|
Level |
Process |
Learning Demand |
Responsibility |
|
1
|
Carry out
processes that:
- are moderate
in range
- are
established and familiar
- offer a clear
choice of routine responses |
Employing:
- basic
operational knowledge
- readily
available information
- known
solutions to familiar problems
- little
generation of new ideas |
Applied:
- in directed
activity
- under general
supervision and quality control
- with some
responsibility for quantity and quality
- with possible
responsibility for guiding others |
|
2 Olevels, Year
11 at High School |
Carry out
processes that:
- are limited in
range
- are repetitive
and familiar
- are employed
within closely defined contexts |
Employing:
- recall
- a narrow range
of knowledge and cognitive skills
- no generation
of new ideas |
Applied:
- in directed
activity
- under close
supervision
- with no
responsibility for the work or learning of others |
|
3Year 12 at High
School |
Carry out
processes that:
- require a
range of well developed skills
- offer a
significant choice of procedures
- are employed
within a range of familiar contexts |
Employing:
- some relevant
theoretical knowledge
- interpretation
of available information
- discretion and
judgement
- a range of
known responses to familiar problems |
Applied:
- in directed
activity with some autonomy
- under general
supervision and quality checking
- with
significant responsibility for the quantity and quality of output
- with possible
responsibility for the output of others |
|
4 High School,
Yr 13 A Level in the British system |
Carry out
processes that:
- require a wide
range of technical or scholastic skills
- offer a
considerable choice of procedures
- are employed
in a variety of familiar and unfamiliar contexts |
Employing:
- a broad
knowledge base incorporating some theoretical concepts
- analytical
interpretation of information
- informed
judgement
- a range of
sometimes innovative responses to concrete but often unfamiliar problems
|
Applied:
- in
self-directed activity
- under broad
guidance and evaluation
- with complete
responsibility for quantity and quality of output
- with possible
responsibility for the quantity and quality of the output of others
|
|
5 Diploma
Bachelors Yr 1 |
Carry out
processes that:
- require a wide
range of specialised technical or scholastic skills
- involve a wide
choice of standard and non-standard procedures
- are employed
in a variety of routine and non-routine contexts |
Employing:
- a broad
knowledge base with substantial depth in some areas
- analytical
interpretation of a wide range of data
- the
determination of appropriate methods and procedures in response to a
range of concrete problems with some theoretical elements |
Applied:
- in
self-directed and sometimes directive activity
- within broad
general guidelines or functions
- with full
responsibility for the nature, quantity and quality of outcomes
- with possible
responsibility for the achievement of group outcome |
|
6 Bachelors Yr
2,3 |
Carry out
processes that:
- require a
command of wide ranging highly specialised technical or scholastic
skills
- involve a wide
choice of standard and non-standard procedures, often in non-standard
combinations
- are employed
in highly variable routine and non-routine contexts |
Employing:
- specialised
knowledge with depth in more than one area
- the analysis,
reformatting and evaluation of a wide range of information
- the
formulation of appropriate responses to resolve both concrete and
abstract problems |
Applied:
- in managing
processes
- within broad
parameters for defined activities
- with complete
accountability for determining and achieving personal and/or group
outcomes |
|
|
Carry out
processes that: |
Requiring:
|
Applied:
|
|
7 British Bachelors
US Masters |
- require a
command of highly specialised technical or scholastic and basic research
skills across a major discipline
- involve the
full range of procedures in a major discipline
- are applied in
complex, variable and specialised contexts |
- knowledge of a
major discipline with areas of specialisation in depth
- the analysis,
transformation and evaluation of abstract data and concepts
- the creation
of appropriate responses to resolve given or contextual abstract
problems |
- in planning,
resourcing and managing processes
- within broad
parameters and functions
- with complete
accountability for determining, achieving and evaluating personal and/or
group outcomes |
|
8 Graduate
Diplomas
US Masters |
Involves skills
and knowledge that enable a learner to:
- provide a
systematic and coherent account of the key principles of a subject area;
and
- undertake
self-directed study, research and scholarship in a subject area,
demonstrating intellectual independence, analytic rigour and sound
communication. |
|
9 British Masters
US early doctoral courses |
Involves
knowledge and skills that enable a learner to:
- demonstrate
mastery of a subject area; and
- plan and carry
out - to internationally recognised standards - an original scholarship
or research project. Demonstrated by:
- The completion
of a substantial research paper, dissertation or in some cases a series
of papers. |
|
10 PhD |
Involves
knowledge and skill that enable a learner to:
- Provide an
original contribution to knowledge through research or scholarship, as
judged by independent experts applying international standards.
|
