Cskills Awards Tech levels (interim-reformed)

Qualification codes
501/0812/8 (Cskills Awards Level 3 Diploma in Plant Maintenance (QCF))
500/4254/3 (CSkills Awards Level 3 Diploma in Wall and Floor Tiling)
601/3115/9 (Cskills Awards Level 3 Diploma in Construction Plant or Machinery Maintenance (Construction) (QCF))

The Department for Education (DfE) describe Tech level qualifications as follows:

Tech levels are rigorous advanced (level 3) technical qualifications on a par with A Levels and recognised by employers. They are for students aged 16 plus who want to specialise in a specific industry or prepare for a particular job. They cover jobs and careers where employers recruit people at this level or where a level 3 qualification is needed before students can progress to a related higher education course. Tech levels give students an opportunity to develop specialist knowledge and skills to help them get an apprenticeship or job, for example in engineering, IT, accounting or professional cookery, or progress to a higher level qualification. In some cases, a tech level qualification is a ‘licence to practise’ or can exempt someone holding the qualification from a professional exam. Tech levels are recognised by trade or professional bodies or at least five employers. Alternatively, the qualification may be accepted by a national licensed professional registration scheme.


Diploma in Plant Maintenance and Diploma in Wall and Floor Tiling: Pass/Fail

Diploma in Construction Plant or Machinery Maintenance: Pass, Merit, Distinction


Assessment – Skills Test

  • Practical assignments have been developed for each individual unit, which gives the flexibility to assess students in the manner most fit for purpose. This gives the option to sign students off on a unit-by-unit basis to aid with retention and recognise every students' achievements.
  • The practical assignments have been designed so that certain units are able to be delivered together; however others can be delivered in isolation. Ultimately students will cover all of the skills learning outcomes and assessment criteria for all of the units.
  • They are designed to be taken within a simulated construction environment, away from the stresses and distractions experienced on a real site.
  • They are practical assignments that are to be taken within a set period of time.
  • The assignments can be delivered by single unit, several units at a time or at the end of the whole qualification.
  • The assignments are monitored and marked by the trainers.

Assessment – Knowledge Test

  • The knowledge assessment is designed to be taken on a computer using the Cskills Awards online testing platform. However paper testing is also available.
  • The tests are externally set and marked.
  • They are multiple choice tests where students can choose one of four possible answers.
  • The tests cover the learning outcomes for each unit and measures that they have been met.
  • Testing can be by single unit, several units at a time or all the units at the end of the whole qualification.
Further information

Tech level qualifications are advanced (Level 3) qualifications, mainly taken by 16-19 year old students who want to specialise in a specific industry, occupation, or occupational group. They equip students with specialist knowledge and skills.

There are a number of key considerations for HEPs when reviewing Tech level qualifications that do not meet the full DfE criteria from 2018:

  • Applicants holding interim-reformed Tech level qualifications may not have had experience of external or synoptic assessment.
  • The reformed and interim-reformed qualifications will be delivered by schools and colleges at the same time (see ‘Education context’). Therefore, HEPs may wish to consider their approach to setting and listing entry requirements for the specific qualifications.
  • The dual running of the qualification may result in applicants declaring the incorrect version within their application. UCAS will be working to support applicants and advisers in this area.
  • These qualifications are fundamentally different to the reformed versions and likely to result in students developing different skills and aptitudes. HEPs should review their understanding of these qualifications to ensure it remains up to date. HEPs may also wish to consider their approach to setting and listing entry requirements for the specific qualifications, and any differences should be clearly articulated.

Tech levels are designed to support progression to employment, an apprenticeship, or to higher education.

Progression to higher education is generally within the vocational area of the Tech level, and may be to a foundation degree.

The exact curriculum studied may depend on the choice of optional units taken.

View DfE's technical guidance

Qualification specifications: