Regulation and UCAS points
Regulation, recognition and UCAS points
Our regulated qualifications are recognised and regulated by the following authorities in the UK:
- England - Ofqual (Office of Qualifications and Examinations Regulation)
- Northern Ireland - Ofqual and CCEA Regulation (Council for the Curriculum, Examinations and Assessment)
- Wales - Qualifications Wales
Within England, Wales and Northern Ireland our graded and diploma qualifications sit within the Regulated Qualifications Framework (RQF). The framework is designed to help users understand the qualifications that Ofqual regulates, show how they relate to each other and provide consistency in how the size, challenge or demand of a qualification is described.
- Find out more about the Register of Regulated Qualifications.
- Find out more about Ofqual and the RQF at ofqual.co.uk
Size and level of qualification
The size of a qualification is measured in terms of Total Qualification Time (TQT) – an indication of how long a typical learner might take to achieve a qualification. This includes time spent on individual learning and assessment, as well as Guided Learning Hours (GLH) where time is spent being taught. The sizes given within the framework are intended as a guide.
The RQF also maps to the Framework for Higher Education Qualifications (FHEQ) and the European Qualifications Framework (EQF).
Level | Knowledge descriptor (the holder…) | Skills descriptor (the holder can…) |
Entry 1 | Progresses along a continuum that ranges from the most elementary of achievements to beginning to make use of knowledge and/or understanding that relate to the subject or immediate environment. | Progress along a continuum that ranges from the most elementary of achievements to beginning to make use of skills that relate to the subject or the immediate environment. |
Entry 2 | Has basic knowledge or understanding of a subject and/or can carry out simple, familiar tasks; and knows the steps needed to complete simple activities. | Carry out simple, familiar tasks and activities. Follow instructions or use rehearsed steps to complete tasks and activities. |
Entry 3 | Has basic knowledge and understanding to carry out structured tasks and activities in familiar contexts; and knows and understands the steps needed to complete structured tasks and activities in familiar contexts. | Carry out structured tasks and activities in familiar contexts. Be aware of the consequences of actions for self and others. |
L1 | Has basic factual knowledge of a subject and/or knowledge of facts, procedures and ideas to complete well-defined routine tasks and address simple problems; and is aware of aspects of information relevant to the area of study or work. | Use basic cognitive and practical skills to complete well-defined routine tasks and procedures. Select and use relevant information. Identify whether actions have been effective. |
L2 | Has knowledge and understanding of facts, procedures and ideas in an area of study or field of work to complete well-defined tasks and address straightforward problems. Can interpret relevant information and ideas. Is aware of a range of information that is relevant to the area of study or work. | Select and use relevant cognitive and practical skills to complete well-defined, generally routine tasks and address straightforward problems. Identify, gather and use relevant information to inform actions. Identify how effective actions have been. |
L3 | Has factual, procedural and theoretical knowledge and understanding of a subject or field of work to complete tasks and address problems that while well-defined, may be complex and non-routine. Can interpret and evaluate relevant information and ideas. Is aware of the nature of the area of study or work. Is aware of different perspectives or approaches within the area of study or work. | Identify, select and use appropriate cognitive and practical skills, methods and procedures to address problems that while well- defined, may be complex and non-routine. Use appropriate investigation to inform actions. Review how effective methods and actions have been. |
L4 | Has practical, theoretical or technical knowledge and understanding of a subject or field of work to address problems that are well defined but complex and non-routine. Can analyse, interpret and evaluate relevant information and ideas. Is aware of the nature of approximate scope of the area of study or work. Has an informed awareness of different perspectives or approaches within the area of study or work. | Identify, adapt and use appropriate cognitive and practical skills to inform actions and address problems that are complex and non-routine while normally fairly well-defined. Review the effectiveness and appropriateness of methods, actions and results. |
L5 | Has practical, theoretical or technological knowledge and understanding of a subject or field of work to find ways forward in broadly defined, complex contexts. Can analyse, interpret and evaluate relevant information, concepts and ideas. Is aware of the nature and scope of the area of study or work. Understands different perspectives, approaches or schools of thought and the reasoning behind them. | Determine, adapt and use appropriate methods, cognitive and practical skills to address broadly defined, complex problems. Use relevant research or development to inform actions. Evaluate actions, methods and results. |
