The Department for Education (DfE) describe Applied General qualifications as follows:
Applied General qualifications are rigorous, advanced (Level 3) qualifications that allow 16 to 19 year old students to develop transferable knowledge and skills. They are for students who want to continue their education through applied learning. Applied General qualifications allow entry to a range of higher education courses, either by meeting the entry requirements in their own right or being accepted alongside and adding value to other qualifications at Level 3 such as A levels. Higher education institutions, such as universities, have pledged support for all approved applied general qualifications listed.
WJEC Level 3 Diploma in Criminology (QCF)
This qualification provides students with the underpinning knowledge, understanding, and skills to progress to further study and training. The Certificate is designed to complement study in related subjects such as A level sociology, law and psychology, and provide an insight into the subject area with a view to further study or training in related subjects. Applied learning allows students to acquire knowledge and understanding in purposeful contexts linked to the criminal justice system.
WJEC Level 3 Diploma in Food Science and Nutrition (QCF)
This qualification has been designed to provide students with underpinning knowledge, understanding, and skills to progress to further study and training. Applied learning allows students to acquire knowledge and understanding in purposeful contexts linked to the food production industry.
These qualifications are graded Pass, Merit, Distinction, Distinction*.
Each unit is assessed internally using controlled assessment which follows the JCQ instructions for conducting non-examination assessments. (New GCE & GCSE specifications. 1 September 2018 - 31 August 2019).
There are three stages of assessment:
- Task Setting: WJEC have produced model assignments for each unit. Centres may modify the assignment within specified parameters.
- Task Taking: there are five areas of task taking that are controlled: time, resources, supervision, collaboration, and resubmission.
- Task Marking: all marking of evidence is made against the assessment criteria and performance band statements given in each unit specification.
Each unit is assessed internally using controlled assessment which follows the JCQ instructions for conducting non-examination assessments. (New GCE & GCSE specifications. 1 September 2018 - 31 August 2019).
View the instructions for conducting non-examination assessments
There are three stages of assessment:
- Task Setting: WJEC have produced model assignments for each unit. Centres may modify the assignment within specified parameters.
- Task Taking: there are five areas of task taking that are controlled: time, resources, supervision, collaboration, and resubmission.
- Task Marking: all marking of evidence is made against the assessment criteria and performance band statements given in each unit specification.
Applied General qualifications are advanced (Level 3) qualifications, mainly taken by 16-19 year old students who want to develop transferable knowledge and skills.
Applicants holding interim-reformed Applied General qualifications may not have had experience of external or synoptic assessment.
The popularity of Applied Generals has risen over recent years. The entry rate for applicants holding at least one BTEC (either alone or in combination with A levels) was 6.0 per cent in 2016, up from 5.8 per cent in 2015.
There are a number of key considerations for HEPs when reviewing Applied General qualifications that do not meet the full DfE criteria from 2018:
- The fully-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 fully-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.
Further information about WJEC Level 3 Diploma in Food Science and Nutrition (QCF) can be found here: