Learning and Teaching. Promoting the College as a national and international centre of excellence by delivering education at the highest level and increasing student numbers on courses on campus, via distance learning and on short courses. We will do this in conjunction with partners such as the University of the Highlands and Islands (UHI) by developing the College's curriculum and by creating new learning opportunities of the highest quality. (Linked to Priority Outcome 1) Raising the College's profile as a national and international centre of excellence by conducting the highest levels of research and scholarship and utilising knowledge gained from that research creatively in order to build upon development opportunities. (Linked to Priority Outcome 2)
Learning and Teaching. Understanding Te Whariki Treaty of Waitangi Implementing Te Whariki Teaching and Learning Strategies (including use of resources and technology) Planning, Assessment and Evaluation Learning Environment
Learning and Teaching. The College is in the process of a revalidation cycle of courses offered and validated by Sussex University. This gives an opportunity to ensure that courses are developed to offer an inclusive curriculum and a supportive learning experience to students. A review of current practice has begun which will lead to guidelines for tutors when planning curriculum development. The review has three phases induction, on course learning outcomes and assessment. These are seen a key elements in planning a programme and ensuring an inclusive curriculum.
Learning and Teaching. The actions a principal takes to drive dramatic student achievement gains though the development and support of effective teaching.
Learning and Teaching. 3.1 All students are expected to commit themselves to the requirements made of each student:-
3.1.1 All students are expected to bring the necessary books and equipment to the College daily to ensure effective learning.
3.1.2 Students are expected to keep their notebooks and files up to date. All work must be neatly done. Work or projects must be handed in on time. Assessments will be at discretion of the College.
3.1.3 If students are away from school for any reason, the student is responsible for all work to be completed and up to date.
3.2 Failure, without valid reason, to do homework, class work, tests or any academic tasks is unacceptable. There will be serious consequences for offenders.
3.3 A student’s behaviour will be regarded as unacceptable, if he/she:
3.3.1 Destroys and/or steals books and/or moves any bags that do not belong to them. Such a student will be liable to appear before the Disciplinary Committee and may be subject to suspension, expulsion or due process of the Court.
3.3.2 All students are entitled to an education; therefore no one will be allowed to disturb a class and impact negatively on the learning process.
3.4 A Register and/or roll call and period control system is maintained, so that class attendance can be monitored.
3.5 Absenteeism requires a letter and/or Doctor’s medical certificate to be submitted to the Register Teacher on the first day of returning to school.
Learning and Teaching. Learners and teachers create contemporary learning environments and quality learning outcomes as they shape and enrich their own and others’ worlds. • Contemporary learning is personalised and provides anytime, anywhere access for students to portable technologies. • Teachers’ access to the NSW Australian Curriculum and supporting professional resources will be delivered online. • A number of Lismore Catholic Schools Office departments (Education Services, School Evangelisation and Catechetical Services) continue to provide and enhance access to teacher and student online learning and teaching environments and content. • The world of students within and beyond the school is connected by the use of contemporary information processing, communication and collaboration tools. • Teachers engage in continuous learning to enhance their professional practice and the practices of their students. • School and organisation leaders create the conditions that enable the vision to be realised. • Parents are empowered to become actively involved in their child’s education by accessing online communication, learning, reporting and monitoring systems. • Planning and resourcing is future focused and flexibly delivered within the learning context of the school. • Accountability and improvement is reviewed through the School Review and Development process in accordance with the Lismore Catholic Schools Office strategic guidelines. These digital devices and services are educational tools and must be used in a responsible manner. This policy recognises that there are constant advances and changes in the use of technology (including for e.g. software, apps, information sharing, social media platforms, new devices etc and this list is not exhaustive). Students must seek advice and clarification from the school as soon as possible when engaging with new or unfamiliar technology. • Students must behave in an ethical manner when using digital devices, whether school owned or student provided devices (Bring Your Own Devices “BYOD”) to access resources, communicate and interact with others. • Online behaviour should at all times demonstrate a Xxxxxx-centred respect for the dignity of each person. • It is never acceptable to use digital devices to harass, bully or humiliate others. • Devices should never provide distractions from learning and teaching. This Policy informs parents, students and staff of our school’s expectations when students are using the devices and services provided ...
Learning and Teaching. 2.1. All students are expected to commit themselves to schoolwork
2.1.1. All students are expected to bring the necessary books, and equipment to the College daily to ensure effective learning.
2.1.2. Students are expected to keep their notebooks and files up to date. All work must be neatly done. Projects must be in on time, assessments will be at discretion of the College.
2.1.3. If a student is away from school for any reason, the student is responsible to see that all work is brought up to date.
2.2. Failure, without valid reason, to do homework, class work, tests or any academic tasks is unacceptable. Offenders will be punished.
2.3. A student’s behavior will be regarded as unacceptable, if he/she destroys and/or steals books. The student will be sent to the office and the parents will be contacted. Such a student will be liable to appear before the school disciplinary committee and may be subject to suspension, expulsion or due process of the court.
2.4. A register, roll call and period control system is maintained, so that class attendance can be checked.
2.5. Students may not wander about in the afternoons; homework classes are available from Monday to Thursday; 14:20- 16:00
Learning and Teaching. Xxxxx’x Taxonomy [online] UK NOTES Starting at the bottom, the pyramid shows which questions should help children interact with the text. First and most basic, questions should help children remember the text. A knowledge (remembering) question might be: “How should a brother who is caught in a sin be restored?” The answer is, “Gently.” Moving to the next level, we need to make sure that a child understands. A question might be, “What does gently mean?” There is not only one right answer. There are many ways a child might answer that question based on his or her own experience. There are some wrong answers, but there are many right ones. Next, the child might be encouraged to apply the information through a question such as, “When is a time someone has treated you gently when you made a mistake?” An analyzing question might be framed as an example: “Xxxxx discovered Xxxxxx taking a cookie from the tray after their mother asked them to wait until after dinner. Xxxxx yelled, ‘Stop!’ at Alyssa and ran to tell his mom. Did Xxxxx apply Galatians 6:1? How do you know?” An evaluating question might be: “What could Xxxxx have done better to apply Galatians 6:1?” To move to the final step of creating, you might assign a task: “Create a short skit with a friend to show how you might live out Galatians 6:1.” Notice how this process takes the learner deeper and deeper one step at a time. It is possible to skip steps, but each step of the process leads to a better and deeper ability to bring the text to life. We should look for good Bible studies with questions; make sure the questions move above and beyond the remembering stage. Remembering is important, but remembering alone doesn’t lead to active life formation or change. Children need to go deeper into the text.
Learning and Teaching. Joint development of a learning and teaching project ‘co- creation’ (focus on designing their own classroom) • Learning and teaching Part 2 - Outcomes & targets Note: historic performance data provided for measures which refer to Credits has been provided in SUMs. Performance data for 2013-14 has been provided in both SUMs and Credits. Aspirations for those measures are in SUMs for 2014-15 and Credits for 2015-16 and 2016-17. Indicator Region Baseline 2013-14 Performance Scotland 2014-15 Region 2014-15 2015-16 Aspirations 2016-17 Note 2017-18 Gross carbon footprint (three-year period) 7913 TBC 7273 7055 6843 N/A Presented in tonnes/C02 measures Indicator Performance Aspirations Note Region Baseline Scotland Region Region 2011-12 2014-15 2014-15 2014-15 2015-16 2016-17 2017-18 SUMs SUMs SUMs Credits Credits Credits Credits Volume of Credits delivered 230,561 1,908,089 212,057 198,119 188,000 186,028 188,000 Scottish Government priority measure Volume and proportion of Credits delivered to learners aged 16-19 and 20-24: Total Credits delivered to 16-19 Proportion delivered to 16-19 Total Credits delivered to 20-24 Proportion delivered to 20-24 104,477 837,321 97,390 90,025 90,084 93,014 97,760 45.3% 47.7% 45.9% 45.4% 48.3% 50% 52% 50,095 389,106 47,087 43,955 42,300 42,786 43,240 22.1% 22.2% 22.2% 22.2% 22.5% 23% 23% Volume and proportion of Credits delivered to full-time learners aged 16-19 and 20-24: 15/16 Population same as 13/14. Decrease for 16/17 as 16-19 starting to decrease Total FT Credits delivered to 16-19 78,438 645,157 80,216 72,851 66,622 70,690 69,560 Proportion delivered to 16-19 51.8% 52.3% 37.8% 36.8% 35.4% 38% 37% Total FT Credits delivered to 20-24 37,146 291,875 37,995 34,821 31,948 35,345 33,840 Proportion delivered to 20-24 24.5% 23.7% 17.9% 17.6% 17% 19% 18% Indicator Performance Aspirations Note Region Baseline Scotland Region 2011-12 2014-15 2014-15 SUMs Credis SUMs Region 2014-15 2015-16 Credits Credits 2016-17 Credits 2017-18 Credits Volume and proportion of Credits delivered to learners in the most deprived 10% postcode areas in Scotland: Scottish Government priority measure Number of Credits delivered to MD10 21,863 293,573 20,525 19,064 18,048 20,463 22,560 Total number of Credits delivered in region 230,561 Proportion 9.5% 16.7% 9.7% 9.6% 9.6% 11% 12%
Learning and Teaching. The College will continue to be active and innovative in exploring and implementing effective learning and teaching.
