USING EXISTING LEARNING AND EXPERIENCETOWARDS NEW QUALIFICATIONS

A Users Guide to Credit for PriorLearning through APCL and APELMick Betts, Network ConsultantMay 2010

CONTENTS

02 Introduction. What makes APCL ansd APEL possible?03 FAQs – covering all major aspects of considering and

making an APCL/APEL claim06 Benefits for learners, employers and providers07 Universities that offer APCL & APEL - Linking London

Network Partners Contact Information07 Glossary – terms explained08 Useful links - web links to information about APEL,

APCL qualifications and credit09 Sample forms for personal AP(E)L audit

Commissioned by Sue BettsDirector of Linking London

APCL/APEL – A Guide for Users, ©Mick Betts for Linking London LLN, May 2010 01

INTRODUCTION

What makes APCL and APEL possible?The majority of universities in England (see list ofuniversities in the Linking London network onpage 7) operate a credit-based, modular systemwhich offers a flexible structure to study in highereducation. Put simply, this means that full qualifi-cations are divided into smaller parts, usually calledmodules, each of which covers a particular aspectof the overall programme. Each module has acredit value (the size of which may vary betweenuniversities and courses) and credits are accumu-lated towards the full award. A BA or BSc Honoursdegree is made up of 360 credits with 120 beingstudied in each year of a full time course and (typ-ically) 60 each year on a part time course.

The credit based modular system therefore givesconsiderable flexibility to study. It also enableslearners to use learning that has already beenachieved through existing qualifications or experi-ence through the APCL and APEL processes, aswell as to transfer from one institution or course toanother more easily.

What is APCL/APEL?APCL and APEL are similar but separate processesthat enable existing certificated learning (APCL)and experiential learning (APEL) to be recognisedand used as part of new qualifications. They aredesigned to stop the need for learners to repeatlearning they have already achieved through aformal course or experience. Both processes there-fore enable learners to start a course at a laterstage and mean that a course can be completed inless time than it would normally take and that theoverall cost of the programme will often be less.They therefore have obvious benefits for all kindsof learners but are particularly helpful for work-based and part time students, those with existingqualifications or part qualifications which theywish to update or upgrade and those with experi-ence, that is relevant to their career and qualifica-tion planning, that has not been formallyrecognised.

The Accreditation of Prior CertificatedLearning (APCL) – basic principles explainedAPCL enables existing learning from a formalcourse of study and for which certificates havebeen awarded to be re-used or re-purposed as partof a new award. It enables learners to be givencredit for (or to be exempted from) learning thatthey have already achieved which forms part of a

new course they are about to start. Although insti-tutions may use different terms to describe the useof prior certificated learning as part of a newcourse, for example Advanced Standing, ExemptedCredit or Admission with Credit, the main criteriaare always that the learning in question must havebeen or be:• Assessed• Passed• Relevant to the new course of study• Current (i.e. sufficiently recent to still berelevant)

• Evidenced with an original certificate andtranscript and details of the course content froma recognised educational institution ororganisation

• Approved by the institution admitting thelearner.

The Accreditation of Prior ExperientialLearning (APEL) – basic principles explainedExperiential learning is learning achieved throughlife or work experience. This learning can be recog-nised as relevant academic credit and then trans-ferred into a programme of study. This is donethrough a managed process in which a case is builtby the learner to show that learning achievedthrough life or work experience is directly relevantand equivalent to aspects of a new course ofstudy. It is important to realise that APEL is there-fore not “freestanding” and normally is only usedas part of a new award or qualification. By far themost widely used means of assessing learningachieved from experience is through the use of aportfolio, although a variety of other methods canalso be used.

The Accreditation of Prior ExperientialLearning (APEL) must be:• Achieved – credit is awarded for thedemonstration of learning from experience andnot for experience alone

• Evidenced – supported by evidence thatconfirms the experience (the nature of evidencemay vary e.g. reports, minutes, artefacts, jobdescriptions etc)

• Proved – normally through a learningcommentary or other reflective process showinghow learning has been achieved and applied

• Assessed - and approved by the institutionadmitting the learner.

