Tariff domains
1. Knowledge development
Retrieve, recognise and recall relevant knowledge from long-term memory; construct meaning from oral, written and graphic messages through interpreting, exemplifying, classifying, summarising, inferring, comparing and explaining.
| Domain element | Explication and exemplification |
| 1.1 | Recall, summarise and explain facts, terminology, principles, concepts. | Higher scores for qualifications that require all four. Key words on papers will be 'state', 'outline', 'name', 'explain' complete gaps in sentences. The word 'explain' is used in a number of questions. The score and range of concepts that an explanation is required for determines the score.
Includes bibliographic reference where appropriate. |
| 1.2 | Select, organise and present relevant information clearly and logically, using specialist vocabulary where appropriate | Quality, quantity and timeliness of the work.
Review progress and establish evidence of achievement. |
| 1.3 | Identify personal strengths and weaknesses and make recommendations for improvement. | Be alert to any changes that need to be made to working arrangements, timescales and methods, and agree these with others. |
2. Application of ideas, knowledge and theory
Carrying out or using a procedure through executing or implementing.
| Domain element | Explication and exemplification |
| 2.1 | Select and apply appropriate knowledge, understanding and skills to solve familiar problems. | 'Select ' 'Complete the table' 'How a procedure should be altered' 'Explain how' could be used here. Reading a value of a graph is a favourite here in a science context. |
| 2.2 | Select and apply appropriate knowledge, understanding and skills to solve unfamiliar problems. | 'Select' - the difference here is in the familiarity of the context. |
| 2.3 | Develop and execute plans and apply to realise a project. | Interpret 'project' widely. |
3. Analysis
Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organising and attributing.
| Domain element | Explication and exemplification |
| 3.1 | Analyse simple problems and issues understanding relationships between cause and effect. | Problems are more likely to take the form of numerical calculations or other mathematical operations; issues more akin to global warming, cause of the French revolution. |
| 3.2 | Analyse complex problems and issues and wider context of problems and projects. | |
| 3.3 | Review different options/plans using appropriate analytical tools, risk analysis and costings to produce justifiable recommendations. | Candidates might be asked to compare and contrast, make comparisons, think of other ways of doing something or achieving an outcome. |
4. Synthesis
Putting elements together to form a coherent and functional whole; reorganising elements into a new pattern or structure through generating, planning or producing.
| Domain element | Explication and exemplification |
| 4.1 | Draw together knowledge, principles and concepts to produce ideas, insights and/or artefacts. | Idea =; insight indicates a higher order skill; This strand could also be evidenced by making something which requires the synthesis of ideas as in art and design. |
| 4.2 | Generate simple arguments clearly and logically drawing on knowledge, principles and concepts from different areas of a subject. | Mathematical proofs can be seen as arguments. This is unlikely to be signalled by a simple word in a question. |
| 4.3 | Generate complex arguments clearly and logically drawing on knowledge, principles and concepts from different areas of a subject. | Look for reference to more than one concept and a requirement to construct an argument to answer the question. |
5. Evaluation
Making judgements based on criteria and standards through checking and critiquing.
| Domain element | Explication and exemplification |
| 5.1 | Assess the validity of a range of information and arguments. | The extent of the range will determine the score. For example, using on or two pieces of information would score low, but having to make sense from five or six would generate a higher score. |
| 5.2 | Judge and appraise arguments and evidence to reach informed judgement. | 'To what extent do you agree with...' 'Discuss...' |
| 5.3 | Use the results of analysis to formulate and defend independent opinions and judgements or make predictions. | The more the candidate is required to make predictions the higher the score. 'Express your view ' questions where asked to adopt an ethical position. |
6. Communication
Developing and demonstrating speaking, reading, listening and writing skills.
