Organisations invited to apply
for credit rating funding

All News & Blogs Previous Article
3 December 2025
2 minutes
Twitter icon LinkedIn icon Facebook icon Instagram icon YouTube icon
A group of teens taking part in a learning activity outdoors to highlight the credit rating funding that's available

The SCQF Partnership is inviting organisations to apply for funding to have their interdisciplinary learning (IDL) programmes or awards credit rated onto the Scottish Credit and Qualifications Framework (SCQF).

This initiative aims to increase the number of high-quality, credit rated courses that support Scotland’s growing emphasis on interdisciplinary learning.

Funding available

Successful applicants will receive an award, split between:

  • the programme development and preparation for credit rating
  • the costs associated with credit rating and adding the programme to the SCQF Register

Eligibility criteria

Programmes must:

  • Fit within the definition of interdisciplinary project-based learning
  • Have a strong uptake in terms of learners  
  • Be aimed mainly (but not solely) at children and young people up to age 18
  • Be offered to learners in Scotland
  • Would be expected to sit at SCQF level 7 or below
  • Carry 12, 18 or 24 SCQF credit points
  • Be available for at least three years once credit rated
  • Be solely owned by the applying organisation (collaboration is permitted, but one organisation must lead)

In addition to funding, the SCQF Partnership will provide training on the credit rating process, support with programme development, and introductions to Credit Rating Bodies.

Priority themes

While all eligible interdisciplinary learning projects are welcome, the SCQF Partnership is particularly keen to fund those focusing on:

  • Social justice
  • Political literacy
  • Digital literacy
  • Creativity
  • Entrepreneurship
  • Health and wellbeing

What is interdisciplinary learning?

Interdisciplinary learning is a planned approach that integrates different subject areas to explore real-world issues and challenges in meaningful and connected ways. It encourages young people to apply knowledge and skills across disciplines, develop independence, and tackle complex problems through inquiry-led learning models.

How to apply

We recommend having an informal conversation with us before applying to ensure your proposal is eligible and your programme is ready for credit rating. Get in touch by emailing IDLproject@scqf.org.uk

Organisations should complete the application form and submit it via email to the above address by 12 noon on Friday, January 23 2026. All funded projects must be completed by the end of October 2026.

Documents

Guidance and criteria

Application form (Word)

Application form (PDF)

Glossary Term

Authority

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.

Glossary Term

Exercise

Used in connection with management and/or supervisory responsibility, denotes a requirement of a formal, substantive role.

Glossary Term

Directive

Applied to ‘supervision’, signifies a task or activity that is guided.

Glossary Term

Graphical Data

Encompasses maps, plans, diagrams, tables and graphs.

Glossary Term

Synthesis

Combine discrete elements into a coherent whole.

Glossary Term

Analysis

Examine in detail with a view to explanation and interpretation.

Glossary Term

Present

Set out, put forward, deliver information using a variety of mediums as appropriate.

Glossary Term

Hypothetical

Supposed, assumed for the sake of argument.

Glossary Term

Straightforward

Clear and uncomplicated activity, but not as demanding or systematic and therefore not as advanced as ‘routine’.

Glossary Term

Creativity

Often used in combination with ‘originality’. There is overlap in definition, but the defining characteristic of creativity appears to be imagination.

Glossary Term

Originality

Often used in combination with ‘creativity’. There is overlap in definition, but the defining characteristic of originality appears to be independence.

Glossary Term

Professional

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.

Glossary Term

Unfamiliar

New territory for an activity.

Glossary Term

Routine

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.

Glossary Term

Everyday

Slightly more advanced and beyond personal but a known experience/activity encountered/applied regularly - less advanced than ‘familiar’.

Glossary Term

Familiar

Often encountered or experienced; common; something one has a good knowledge of - more advanced than ‘personal’ and ‘everyday’, not as advanced as ‘routine’.

Glossary Term

Personal

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’.

Glossary Term

Critical

Fully informed, capable of supporting in-depth analysis and assessment.

Glossary Term

Discerning

Using judgement to recognise differences but not fully equipped/informed to analyse and discuss them in depth, so less advanced than critical.

Glossary Term

Awareness

Consciousness, including a background consciousness. Can be a starting point for further exploration.

Glossary Term

Appreciation

A sense, perception, a hold, fix or grasp of one or more of the various aspects of a subject/discipline/sector.

Glossary Term

Understanding

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.

Glossary Term

Simple

Undemanding activity not necessarily part of a formal structure - not as advanced as ‘basic’.

Glossary Term

Knowledge

Facts, ideas, theories and concepts in a subject/discipline/sector acquired through experience and/or education – a surer grasp than appreciation so more advanced.

Glossary Term

Basic

Activity is early stepping stone on a structure or framework that can be built upon – more advanced than ‘simple’.