In addition to the evidence and learning commen-

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tary, the portfolio will normally include details ofthe modules, learning outcomes and courses forwhich credit is being claimed and against whichthe learning from experience can be matched. In-stitutions offering APEL will support learnersthroughout the process and explicit advice will beavailable to explain what needs to be done andhow to do it. More detailed information about theprocesses offered by each institution for thesupport, assessment and approval of APEL areavailable via the contact information for eachprovider institution given later in this publication.

Please note: The terms used to describe thetransfer and re-use of credit, both certificated andexperiential, may differ from institution to institu-tion and can be confusing. A glossary of terms incurrent use is therefore included on page 7.

FAQs – COVERING ALL MAJOR ASPECTS OFCONSIDERING AND MAKING ANAPCL/APEL CLAIMPlease note: In the interests of clarity, wherequestion content overlaps, similar information isused in more than one answer below.

How do I know if APCL/APEL is appropriatefor me?There is no hard and fast “rule” for whom a claimfor APCL/APEL is appropriate and for whom it isnot, as people’s learning backgrounds and personalsituations vary enormously. However, in broadterms if an individual has -• existing qualifications or part qualifications thatneed updating or upgrading

• done a number of in-service training courses andother professional development

• considerable work experience in the area inwhich they wish to gain a qualification- then a claim is definitely worth considering.

Again, in general terms, a successful APCL/APELapplicant is therefore more likely to be aged 21+with some work experience.

Getting startedThe most useful way of getting started with apossible APCL/APEL claim is to do a straightfor-ward “personal audit” – a list – of all learning that

may be relevant to the claim. This should includeexisting qualifications (called certificated learning)including those that may not have been com-pleted, other learning that may be relevant but forwhich no formal certificates were awarded (calleduncertificated learning), such as is often the casewith in-company courses, and all learning thatmight be recognised from relevant experience indoing particular jobs and other work. Many institu-tions will ask applicants to do this anyway when aninitial application is made, so it is a good idea tobe prepared in this way. A specimen form designedto help collect this information simply and asample completed version for guidance is includedfrom page 9 onwards of this publication. Theseforms can also be downloaded fromwww.linkinglondon.ac.uk

When and how should learners start theprocess of making an APCL/APEL claim?For those considering making an APCL/APEL claimit is very important to make this clear at theearliest stage of the application process to an insti-tution. Learners should inform admission tutorsthat they have some certificated and/or experien-tial learning that may be relevant, so that the ad-missions tutor can advise whether a claim would beworthwhile and, if so, how to go about it. In devel-oping a claim for either prior certificated and/orexperiential learning, advice and support is avail-able at every stage but it is equally important forlearners to accept that they have a responsibility todiscuss the possibility of making a claim with therelevant tutors on application, and to ensure thatthey complete their part in the process on time.These processes vary between institutions andmore detailed information about each of theHigher Education institutions offering APCL/APELin the Linking London network can be obtained viathe contacts given later in this publication.

How much credit can be awarded (volume)and at what level (degree of difficulty corre-sponding with stages or years of a course)?There is some variation between institutions in thevolume and level of credit that can be claimed onadmission to a programme. Basic information out-lining the individual policy of each of the HigherEducation institutions on the amount of credit thatcan be approved is included, with contact detailson page 7. The range is typically between half andtwo thirds of the total award.

Is there any learning or qualification whichcan’t be used as APCL/APEL?Individual universities have different rules. Ingeneral, universities do not allow non-subjectspecific qualifications to be transferred as admis-sion with credit e.g. History into a Nursing course,although some may allow transfer of some creditof this kind up to level 4 (i.e. the first year/stageof an undergraduate course). However, in mostcourses of study, some modules are compulsoryand therefore may be required to be studied asnew learning (see below).

Are there some courses or parts of coursethat can’t be achieved through APCL/APEL?Yes. Many courses have a number of compulsory orprescribed modules that have to be achievedthrough new “taught” learning. Some professionalcourses (such as Law) may not permit anyAPCL/APEL. Some may permit APCL but notAPEL. It is always worth checking this generalpoint with institutions with regard to a specificcourse before stating a claim.

Are claims possible after a course hasstarted?Claims normally need to be made and be approvedprior to starting a new course of study. However, insome circumstances some institutions allow claimsto be made throughout the course of study and/oralongside an agreed new course of study. Admis-sions tutors will be aware of the regulationsrelating to this in their own institution.

What is the “shelf life” of qualifications - canolder qualifications still count?If a qualification is more than five years old it maybe considered out of date and therefore lacking incurrency. This may vary between subjects e.g. Hu-manities subjects tend to have a longer shelf-lifethan technical subjects where the rate of change israpid. However, if students can show that theyhave maintained and updated their knowledgethrough life or work experience this rule may berelaxed and credit towards the new awardapproved. This is frequently the case in some pro-fessional areas, such as the Health professions,where constant professional updating and CPD toupdate practice is often a requirement.

Who decides how much credit can be claimedby an individual applicant?It is important to understand that the decision

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about how much credit for prior learning can beclaimed against a specific award is the responsibil-ity of relevant subject specialists, in consultationwith the applicant concerned, on admission to thenew institution. However, the applicant is an activepartner in the process. The subject specialists willstudy, with the applicant, the course content ofthe prior learning and compare this with thelearning that would have been undertaken on thenew course. Where the prior learning, matches thenew learning an application for consideration andapproval of the prior learning will be submitted.Each application must be approved by the individ-ual institution and although this process may differslightly, the processes have been developed toensure that students are rewarded for relevant andup to date learning. (The understanding of currentor up to date learning is normally that mostlearning is current for five years, except for certainsubject areas such as I.T. where practice and theorycan change very quickly. However, if a sound casecan be made for continued “currency” throughregular updating, then some universities willaccept the qualification despite falling outside thefive year period).

If a qualification is not known to the HigherEducation institution can the learning still betransferred into an award?For many HEIs, some prior learning may includecourses of study with which they are not familiarand which have not previously been given a creditvalue in terms of level and volume (i.e. the size ofthe qualification). However, in some cases this maystill be used within a programme of study. Admis-sions tutors and subject specialists will look closelyat the content of the prior qualification to seewhat has been studied and will then compare thiswith the learning included in the new award. If thesubjects studied look to be identical or very similarin content and level, then an appropriate numberof credits at the given level may be allocated andapproved towards the new award. This process maybe called “credit recognition”, or “credential evalu-ation” in the case of international qualifications.Individual institutions will have information aboutthis available on request.

What happens if most of the learning ofgiven modules is covered by the APCL/APELclaim but there are gaps in the knowledgeneeded for the new course of study?If, when the subject specialists compare the prior

learning qualifications with the new course ofstudy they find areas of knowledge and skillswhich have not been covered, they may be able todesign specific modules or units of learning to fillin the gaps. This learning is often referred to as“encapsulation”, “bridging” or an “access course”(not to be confused with Access to HE Diplomas)and can be built into the programme of studywhen the course is under development or can beapproved in response to an individual application.

What if students realise after starting acourse that they already know the content ofa module which will be studied at a laterstage in their new award - can they makeanother claim?This is not always possible but some institutions doallow students to make ongoing claims for certifi-cated or experiential learning on the basis thatthey were not aware of the available module at thetime of admission to the course. This must there-fore be raised with the institution concerned.(However, in such cases students should alsoconsider the possible benefits of taking suchmodules in the normal way, particularly if theyoccur later in a programme where good perform-ance may have a positive impact on classification).

