OCN Northern Ireland
Credits & Levels
Units form the building blocks of all OCN accredited provision which include the NOCN Qualifications. All units must be assigned a credit value and level. All units approved by OCN’s must meet a set of agreed national standards. The units within OCN provision follow a technical specification established by the Qualifications & Curriculum Authority (QCA) and must specify the following:
- Title
- Credit Value (size)
- Level
- Learning Outcomes
- Assessment Criteria
Credit Value (size)
All units must be ascribed a credit value. This identifies the number of credits a learner can achieve through successful achievement of the unit. One credit represents 10 hours of notional learning time and increase in size as follows:
|
Credit Value |
Notional Learning Time (hrs) |
|
1 |
10 |
|
2 |
20 |
|
3 |
30 |
|
6 |
60 |
|
9 |
90 |
|
12 |
120 |
The credit value of a unit is derived from the learning time required by an average learner and is usually referred to as notional time.
Levels
Entry Level provides a basis for progression to other learning programmes within the framework.
Level One is comparable to NVQ1, Foundation GNVQ and GCSE grades D-G.
Level Two is comparable to NVQ2, Intermediate GNVQ and GCSE grades A*-C.
Level Three is comparable to NVQ3. A Level, AS Level and AVCE.
Levels explained further
|
Level |
Intellectual Skills and Attributes |
Processes |
Accountability |
|
Entry |
Employ recall and demonstrate elementary comprehension in a narrow range of areas with dependency on ideas of others Exercise basic skills Receive and pass on information |
Operate mainly in closely defined and highly structured contexts Carry out processes that are repetitive and predictable Undertake performance of clearly defined tasks Assume a limited range of roles |
Carry out directed activity under close supervision Rely entirely on external monitoring of output and quality |
|
1 |
Employ a narrow range of applied knowledge and basic comprehension Demonstrate a narrow range of skills Apply known solutions to familiar problems Present and record information from readily available sources |
Show basic competence in a limited range of predictable and structured contexts Utilise a clear choice of routine responses Co-operate with others |
Exercise a very limited degree of discretion and judgement about possible actions Carry out responsibility for quality and quantity of output Operate under direct supervision and quality control |
|
2 |
Apply knowledge with underpinning comprehension in a number of areas Make comparisons Interpret available information Demonstrate a range of skills |
Chose from a range of procedures performed in a number of contexts, some of which may be non-routine Co-ordinate with others |
Undertake directed activity with a degree of autonomy Achieve outcomes within time constraints Accept increased responsibility for quantity and quality of output subject to external quality checking |
|
3 |
Apply knowledge and skills in a range of complex activities, demonstrating comprehension of relevant theories Access and evaluate information independently Analyse information and make reasoned judgements Employ a range of responses to well defined but often unfamiliar or unpredictable problems |
Operate in a variety of familiar and unfamiliar contexts using a range of technical or learning skills Select from a considerable choice of procedures Give presentations to an audience |
Engage in self directed activity with guidance/evaluation Accept responsibility for quality and quantity of output Accept limited responsibility for the quantity and quality of output from others |
|
4 |
Develop a rigorous approach to the acquisition of a broad knowledge base Employ a range of specialised skills Determine solutions to a variety of unpredictable problems Generate a range of responses, a limited number of which are innovative, to well defined but often unfamiliar problems Evaluate information, using it to plan and develop investigative strategies |
Operate in a range of varied and specific contexts involving creative and non-routine activities Exercise appropriate judgement in planning, selecting or presenting information, methods or resources |
Undertake self directed and a limited amount of directive activity Operate within broad general guidelines or functions Take responsibility for the nature and quantity of outputs Meet specified quality standards |
Our Vision Statement
To be recognised and respected as the leading credit based learning and development body in Ireland, promoting social inclusion, wider participation and community transformation.
