT applications to support and enhance work at this level and specify software requirements to enhance work.
Critically evaluate numerical and graphical data.
CHARACTERISTIC 5:
CHARACTERISTIC 5:
Level 1
SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks, with varying degrees of support.
CHARACTERISTIC 5:
Level 2
Work alone or with others on simple routine, familiar tasks under frequent directive supervision.
Identify, given simple criteria, some strengths and/or weaknesses of the work.
CHARACTERISTIC 5:
Level 3
Work alone or with others on simple tasks under frequent directive supervision.
Participate in the setting of goals, timelines, etc.
Participate in the review of completed work and the identification of ways of improving practices and processes.
Identify, given simple criteria, own strengths and weaknesses relative to the work.
CHARACTERISTIC 5:
Level 4
Work alone or with others on tasks with regular, directive supervision.
Contribute to the setting of goals, timelines, etc.
Contribute to the review of completed work and offer suggestions for improving practices and processes.
Identify own strengths and weaknesses relative to the work.
CHARACTERISTIC 5:
Level 5
Work alone or with others on tasks with minimum directive supervision.
Agree goals and responsibilities for self and/or work team.
Take lead responsibility for some tasks.
Show an awareness of own and/or others’ roles, responsibilities and requirements in carrying out work and contribute to the evaluation and improvement of practices and processes.
CHARACTERISTIC 5:
Level 6
Take responsibility for carrying out a range of activities where the overall goal is clear, under non-directive supervision.
Exercise some supervisory responsibility for the work of others and lead established teams in the implementation of routine work within a defined and supervised structure.
Manage limited resources within defined and supervised areas of work.
Take account of roles and responsibilities related to the tasks being carried out and take a significant role in the evaluation of work and the improvement of practices and processes.
CHARACTERISTIC 5:
Level 7
Exercise some initiative and independence in carrying out defined activities at a professional level in practice or in a subject/discipline/sector.
Accept supervision in less familiar areas of work.
Exercise some managerial or supervisory responsibility for the work of others within a defined and supervised structure.
Manage limited resources within defined areas of work.
Take the lead in implementing agreed plans in familiar or defined contexts.
Take account of own and others’ roles and responsibilities when carrying out and evaluating tasks.
Work, under guidance, with others to acquire an understanding of current professional practice.
CHARACTERISTIC 5:
Level 8
Exercise autonomy and initiative in some activities at a professional level in practice or in a subject/discipline/sector.
Exercise managerial responsibility for the work of others within a defined structure.
Manage resources within defined areas of work.
Take the lead on planning in familiar or defined contexts.
Practise in ways that show awareness of own and others’ roles, responsibilities and contributions when carrying out and evaluating tasks.
Work, under guidance, with others to acquire an understanding of current professional practice.
Manage, under guidance, ethical and professional issues in accordance with current professional and/or ethical codes or practices.
CHARACTERISTIC 5:
Level 9
Exercise autonomy and initiative in some activities at a professional level in practice or in a subject/discipline/sector.
Exercise managerial responsibility for the work of others and for a range of resources.
Practise in ways that show awareness of own and others’ roles and responsibilities.
Work, under guidance, with specialist practitioners.
Seeking guidance where appropriate, manage ethical and professional issues in accordance with current professional and/or ethical codes or practices.
CHARACTERISTIC 5:
Level 10
Exercise autonomy and initiative in professional/equivalent activities.
Exercise significant managerial responsibility for the work of others and for a range of resources.
Practise in ways that show awareness of own and others’ roles and responsibilities.
Work, under guidance, in a peer relationship with specialist practitioners.
Work with others to bring about change, development and/or new thinking.
Manage complex ethical and professional issues in accordance with current professional and/or ethical codes or practices.
Recognise the limits of these codes and seek guidance where appropriate.
CHARACTERISTIC 5:
Level 11
Exercise substantial autonomy and initiative in professional and equivalent activities.
Take responsibility for own work and/or significant responsibility for the work of others.
Take significant responsibility for a range of resources.
Work in a peer relationship with specialist practitioners.