Will the credit approved for APCL/APELappear on the student transcript?Yes. Universities will always show the volume andlevel of credit that has been approved throughAPCL/APEL and it will be clearly identified on thestudent transcript. How much further detail isincluded is dependent upon the university’sstudent record system and the way the transcript ispresented.

Are marks for prior learning transferred?No. Universities do not normally transfer marksinto new awards when admission with credit fromanother institution is agreed. This is becausemarking and grading systems differ across educa-tional institutions which makes it very difficult toaggregate the marks to produce a fair and consis-tent outcome.

Will APCL/APEL count towards the awardclassification?No. Because marks are not normally transferred,credit from APCL and APEL is not considered aspart of any final classification awarded.

Can APCL and APEL be used towards bothundergraduate and postgraduate awards?Yes. Most universities accept admission with credittowards both undergraduate and postgraduateawards and the principles and processes are thesame at both levels. Remember, the possibility ofusing prior learning and/or experience towards anyaward should be explored at the earliest opportu-nity on application to an institution.

How much does the process cost?There is no national agreed fee system forAPCL/APEL and the charge therefore variesbetween institutions. However, it will often dependon a number of factors including the type of claim(APCL, APEL or both), the level of the claim (un-dergraduate or postgraduate) and the amount ofcredit claimed. Institutions will discuss the feasibil-ity and cost of any claim on application. A fullcourse including an APCL/APEL component islikely to (but will not necessarily) cost less than thenormal taught equivalent.

Are Vocational Qualifications (VQs) and NVQstreated differently to other qualifications?Vocational Qualifications (VQs) cover almost everyindustry sector, and every level of the Qualifica-tions and Credit Framework (QCF), ranging frombroad-based VQs to specialist qualificationsdesigned for a particular sector. All VQs must meetan agreed set of criteria and achievement enablesprogression to employment or to further learningopportunities within employment or to furtherstudy. The courses may differ in content andduration from other qualifications at the samelevel in the QCF although they are designed toexpect the same level of achievement from thelearner.NVQs have a clear relationship to national occu-

pational standards, are work related and compe-tence based. The subject matter studied isintended to improve and inform practice in thework place and therefore may differ from the theo-retical and analytical content of learning on a moreacademic programme of study such as A Levels ora degree programme. If there are gaps in either thetheoretical knowledge or study skills needed tosuccessfully complete the new course, learners maybe required to undertake some additional study toensure that they can meet the academic require-ments of the new course. This process is oftencalled “encapsulation” but can also be described asa “bridging” or “access course”. All such

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modules/courses are designed to fully preparelearners for the new course of study.BTEC Higher National Certificates and Diploma

courses (HNC/HND) are often integrated within,and form part, of a degree course at a higher edu-cation institution and are therefore normallytreated as equivalent to any other HE courses atthe same level. However, the prior learning will stillneed to be up to date and relevant to the newcourse.

Are international qualifications considered byUK universities for the purposes of APCL?Universities in the United Kingdom welcome appli-cations from international students. If a qualifica-tion is known and has previously been recognisedfor entry or admission with credit the process willbe identical to that for UK qualifications. In thecase of European qualifications the EuropeanCredit Transfer and Accumulation System (ECTS) isused by higher education institutions to establishequivalence. This is based on the principle that twoUK credits are equivalent to one ECTS credit andmeans that one year of full time study is worth120 credits in the UK and 60 credits in Europe.Initial advice and information is available from theUK HE Europe Unit on www.europeunit.ac.ukand for other international programmes on the UKNARIC website, www.naric.org.uk

How is the transfer of credit managed?The processes involved in approving the transfer ofcredit are broadly similar but there are some differ-ences from institution to institution. The processmay be managed centrally, by a committee whichoversees approval across the institution, by aFaculty or School approvals process or by subjectspecific department approvals process or by acombination of these methods. However, the goodnews is that this variation in process should havelittle or no effect on what users of it – such aslearners and employers – need to do!

How do HE institutions decide what existinglearning is relevant and how much credit canbe claimed for it?Each institution will make individual decisionsabout how much credit can be approved into anycourse of study. However, in all institutions themethod used to recognise prior certificatedlearning is to compare what has already beenlearned with what would be studied on the newcourse. This will show whether the learning on

each course is identical or sufficiently similar toenable the learner to claim that they have alreadyachieved the outcomes within that body oflearning and therefore do not need to do it again.It also means that in some cases not all of thecredit from existing learning may count towards anew award as not all of it may be relevant andspecific to the new award.

Why does the credit value approved for thesame learning differ from university to uni-versity and sometimes from course to coursewithin a university?This is very important and is to do with ensuringfairness and maintaining the quality and integrityof courses. Each course within a higher educationinstitution has been designed to meet certainlearning needs and subject specific outcomes;therefore, because course content can be so differ-ent, the amount of credit awarded for the transferof the same qualification may vary from institutionto institution and even from course to coursewithin an institution. To help learners gain a betterestimate about how much credit they haveachieved and if they can use their qualificationwithin a new award, some universities have devel-oped a database which gives details of decisionsmade in the past, the general credit level awardedto some qualifications and the specific creditapproved against particular awards. Each universitywill be able to advise learners about this. The valueof claims for experiential learning are alwaysdecided on an individual basis.

Where is information about qualificationsavailable?There are various web sites which explain qualifica-tions and how they can support progression intoand through higher education. These websites cangive information about entry requirements andhelp students see where they fit on the higher ed-ucation map. A list of some of these links is givenon page 8.

An important note on Work Based Learningand in-company trainingThe amount of learning that takes place in thework place is often underestimated but higher ed-ucation institutions are increasingly recognisingthe value of work based learning, especially withinthe context of vocational awards. It is very oftenpossible to use work based learning, both prior andlearning that is taking place when applications are

being considered, as part of either or both of anAPCL or APEL claim. It is a good idea for would beapplicants to discuss this with company or work-place training officers or mentors, and vice versa,prior to making an application to HE. Apart fromhelping to make things clearer, it is also possiblethat some work based learning may already be ac-credited and/or existing arrangements are alreadyin place between the company/employer and auniversity(s) or particular programmes.

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BENEFITS FOR LEARNERS,EMPLOYERS AND PROVIDERSAP(E)L offers major benefits for allconcerned.

For learners AP(E)L•Makes effective use of and rewards learningfrom life and work experience

•Helps to integrate work, further study andpersonal/professional development

• Raises self esteem, increases motivation andconfidence

• Enables flexibility in pace, place, time andmode of part of a learning programme

•May enable a qualification to be completedin a shorter time and/or at less cost

For employers AP(E)L•Offers a flexible means of providing up-skilling, CPD and in-house learning support

• Assists workforce planning and development• Increases employee motivation andretention of staff

• Promotes partnership and collaboration withHE/FE providers

For providers AP(E)L•Demonstrates positive support for accessand widening participation

• Enhances recruitment, retention andprogression

• Promotes innovation in course design andresponsiveness

• Increases potential for collaboration withemployers and other providers

UNIVERSITIES THAT OFFER APCL & APELLinking London Network Partner’sContact Information

Birkbeck College, University of LondonAPCL possible on most programmes up to 50%APEL possible on some programmes up to 50%Contact: Scott Miller, Assistant Academic Registrar020 7631 6693Scott.miller@bbk.ac.uk

London Metropolitan UniversityAPCL possible on all programmes up to 66% UGand 50% PG. APEL possible on all programmes upto 66% UG and 50% PG.Accreditation of work based learning, CPD etc.considered on a case by case basisContact: www.londonmet.ac.uk

