Design Engineer Construct! now approved for schools in England, Scotland and Wales x

DEC! and Schools

DEC! and Schools – making STEM count

The future of DT | Who can teach DEC? | Student Engagement | Qualifications | Delivery | Assessment | Become a DEC! School

Design…Engineer…Construct!® (DEC!) is a new qualification that offers teachers and learners the opportunity to develop a range of skills and knowledge fundamental to successful engagement in technical and professional aspects of the Construction and Built Environment sector of industry.

There is little understanding of these professions and few young people aspire to a career in this important sector of the British and global economy. By embarking on the DEC! programme your school can be instrumental in educating the future of construction and changing the lives of young people.

DEC! counts in performance tables and can contribute to “Progress Eight” measures.

Sitting perfectly on your DT carousel or as a subject in its own right, there is a way to teach DEC! that suits you and your students.

The future of DT

At KS4 there is no requirement for young people to take a Design Technology GCSE and current plans indicate there will be just two DT GCSEs available – one in Food and a single course covering a wide range of skills previously presented separately in a far more substantial portfolio of GCSE courses.

The proposal currently under consultation is for all work to be undertaken within a very limited range of contexts, very few of which relate directly to sectors of industry where the more serious skills gaps are.

Open up your DT options

This does not mean less choice for teachers and learners in DT – new and exciting courses such as DEC! can be included in the KS4 option choices alongside the GCSE giving young people access to a wide range of meaningful pathways.

With DEC! students will experience genuine Project Based Learning and work with industry. They will develop key DT skills such as research, understanding context, generation of ideas and development of solutions through to final modelling, an understanding of materials, and an insight into post construction management and behaviours.

Best of all these young people will acquire the knowledge and skills that will open many new opportunities for them to pursue a professional or technical career in the Built Environment sector. This includes aspirational and rewarding careers such as surveying, architecture, engineering, construction management, sustainability management, and many more.

YOU can teach DEC!

You may be thinking “How on earth can I teach my students about the Built Environment? It’s not my subject!”

Don’t panic! Most of our DEC! Teachers had no prior experience of the Built Environment. DEC! is being taught by Design Technology Teachers, Maths Teachers, Science Teachers and Geography Teachers. Even the English department gets involved.

If you’re still unsure as to whether DEC! is for you, we invite you to talk to our teachers and find out how they are doing it.

You’re never on your own with DEC!

We pride ourselves in training and supporting teachers until they can grab the DEC! reins and ‘go it alone’.

  • Access to experienced DEC! Teachers and their classes
  • Mentoring and CPD programmes
  • Progressive Training Schemes
  • Workshops & Seminars
  • Industry Work Placements for teachers
  • Professional face-to-face training
  • Online training videos
  • Fantastic online resources

The BEST Network for Built Environment Specialist Teachers

So you’re going to be teaching DEC! – How exciting! … but are you also a little anxious?

Would you be happier if you had someone with experience on hand, that you could fire questions at?
Someone who’s already discovered what has worked (and not worked) for them.
Would you like to share their resources and explore how they have managed their partnership with industry?

If your answers to the above questions are a resounding “YES!” help is at hand
You’ll be pleased to know there’s a virtual staffroom of DEC! teachers available to you. These are real teachers, some experienced and others new to DEC!, but all keen to develop a successful network where they can share experiences and support one another.

This support comes in the form of The BEST Network
An online collaborative environment that links you to both an experienced DEC! teacher who will be your ‘Guide’, and to a small group of other like-minded teachers who are a little less experienced in terms of DEC!

Engage ALL your students

Whether your students are mad about maths, or crazy about creativity, DEC! offers something for everyone. It inspires and raises the aspirations of young people to consider Construction and the Built Environment as a valuable career path.

All learners – girls and boys alike – discover real world applications of science, technology, engineering and maths and learn how to be a professional and be employable.

Young people can go on to access a whole range of exciting professional career pathways through:

  • Support from industry professionals
  • Access to industry tools & software
  • Strong links to universities
  • Educational visits
  • Meaningful work experience
  • High value apprenticeship schemes
  • Scholarships
  • Real world challenges and competitions

“William is enjoying DEC! enormously and is very excited about all the career options the course is giving him and has not stopped working on his Hotel Underground project for the past week.”