Demonstrate leadership and/or initiative and make an identifiable contribution to change and development and/or new thinking.
Practise in ways which draw on critical reflection on own and others’ roles and responsibilities.
Manage complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices.
CHARACTERISTIC 5:
Level 12
Demonstrate substantial authority and exercise a high level of autonomy and initiative in professional and equivalent activities.
Take full responsibility for own work and/or significant responsibility for the work of others.
Take significant responsibility for a range of resources.
Demonstrate leadership and/or originality in tackling and resolving problems and issues.
Practise in ways which are reflective, self-critical and based on research/evidence.
Manage complex ethical and professional issues and make informed judgements on new and emerging issues not addressed by current professional and/or ethical codes or practices.
SCQF Level Descriptors
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Notes
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Level 1
Level 1
CHARACTERISTIC 1: KNOWLEDGE AND UNDERSTANDING
SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks, with varying degrees of support.
Level 1
CHARACTERISTIC 2: PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING
SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks, with varying degrees of support.
Level 1
CHARACTERISTIC 3: GENERIC COGNITIVE SKILLS
SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks, with varying degrees of support.
Level 1
CHARACTERISTIC 4: COMMUNICATION, ICT AND NUMERACY SKILLS
SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks, with varying degrees of support.
Level 1
CHARACTERISTIC 5: AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS
SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks, with varying degrees of support.
Level 2
Level 2
CHARACTERISTIC 1: KNOWLEDGE AND UNDERSTANDING
Demonstrate and/or work with:
Basic knowledge.
Simple facts and ideas.
Level 2
CHARACTERISTIC 2: PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING
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.
Level 2
CHARACTERISTIC 3: GENERIC COGNITIVE SKILLS
Use rehearsed stages for solving problems.
Operate in personal and/or everyday contexts.
Take some account, with prompting, of identified consequences of action.
Level 2
CHARACTERISTIC 4: COMMUNICATION, ICT AND NUMERACY SKILLS
Use 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 simple tasks to process and access information.
Use a limited range of simple numerical and graphical data in familiar and everyday contexts.
Level 2
CHARACTERISTIC 5: AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS
Work alone or with others on simple routine, familiar tasks under frequent directive supervision.
Identify, given simple criteria, some strengths and/or weaknesses of the work.
Level 3
Level 3
CHARACTERISTIC 1: KNOWLEDGE AND UNDERSTANDING
Demonstrate and/or work with:
Basic knowledge.
Simple facts and ideas in, and associated with, a subject/discipline/sector.
Level 3
CHARACTERISTIC 2: PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING
Relate knowledge to personal and/or everyday contexts with some prompting.
Use a few basic, routine skills to undertake familiar and routine tasks.
Complete pre-planned tasks.
Use, with guidance, basic tools and materials safely and effectively.
Level 3
CHARACTERISTIC 3: GENERIC COGNITIVE SKILLS
Identify with some prompting a process to deal with a situation or issue.
Operate in familiar contexts using given criteria.
Take account of some identified consequences of action.
Level 3
CHARACTERISTIC 4: COMMUNICATION, ICT AND NUMERACY SKILLS
Use simple skills, for example:
Produce and respond to simple written and oral communication in familiar/routine contexts.
Carry out simple tasks to process and access information.
Use simple numerical and graphical data in everyday contexts
Level 3
CHARACTERISTIC 5: AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS
Work alone or with others on simple tasks under frequent directive supervision.
Participate in the setting of goals, timelines, etc.
Participate in the review of completed work and the identification of ways of improving practices and processes.
Identify, given simple criteria, own strengths and weaknesses relative to the work.
Level 4
Level 4
CHARACTERISTIC 1: KNOWLEDGE AND UNDERSTANDING
Demonstrate and/or work with:
Basic knowledge.
Some simple facts and ideas in, about, and associated with, a subject/discipline/sector.
Knowledge of basic processes, materials and terminology.
Level 4
CHARACTERISTIC 2: PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING
Relate knowledge to personal and/or practical contexts.
Use a few skills to complete straightforward tasks with some non-routine elements.
Prepare for familiar and routine tasks.
Select and use, with guidance, appropriate tools and materials safely and effectively.
Level 4
CHARACTERISTIC 3: GENERIC COGNITIVE SKILLS
Use, with guidance, given stages of a process to deal with a problem, situation or issue.
Operate in straightforward contexts.
Identify and/or take account of some of the consequences of action/inaction.
Level 4
CHARACTERISTIC 4: COMMUNICATION, ICT AND NUMERACY SKILLS
Use some routine skills, for example:
Produce and respond to simple but detailed written and oral communication in familiar contexts.
Use the basic features of familiar ICT applications to process and obtain information.
Use basic numerical and graphical data in straightforward and familiar contexts.
Level 4
CHARACTERISTIC 5: AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS
Work alone or with others on tasks with regular, directive supervision.
Contribute to the setting of goals, timelines, etc.
Contribute to the review of completed work and offer suggestions for improving practices and processes.
Identify own strengths and weaknesses relative to the work.
Level 5
Level 5
CHARACTERISTIC 1: KNOWLEDGE AND UNDERSTANDING
Demonstrate and/or work with:
Basic knowledge.
A range of simple facts, ideas and theories in, about, and associated with, a subject/discipline/sector.
Knowledge and understanding of basic processes, materials and terminology.
Level 5
CHARACTERISTIC 2: PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING
Relate knowledge and ideas to personal and/or practical contexts.
Use a range of skills associated with the subject/discipline/sector to complete some routine and non-routine tasks.
Plan and organise both familiar and unfamiliar tasks.
Select appropriate tools and materials and use them safely and effectively.
Adjust tools where necessary following safe practices.
Level 5
CHARACTERISTIC 3: GENERIC COGNITIVE SKILLS
Use a process to deal with a problem, situation or issue that is straightforward.
Operate in a familiar context, but where there is a need to take account of or use additional information of different kinds, some of which will be theoretical or hypothetical.
Level 5
CHARACTERISTIC 4: COMMUNICATION, ICT AND NUMERACY SKILLS
Use a range of routine skills, for example:
Produce and respond to detailed written and oral communication in familiar contexts.
Use standard ICT applications to process, obtain and combine information.
Use a range of numerical and graphical data in routine contexts that may have some non-routine elements.
Level 5
CHARACTERISTIC 5: AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS
Work alone or with others on tasks with minimum directive supervision.
Agree goals and responsibilities for self and/or work team.
Take lead responsibility for some tasks.
Show an awareness of own and/or others’ roles, responsibilities and requirements in carrying out work and contribute to the evaluation and improvement of practices and processes.
Level 6
Level 6
CHARACTERISTIC 1: KNOWLEDGE AND UNDERSTANDING
Demonstrate and/or work with:
An appreciation of the body of knowledge that constitutes a subject/discipline/sector.
A range of knowledge, facts, theories, ideas, properties, materials, terminology, practices and techniques about, and associated with, a subject/discipline/sector.
Relating the subject/discipline/sector to a range of practical and/or commonplace applications.
Level 6
CHARACTERISTIC 2: PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING
Apply knowledge, skills and understanding:
In known, practical contexts.
In using some of the basic, routine practices, techniques and/or materials associated with the subject/discipline/sector.
In exercising these in routine contexts that may have non-routine elements.
In planning how skills will be used to address set situations and/or problems and adapt these as necessary.
Level 6
CHARACTERISTIC 3: GENERIC COGNITIVE SKILLS
Obtain, organise and use factual, theoretical and/or hypothetical information in problem solving.
Make generalisations and predictions.
Draw conclusions and suggest solutions.
Level 6
CHARACTERISTIC 4: COMMUNICATION, ICT AND NUMERACY SKILLS
Use a wide range of skills, for example:
Produce and respond to detailed and relatively complex written and oral communication in both familiar and unfamiliar contexts.
Select and use standard ICT applications to process, obtain and combine information.
Use a wide range of numerical and graphical data in routine contexts which may have non-routine elements.
Level 6
CHARACTERISTIC 5: AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS
Take responsibility for carrying out a range of activities where the overall goal is clear, under non-directive supervision.
Exercise some supervisory responsibility for the work of others and lead established teams in the implementation of routine work within a defined and supervised structure.
Manage limited resources within defined and supervised areas of work.
Take account of roles and responsibilities related to the tasks being carried out and take a significant role in the evaluation of work and the improvement of practices and processes.
Level 7
Level 7
CHARACTERISTIC 1: KNOWLEDGE AND UNDERSTANDING
Demonstrate and/or work with:
An overall appreciation of the body of knowledge that constitutes a subject/discipline/sector.
Knowledge that is embedded in the main theories, concepts and principles of the subject/discipline/sector.
An awareness of the dynamic nature of knowledge and understanding.
An understanding of the difference between explanations based on evidence and/or research and other sources, and of the importance of this difference.
Level 7
CHARACTERISTIC 2: PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING
Apply knowledge, skills and understanding:
In practical contexts.
In using some of the basic and routine professional skills, techniques, practices and/or materials associated with the subject/discipline/sector.
To practise these in both routine and non-routine contexts.
Level 7
CHARACTERISTIC 3: GENERIC COGNITIVE SKILLS
Present and evaluate arguments, information and ideas that are routine to a subject/discipline/sector.
Use a range of approaches to address defined and/or routine problems and issues within familiar contexts.
Level 7
CHARACTERISTIC 4: COMMUNICATION, ICT AND NUMERACY SKILLS
Use a wide range of routine skills and some advanced skills associated with a subject/discipline/sector, for example:
Convey complex ideas in well-structured and coherent form.
Use a range of forms of communication effectively in both familiar and unfamiliar contexts.
Select and use standard ICT applications to process and obtain a variety of information and data.
Use a range of numerical and graphical skills in combination.
Use numerical and graphical data to measure progress and achieve goals/targets.
Level 7
CHARACTERISTIC 5: AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS
Exercise some initiative and independence in carrying out defined activities at a professional level in practice or in a subject/discipline/sector.
Accept supervision in less familiar areas of work.
Exercise some managerial or supervisory responsibility for the work of others within a defined and supervised structure.
Manage limited resources within defined areas of work.
Take the lead in implementing agreed plans in familiar or defined contexts.
Take account of own and others’ roles and responsibilities when carrying out and evaluating tasks.
Work, under guidance, with others to acquire an understanding of current professional practice.
Level 8
Level 8
CHARACTERISTIC 1: KNOWLEDGE AND UNDERSTANDING
Demonstrate and/or work with:
A knowledge of the scope, defining features, and main areas of the subject/discipline/sector.
Specialist knowledge in some areas.
A discerning understanding of a defined range of core theories, concepts, principles and terminology.
Awareness and understanding of some major current issues and specialisms.
Awareness and understanding of research and equivalent scholarly/academic processes.
Level 8
CHARACTERISTIC 2: PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING
Apply knowledge, skills and understanding:
In using a range of professional skills, techniques, practices and/or materials associated with the subject/discipline/sector, a few of which are advanced and/or complex.
In carrying out routine lines of enquiry, development or investigation into professional level problems and issues.
To adapt routine practices within accepted standards.
Level 8
CHARACTERISTIC 3: GENERIC COGNITIVE SKILLS
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues that are within the common understandings in a subject/discipline/sector.
Use a range of approaches to formulate and critically evaluate evidence-based solutions/responses to defined and/or routine problems and issues.
Level 8
CHARACTERISTIC 4: COMMUNICATION, ICT AND NUMERACY SKILLS
Use a wide range of routine skills and some advanced and specialised skills associated with a subject/discipline/sector, for example:
Convey complex information to a range of audiences and for a range of purposes.
Use a range of standard ICT applications to process and obtain data.
Use and evaluate numerical and graphical data to measure progress and achieve goals/targets.
Level 8
CHARACTERISTIC 5: AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS
Exercise autonomy and initiative in some activities at a professional level in practice or in a subject/discipline/sector.
Exercise managerial responsibility for the work of others within a defined structure.
Manage resources within defined areas of work.
Take the lead on planning in familiar or defined contexts.