London South Bank UniversityAPCL possible on all programmes up to 50%APEL possible on all programmes up to 50% and66% in Health & Social Care awardsAccreditation of work based learning, CPD etcpossible in all curriculum areas at levels 4–7 inc.Contact: www.lsbu.ac.uk

Middlesex UniversityAPCL possible on most programmes up to 66%APEL possible on most programmes up to 66%Accreditation of work based learning, CPD etcpossible in all curriculum areas at levels 4 – 8 inc.Contact: The Institute of Work Based Learning020 8411 5050business@mdxl.ac.uk

The London School of PharmacyAPCL possible on taught Postgraduate Diploma &MSc programmes for practitioners up to 66%APEL possible on taught Postgraduate Diploma &MSc programmes for practitioners up to 66%Accreditation of work based learning, CPD etcpossible at levels 7.Contact: Professor Ian Batesian.bates@pharmacy.ac.uk

The Open UniversityAPCL possible on most programmes up to 66%APEL possible on some programmes (Health &Social Care, Science and as general module onOpen Degree)

Accreditation of work based learning, CPD etcpossible in all curriculum areas at levels 3 – 8 inc.Contact: Vicki Smith, Manager, Credit TransferCentre. 01908 655977v.a.smith@open.ac.uk

The University of East LondonAPCL possible on most programmes up to 66%APEL possible on most programmes up to 50%Accreditation of work based learning, CPD etcpossible in all curriculum areas at levels 4 – 8 inc.Contact: uelconnect@uel.ac.uk

GLOSSARY – TERMS EXPLAINED

APL/APCLThe Accreditation of Prior Certificated Learning.The identification and recognition of existing cer-tificated learning as relevant, to be used as part ofa new qualification or award

AccreditationThe process of awarding formal recognition, ex-pressed as a volume and level of credit, to a givenbody of learning

AccumulateTo build up credit to achieve a qualification (e.g.honours degree = 360 credits)

AELThe Accreditation of Experiential Learning (asdistinct from “Prior”) ongoing throughout the pro-gramme of study

APELThe Accreditation of Prior Experiential learning.The identification, assessment and formal ac-knowledgement of learning achieved through workor life experience

AP(E)LThe Accreditation of Prior Certificated and Experi-ential Learning. A term used when including bothCertificated and Experiential Learning

Assessment RegulationsRules governing assessment including pass marksand other grades of assessment/number of creditsneeded to complete an award or to progress to thenext stage of an award

CATSThe Credit Accumulation and Transfer Scheme isthe generic term used to describe the system which

enables the transfer of credit between higher edu-cation courses and institutions

Certificated LearningLearning which has been formally assessed by ex-amination, assignment or other means and forwhich a certificate and/or transcript has beengiven

CreditA numerical value given to a unit of learning onthe basis that 1 credit equals 10 notional hours oflearning

Credit ValueIndicates the volume of learning or ‘how much’learning is expected. For example, 20 credits de-scribes 200 notional hours of learning

Credit LevelIndicates the relative level of difficulty of learningor ‘how hard’ it is. For example, learning at level 5(equivalent to the second year of a full timedegree) is ‘harder’ than learning at level 4 (equiva-lent to the first year of a full time degree)

Credit TransferA way of using credit gained in one HEI to transferto another HEI or from one programme of study toanother. This means that learners do not have tostudy the same learning twice

HEIsHigher Education Institutions - this includes univer-sities and colleges of higher education

Learning OutcomesExpress learning achievement in terms of what thestudent will know, understand or be able to do, onsuccessful completion of a module, unit or qualifi-cation. A unit/module/qualification will normallyhave several learning outcomes

Level descriptorsLearning becomes more difficult at each level (forexample, each subsequent year of study on a fulltime degree course) of an award. Level descriptorsare used to facilitate course/ programme design bydemonstrating the differences in achievement ateach level

Notional hours of learningThe number of hours a student will need to spend,on average, in a range of activities, including allteaching, self study and assessment, to achieve thelearning outcomes

