|
LEVEL
|
PROCESS
|
LEARNING DEMAND
|
RESPONSIBILITY
|
1
|
Carry out processes that:
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are limited in range
-
are repetitive and familiar
-
are employed within closely defined contexts
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Employing:
-
recall
-
a narrow range of knowledge and cognitive skills
-
no generation of new ideas
|
Applied:
-
in directed activity
-
under close supervision
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with no responsibility for the work or learning of others
|
2
|
Carry out processes that:
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are moderate in range
-
are established and familiar
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offer a clear choice of routine responses
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Employing:
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basic operational knowledge
-
readily available information
-
known solutions to familiar problems
-
little generation of new ideas
|
Applied:
-
in directed activity
-
under general supervision and quality control
-
with some responsibility for quantity and quality
-
with possible responsibility for guiding others
|
3
|
Carry out processes that:
-
require a range of well developed skills
-
offer a significant choice of procedures
-
are employed within a range of familiar contexts
|
Employing:
-
some relevant theoretical knowledge
-
interpretation of available information
-
discretion and judgement
-
a range of known responses to familiar problems
|
Applied:
-
in directed activity with some autonomy
-
under general supervision and quality checking
-
with significant responsibility for the quantity and quality of output
-
with possible responsibility for the output of others
|
4
|
Carry out processes that:
-
require a wide range of technical or scholastic skills
-
offer a considerable choice of procedures
-
are employed in a variety of familiar and unfamiliar contexts
|
Employing:
-
a broad knowledge base incorporating some theoretical concepts
-
analytical interpretation of information
-
informed judgement
-
a range of sometimes innovative responses to concrete but often unfamiliar problems
|
Applied:
-
in self-directed activity
-
under broad guidance and evaluation
-
with complete responsibility for quantity and quality of output
-
with possible responsibility for the quantity and quality of the output of others
|
5
|
Carry out processes that:
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require a wide range of specialised technical or scholastic skills
-
involve a wide choice of standard and non-standard procedures
-
are employed in a variety of routine and non-routine contexts
|
Employing:
-
a broad knowledge base with substantial depth in some areas
-
analytical interpretation of a wide range of data
-
the determination of appropriate methods and procedures in response to a range of concrete problems with some theoretical
elements
|
Applied:
-
in self-directed and sometimes directive activity
-
within broad general guidelines or functions
-
with full responsibility for the nature, quantity and quality of outcomes
-
with possible responsibility for the achievement of group outcome.
|
6
|
Carry out processes that:
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require a command of wide-ranging highly specialised technical or scholastic skills
-
involve a wide choice of standard and non-standard procedures, often in non-standard combinations
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are employed in highly variable routine and non-routine contexts
|
Employing:
-
specialised knowledge with depth in more than one area
-
the analysis, reformatting and evaluation of a wide range of information
-
the formulation of appropriate responses to resolve both concrete and abstract problems
|
Applied:
-
in managing processes
-
within broad parameters for defined activities
-
with complete accountability for determining and achieving personal and/or group outcomes
|
7
|
Carry out processes that:
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require a command of highly specialised technical or scholastic and basic research skills across a major discipline
-
involve the full range of procedures in a major discipline
-
are applied in complex, variable and specialised contexts
|
Requiring:
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knowledge of a major discipline with areas of specialisation in depth
-
the analysis, transformation and evaluation of abstract data and concepts
-
the creation of appropriate responses to resolve given or contextual abstract problems
|
Applied:
-
in planning, resourcing and managing processes
-
within broad parameters and functions
-
with complete accountability for determining, achieving and evaluating personal and/or group outcomes
|
8
|
Involves skills and knowledge that enable a learner to:
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provide a systematic and coherent account of the key principles of a subject area; and
-
undertake self-directed study, research and scholarship in a subject area, demonstrating intellectual independence, analytic
rigour and sound communication
|
9
|
Involves knowledge and skills that enable a learner to:
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demonstrate mastery of a subject area; and
-
plan and carry out - to internationally recognised standards - an original scholarship or research project.
Demonstrated by:
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The completion of a substantial research paper, dissertation or in some cases a series of papers.
|
10
|
Involves knowledge and skill that enable a learner to:
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Provide an original contribution to knowledge through research or scholarship, as judged by independent experts, applying
international standards.
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