Practise in ways that show awareness of own and others’ roles, responsibilities and contributions when carrying out and evaluating tasks.
Work, under guidance, with others to acquire an understanding of current professional practice.
Manage, under guidance, ethical and professional issues in accordance with current professional and/or ethical codes or practices.
Level 9
Level 9
CHARACTERISTIC 1: KNOWLEDGE AND UNDERSTANDING
Demonstrate and/or work with:
An understanding of the scope and defining features of a subject/discipline/sector, and an integrated knowledge of its main areas and boundaries.
A critical understanding of a range of the principles, principal theories, concepts and terminology of the subject/discipline/sector.
Knowledge of one or more specialisms that is informed by forefront developments.
Level 9
CHARACTERISTIC 2: PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING
Apply knowledge, skills and understanding:
In using a range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector.
In using a few skills, techniques, practices and/or materials that are specialised and/or advanced.
In practising routine methods of enquiry and/or research.
To practise in a range of professional level contexts that include a degree of unpredictability.
Level 9
CHARACTERISTIC 3: GENERIC COGNITIVE SKILLS
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues in a subject/discipline/sector.
Identify and analyse routine professional problems and issues.
Draw on a range of sources in making judgements.
Level 9
CHARACTERISTIC 4: COMMUNICATION, ICT AND NUMERACY SKILLS
Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline/ sector, for example:
Present or convey, formally and informally, information on standard/mainstream topics in the subject/discipline/sector to a range of audiences.
Use a range of ICT applications to support and enhance work.
Interpret, use and evaluate numerical and graphical data to achieve goals/targets.
Level 9
CHARACTERISTIC 5: AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS
Exercise autonomy and initiative in some activities at a professional level in practice or in a subject/discipline/sector.
Exercise managerial responsibility for the work of others and for a range of resources.
Practise in ways that show awareness of own and others’ roles and responsibilities.
Work, under guidance, with specialist practitioners.
Seeking guidance where appropriate, manage ethical and professional issues in accordance with current professional and/or ethical codes or practices.
Level 10
Level 10
CHARACTERISTIC 1: KNOWLEDGE AND UNDERSTANDING
Demonstrate and/or work with:
Knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of a subject/ discipline/sector.
A critical understanding of the principal theories, concepts and principles.
Detailed knowledge and understanding in one or more specialisms, some of which is informed by, or at the forefront of, a subject/ discipline/sector.
Knowledge and understanding of the ways in which the subject/discipline/sector is developed, including a range of established techniques of enquiry or research methodologies.
Level 10
CHARACTERISTIC 2: PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING
Apply knowledge, skills and understanding:
In using a wide range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector.
In using a few skills, techniques, practices and/or materials that are specialised, advanced and/or at the forefront of a subject/discipline/sector.
In executing a defined project of research, development or investigation and in identifying and implementing relevant outcomes.
To practise in a range of professional level contexts that include a degree of unpredictability and/or specialism.
Level 10
CHARACTERISTIC 3: GENERIC COGNITIVE SKILLS
Critically identify, define, conceptualise and analyse complex/professional problems and issues.
Offer professional insights, interpretations and solutions to problems and issues.
Demonstrate some originality and creativity in dealing with professional issues.
Critically review and consolidate knowledge, skills, practices and thinking in a subject/discipline/sector.
Make judgements where data/information is limited or comes from a range of sources.
Level 10
CHARACTERISTIC 4: COMMUNICATION, ICT AND NUMERACY SKILLS
Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline/ sector, for example:
Present or convey, formally and informally, information about specialised topics to informed audiences.
Communicate with peers, senior colleagues and specialists on a professional level.
Use a range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
Interpret, use and evaluate a wide range of numerical and graphical data to set and achieve goals/targets.
Level 10
CHARACTERISTIC 5: AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS
Exercise autonomy and initiative in professional/equivalent activities.
Exercise significant managerial responsibility for the work of others and for a range of resources.
Practise in ways that show awareness of own and others’ roles and responsibilities.
Work, under guidance, in a peer relationship with specialist practitioners.
