Draft framework. The domains and outcomes on this page are placeholder text supplied with the site build. Replace them with the published Standards before this page goes live.
How to read the Standards
The Standards are grouped into four domains. Each domain states an overall expectation, then lists the outcomes an assessor looks for. Outcomes are numbered so that assessment reports, guidance notes and appeal decisions can all refer to the same reference.
The Standards say what has to be true. They do not prescribe how to achieve it. Two providers can meet the same outcome in different ways, and both can be accredited.
1. Design and purpose
The activity has a stated purpose, a defined audience, and learning outcomes that can be assessed.
| Ref | Outcome |
|---|---|
| 1.1 | The learning outcomes are specific enough that a learner can tell whether they achieved them. |
| 1.2 | The intended audience is described, including the level of prior knowledge assumed. |
| 1.3 | The stated CPD hours reflect the time a learner in the intended audience needs to achieve the outcomes, excluding breaks and promotional content. |
| 1.4 | Content is accurate and current at the date of assessment, and the provider states how often it is reviewed. |
| 1.5 | Where the activity carries commercial sponsorship, the sponsorship is disclosed to learners and does not determine the content. |
2. Delivery
The activity is delivered by people competent to deliver it, in a way that gives learners a genuine chance to meet the outcomes.
| Ref | Outcome |
|---|---|
| 2.1 | Those delivering the activity hold demonstrable subject competence, and the provider retains evidence of it. |
| 2.2 | The delivery method suits the outcomes. Where an outcome requires practice, the activity provides an opportunity to practise. |
| 2.3 | Learners are told before booking what the activity involves, what it costs, and what they will receive on completion. |
| 2.4 | Reasonable adjustments are available, and how to request one is stated before booking. |
| 2.5 | For asynchronous delivery, the platform records learner progress in a form the provider can produce on request. |
3. Evidence of learning
The provider can show that learners achieved the outcomes, not merely that they attended.
| Ref | Outcome |
|---|---|
| 3.1 | Each stated learning outcome is mapped to at least one assessment activity, feedback point or reflective task. |
| 3.2 | Records distinguish completion from achievement, and certificates state which of the two they evidence. |
| 3.3 | The assessment burden is proportionate to the length and level of the activity. |
| 3.4 | Learner records are retained for the period stated in the provider's retention policy, and for no less than the current accreditation period. |
| 3.5 | Learners can obtain a copy of their own record on request. |
4. Governance and integrity
The provider manages the activity responsibly and represents its accreditation accurately.
| Ref | Outcome |
|---|---|
| 4.1 | One named person is accountable for the accredited activity and is the point of contact for the annual review. |
| 4.2 | Material changes to an accredited activity are reported before the changed version is delivered. |
| 4.3 | The accreditation mark and accreditation reference are used only on activities that hold a current accreditation, and only in the approved form. |
| 4.4 | The provider operates a complaints route for learners and records the outcome of each complaint. |
| 4.5 | Learner feedback is collected and considered when the activity is reviewed. |
Which edition applies
New applications are assessed against the edition in force on the date the application is accepted. An existing accreditation continues to be assessed against the edition in force when it was granted, until it is renewed.
If you are part way through an application when a new edition takes effect, your assessor confirms in writing which edition applies to your submission.
What changed in 2026
The 2026 edition reworded the evidence requirements in domain 3 to draw a clearer line between completion and achievement, and moved the requirement to disclose commercial sponsorship from domain 4 into domain 1, where it sits alongside the other design requirements.
See the announcement in the newsroom for the full change summary, and the guidance on evidencing learning outcomes for worked examples.