Last updated: 26 Jun 2009

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

A

A level
See GCE AS/A level.

AB
See awarding body / awarding organisation.

access arrangements
Arrangements that are approved in advance of an examination or assessment to allow attainment to be demonstrated by students with a permanent or a long-term disability; learning difficulty; temporary disability, illness, indisposition or medical condition; or a special educational need, including where the student's first language is not English, Welsh or Irish (Gaeilge).

accreditation
The process through which the qualifications regulators confirm that a qualification and the associated specification conform to the relevant regulatory criteria.

additional and specialist learning (ASL)
Qualifications that students choose to include in their Diploma that are complementary or specialised in character. Additional and specialist learning must provide high-quality breadth and/or depth of curriculum experience, without duplication of principal learning, and be based on a solid evidence-base of progression opportunities for students who want to progress into immediate employment with training or full-time further and/or higher education.

Advanced Diploma
The Advanced Diploma, a level 3 qualification, provides the basis for progression to higher and further education, and to employment with training. It requires 1,080 guided learning hours (GLH), and is equivalent, in terms of UCAS points, to three and one-half A levels. The Advanced Diploma includes principal learning that is sector- and subject-related. It requires level 2 functional skills in English, mathematics and information and communication technology, and provides the essential personal, learning and thinking skills needed to progress in education, training and employment. An Advanced Diploma can be completed as a two-year full-time programme. The Advanced Diploma components are, for each line of learning, as follows:

• principal learning (set at 540 GLH, of which a minimum of 270 GLH must be applied learning)
• generic leaning (set at 180 GLH)
• additional and specialist learning (set at 360 GLH as a minimum).

advanced subsidiary (AS) level
See GCE AS/A level.

aegrotat award
An award made on the basis of partial achievement to a student who is unable, through temporary illness, injury or indisposition, to complete all the usual assessment requirements.

aggregation
The adding together of attainment across the components and units of a qualification to arrive at a measure of achievement for the qualification as a whole. Aggregation may require a weighting of each element according to the intended contribution to the whole Diploma.

AO
See awarding body / awarding organisation.

AoC
See Association of Colleges.

API
See application programming interface.

appeal
A process through which an awarding body/organisation may be challenged on the outcome of an enquiry about results or, where appropriate, other procedural decisions affecting a centre or individual students.

application programming interface (API)
Defines how to access a software-based service.

applied learning
Acquiring and applying knowledge, skills and understanding through tasks set in sector or subject contexts that have many of the characteristics of real work or are set within the workplace. Most importantly, the purpose of the task in which students apply their knowledge, skills and understanding must be relevant to the workplace.

AS level
See advanced subsidiary level.

ASL
See additional and specialist learning.

assessment
The process of making judgements about the extent to which a student's work meets the assessment criteria for a qualification, unit or part of a unit.

assessment centre
Any centre in a consortium hosting an internal or external assessment for Diploma students.

assessment criteria
Assessment criteria specify what a student is expected to meet to fulfil a set of learning outcomes. The criteria should be sufficiently detailed to support a consistent judgement that a learning outcome has been achieved. The criteria should not dictate the method of assessment to be used.

assessment plan
A collection of information on Diploma assessments to aid the planning and management of assessment activity. The plan indicates the constituent qualification specifications used by the consortium for each level Diploma and for each line of learning, the assessment methods involved for these qualifications and where and when the assessments will take place.

assessor
The person who makes a judgement on student's work.

Association of Colleges (AoC)

authentication
Confirmation that work has been produced by the student putting it forward for assessment, and that it has been produced under the required conditions.

awarding
The process through which students' results and/or grades are determined on the basis of available evidence.

awarding body (AB) / awarding organisation (AO)
An organisation or consortium that awards qualifications. To be eligible to award accredited qualifications, awarding bodies/organisations must meet the requirements of and be recognised by the qualifications regulators. For the Diploma, there are two types of awarding bodies/organisations: component awarding bodies/organisations and Diploma awarding bodies/organisations.

B

BAF
See business, administration and finance; line(s) of learning.

barring
Barred qualifications may not be combined because of overlapping content.

barring code
A code used in the Diploma catalogue to enable qualifications to be compared, and to identify qualifications that may not be combined within a student's additional and specialist learning component because of overlapping content.

business, administration and finance (BAF)
See line(s) of learning.

C

C&M
See creative and media, line(s) of learning.