| Domain element | Explication and exemplification |
| 6.1 | Produce written work using a form and style of writing appropriate to purpose and complex subject matter. | Candidates choose their own form of response and structure of output. |
| 6.2 | Produce essays or other forms of extended writing with correct spelling, grammar and punctuation. | Explicit requirement for extended writing, eg essay, extended project, report. Level of complexity will determine score. |
| 6.3 | Select and use appropriate forms of oral communication to convey information. Read or listen critically and comprehend longer arguments or examples of applications. | Specific requirement for oral presentation. Score will indicate amount or lack of specific direction, and scope/requirement for choice of medium. Case studies; listen to others with respect; learning outcomes may emphasise compliance and willingness to respond. |
7. Numeracy skills
Developing and using numerical and mathematical skills.
| Domain element | Explication and exemplification |
| 7.1 | Choose and use appropriate techniques to address simple numerical problems. | This would be a rather simple one or two step procedure requiring the application of arithmetic, for example calculating an average. Recall and use appropriately financial ratios. |
| 7.2 | Choose and use appropriate techniques to address complex numerical problems. | Here learners would be required to demonstrate the use of basic arithmetic to solve multi-step problems, for example calculating a chi-square statistic. Recall, use and assess impact of financial ratios. |
| 7.3 | Choose and use appropriate mathematical techniques. | This would cover estimation, proportional reasoning, algebraic manipulation, and interpretation of graphs
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8. Personal and social skills
Evidencing skills that have relevance for managing time, tasks and personal effectiveness in a range of contexts.
| Domain element | Explication and exemplification |
| 8.1 | Plan, undertake and review work with others,making an appropriate contribution and involving other participants. | Planning, applying and seeking feedback in a variety of contexts. Specific requirement for a plan and self-reflection.
Understanding of different roles; effective groups and teams; agree suitable working relationships and responsibilities; seek effective ways to - keep yourself and others motivated; anticipate the needs of others for information and support; protect your own rights and those of others; avoid actions that offend, harass or discriminate against others; resolve conflict; contribute and get accurate information on progress towards achieving the agreed objectives, including the extent to which work is meeting deadlines and quality requirements. |
| 8.2 | Carry out tasks to meet responsibilities, including agreeing personal targets and plans and how these will be met over an extended period of time, using support from appropriate people. | Quality, quantity and timeliness of the work. Review progress and establish evidence of achievement. |
| 8.3 | Identify personal strengths and weaknesses and make recommendations for improvement. | Be alert to any changes that need to be made to working arrangements, timescales and methods, and agree these with others. |
9. Learning skills
Evidencing skills and attitudes that demonstrate their potential for learning in higher education.
| Domain element | Explication and exemplification |
| 9.1 | Demonstrate independence, self-direction and persistence in learning e.g. looking for answers to questions rather than being spoon fed. | Learners are required to take responsibility for their learning using plans, seeking feedback and support from relevant sources to meet targets Open-ended questions (short answer questions would attract 0; data response a low score; project work could attract high score); requirement for analysis and evaluation in addition to recall; unfamiliar contexts; complex material; requirement for independent learning. |
| 9.2 | Demonstrate intellectual risk taking. | For example opportunities for presentation of arguments using an approach which is more associated with a different context or level of learning. |
| 9.3 | Research, obtain, select and cite appropriately information from a range of sources. | Are learners required to use appropriate bibliographic skills? This could cover the use of experimental results in addition to text-based sources. |
10. Work-related skills and attitudes
| Domain element | Explication and exemplification |
| 10.1 | Developing vocational knowledge and skills to nationally recognised standards. | Qualification relates to sector of work; knowledge may be developed in context but outside workplace; |
| 10.2 | Developing knowledge and experience of work. | Generic and specific to particular sector; engaging in work experience (score will depend on scope and extent); demonstrating knowledge of practices and culture. |
| 10.3 | Developing relevant work-related attitudes. | Listening to others with respect; participates in group discussions with awareness of appropriate behaviour; sensitive towards individual and cultural differences; evidencing commitment to task and to people. |