Qualification descriptorsExemplify the learning outcomes of the main quali-fication at each level and demonstrate the natureof change between qualifications at different levels

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Recognition of Prior Learning (RPL)This is the term used instead of AP(E)L by theQualifications and Curriculum Development Agency(QCDA) in the context of the Qualifications andCredit Framework (QCF) to describe ‘a method ofassessment (leading to the award of credit) thatconsiders whether a learner can demonstrate thatthey can meet the assessment requirements for aunit through knowledge, understanding or skillsthey already possess and do not need to developthrough a course of learning’

TranscriptThe formal, detailed record of a student’s achieve-ments issued by an HEI which typically, will showmodules, titles, credit value and level, marks andgrades achieved

Uncertificated LearningDescribes learning which has been undertaken andfor which no certificate or transcript has beenawarded and that usually has not been formallyassessed

Unit/moduleA discrete block of learning with a coherent set offormally identified learning outcomes, which havebeen given a value (volume) and level of credit toshow how much learning is required to be under-taken and how difficult it is. For example 20 creditsat level 4 equates to 200 hours of notionallearning in the first year of a full time degree

USEFUL LINKSWeb links to information about APEL, APCLqualifications and credit

www.linkinglondon.ac.ukThe Linking London website has a range of relateddocumentation available to download

www.direct.gov.ukDirect Gov – Qualifications Explained

www.accreditedqualifications.org.ukNational Database of Accredited Qualifications

www.qaa.ac.ukThe Quality Assurance Agency (QAA) – The qualityassurance body for Higher Education“Guidelines on the Accreditation of Prior and Expe-riential Learning”

www.qcda.gov.ukQualifications and Curriculum DevelopmentAgency – Information about the Qualifications andCredit Framework“Claiming Credit – Guidance on the recognition ofprior learning within the Qualifications and CreditFramework”

www.cityandguilds.comThe awarding body City & Guilds

www.edexcel.comThe awarding body Edexcel

www.seec-office.org.ukSEEC Southern England Consortium for Credit Ac-cumulation and TransferLevel Descriptors for Further and Higher Education

www.nicats.ac.ukThe Northern Ireland Credit Accumulation andTransfer System (NICATS)The NICATS Level Descriptors for Further andHigher Education (as used in the QCF)

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SAMPLE FORMS FOR PERSONAL AP(E)L AUDIT

INITIAL ASSESSMENT OF PRIOR CERTIFICATED/EXPERIENTIAL ANDOTHER LEARNING - SPECIMEN FORM

This form is typical of the template that most HEIs will use to collect initial information from you aboutpossible prior learning. It may be useful to you when you are thinking about applying for a course of studyat a University or College as it will help you to see your prior learning more clearly in the context of yourapplication. You should therefore enter all the learning you have achieved. For information, level 3 corre-sponds with pre-HE learning such as A Levels and National Diplomas, levels 4, 5 & 6 are undergraduate HElevels (which broadly correspond with the year of study) and levels 7 & 8 are postgraduate HE levels. Don’tworry if you don’t have all the details, such as the level and volume of credit, as you can discuss this detailand other issues, such as the relevance and currency of the learning, with the admissions tutor concerned.

Name:

Proposed Award:

Certificated Learning(Please detail here all formal qualifications or other accredited learning for which you have been assessed{through examination for instance} and for which you have received a certificate and/or transcript).

Other Learning(Please detail here courses for which you may have received certificates {such as attendance certificates}but which were not assessed in a formal way. This may include training courses taken at work, continuingprofessional development, adult learning courses, any other learning in an informal setting).

Volume of Credit

Award/Qualification e.g. HNC Engineering/Diploma in Nursing Where Taken Date Completed Level 3 Level 4 Level 5 Level 6 Level 7

Total Credit

Volume of Credit

Course/qualification e.g. Company/Unaccredited Courses Where Taken Date Completed Level 3 Level 4 Level 5 Level 6 Level 7

Total Credit

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Partially Completed Learning(Please detail here accredited university or college courses which you did not fully complete).