CAB
See component awarding body/organisation.

career education and guidance
Career education and guidance comprise:

• career information – information on opportunities in learning and progression routes, on careers and on related issues such as financial support for learning and sources of help and advice
• career guidance – individual or small group interventions that help young people understand themselves and the opportunities available and make decisions about learning and work that are right for them
• career education – activities within the curriculum that help young people to develop the knowledge and skills they need to make choices and successful transitions, that is to understand themselves and the influences on them, to investigate opportunities, to make and adjust plans, and to manage change and transition.

CBE
See construction and the built environment, line(s) of learning.

CCEA
See Council for the Curriculum Examinations and Assessment.

centre approval
A process through which an awarding body/organisation recognises or confirms that a centre can offer particular qualifications.

centre cluster
A subset of centres in a consortium grouped for administration reasons. The basis for membership of a cluster could be determined by lines of learning or geographical location. Not all consortia have clusters.

centre identifiers
The Diploma aggregation service operates its own internal centre identifiers. It is invisible to users, as no one existing system can cater for both administrative and commercial levels of detail.

centre support officers (CSOs)
A regional team of QCA staff who provide in-centre support for exams officers. CSOs promote good practice in assessment administration, provide communication between centres and QCA, and help exams officers introduce change to assessment administration according to qualification developments.

certificate
The final record of attainment in a unit or qualification issued by an awarding body/organisation.

comparability
The extent to which results obtained in different assessments, for example in different units, between awarding bodies/organisations or over time, represent equivalent attainment.

compensation
The extent to which high performance in one element of an assessment can balance lower performance in another. This idea recognises that it is the student's overall attainment rather than individual elements that is most significant.

component awarding body (CAB)
An awarding body/organisation offering constituent qualifications for the Diploma, which may include principal learning, foundation, higher and extended project, functional skills and/or additional and specialist learning qualifications.

components of the Diploma
Diplomas are made up of constituent qualifications that are organised in terms of the following three components:

• principal learning
• generic learning
• additional and specialist learning.

composite qualification
A qualification consisting of a number of constituent accredited qualifications.

consortium
A group of centres and other organisations (including employers and training providers) working together locally to offer a Diploma line of learning. Each consortium is approved through the Department for Children, Schools and Families Diploma Gateway process.

consortium delivery plan
A collection of information made available by consortium leadership showing how a consortium is organised to deliver the Diploma. It identifies the lines of learning delivered and which centres (and other institutions) are involved in teaching or accessing the Diploma. Consortium leadership must provide this information when applying for the DCSF Diploma Gateway process. The plan may be known by a different name in a consortium and may take the form of a written document, diagram, spreadsheet or web pages, and may be extended to also show responsibilities and contact details, for example for line of learning leaders.

constituent qualifications
Accredited qualifications that make up the different components of the Diploma.

construction and the built environment (CBE)
See line(s) of learning.

content
The knowledge, understanding, skills or area of competence to be covered in a qualification as described in the specification.

controlled assessment
The approach to internal assessment where an awarding body/organisation sets requirements or 'controls' for:

• setting tasks
• taking tasks
• marking tasks.

A student's marks for each internally assessed unit of a principal learning qualification must be drawn from an assessment that has been set, taken and marked in line with these controls. The specific requirements for each principal learning qualification and further guidance on how to implement controls will be provided by component awarding bodies/organisations.

Council for the Curriculum Examinations and Assessment (CCEA)

creative and media (C&M)
See line(s) of learning.

credit value
Specifies the number of credits that will be awarded to a student who achieves the learning outcomes of a unit.

CSO(s)
See centre support officers.

D

DAB
See Diploma awarding body/organisation.

DAB relationship manager
A role specific to the Diploma aggregation service. The role enables the user to nominate a Diploma awarding body for a learner's Diploma and claim a Diploma on behalf of a learner.

DAS
See Diploma aggregation service.

Data Protection Act
Law relating to the security of personal information about an individual. This affects how centres are able to store and communicate personal information about staff and learners.

DCELLS
See Department for Children, Education, Lifelong Learning and Skills.

DCSF
See Department for Children, Schools and Families.

DDP
See Diploma development partnership.

delivery centre
A centre where the teaching (delivery) of a qualification or unit takes place.

Department for Children, Education, Lifelong Learning and Skills (DCELLS)
The qualification regulator in Wales.

Department for Children, Schools and Families (DCSF)

Department for Innovation, Universities and Skills (DIUS)

determination of results
The process by which awarding bodies use the information from assessments to determine individual candidates' results.

Diploma
A composite qualification for 14- to 19-year-olds in England, the Diploma is being introduced between 2008 and 2011 and will ultimately be available in 17 lines of learning (see line of learning) at levels 1 (Foundation), 2 (Higher) and 3 (Advanced). All Diplomas share a common structure made up of three components: principal learning; additional and specialist learning; and generic learning (see individual definitions). The exception to this is the Progression Diploma – see Progression Diploma.

The Diploma gives learners a large degree of flexibility and ensures they will benefit from 'applied learning' (see applied learning), which is a key feature of every Diploma. All Diplomas have been developed with employers and higher education to enable and support progression into skilled employment with training and further/higher education.

Diploma aggregation service (DAS)
The Diploma aggregation service supports the awarding of the Diploma to the student. It must be used by centres and awarding bodies involved in the delivery of the Diploma to share data and record a student's progress towards a Diploma award. As well as recording constituent qualification results against each learner, the service aggregates these results and applies rules of combination to determine whether the whole Diploma can be awarded and produces a trial grade.

Diploma aggregation service help desk
A telephone and email help service to support centre-based users of the Diploma aggregation service.

Diploma awarding body/organisation (DAB)
An awarding body/organisation that awards the overall Diploma qualification, issuing a transcript and certificate.

Diploma catalogue
The catalogue of the constituent qualifications, and the valid combinations of those qualifications, which can be used for the achievement of the Diploma.

Diploma development partnership (DDP)
This is a partnership between employers, higher education and other sector / line of learning experts (with an interest/stake in the sector or subject) and education representatives (with professional, educational or qualification-design expertise). DDPs are brought together through sector skills councils (SSCs) and are led by the most appropriate SSC. DDPs are responsible for developing the line of learning statement.

Diploma transcript
A report of the qualifications that make up a student's Diploma programme. It lists the learners' grades for each qualification in their Diploma, and records work experience and personal, learning and thinking skills.

DIUS
See Department for Innovation, Universities and Skills.

domain assessor
A person who has responsibility within a consortium for overseeing all aspects of the quality assurance of the internal assessment carried out on the principal learning and project components for a particular Diploma line of learning.

E

ELB
See environmental and land based studies, line of learning.

ENG
See engineering, line of learning.

engineering (ENG)
See line of learning.

entitlement areas
At key stage 4, schools are required to ensure that all students have access to at least one course in each of the following areas:

• the arts
• design and technology
• the humanities
• modern foreign languages.

This entitlement will remain in 2013, alongside the entitlement to Diplomas.

environmental and land-based studies (ELB)
See line of learning.

EO
See exams officer.

experiential learning
A process that stresses the central role of experience in learning related to the world of work. Learners reflect on their experience, draw out and articulate lessons learnt (generalise), and then apply their learning to new situations or activities. The student's objective experience is critical to the learning process.

Extended Diploma
The Extended Diploma, which will become available in 2011 at levels 1, 2 and 3, will provide extra stretch and challenge for the most able learners at all Diploma levels. At Foundation and Higher levels the Extended Diploma will feature an extended core of English and mathematics content to recognise a wider range of achievement. At the Advanced Level, the extended core will consist of English or mathematics or ICT, providing a greater choice of progression opportunities. All levels will have further guided learning hours of additional and specialist learning.

Extended Diploma	GLH	…which will include	GLH
Extended Foundation Diploma	860	Foundation Diploma	600
Extended Higher Diploma	1080	Higher Diploma	800
Extended Advanced Diploma	1440	Advanced Diploma	1080

extended project
This is a level 3 qualification involving a single piece of work that requires a high degree of planning, preparation, research and independent working. Students will explore in depth a topic based on their own interests and aspirations. The extended project may be completed alongside A levels or as part of an Advanced or Progression Diploma.

external assessment
A form of assessment in which question papers, assignments and tasks are set by the awarding body, taken under specified conditions (including details of supervision and duration) and marked by the awarding body.

F

fair processing notice (FPN)
The mechanism by which learners are informed by their centre about what will happen to the personal information and achievement data collected about them and how that data will be processed and shared.

FE
See further education.

