Level |
Process |
Learning demand |
Responsibility |
1 |
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 |
2 |
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 |
3 |
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 |
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 |
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 |
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 |
7 |
Carry out processes that: 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 |
Requiring: 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 |
Applied: 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 |
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 |
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 |
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. |