EAL Level 3 Diploma in Rail Control - Delay Attribution Controller

Reference Number



Logistics and operations

What is this qualification?

This qualification focuses on the skills and knowledge required to demonstrate competence in the role of a Delay Attribution Controller working in Rail Control. When the learner completes this workplace assessed qualification they will have demonstrated the skills and knowledge in situations that they could face within Rail Control.

It covers specific skills and knowledge in a range of areas that have been developed in consultation with Rail Control specialists and employers to ensure that it meets the needs of industry, employers and learners.

What are the pre-requisites?

Learners must be at least 16 years old. There are no formal entry requirements for this qualification; however centres should ensure that the learners have the potential to achieve this qualification. Learners must have the minimum levels of literacy and numeracy to complete the learning outcomes and the external assessment.

Centres should make learners with particular requirements aware of the content of the qualification and they should be given every opportunity to successfully complete the qualification. EAL will consider any reasonable suggestions for, and from, those with disabilities that would help them to achieve the learning outcomes without compromising the standards required.

Who is this qualification for?

• Learners who are working towards a role as a Delay Attribution Controller
• Learners who already working in the role and require formal recognition

Qualification code603/3448/4
Credit value
Minimum entry age16
Guided learning hours minimum242
Guided learning hours maximum771

How is this qualification delivered?

The content and structure of this qualification has been developed to provide the specific level of skills and knowledge required to be achieved and assessed to demonstrate full occupational skills in line with Rail Control requirements.

The qualification has a minimum 242 GL(Hours) and 771 hours Total Qualification Time.

The Guided Learning values can include the following examples in line with regulatory requirements (this is not an exhaustive list and other examples could be used as outlined in regulatory guidance):
• Supervised teaching and learning and supervised work-based learning
• All forms of assessment which takes place under immediate guidance or supervision of an appropriate individual (lecturer, supervisor, tutor, mentor, etc.), including where the assessment is competence based and may be turned into a learning opportunity
• Supervised e-learning, oral and written questioning, workplace induction
• Supervised work: student works under supervision of employer/direct supervisor
• Final assessment: student is supervised by employer/direct supervisor during the assessment.

How is this qualification assessed?

This qualification is gained when all the performance, skills and knowledge have been demonstrated across the assessment criteria for each unit selected.

The assessment criteria within the Units of Competence have been specifically developed to cover a wide range of activities relevant to the role carried out by a Delay Attribution Controller. The evidence produced for the units will be gathered from the workplace and reflects real time working practices.

This qualification is not graded; learners can achieve a Pass or be Referred. To achieve a pass, learners must be able to demonstrate their performance, skills and knowledge across all units.

Performance evidence must be a product of the Delay Attribution Controller work, such as items that have been produced or worked on, plans, charts, reports, standard operating procedures, documents produced as part of a work activity, records or photographs of the completed activity together with evidence of the way the Delay Attribution Controller carried out the activities, such as witness testimonies, assessor observations or authenticated reports of the activity undertaken.

Knowledge and understanding are key components of competent skills performance, but it is unlikely that performance evidence alone will provide enough evidence in this area. Where knowledge and understanding is not apparent from performance evidence, it must be assessed by other means and be supported by suitable evidence.

Qualification documents

Qualification Specification

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