Parent of previously dis-engaged student

Qualifications

ENGLISH SCHOOLS

DEC! provides students with valuable opportunities throughout their education to gain the knowledge and practical skills they’ll need to embark on an exciting career in the Construction and Built Environment sector of industry. DEC! provides qualification routes that raise achievement in literacy, numeracy and STEM subjects, and offers highly prized performance table points.

Level 1, 2 & 3 Qualifications in Designing, Engineering and Constructing a Sustainable Built Environment, better known as ‘Design Engineer Construct!’, count in headline league table points and are based on coursework with a multiple choice test at Level 1, and grading exams for Level 2 and 3.

Performance tables are published on the DfE’s website and can be accessed here

2016 Key stage 3 & 4 (DEC! Level 1 & 2)   >
2017 Key stage 3 & 4 (DEC! Level 1 & 2)   >  2017 Key stage 5 (DEC! Level 3)   >
2018 Key stage 3 & 4 (DEC! Level 1 & 2)   >  2018 Key stage 5 (DEC! Level 3)   >

DEC! and Further Education Colleges
There are a number of ways to deliver the Design Engineer Construct! learning programme across all levels. We would be very pleased to help you plan your FE offer. DEC! is registered on the LARA database: DEC! Level 1 | DEC! Level 2 | DEC! Level 3

QAN codes

Level 1 Certificate QAN: 60111987   > Level 2 Certificate QAN: 60111999   > Level 3 Diploma QAN: 60115622   >

SCOTTISH SCHOOLS

scqf

Design Engineer Construct!® has now been formally recognised in Scotland thanks to the key support of the Chartered Institute of Building.

Comprising an introductory (“level 1”) and intermediate (“level 2”) programme of study, DEC! has been credit rated onto the SCQF by SQA’s Credit Rating Service at SCQF Levels 4 and 6, both carrying 16 credits. SCQF levels 4 and 6 correspond to level 2 and 4 on the European Qualifications Framework (EQF).

DEC! qualifications, formally known as ‘Designing, Engineering and Constructing a Sustainable Built Environment’, are comparable in demand to that of a National 4 and National 6 qualification.

For clarification, these are not SQA awarded National Qualifications, however SQA have performed the role as a credit rating body to ensure that DEC! qualifications have a recognised level on the SCQF and that candidates will be awarded credit points for potential credit transfer onto further study if required.

As these qualifications are privately owned, centres who are interested in delivering them would not be required to enter or result candidates through SQA systems.

DEC! Level 1 (SCQF LEVEL 4)   > DEC! Level 2 (SCQF LEVEL 6)   >

DEC! and Further Education Colleges
There are a number of ways to deliver the Design Engineer Construct! learning programme across all levels. We would be very pleased to help you plan your FE offer. DEC! is registered on the LARA database: DEC! Level 1 | DEC! Level 2 | DEC! Level 3

WELSH SCHOOLS

All Design Engineer Construct! qualifications are registered on the QiW database.

The QiW database is owned and managed by Qualifications Wales, the regulator of non-degree qualifications and the qualifications system in Wales.

QiW contains details of all qualifications that are approved or designated for teaching in Wales for learners aged under 19, excluding higher education.

Any qualifications that are approved or designated by Qualifications Wales will be eligible for funding by a Local Authority or by Welsh Government. This funding is for the education provider, not the learner.

All qualifications in QiW will be allocated a unique identification code known as a Qualifications Wales Approval/Designation Number. Centres should use this number when making curriculum choices.