Work with others to bring about change, development and/or new thinking.
Manage complex ethical and professional issues in accordance with current professional and/or ethical codes or practices.
Recognise the limits of these codes and seek guidance where appropriate.
Level 11
Level 11
CHARACTERISTIC 1: KNOWLEDGE AND UNDERSTANDING
Demonstrate and/or work with:
Knowledge that covers and integrates most, if not all, of the main areas of the subject/discipline/sector – including their features, boundaries, terminology and conventions.
A critical understanding of the principal theories, concepts and principles.
A critical understanding of a range of specialised theories, concepts and principles.
Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront.
A critical awareness of current issues in a subject/discipline/sector and one or more specialisms.
CHARACTERISTIC 1:
Demonstrate and/or work with:
Knowledge that covers and integrates most, if not all, of the main areas of the subject/discipline/sector – including their features, boundaries, terminology and conventions.
A critical understanding of the principal theories, concepts and principles.
A critical understanding of a range of specialised theories, concepts and principles.
Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront.
A critical awareness of current issues in a subject/discipline/sector and one or more specialisms.
Level 11
CHARACTERISTIC 2: PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING
Apply knowledge, skills and understanding:
In using a significant range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector.
In using a range of specialised skills, techniques, practices and/or materials that are at the forefront of, or informed by forefront developments.
In applying a range of standard and specialised research and/or equivalent instruments and techniques of enquiry.
In planning and executing a significant project of research, investigation or development.
In demonstrating originality and/or creativity, including in practices.
To practise in a wide and often unpredictable variety of professional level contexts.
Level 11
CHARACTERISTIC 3: GENERIC COGNITIVE SKILLS
Apply critical analysis, evaluation and synthesis to forefront issues, or issues that are informed by forefront developments in the subject/ discipline/sector.
Identify, conceptualise and define new and abstract problems and issues.
Develop original and creative responses to problems and issues.
Critically review, consolidate and extend knowledge, skills, practices and thinking in a subject/discipline/sector.
Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information.
Level 11
CHARACTERISTIC 4: COMMUNICATION, ICT AND NUMERACY SKILLS
Use a wide range of routine skills and a range of advanced and specialised skills as appropriate to a subject/discipline/sector, for example:
Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
Communicate with peers, more senior colleagues and specialists.
Use a wide range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
Undertake critical evaluations of a wide range of numerical and graphical data.
Level 11
CHARACTERISTIC 5: AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS
Exercise substantial autonomy and initiative in professional and equivalent activities.
Take responsibility for own work and/or significant responsibility for the work of others.
Take significant responsibility for a range of resources.
Work in a peer relationship with specialist practitioners.
Demonstrate leadership and/or initiative and make an identifiable contribution to change and development and/or new thinking.
Practise in ways which draw on critical reflection on own and others’ roles and responsibilities.
Manage complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices.
Level 12
Level 12
CHARACTERISTIC 1: KNOWLEDGE AND UNDERSTANDING
Demonstrate and/or work with:
A critical overview of a subject/discipline/sector, including critical understanding of the principal theories, concepts and principles.
A critical, detailed and often leading knowledge and understanding at the forefront of one or more specialisms.
Knowledge and understanding that is generated through personal research or equivalent work that makes a significant contribution to the development of the subject/discipline/sector.
Level 12
CHARACTERISTIC 2: PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING
Apply knowledge, skills and understanding:
In using a significant range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector.
In using and enhancing a range of complex skills, techniques, practices and/or materials that are at the forefront of one or more specialisms.
In applying a range of standard and specialised research and/or equivalent instruments and techniques of enquiry.
In designing and executing research, investigative or development projects to deal with new problems and issues.
In demonstrating originality and creativity in the development and application of new knowledge, understanding and practices.
To practise in the context of new problems and circumstances.
Level 12
CHARACTERISTIC 3: GENERIC COGNITIVE SKILLS
Apply a constant and integrated approach to critical analysis, evaluation and synthesis of new and complex ideas, information and issues.
Identify, conceptualise and offer original and creative insights into new, complex and abstract ideas, information and issues.
Develop original and creative responses to problems and issues.
