Knowledge -
Level 1
Elementary
knowledge
Level 2
Knowledge that is
narrow in range
Level 3
Knowledge
moderately broad in
range
Level 4
Broad range of
knowledge
Mainly concrete in
reference and with
some elements of
abstraction or theory
Breadth
Knowledge -
Demonstrable by
recognition or
recall
Concrete in
reference and
basic in
comprehension
Mainly concrete in
reference and with
some comprehension of
relationship between
knowledge elements
Demonstrate
basic practical
skills, and carry
out directed
activity using
basic tools
Demonstrate
limited range of
basic practical
skills, including
the use of
relevant tools
Demonstrate a
limited range of
practical and
cognitive skills and
tools
Kind
Know-how
and skill Range
Know-how
and skill -
Perform
processes that
are repetitive
and predictable
Perform a sequence
of routine tasks
given clear
direction
Selectivity
Competence -
Act in closely
defined and highly
structured contexts
Act in a limited
range of
predictable and
structured
contexts
Act in a limited
range of roles
Act in a range of
roles under
direction
Learn to sequence
learning tasks;
learn to access and
use a range of
learning resources
Learn to learn in
a disciplined
manner in a wellstructured and
supervised
environment
Demonstrate
awareness of
independent role
for self
Context
Competence –
Role
Competence –
Learning to
Learn
Competence –
Insight
Begin to
demonstrate
awareness of
independent role
for self
Demonstrate a moderate
range of practical and
cognitive skills and
tools
Select from a limited Select from a range of
range of varied
procedures and apply
procedures and apply known solutions to a
known solutions to a variety of predictable
limited range of
problems
predictable problems
Act within a limited
range of contexts
Act in familiar and
unfamiliar contexts
Level 5
Broad range of
knowledge
Level 6
Specialised knowledge of
a broad area
Level 7
Specialised knowledge
across a variety of
areas
Level 8
An understanding
of the theory, concepts and
methods pertaining to a field
(or fields) of learning
Level 9
Level 10
A systematic
A systematic acquisition and
understanding of
understanding of a substantial
knowledge, at, or
body of knowledge which is at
informed by, the
the forefront of a field of
forefront of a field of
learning
learning
Some theoretical
Some theoretical
Recognition of limitations Detailed knowledge and
A critical awareness of The creation and interpretation
concepts and
concepts and abstract
of current knowledge and
understanding in one or
current problems and/or
of new knowledge, through
abstract thinking,
thinking, with significant
familiarity with sources
more specialised areas,
new insights, generally
original research, or other
with significant
underpinning theory
of new knowledge;
some of it at the current
informed by the forefront
advanced scholarship, of a
depth in some areas
integration of concepts
boundaries of the field(s)
of a field of learning
quality to satisfy review by
across a variety of areas
peers
Demonstrate a broad
Demonstrate
Demonstrate specialised
Demonstrate mastery of a
Demonstrate a range of
Demonstrate a significant
range of specialised comprehensive range of
technical, creative or
complex and specialised
standard and specialised
range of the principal skills,
skills and tools
specialised skills and
conceptual skills and
area of skills and tools; use
research or equivalent
techniques, tools, practices
tools
tools across an area of
and modify advanced
tools and techniques of
and/or materials which are
study
skills and tools to conduct
enquiry
associated with a field of
closely guided research,
learning; develop new skills,
professional or advanced
techniques, tools, practices
technical activity
and/or materials
Evaluate and use
Formulate responses to
Exercise appropriate
Exercise appropriate
Select from complex and Respond to abstract problems
information to plan and
well-defined abstract
judgement in planning,
judgement in a number of
advanced skills across a
that expand and redefine
develop investigative
problems
design, technical and/or
complex planning, design, field of learning; develop
existing procedural
strategies and to
supervisory functions
technical and/or management new skills to a high level,
knowledge
determine solutions to
related to products, services, functions related to products,
including novel and
varied unfamiliar
operations or processes
services, operations or
emerging techniques
problems
processes, including
resourcing
Act in a range of
Act in a range of varied and Utilise
display
diagnostic
mastery and
Use advanced skills to
Act in a wide and often
Exercise personal
varied and specific
specific contexts involving
creative skills in a
conduct research, or
unpredictable variety of
responsibility and largely
contexts, taking
creative and non-routine
range of functions in a
advanced technical or
professional levels and
autonomous initiative in
responsibility for the
activities; transfer and
wide variety of contexts
professional activity,
ill defined contexts
complex and unpredictable
nature and quality of
apply theoretical concepts
accepting accountability for
situations, in professional or
outputs; identify and and/or technical or creative
all related decision making;
equivalent contexts
apply skill and
skills to a range of contexts
transfer and apply diagnostic
knowledge to a wide
and creative skills in a range
variety of contexts
of contexts
Act under direction with Act with considerable Exercise some initiative
Exercise substantial
Accept accountability for
Act effectively under
Take significant
limited autonomy; amount of responsibility and independence in
personal autonomy and determining and achieving
guidance in a peer
responsibility for the
function within familiar,
and autonomy
carrying out defined often take responsiblity for personal and/or group
relationship with qualified work of individuals and
homogeneous groups
activities; join and
the work of others and/or outcomes; take significant practitioners; lead multiple, groups; lead and initiate
function within
for the allocation of
or supervisory
complex and heterogeneous
activity
multiple, complex and
resources; form, and
responsibility for the work
groups
heterogeneous groups function within, multiple, of others in defined areas of
complex and heterogeneous
work
groups
Learn to learn within
a managed
environment
Learn to take
responsibility for own
learning within a
supervised environment
Assume limited
responsibility for
consistency of selfunderstanding and
behaviour
Assume partial
responsibility for
consistency of selfunderstanding and
behaviour
Learn to take
Learn to evaluate own
Take initiative to identify Learn to act in variable and Learn to self-evaluate and
responsibility for own learning and identify needs
and address learning
unfamiliar learning contexts; take responsibility for
learning within a within a structured learning
needs and interact
learn to manage learning
continuing
managed environment environment; assist others
effectively in a learning
tasks independently,
academic/professional
in identifying learning
group
professionally and ethically
development
needs
Assume full
Express an internalised,
Express an internalised,
Express a comprehensive,
Scrutinise and reflect
responsibility for
personal world view,
personal world view,
internalised, personal
on social norms and
consistency of selfreflecting engagement
manifesting solidarity
world view manifesting
relationships and act to
understanding and
with others
with others
solidarity with others
change them
behaviour
Communicate results of
research and innovation to
peers; engage in critical
dialogue;
lead and originate complex
social processes
Learn to critique the broader
implications of applying
knowledge to particular
contexts
Scrutinise and reflect on
social norms and
relationships and lead
action to change them
Note: The outcomes at each level include those of all the lower levels in the same sub-strand
This 10-Level Grid of Level Indicators forms part of the determination of the national framework of qualifications under section 7(a) of the Qualifications (Education and Training) Act, 1999.
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Note: The outcomes at each level include those of all the lower levels in the same sub-strand
This 10-Level Grid of Level Indicators forms part of the determination of the national framework of qualifications under section 7(a) of the Qualifications (Education and Training) Act, 1999.
12