New QiW references for DEC! qualifications are included on performance tables and can be accessed here:

qiw-logoLevel 1 QW Approval number: C00/0572/2   >

Level 2 QW Approval number: C00/0572/3   >

Level 3 Award QW Approval number is: C00/0601/8   > Level 3 Certificate QW Approval number: C00/0601/9   > Level 3 Diploma QW Approval number: C00/0602/0   >

Further information   > Enter relevant QW approval number in search box

DEC! and Further Education Colleges
There are a number of ways to deliver the Design Engineer Construct! learning programme across all levels. We would be very pleased to help you plan your FE offer. DEC! is registered on the LARA database: DEC! Level 1 | DEC! Level 2 | DEC! Level 3

UCAS Points

Learners:

Tariff Points > Tariff Calculator > Tariff Tables (download) >

Advisers:

Tariff Points > Tariff Calculator > Tariff Tables (download) > Tariff Qualifcations List (download) >

TLM Level 3 Diploma for Designing, Engineering and Constructing a Sustainable Built Environment (QCF)
A* – 140, A – 120, B – 100, C – 80, D – 60, E – 40

TLM Level 3 Certificate for Designing, Engineering and Constructing a Sustainable Built Environment (QCF)
A* – 70, A – 60, B – 50, C – 40, D – 30, E – 20

The following Tariff points will be used for applications submitted for the 2017 admissions cycle onwards (i.e. for students making applications from September 2016 for full-time courses starting from September 2017).

New addition to the Tariff for May 2015.

TLM Level 3 Diploma for Designing, Engineering and Constructing a Sustainable Built Environment (QCF)
A* – 56, A – 48, B – 40, C – 32, D – 24, E – 16
Size band: 4 Grade bands: 4-14

TLM Level 3 Certificate for Designing, Engineering and Constructing a Sustainable Built Environment (QCF)
A* – 28, A – 24, B – 20, C – 16, D – 12, E – 8
Size band: 2 Grade bands: 4-14

Criteria Overview
Level 1

Unit 1: Defining a Sustainable Construction Project – 3 credits (20 GLH) – J/505/5438
1. The candidate will understand issues related to sustainability in construction projects
2. The candidate will understand issues related to the local community in construction projects

Unit 2: Roles in Construction Teams – 7 credits (60 GLH) L/505/5439
1. understand the importance of teams in construction projects
2. understand the role of the architect
3. understand the role of the building services engineer
4. understand the role of the landscape designer
5. understand the role of the site engineer
6. understand the role of the facilities manager

Unit 3: Producing a Technical Design and Sharing Information – 3 credits (20 GLH) F/505/5440
1. The candidate will use BIM to produce realistic buildings
2. The candidate will be able to share information effectively

Unit 4: Planning, costing and presenting a sustainable building project – 3 credits (20 GLH) J/505/5441
1. understand issues associated with planning legislation and controls
2. understand issues associated with procurement for a construction project
3. be able to make effective presentations

Level 2

Unit 1: Defining a Sustainable Construction Project – 5 credits (40 GLH) R/505/5443
1. The candidate will understand a client’s needs
2. The candidate will be able to formulate project briefs
3. The candidate will understand the constraints on projects
4. The candidate will be able to draft plans

Unit 2 Developing a sustainable construction project – 4 credits (30 GLH) Y/505/5444
1. The candidate will be able to develop feasible proposals from needs analysis
2. The candidate will produce technical support collateral for the project
3. The candidate will support development of a project concept

Unit 3: Delivering a Sustainable Construction Project – 4 credits (30 GLH) D/505/5445
1. The candidate will be able to carry out a project
2. The candidate will be able to respond to technical issues

Unit 4: Evaluating a Sustainable Construction Project – 3 credits (20 GLH) H/505/5446
1. The candidate will be able to compare intentions with outcomes
2. The candidate will transfer project evaluation to other contexts

Level 3

Unit 1: Defining a Sustainable Construction Project – 12 credits (60 GLH)
1. Research and convey the project remit.
2. Set standards for sustainability in a construction project.
3. Define site information required at pre-design phase.

Unit 2: Developing a Sustainable Construction Project – 10 credits (60 GLH)
1. Prepare a design brief and take steps to appoint an effective design team.
2. Use building information modelling techniques for concept design.
3. Prepare information and resources needed to support a planning application.

Unit 3: Support Design, Structural and Services aspects of a Sustainable Construction Project – 8 credits (60 GLH)
1. Use building information modelling techniques to develop the design
2. Use building information modelling techniques to develop structural elements of a building project
3. Use building information modelling techniques to develop building services elements of a building project

Unit 4: Lifecycle and Financial Planning for a Sustainable Construction Project – 10 credits (60 GLH)
1. Use building information modelling techniques to support the operational management of a building.
2. Understand cost analysis and financial control. 3. Produce a budget for a complex building project.