Experiential LearningPlease detail here any roles and responsibilities which you think are relevant to your proposed award andwhich may be used as part of a claim for experiential learning.

Volume of Credit

Course/qualification e.g. partiallycompleted HNC/HND)

Where Taken Started(date)

Withdrew(date)

Reasons for Withdrawing Level 3 Level 4 Level 5 Level 6 Level 7

Total Credit

Role/Job title or description Company/Organisation Start Date End Date Responsibilities/key tasks/skills used/what you did

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Volume of Credit

Award/Qualification e.g. HNC Engineering/Diploma in Nursing Where Taken Date Completed Level 3 Level 4 Level 5 Level 6 Level 7

HNC Horticulture Darnley College July 2000 90 30

Access Course in Art & Design Darnley College July 2002 60

Total Credit 60 90 30

Volume of Credit

Course/qualification e.g. Company/Unaccredited Courses Where Taken Date Completed Level 3 Level 4 Level 5 Level 6 Level 7

Garden History and Design – 8 week adult education course Darnley Road SixthForm College

June 2003

Computer Aided Design for gardeners (2 day in-house course) Landscape Gardens Ltd August 2002

Managing a small business (distance learning course) Training forBusiness Ltd

Dec 2003

Total Credit

INITIAL ASSESSMENT OF PRIOR CERTIFICATED/EXPERIENTIAL ANDOTHER LEARNING - EXAMPLE OF COMPLETED SPECIMEN FORM

This form is typical of the template that most HEIs will use to collect initial information from you aboutpossible prior learning. It may be useful to you when you are thinking about applying for a course of studyat a University or College as it will help you to see your prior learning more clearly in the context of yourapplication. You should therefore enter all the learning you have achieved. For information, level 3 corre-sponds with pre-HE learning such as A Levels and National Diplomas, levels 4, 5 & 6 are undergraduate HElevels (which broadly correspond with the year of study) and levels 7 & 8 are postgraduate HE levels. Don’tworry if you don’t have all the details, such as the level and volume of credit, as you can discuss this detailand other issues, such as the relevance and currency of the learning, with the admissions tutor concerned.

Name: Bill Grenier

Proposed Award: BA (Hons) Landscape Architecture and Design

Certificated Learning(Please detail here all formal qualifications or other accredited learning for which you have been assessed{through examination for instance} and for which you have received a certificate and/or transcript).

Other Learning(Please detail here courses for which you may have received certificates {such as attendance certificates}but which were not assessed in a formal way. This may include training courses taken at work, continuingprofessional development, adult learning courses, any other learning in an informal setting).

APCL/APEL – A Guide for Users, ©Mick Betts for Linking London LLN, May 2010 11

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Partially Completed Learning(Please detail here accredited university or college courses which you did not fully complete).

Experiential LearningPlease detail here any roles and responsibilities which you think are relevant to your proposed award andwhich may be used as part of a claim for experiential learning.

Role/Job title or description Company/Organisation Start Date End Date Responsibilities/key tasks/skills used/what you did

Gardens Manager Darnley Park Country Club August 2005 Feb 2007 Planning, planting and budget for c. 10 acres of garden

Landscape Designer Grenier Landscapes March 2007 Ongoing Running own landscape gardening planning and designbusiness - including finance, marketing, garden design,planting and sub contracting building work

Volume of Credit

Course/qualification e.g. partiallycompleted HNC/HND

Where Taken Started(date)

Withdrew(date)

Reasons for Withdrawing Level 3 Level 4 Level 5 Level 6 Level 7

BA (Hons) Architecture University ofDarnley

Sept 2004 July 2005 Personal 1st yr

Total Credit 60

APCL/APEL – A Guide for Users, ©Mick Betts for Linking London LLN, May 2010