Federation of Awarding Bodies (FAB)

Foundation Diploma
The Foundation Diploma is achieved at level 1, and supports progression to level 2, particularly within key stage 4. It requires 600 guided learning hours (GLH), and is equivalent, in terms of average length of study, to five GCSEs. The Foundation Diploma includes learning related to a specific sector or subject, and includes a project to allow individuals to plan and organise their own learning. It includes functional skills in English, mathematics and ICT at level 1, and provides the essential personal, learning and thinking skills needed to progress in education and training. The Diploma can be taken in one year if taken on its own, or in two years if taken at the same time as the key stage 4 national curriculum programme of study. The Foundation Diploma components are, for each line of learning, as follows:

• principal learning (set at 240 GLH, of which a minimum of 120 GLH must be applied learning)
• generic learning (set at 240 GLH)
• additional and specialist learning (set at 120 GLH minimum)

foundation learning tier (FLT)
The foundation learning tier is made up of all units and qualifications at Entry level and level 1 of the new Qualifications and Credit Framework (QCF) taken by learners aged 14 and over. Units and qualifications within the foundation learning tier will be packaged together into progression pathways – frameworks for learning that will ensure that all learners are helped to progress towards level 2 or other meaningful destinations.

functional skills
These are the core elements of English, mathematics and ICT, which provide the essential knowledge, skills and understanding needed to operate confidently, effectively and independently in life and at work. Functional skills will relate to GCSEs in English, mathematics and ICT, Diplomas and apprenticeships. They will also be available as stand-alone qualifications.

further education (FE)

G

Gateway
The quality assurance process run by the DCSF, through which a local partnership of learning providers (a consortium) applies for approval to offer Diploma qualifications in a line of learning.

GCE AS/A level
GCE stands for General Certificate of Education. An A level is normally taken as a two-year course progressing from either GCSE or an equivalent qualification. It comprises the advanced subsidiary (AS) and A2 components. Both AS and A level qualifications sit at level 3 in the National Qualifications Framework (NQF) in England, Wales and Northern Ireland.

The AS is a stand-alone qualification and is valued as half a full A level qualification (assessed at the standard expected for a student halfway through an A level course). The A2 is the second half of a full A level qualification (assessed at the standard expected for a student at the end of a full A level course). Both are worth 50 per cent of the full A level qualification. GCE AS level are graded A to E. GCE A levels are graded A* to E.

GCSE
GCSE stands for General Certificate of Secondary Education. GCSE qualifications are generally taken as a two-year course by students aged 14 to 16. GCSEs sit in the National Qualifications Framework (NQF) in England, Wales and Northern Ireland. GCSEs are graded A* to G, grades D to G being at level 1 and grades A* to C being at level 2 in the NQF.

The assessment of all GCSEs involves external assessment and the majority also include controlled assessments. GCSEs can be either linear or unitised. GCSEs are offered in a variety of subjects, including English, mathematics, ICT and science, which are compulsory within state schools at key stage 4 in England, Wales and Northern Ireland.

generic learning
Generic learning enables students to develop and apply the skills and knowledge necessary for learning, employment and personal development. The generic learning component of the Diploma is made up of the following constituent parts:

• functional skills
• personal, learning and thinking skills
• a project
• work experience.

GLH
See guided learning hours.

grade
A point on a scale of performance used to differentiate achievement within a qualification (for example, A*, A, B, C, D, E) in A level.

grading
The process of determining the grades to be issued to students for a unit or qualification.

guided learning hours (GLH)
Guided learning hours are a measure of the time that a typical learner will require in direct guidance – from a teacher, tutor or other identified guidance provider – to complete their programme of learning successfully. The guidance must be related to the programme that the learner is taking, and can include time in lectures, classes, tutorials, one-to-one meetings, workshops or assessment sessions. The guidance may be delivered through virtual means, such as online, or through video and teleconferencing. If the guidance is in the form of supervised study, then the supervising person must be available to provide support for the specific subject in question. Guided learning does not include the marking of assessments where the learner is not present, work experience where an assessor or centre/employer learning provider is not present, or custodial supervision.

H

H&B
See hair and beauty studies, line of learning.

hair and beauty studies (H&B)
See line of learning.

HE
Stands for higher education.

HEFCE
See Higher Education Funding Council for England.

HEI
See higher education institution.

Higher Diploma
The Higher Diploma provides the basis for progression to further education, an apprenticeship or employment. It is a level 2 qualification and provides the basis to progress to level 3. It requires 800 guided learning hours (GLH), and is equivalent, in terms of average length of study, to seven GCSEs. The Higher Diploma includes principal learning related to a specific sector or subject, and includes a project to allow individuals to plan and organise their own learning. It includes functional skills in English, mathematics and ICT at level 2, and provides the essential personal, learning and thinking skills needed to progress in education, training and employment. The Diploma can be taken in one or two years if taken on its own or in two years if taken at the same time as the key stage 4 national curriculum programme of study. The Higher Diploma components are, for each line of learning, as follows:

• principal learning (set at 420 GLH, of which a minimum of 210 GLH must be applied learning)
• generic learning (set at 200 GLH)
• additional and specialist learning (set at 180 GLH minimum).

higher education (HE)

higher education institution (HEI)
An institution offering higher education courses.

home centre
The home centre is the centre where a student is involved, which undertakes transactions on the Diploma aggregation service for a particular student. Each student may only have one home centre; the home centre takes responsibility for a student and has overall responsibility for his or her diploma programme.

HOS
See hospitality, line of learning.

hospitality (HOS)
See line of learning.

I

IAG
See information, advice and guidance.

ICT
Stands for information and communication technology.

information, advice and guidance (IAG)
Information, advice and guidance is an umbrella term covering a range of activities and interventions that help young people to become more self-reliant and better able to manage their personal and career development, including learning.

information and communication technology (ICT)

information technology
See line of learning.

intention to claim
A mechanism by which a student can state his or her intention to claim a Diploma once the final constituent qualification results have been received.

internal assessment
Assessment tasks where learners' evidence is assessed in the centre against criteria provided by the awarding body/organisation and subjected to external moderation. The assessment tasks may be set internally at the centre or be provided by the awarding body/organisation.

internal standardisation
Processes carried out by centres in relation to internally assessed work to ensure consistency within each line of learning in relation to the setting of tasks, conduct of tasks and marking of learners' assessment evidence. Internal standardisation thereby ensures that all learners are judged against the same standards regardless of which teaching group they are in or which assessor marks their work.

IT
See information technology, line of learning.

K

key stage 4 curriculum
At key stage 4 all students are required to study English, mathematics, ICT, science, citizenship, physical education, religious education, sex education, careers education and work-related learning. This requirement will remain following the introduction of Diplomas.

L

languages
See line of learning.

lead assessor
A person who has responsibility within a consortium for overseeing all aspects of the quality assurance of the assessment carried out for the principal learning and project components for all Diploma programmes offered.

learner
An individual who is studying for or who has completed a Diploma qualification.

learner account
The learner account exists on DAS and indicates participation on a Diploma prgramme. It acts as the repository for results data for an individual learner, recording line of learning and level, qualification, level and grade. It will be managed and monitored by a centre on behalf of a learner or a DAB on behalf of a centre. Learners will not have direct access to their learner accounts.

learner administrator
A user role of the Diploma aggregation service. The role is made up of one or more of the following sub-roles which involve different types of access and functionality associated with viewing or updating learner accounts: learner data maintainer, learner data viewer, PLTS and work experience recorder and DAB relationship manager.

learner data maintainer
A user role of the Diploma aggregation service. This role enables the user to open learner accounts, update information about a learner's Diploma and manage the transfer of the learner account when a learner transfers centre.

learner data viewer
A user role of the Diploma aggregation service. This role enables the user to view a learners' progress through their learner account.

Learner Registration Service (LRS)
The LRS is an internet-based service capable of providing a unique learner number (ULN) for every person in education and training in the UK. This will allow people to build a lifelong record of their learning participation and achievements, which they can access and share if they choose. It is part of the MIAP programme of work and further information can be found at www.miap.gov.uk/services.

Learning and Skills Council (LSC)

Learning and Skills Network (LSN)

Learning and Skills Improvement Service (LSIS)

learning outcomes
These indicate the knowledge, skills and understanding that learners should have developed through the teaching and learning activities. They provide opportunities for checking progress and reviewing work with learners.

level
The level at which a qualification or unit is positioned for accreditation. Levels are defined in terms of complexity, autonomy and range of achievement.

level indicators:
entry
Entry level qualifications recognise basic knowledge and skills and the ability to apply learning in everyday situations under direct guidance or supervision. Learning at this level involves building basic knowledge and skills and is not geared towards specific occupations.

level 1
Level 1 qualifications recognise basic knowledge and skills and the ability to apply learning with guidance or supervision. Learning at this level is about activities that mostly relate to everyday situations and may be linked to job competence. The Foundation Diploma is a level 1 qualification.

level 2
Level 2 qualifications recognise the ability to gain a good knowledge and understanding of an area of work or a subject area, and to perform varied tasks with some guidance or supervision. Learning at this level involves building knowledge and/or skills in relation to an area of work or a subject area and is appropriate for many job roles. The Higher Diploma is a level 2 qualification.

level 3
Level 3 qualifications recognise the ability to gain, and where relevant, apply a range of knowledge, skills and understanding. Learning at this level involves obtaining detailed knowledge and skills. It is appropriate for people wishing to go to university, people working independently or, in some areas, supervising and training others in their field of work. The Advanced and Progression Diplomas are level 3 qualifications.

level 4
Level 4 qualifications recognise specialist learning and involve detailed analysis of a high level of information and knowledge in an area of work or study. Learning at this level is appropriate for people working in technical and professional jobs, and/or managing and developing others. Level 4 qualifications are at a level equivalent to Certificates of Higher Education.

lines of learning
The broad subject areas that each Diploma will cover are as follows:
First teaching September 2008
construction and the built environment (CBE)
creative and media (C&M)
engineering (ENG)
information technology (IT)
society, health and development (SHD)

First teaching September 2009
business, administration and finance (BAF)
environmental and land-based studies (ELB)
hair and beauty studies (H&B)
hospitality (HOS)
manufacturing and product design (MPD)

First teaching September 2010
public services
retail business
sport and active leisure
travel and tourism

First teaching September 2011
humanities
languages
science.

The line of learning titles are subject to change.

line of learning criteria
A regulatory document developed by the QCA and approved by Ofqual that defines the knowledge, skills and understanding relevant to a line of learning at levels 1, 2 and 3 that must be contained as part of the principal learning component within the Diploma qualification. Awarding bodies must meet the requirements laid out in the line of learning criteria in addition to the Criteria for accreditation of Diploma qualifications at levels 1, 2 and 3.

line of learning statement
A detailed document written and owned by the relevant Diploma development partnership for a particular line of learning that outlines the rationale, vision and content at levels 1, 2 and 3 that should be contained as part of the principal learning component within the Diploma qualification. This document is intended to inform and guide the development of the line of learning criteria.

local administrator
A user role of the Diploma aggregation service. The role enables the user to maintain information on the service about the centre, and to allocate further user roles to staff in their centre.

LSC
See Learning and Skills Council.

LSIS
See Learning and Skills Improvement Services.

LSN
See Learning and Skills Network.

M

management information system (MIS)
A general term for the computer systems in an organisation that provide information about its business operations.

Managing Information Across Partners (MIAP)
The MIAP programme will streamline the collection, handling and sharing of information on learning and achievement for education and training organisations. The Learning and Skills Council is delivering MIAP on behalf of partners across the education sector. Further information can be found at www.miap.gov.uk.

manufacturing and product design (MPD)
See line of learning.

mark scheme
A mark scheme describes how how marks are to be awarded in relation to a particular assessment task.

MIAP
See Managing Information Across Partners.

MIAP help desk
A telephone and email help service to support centre-based users of the learner registration service.

Minerva application programming interface
An application programming interface (API) defines how to access a software-based service. It is a published specification that describes how other software programs can access the functions of an automated service. In web services, WSDL is a standardised format for expressing an API. The Minerva API defines the software services available to third-party systems. The Minerva API is defined using WSDL.

MIS
See management information system.

moderation
The process through which internal assessment is monitored to ensure that it meets required standards, and through which adjustments to marks are made where required to compensate for any differences in standards that are encountered.

MPD
See manufacturing and product design, line of learning.

N

National Centre for Education Statistics (NCES)

national curriculum
The national curriculum is a framework used by all maintained schools to ensure that teaching and learning is balanced and consistent. It sets out:

• the subjects taught
• the knowledge, skills and understanding required in each subject
• standards or attainment targets in each subject – teachers can use these to measure a child's progress and plan the next steps in his or her learning
• how children's progress is assessed and reported.

Within the framework of the national curriculum, schools are free to plan and organise teaching and learning in the way that best meets the needs of their pupils.

National Database of Accreditation Qualifications (NDAQ)
This is a website that contains details of all qualifications that are accredited by the qualifications regulators in England (Ofqual), Wales (DCELLS) and Northern Ireland (CCEA). More information on NDAQ can be found at www.accreditedqualifications.org.uk.

National Occupational Standards (NOS)

National Qualifications Framework (NQF)

NCES
See National Centre for Education Statistics

NDAQ
See National Database of Accreditation Qualifications.

NDPB
See non-departmental public body.

NOS
See National Occupational Standards.

NQF
See National Qualifications Framework.

O

Ofqual
Office of the Qualifications and Examinations Regulator. Ofqual is the qualifications regulator for England.

operating agreement
The agreement between QCA and an awarding body governing the provision of the Diploma aggregation service by QCA for use by awarding bodies in live operation.

operating rules
A set of requirements and information for component and Diploma awarding bodies, covering the operation of the Diploma qualification, principal learning, the project and the contribution of constituent qualifications to the Diploma.