Unit 5: Evaluating and Documenting a Sustainable Construction Project – 10 credits (60 GLH)
1. Make objective comparisons between construction methods.
2. Communicate outcomes from professional perspectives.
3. Make a presentation of a summary report to a critical audience.

For full details of Criteria & Learning Outcomes click here

Full Specification Documents

TLM Level 1 & 2 Certificate
in Designing, Engineering and Constructing a Sustainable Built Environment (QCF).

Download Specification

Version 1.0 developed with the kind support of Mott MacDonald.

TLM Level 3 Award, Certificate & Diploma
in Designing, Engineering and Constructing a Sustainable Built Environment (QCF)

Download Specification

Developed with the kind support of Mott MacDonald.

Teacher's Handbooks - comprehensive guide to the curriculum

TLM Level 1 Certificate
in Designing, Engineering and Constructing a Sustainable Built Environment (QCF)

DOWNLOAD

Qualification Marks & Grading

Level 1
The Level 1 certificate is graded across 4 levels:

Pass completing the coursework to the level 1 standard
Pass with merit achieving 50% or more marks in the examination
Pass with distinction achieving 70% or more marks in the examination
Pass with distinction* achieving 90% or more marks in the examination

Level 2
Level 2 candidates will gain 30 marks from providing coursework evidence that meets the Level 2 assessment criteria as determined by their assessor with independent moderation/verification samples. They are then eligible to take the the examination which provides a further potential 70 marks as follows:

Course work 30 marks
Exam 70 marks with grades as follows:
C 20 marks minimum (50%)
B 30 marks minimum (60%)
A 40 marks minimum (70%)
A* 50 marks minimum (80%)
Learning & Outcomes

Equal to GCSE A*-EEquivalent to one GCSE, the Design Engineer Construct!® programme has been developed for schools with the support of innovative Awarding Body TLM (accredited by Ofqual, DELLS and CCEA). Our qualification provides credit for learners in the core activities of architects, engineers and construction specialists together with the relevant IT skills needed to support the 21st Century modern professional.

DEC! is on the government’s list of approved ‘high quality’ qualifications and therefore counts towards schools’ A*-C qualification targets. We have worked with industry and the Department for Education to develop progressive qualifications through to Level 3 (16-19 years).

Sector knowledge and skills

• Professional roles and responsibilities within the Construction and Built Environment (CBE) sector
• Procedures and protocols in preparing a planning submission
• Constructing a Building Information Model to support a planning proposal
• Research and preparation for a planning proposal
• Sustainability issues and options for businesses in the CBE sector
• Use of appropriate and specialist software
• The value of community engagement, feedback and modification in any design/planning process
• Numeracy and communication skills from contextualised practice and real time exercises

Personal skills

• Behavioural and language skills suitable for engagement with a professional workplace
• Collaborative practice to demonstrate effective team working
• Self assessment and critical analysis of work
• A range of presentation skills that include personal, project and community engagement elements
• Confidence and self esteem from successful engagement with industry professionals and engagement with a real time contextualised project

IT user skills

The central project within the curriculum is the design and construction of an ‘Eco Classroom’ following industry standard commercial practices. This includes the use of Building Information Modelling techniques – a technology based process which uses cutting edge, industry standard software and provides young learners with a range of progressive skills which are in high demand in a wide range of careers.

Transferable Skills

To embark on a successful professional or technical career in the Built Environment, employers across the sector are clear that certain generic skills are essential.

DEC! offers all learners embedded opportunities to become Independent Enquirers, Creative Thinkers, Reflective Learners, Team Workers, Self Managers and Effective Participants.

Learning in context

Integral to the activities within the Design Engineer Construct!® programme is an understanding of number and a requirement for good standards of literacy.

Embedded within the learning tasks are lots of opportunities for learners to explore the need for mathematical knowledge by understanding where and how it is applied in the world of work.

Similarly, literacy skills are enhanced by integrated opportunities to prepare reports, presentations, feedback – oral and written, and other types of language based outcomes many of which are presented to industry specialists.