L6 | Has advanced practical, conceptual or technological knowledge and understanding of a subject or field of work to create ways forward in contexts where there are many interacting factors. Understands different perspectives, approaches or schools of thought and the theories that underpin them. Can critically analyse, interpret and evaluate complex information, concepts and ideas. | Determine, refine, adapt and use appropriate methods and advanced cognitive and practical skills to address problems that have limited definition and involve many interacting factors. Use and, where appropriate, design relevant research and development to inform actions. Evaluate actions, methods and results and their implications. |
L7 | Reformulates and uses practical, conceptual or technological knowledge and understanding of a subject or field of work to create ways forward in contexts where there are many interacting factors. Critically analyses, interprets and evaluates complex information, concepts and theories to produce modified conceptions. Understands the wider contexts in which the area of study or work is located. Understands current developments in the area of study or work. Understands different theoretical and methodological perspectives and how they affect the area of study or work. | Use specialised skills to conceptualise and address problematic situations that involve many interacting factors. Determine and use appropriate methodologies and approaches. Design and undertake research, development or strategic activities to inform or produce change in the area of work or study. Critically evaluate actions, methods and results and their short- and long-term implications. |
L8 | Develops original practical, conceptual or technological understanding to create ways forward in contexts that lack definition and where there are many complex, interacting factors. Critically analyses, interprets and evaluates complex information, concepts and theories to produce new knowledge and theories. Understands and reconceptualises the wider contexts in which the field of knowledge or work is located. Extends a field of knowledge or work by contributing original knowledge and thinking. Exercises critical understanding of different theoretical and methodological perspectives and how they affect the field of knowledge or work. | Use advanced and specialised skills and techniques to conceptualise and address problematic situations that involve many complex, interacting factors. Formulate and use appropriate methodologies and approaches. Initiate, design and undertake research, development or strategic activities that extend or produce significant change in the field of work or study. Critically evaluate actions, methods and results and their short- and long-term implications for the field of work or knowledge and its wider context. |
RQF level | ABRSM qualification | Other UK qualifications at the same level |
8 |
| Doctoral degrees |
7 | FRSM | Master’s degrees |
6 | LRSM | Bachelor’s degrees |
5 |
| Foundation degrees |
4 | ARSM / DipABRSM | Higher National Certificates |
3 | Grade 8 | AS and A Level |
2 | Grade 5 | GCSE (grade A* - C and 9 - 4) |
1 | Grade 3 | GCSE (Grades D – G and 3 – 1) |
Entry | Initial Grade | Entry Level Certificates |
Practical Musicianship exams are not regulated qualifications.
ABRSM Qualification title | RQF Qualification title | Qualification number (QAN) | Level | Credit Value | GLH | TQT |
|---|---|---|---|---|---|---|
Initial Grade Practical | ABRSM Entry Level Award in Practical Music (Initial Grade)(Entry 3) | 603/6405/1 | Entry Level | 4 | 8 | 40 |
Grade 1 Practical | ABRSM Level 1 Award in Practical Music (Grade 1) | 603/6406/3 | 1 | 6 | 12 | 60 |
Grade 2 Practical | ABRSM Level 1 Award in Practical Music (Grade 2) | 603/6407/5 | 1 | 9 | 18 | 90 |
Grade 3 Practical | ABRSM Level 1 Award in Practical Music (Grade 3) | 603/6408/7 | 1 | 12 | 18 | 120 |
Grade 4 Practical | ABRSM Level 2 Certificate in Practical Music (Grade 4) | 603/6409/9 | 2 | 15 | 24 | 150 |
Grade 5 Practical | ABRSM Level 2 Certificate in Practical Music (Grade 5) | 603/6410/5 | 2 | 18 | 24 | 180 |
Grade 6 Practical | ABRSM Level 3 Certificate in Practical Music (Grade 6) | 603/6411/7 | 3 | 22 | 36 | 220 |
Grade 7 Practical | ABRSM Level 3 Certificate in Practical Music (Grade 7) | 603/6412/9 | 3 | 27 | 48 | 270 |
Grade 8 Practical | ABRSM Level 3 Certificate in Practical Music (Grade 8) | 603/6413/0 | 3 | 32 | 54 | 320 |
RSM Qualification title | RQF Qualification title | Qualification number (QAN) | Level | Credit Value | GLH | TQT |
Initial Grade Performance | ABRSM Entry Level Award in Music Performance (Initial Grade)(Entry 3) | 603/6405/1 | Entry Level | 4 | 8 | 40 |
Grade 1 Performance | ABRSM Level 1 Award in Music Performance (Grade 1) | 603/5993/6 | 1 | 6 | 12 | 60 |
Grade 2 Performance | ABRSM Level 1 Award in Music Performance (Grade 2) | 03/5994/8 | 1 | 9 | 18 | 90 |
Grade 3 Performance | ABRSM Level 1 Award in Music Performance (Grade 3) | 603/5995/X | 1 | 12 | 18 | 120 |
Grade 4 Performance | Performing Arts Graded Examination | 603/5996/1 | 2 | 15 | 24 | 150 |
Grade 5 Performance | ABRSM Level 2 Certificate in Music Performance (Grade 5) | 603/5997/3 | 2 | 18 | 24 | 180 |
Grade 6 Performance | ABRSM Level 3 Certificate in Music Performance (Grade 6) | 603/5998/5 | 3 | 22 | 36 | 220 |
Grade 7 Performance | ABRSM Level 3 Certificate in Music Performance (Grade 7) | 603/5999/7 | 3 | 27 | 48 | 270 |
Grade 8 Performance | ABRSM Level 3 Certificate in Music Performance (Grade 8) | 603/6000/8 | 3 | 32 | 54 | 320 |