SCQF level descriptors

Demonstrate and/or work with:

• basic knowledge.
• simple facts and ideas.

• Relate knowledge to a few simple everyday contexts with prompting.
• Use a few very simple skills.
• Carry out, with guidance, a few familiar tasks.
• Use, under supervision, basic tools and materials.

• Use rehearsed stages for solving problems.
• Operate in personal and/or everyday contexts.
• Take some account, with prompting, of identified consequences of action.

Use 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.

• 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.

Demonstrate and/or work with:

• basic knowledge
• simple facts and ideas in, and associated with, a subject/discipline/sector

• 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.

• 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.

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

• 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.

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.

• Relate knowledge to personal and/or practical contexts.
• Use a few skills to complete straightforward tasks with some non- routine elements.
• Prepare for familiar routine and tasks.
• Select and use, with guidance, appropriate tools and materials safely and effectively.

• 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.

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.

• 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.

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.

• 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.

• 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.

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.

• 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.

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

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.

• Obtain, organise and use factual, theoretical and/or hypothetical information in problem solving.
• Make generalisations and predictions.
• Draw conclusions and suggest solutions.

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.

• 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.

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.

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.

• 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.

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.

• 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.

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.

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.

• 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.

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.

• 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.

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.

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.

• 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.

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.

• 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.

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.

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.

• 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.

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.

• 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.

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.

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.

• 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.

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.

• 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.

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.

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.

• 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.

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.

• 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.