Learners naturally work to the required standards as they understand the contextual requirements intuitively.

Design Engineer Construct!® also enables learners to explore some of the key themes that challenge society in general through particular examples and projects within the built environment sector.

The project based learning approach to these key themes encourages young people to fully understand and explore topics, to appreciate local and national contexts, and to understand the complexities of finding solutions to important issues.

Themes within the programme

  • Sustainability and the environment
  • Design thinking
  • Materials and their properties
  • Project management
Support for DEC! - Universities and Industry

University of Westminster letter of support for DEC! qualification

University of Westminster

University of Westminster is a leading centre for the study of Architecture and the Built Environment.

Rob Garvey, Senior Lecturer & Course Leader
“As a University with a particular interest in the development of young people’s skills relating to the contruction and built environment sector we will be actively supporting schools offering the Design Engineer Construct! suite of qualifications. Further we welcome the opportunity to recommend that these qualifications are acknowledged by Goverernment as valid, rigourous and worthy of recognition for performance table points…”

READ IN FULL

Newcastle University support for DEC!Newcastle University

Newcastle is ranked in the top 10 UK universities for civil engineering in The Complete University Guide 2015 and The Times/Sunday Times Good University Guide 2014. Civil and Structural Engineering at Newcastle ranks in the top 200 universities in the world in the QS World University Rankings by Subject 2014.
Dr Ruth Vater, Academic Programmes Manager & Admissions Tutor, School of Civil Engineering & Geosciences
“The School of Civil Engineering and Geosciences at Newcastle University will be pleased to accept students that have appropriate UCAS points on the TLM Level 3 Diploma for Designing, Engineering and Constructing a Sustainable Built Environment (QCF)”

READ IN FULL

Mott Macdonald DEC! Qualification Support

Mott Macdonald

Mott MacDonald is the UK’s largest global management, engineering and development consultancy.

Keith Howells, Chairman 
“The Design Engineer Construct! curriculum provides much needed insight into the range of careers in construction so often ignored or undiscovered, and instills excitement and enthusiasm in teachers and students alike. As an employer of some of the world’s most respected engineers and construction professionals, Mott Macdonald is proud to support it.”

READ IN FULL

BAM DEC! Qualification Support

BAM Construct UK Limited

BAM Construct UK is one of the most successful construction and property services companies in the UK.

Graham Cash, Chief Executive
“This new qualification provides students with the broad-based foundation of skills and knowledge needed for them to progress to further professional study in the various construction disciplines. As a significant employer of multi-disciplinary construction professionals we believe that it is important that students receive this broad grounding thus enabling them to work within the new collaborative construction processes of the future.”

READ IN FULL

Awarding Organisation & Fees

About TLM

TLM’s refreshing approach to providing qualifications based on genuine industry led project based learning has resulted in a series of qualifications at Level 1, 2 and 3 of which we are extremely proud.

TLM has won several awards for innovation, most notable funding of around 1 million euro for research and development through the European Union’s Leonardo Da Vinci Transfer of Innovation Programme. They are passing on this investment to schools in the form of qualifications that will significantly lower their direct costs and more importantly, the bureaucratic administrative overhead that hampers teachers in their work to support learning. The assessment model will include those learners that have in the past achieved more through 100% coursework while still enabling those that are better at exams to show what they can do. This new and innovative assessment model means that all learners can complete the course work, by providing direct evidence from their day to day work.

Through an intelligent combination of competence based assessment and academic testing, TLM can provide one, two or more qualifications for the entire attainment range from special needs to A* grades in a single straightforward assessment system where all can achieve suitable rewards for their efforts with minimal bureaucracy through differentiation by outcome.

To support coursework, TLM provides a full cloud based evidence management, e-portfolio and progress tracking system as added value at no additional cost that you can use if you want to but there is no obligation. You can print and authenticate certificates directly from their web site using up to date QR code technology so there are no additional charges for replacement certificates, changing student details or late entries.

Quality Assurance, Moderation and Exam Entry costs

Centre Registration
A Centre registration fee of £950 per annum includes initial centre risk assessment and Assessor training, telephone support, curriculum guidance and one mandatory moderation visit per annum.