P

pathfinders
Pathfinders are local groups of schools, colleges and employers that were set up to test local collaborative delivery of 14–19 education and training in a range of settings over the three years 2002/03 to 2004/05. The practice and findings of these pathfinders helped to shape the development of the Diploma and how it will be delivered.

pathway
A route to progress through the Diploma framework.

personal, learning and thinking skills (PLTS)
The framework of skills that will equip all young people for successful employment and lifelong learning. PLTS require students to be:

• independent enquirers
• creative thinkers
• reflective learners
• team workers
• self-managers
• effective participators.

PLTS and work experience recorder
A user role of the Diploma aggregation service. The role enables the user to record a learner's achievement of personal, learning and thinking skills, and of work experience, in the learner account.

PLTS
See personal, learning and thinking skills.

principal learning
This is the mandatory learning part of the Diploma. Principal learning is sector- and subject-related and predominantly applied in character. It includes a minimum of 50 per cent applied learning and consists of knowledge, understanding, skills and attitudes that support progress through the line of learning into the sectors and subjects concerned. Opportunities to develop and apply generic skills are also integrated into principal learning.

prior achievement
The Diploma qualification allows for the inclusion of constituent qualifications that have been achieved by a learner after 1 January 2005 if they are in the Diploma catalogue or a previous version of the Diploma catalogue.

programme of study
The statutory elements of the national curriculum that all students at key stage 4 must cover while at school or college.

Progression Diploma
The Progression Diploma is a subset of the Advanced Diploma and is made up of only the principal learning and generic learning components. It requires 720 GLH and is equivalent, in terms of UCAS points, to two and a half A levels.

project
A level 1 or 2 qualification involving a single piece of work that requires a high degree of planning, preparation, research and independent working. Learners explore in depth a topic based on their own interests and aspirations. The project is completed as part of a Foundation or Higher Diploma. An extended project is completed as part of the Advanced or Progression Diploma.

PSA
See public service agreement.

public service agreement (PSA)

Q

QCF
See Qualifications and Credit Framework.

QIA
See Quality Improvement Agency.

qualification criteria
The document Criteria for the accreditation of Diploma qualifications at levels 1, 2 and 3, alongside the criteria for each line of learning, set out the knowledge, understanding, skills and assessment objectives common to all Diplomas at levels 1, 2 and 3. These criteria provide the framework within which awarding bodies create the detail of the components or constituent qualifications.

qualification specification
A detailed document that defines the purpose, content, structure and assessment arrangements for a qualification.

Qualifications and Credit Framework (QCF)
The Qualifications and Credit Framework is a new way of recognising skills and qualifications. It does this by awarding credit for qualifications and units (small steps of learning). It enables people to gain qualifications at their own pace along flexible routes

qualifications regulators
Statutory organisations that are required to establish national standards for qualifications and ensure consistent compliance with them. The qualifications regulators for England, Wales, Northern Ireland and Scotland are respectively: Office of the Qualifications and Examinations Regulator (Ofqual); the Department for Children, Education, Lifelong Learning and Skills (DCELLS); the Council for the Curriculum, Examinations and Assessment (CCEA); and the Scottish Qualifications Authority (SQA).

Quality Improvement Agency (QIA)
The Quality Improvement Agency aims to raise the quality of education and training throughout the learning and skills sector by inspiring a culture of self-improvement and by supporting the move to self-regulation.

R

reasonable adjustments
Reasonable steps to ensure disabled people are not placed at a substantial disadvantage in comparison with non-disabled people, 'substantial' being more than minor or trivial. A reasonable adjustment will generally lead to an access arrangement being made for the student.

recognition
The recognition of Diploma awarding bodies/organisations and component awarding bodies in England, in addition to their recognition as awarding bodies for accredited qualifications.

reliability of assessment
The extent to which assessment results are an accurate measure of a candidate's demonstration of the abilities specified by the assessment criteria.

rules of combination
Automatic rules (applied through the Diploma catalogues) that define which qualifications can make up a full Diploma qualification.

S

Scottish Qualifications Authority (SQA)

Section 96
Under the provisions of Sections 96, 98, 100 and 101 of the Learning and Skills Act 2000, schools, institutions and employers in England may offer to those under the age of 19 a course leading to an external qualification that is funded either by a local authority or a learning and skills council only if the qualification is approved.

sector
In relation to the Diploma, the term sector refers to an employer-led line of learning in a specific area of work, such as construction or engineering.

sector body
A body (such as a sector skills council) recognised by the UK Commission for Employment and Skills as responsible for formulating and reviewing standards of occupational competence for an employment sector.

sector skills councils (SSCs)
There are 25 SSCs and each one is an employer-led, independent organisation that covers a specific sector across the UK. The four key goals are to:

• reduce skills gaps and shortages
• increase opportunities to boost the skill and productivity of everyone in the sector's workforce
• improve learning supply including apprenticeships, higher education and national occupational standards (NOS)
• improve productivity, business and public services.

self-directed study or learning
Learning or study where the students select and carry out their own learning goals, objectives, methods and means to verify that their goals are met. At higher levels, the learner takes increasing responsibility for initiating the learning, by making decisions about what training and development experiences will occur and how.