Deal with complex and/or new issues and make informed judgements in the absence of complete or consistent data/information.
Level 12
CHARACTERISTIC 4: COMMUNICATION, ICT AND NUMERACY SKILLS
Use a wide range of routine skills and a significant range of advanced and specialised skills as appropriate to a subject/discipline/sector, for example:
Communicate at an appropriate level to a range of audiences and adapt communication to the context and purpose.
Communicate at the standard of published academic work and/or critical dialogue and review with peers and experts in other specialisms/sectors.
Use a range of ICT applications to support and enhance work at this level and specify software requirements to enhance work.
Critically evaluate numerical and graphical data.
Level 12
CHARACTERISTIC 5: AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS
Demonstrate substantial authority and exercise a high level of autonomy and initiative in professional and equivalent activities.
Take full responsibility for own work and/or significant responsibility for the work of others.
Take significant responsibility for a range of resources.
Demonstrate leadership and/or originality in tackling and resolving problems and issues.
Practise in ways which are reflective, self-critical and based on research/evidence.
Manage complex ethical and professional issues and make informed judgements on new and emerging issues not addressed by current professional and/or ethical codes or practices.
SCQF Level Descriptors
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Undemanding activity not necessarily part of a formal structure - not as advanced as ‘basic’.
Activity is early stepping stone on a structure or framework that can be built upon – more advanced than ‘simple’.
Used as an adjective throughout and applied to terms including skills, tasks, elements, practices, contexts, methods and problems where it describes activity that is standard, usual, unvarying, customary, common.
An experience relating only or primarily to the person – one would expect to start here then widen out into the rest of the world, so not as advanced as ‘familiar’.
Slightly more advanced and beyond personal but a known experience/activity encountered/applied regularly - less advanced than ‘familiar’.
Often encountered or experienced; common; something one has a good knowledge of - more advanced than ‘personal’ and ‘everyday’, not as advanced as ‘routine’.
New territory for an activity.
Clear and uncomplicated activity, but not as demanding or systematic and therefore not as advanced as ‘routine’.
Consciousness, including a background consciousness. Can be a starting point for further exploration.
A sense, perception, a hold, fix or grasp of one or more of the various aspects of a subject/discipline/sector.
Facts, ideas, theories and concepts in a subject/discipline/sector acquired through experience and/or education – a surer grasp than appreciation so more advanced.
A thorough and firm grasp of a subject/discipline/sector or an element or elements of it, derived from education/study, experience and reasoning in appropriate combination. Can be defined as ‘know why’, as opposed to ‘know that’. More holistic knowledge of processes and contexts, so more advanced than appreciation and knowledge.
Appears at Level 12 only where it is used in the phrase ‘demonstrate substantial authority’, reflecting a recognised high level and depth of expertise/expert knowledge and understanding, along with confidence. It does not mean ‘exercise authority over staff and resources’ etc, as that could clearly apply at earlier levels.
Using judgement to recognise differences but not fully equipped/informed to analyse and discuss them in depth, so less advanced than critical.
Fully informed, capable of supporting in-depth analysis and assessment.
Supposed, assumed for the sake of argument.
Examine in detail with a view to explanation and interpretation.
Combine discrete elements into a coherent whole.
Often used in combination with ‘creativity’. There is overlap in definition, but the defining characteristic of originality appears to be independence.
Often used in combination with ‘originality’. There is overlap in definition, but the defining characteristic of creativity appears to be imagination.
Used throughout as an adjective and applied to terms including level, skills, techniques, practices, contexts, and issues where it bears broad interpretation as ‘behaving appropriately/doing things properly and well and to notions of accepted, (including externally) prescribed standards’, as well as narrow, relating to a specific occupation designated as a profession. In this latter sense, the term applies in all contexts including academic study, eg footnoting properly.
Encompasses maps, plans, diagrams, tables and graphs.
Set out, put forward, deliver information using a variety of mediums as appropriate.
Applied to ‘supervision’, signifies a task or activity that is guided.
Used in connection with management and/or supervisory responsibility, denotes a requirement of a formal, substantive role.