Qualification costs (including moderation):
£30 per learner for level 1 (4 units)
£40  per learner for level 2 (4 units)
£100  per learner for all level 3 (5 units)

Exam entries are charged at an additional cost of £6 for online exams and £9 for paper based exams. Level 1 exams are online only and cost £3.

All costs are per pupil per sitting.

Additional Charges (updated May 2015)
Official Certificate paper must be purchased from TLM at an additional cost of 50p per sheet. Additional training is available upon request with cost calculated on the level of training required.  Note that there are no “hidden costs” such as charges for re-issue or verification of certificates, candidate name or detail changes or registering candidates that then leave and do not take the the qualification

If you are school with a very large cohort of DEC students or deliver other TLM qualifications, there may be a more appropriate scale or additional charge structure. For more information, please contact TLM on  +44 (0)1827 305940 or email helpdesk@theingots.org.

DEC! prior to September 2013 - ITQ

Prior to September 2013, the Design Engineer Construct! curriculum programme was offered as an ‘ITQ’, and any student undertaking the qualification in academic year 2013/14 will achieve a TLM Level 1 or 2 ‘Certificate in Open Systems and Enterprise’ which count in 2014 headline league table points and are 100% coursework based.

Schools may still opt for the TLM Level 1 and 2 Certificates in Open Systems and Enterprise in 2015/16, however we do recommend that the switch is made to the full TLM Level 1 and 2 Certificates in Designing, Engineering and Constructing a Sustainable Built Environment if they wish to offer a highly progressive, industry recognised route into professional careers in the built environment. Criteria and learning outcomes are based on specific design and engineering principles and processes. These qualifications are backed by industry organisations and universities – see above for examples.

If you require information specific to the ‘ITQ’ please contact support@classofyourown.com

Specification & Example Examinations

TLM Certificates
in IT User Skills and Enterprise

DOWNLOAD

Teacher’s Handbook
Step by step guide to the ITQ qualification

DOWNLOAD

Delivery

DEC! offers a new and innovative project based approach to learning that is both challenging and rewarding.

By working their way through an online workbook, learners will develop knowledge and skills by undertaking a sustainable building project and, through the complementary workshops, have guaranteed face to face engagement with industry professionals.

There are many opportunities for cross curricular learning including explicit opportunities for Maths, English and Science as well as for other aspects of the wider curriculum such as Citizenship and PHSE.

Design an Eco Classroom – a STEM focused Enterprise Day

As a fundamental part of the curriculum programme, students undertake workshops led by industry professionals.

The Eco Classroom workshop is a fun day. Students take on the roles and responsibilities of a Building Design company to create a standalone Eco Classroom for their local community and for school use.

“I would like to express a huge thanks for last week’s workshop.
It was a fantastic to work with you … DEC! at Graveney will have a colossal effect …”

Hermione Lewis, Graveney School

Assessment

All levels are based on coursework, with a multiple-choice test at Level 1 and a grading exam at Level 2 and 3.

A key outcome of the Design Engineer Construct!® curriculum is that learners undertake a project encompassing a wide range of skills, activities and experiences linked to the real world of work and the built environment.

It is essential that these learning outcomes should be organised by the learner into an e-portfolio where possible. This can then be stored in an appropriate format to enable assessment and moderation including retrieval of elements as moderation samples.

Students will produce comprehensive e-portfolios that will be ideal to showcase their skills and understanding to future employers or further and higher education. Only those parts of the portfolios that show evidence of learning against the subject criteria need be submitted for moderation and wherever possible electronic evidence is encouraged.  The Student Workbook is constructed to encourage the development of the e-portfolio with lots of hints and tips about the variety of documents and formats learners may produce.

The accompanying teacher handbook identifies essential subject criteria and appropriate points in the learning where evidence can be gathered to meet them.