SfBN
See Skills for Business Network.

SHD
See society, health and development; line of learning.

Skills for Business Network (SfBN)

society, health and development (SHD)
See line of learning

special arrangements
Special arrangements are now referred to as access arrangements.

special consideration
A process that allows candidates who suffer from temporary illness, injury or indisposition at the time of an assessment to be credted with the achievement they are capable of.

specification
A document setting out the requirements of a unit, component or qualification that an awarding body/orgainsation submits for accreditation by the qualifications regulators.

SQA
See Scottish Qualifications Authority

SSC
See sector skills councils.

Standardisation
A process to ensure that the assessment criteria for a qualification or unit are applied consistently by assessors, moderators and verifiers.

super user
A user role of the learner registration service. This role enables the user to obtain unique learner numbers from the service, to update learner details held by the service, and to nominate other centre-based users of the service.

supplementary recognition
The recognition of Diploma awarding bodies and component awarding bodies/organisations in England, in addition to their recognition as awarding bodies for accredited qualifications.

synthesis
A learner's ability to bring together facts, skills, knowledge or concepts that have been learnt separately and that may belong to different subjects or disciplines.

T

TDA
See Training and Development Agency for Schools

testing agreement
The agreement between QCA and an awarding body/organisation governing the testing of the Diploma aggregation service.

third party learner administrator (TPLA)
A user role of the Diploma aggregation service that has been delegated to a third party organisation. This role allows the user to manage a centre's learner accounts from a third party organisation, for example an awarding body/organisation. The role is made up of one or more of the following sub-roles which involve different types of access and functionality associated with viewing or updating leaner accounts: learner data maintainer, learner data viewer, PLTS and work experience recorder, and DAB relationship manager.

TPLA
See third party learner administrator

transcript
A report of the units and qualifications that make up a learner's programme and achievement. It lists the learner's units and grades for each of the components of their Diploma qualification and also records work experience and personal, learning and thinking skills. The transcript must accompany a certificate to validate the Diploma.

trial grade
Centres will be able to obtain a trial grade for each learner who has completed the necessary achievements for the Diploma, before claiming the award of the Diploma through the Diploma awarding body/organisation and the Diploma aggregation service. The trial grade is verified by the Diploma awarding body that will award the Diploma.

U

UCAS
See Universities and Colleges Admission Service.

ULN
See unique leaner number.

unique learner number (ULN)
The unique number that identifies a student, supported by Managing Information Across Partners (MIAP) and the learner registration service.

unit
The smallest part of a qualification that is capable of certification in its own right.

unit grade
The grade awarded for each unit. This applies to the principal learning qualification.

unit grade boundary
The lowest mark in the range deserving of a particular grade.

Universities and Colleges Admission Service (UCAS)
UCAS is the UK central organisation through which applications are processed for entry to study for full-time first degrees. Students who wish to progress to higher education must apply through the UCAS application system.

V

validity
The fitness for purpose of an assessment tool or scheme.

verification
A process of moderation that includes local checking of assessment processes and decisions.

W

WBA
See web-based accreditation.

web-based accreditation (WBA)
A secure online environment that awarding bodies/organisations use to submit qualification proposals to the regulatory authorities for accreditation. The standard and five-day accreditation processes are both underpinned by the web-based accreditation system in which awarding bodies/organisations can also submit amendments, extensions, withdrawal or pilot qualification proposals.

web service definition language (WSDL)
A standardised format for expressing an application programming interface in web services.

work experience
Work experience is a placement with an employer in which a young person carries out a task – or range of tasks – and duties in much the same way as an employee, with the emphasis on learning from the experience. Work experience provides opportunities for learning about the skills and personal qualities, careers, roles and structures that exist within a workplace or organisation.

work-related learning (WRL)
Work-related learning is defined as activity that uses the context of work to develop knowledge, skills and understanding useful in work, including learning through the experience of work, learning about work and working practices and learning the skills of work.

WRL
See work related learning.

WSDL
See web service definition language.