QCF Descriptors
Level Overall Summary Know & Understand Application & Action Autonomy & Accountability
Level 1
(EQF L2)
Achievement at level 1 reflects the ability to use relevant knowledge, skills and procedures to complete routine tasks. It includes responsibility for completing tasks and procedures subject to direction or guidance. Use knowledge of facts, procedures and ideas to complete well-defined, routine tasks.Be aware of information relevant to the area of study or work. Complete well-defined routine tasks. Use relevant skills and procedures.Select and use relevant information. Identify whether actions have been effective. Take responsibility for completing tasks and procedures subject to direction or guidance as needed.
Level 2
(EQF L3)
Achievement at level 2 reflects the ability to select and use relevant knowledge, ideas, skills and procedures to complete well-defined tasks and address straight-forward problems. It includes taking responsibility for completing tasks and procedures and exercising autonomy and judgment subject to overall direction or guidance. Use understanding of facts, procedures and ideas to complete well-defined tasks and address straightforward problems.Interpret relevant information and ideas.Be aware of the types of information that are relevant to the area of study or work. Complete well-defined generally routine tasks and address straight-forward problems.Select and use relevant skills and procedures.Identify, gather and use relevant information to inform actions.Identify how effective actions have been. Take responsibility for completing tasks and procedures.Exercise autonomy and judgement subject to overall direction or guidance.
Level 3
(EQF L4)
Achievement at level 3 reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgment within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work. Use factual, procedural and theoretical understanding to complete tasks and address problems that, while well defined, may be complex and non-routine. Address problems that, while well defined, may be complex and non-routine.Identify, select and use appropriate skills, methods and procedures.Use appropriate investigation to inform actions.Review how effective methods and actions have been. Take responsibility for initiating and completing tasks and procedures, including, where relevant, responsibility for supervising or guiding others.Exercise autonomy and judgement within limited parameters information and ideas.

Become a DEC! School

To get involved in the most innovative, challenging and relevant secondary school curriculum development in recent years, all you have to do is get in touch.

Call our team on +44 (0) 1282 680946

You will be put in touch with our experienced team who will guide you through the process and answer any questions.

Request a callback. Click here

49
DEC! Schools
41
Industry Adopters
100%
Student Engagement

Litherland High School

Litherland High School

Kinross
High School

Kinross High School

Clacton Coastal Academy

Clacton Coastal Academy

St Ambrose Barlow RC
High School

Stanley Park
High School

Stanley Park High

Future Tech
Studio School

Future Tech Studio School

Mount St Marys College

Plumstead Manor School

Plumstead Manor School

Cirencester Deer Park School

Cirencester Deer Park School

Buttershaw Business & Enterprise College

Buttershaw Business & Enterprise College

King Ecgbert High School

King Ecgbert High School

Kesgrave
High School

Kesgrave High School

Bichester
Technology Studio

Bichester Technology College

More House
School

More House School

Wellacre
Academy

Warwickshire
College Group

Warwickshire College Group

Buile Hill Visual
Arts College

Buile Hill Visual Arts College

Sedgehill
School

Sedgehill School

Abbs Cross Academy & Arts College

Abbs Cross Academy & Arts College

Drummond Community High School

Drummond Community High School

Beamont Collegiate Academy

Garnock
Academy

The Compton
School

The Compton School

The Basildon Academies

The Basildon Academies

Atrium
Studio School

Stretford
High School

Stretford High School

The Heath
School

The Heath School

Philips
High School

Philips High School

Skipton Girls' High School

Skipton Girls' High School

Enterprise South LIverpool Academy

Enterprise South LIverpool Academy

Stratford upon Avon School

Stratford upon Avon School

The Hurlingham
Academy

The Hurlingham Academy

Heathcote School
&
Science College

Heathcote School & Science College

Alder Grange Community & Technology School

Alder Grange Community & Technology School

St. Mary's Catholic High School & 6th Form College

St Mary's Catholic High School

Darwen
Aldridge Community
Academy

Darwen Aldridge Community Academy

UTC
Reading

Cardinal Wiseman
Catholic School

Pendle Vale
College

Pendle Vale College

Great Manchester
UTC

City of London
Freemen's School

Blessed Trinity
RC College

Blessed Trinity RC College

Harris C of E
Academy

Harris C of E Academy

Largs
Academy

Largs Academy

Marr College

Marr College

Trinity Academy

Trinity Academy

Kilmarnock Academy

Kilmarnock Academy

Leith Academy

Leith Academy

Neale-Wade
Academy

Neale-wade Academy

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