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) Strategic Objective 2 - Research, Scholarship and Knowledge Transfer 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. 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. Understanding Te Whariki ⮚ have a sound knowledge of Te Whāriki and current learning, teaching and assessment theories ⮚ are competent in the content of Te Whāriki ⮚ demonstrate a high level of knowledge of Te Whāriki and of current learning teaching and assessment theories Learning, Teaching and Assessment Theory ⮚ demonstrate and discuss developments in current learning teaching and assessment theories ⮚ demonstrate a commitment to their ongoing learning and teaching Treaty of Waitangi ⮚ demonstrate understanding of the implications of the Treaty of Waitangi, te reo and tikanga Māori ⮚ demonstrate knowledge of the Treaty of Waitangi, te reo and tikanga Māori ⮚ demonstrate knowledge of the Treaty of Waitangi, te reo and tikanga Māori Implementing Te Whariki ⮚ supports children to take an increasing role in their learning and care ⮚ demonstrate appropriate curriculum assessment and evaluation practices that are consistent with the principles of Te Whāriki ⮚ demonstrate expertise and refined approaches in all aspects of curriculum assessment and evaluation practices Teaching and Learning Strategies (including use of resources and technology) ⮚ demonstrates flexibility and responsiveness ⮚ provides encouragement, warmth and acceptance along with challenges for creative and complex thinking ⮚ evaluate and reflect on teaching and learning with a view to improvement ⮚ continually evaluate and reflect on their teaching and act on areas where it can be improved Planning, Assessment and Evaluation ⮚ plans assesses and evaluates programmes based on children’s strengths and interests with reflection on teaching and learning ⮚ utilises assessment as a conscious practice of noticing, recognising and supporting documentation Learning Environment
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:-
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. This is underpinned by the following assumptions: • 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. Acceptable use is guided by the following principles: • 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. Devices must always be used to ...
Learning and Teaching. The College will continue to be active and innovative in exploring and implementing effective learning and teaching.
Learning and Teaching. 2.1. All students are expected to commit themselves to schoolwork
Learning and Teaching. Joint development of a learning and teaching project ‘co- creation’ (focus on designing their own classroom) Satisfaction via student survey • 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. SFC Priority - Efficient and sustainability Indicator Region Baseline 2013-14 Performance Scotland 2014-15 Region 2014-15 2015-16 Aspirations 2016-17 Note 2017-18 Measure 1 Gross carbon footprint (three-year period) 7913 TBC 7273 7055 6843 N/A Presented in tonnes/C02 measures SFC Priority - Right learning in the right place 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 Measure 2 Volume of Credits delivered 230,561 1,908,089 212,057 198,119 188,000 186,028 188,000 Scottish Government priority measure Measure 3 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% Measure 4 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% SFC Priority - Right learning in the right place 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 Measure 5 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 deliv...
Learning and Teaching. Over the past 40 years, DkIT’s academic programmes have deepened to include award levels from apprenticeships to PhDs and have broadened to include a wide range of programmes and disciplines. DkIT has pioneered new approaches to learning and pedagogical innovation, most recently through the work of our Centre for Learning and Teaching (CELT). To meet the needs of society, the economy and our students, we need to continue to develop new pedagogical approaches, assessment and delivery methods. DkIT places significant emphasis on the continuing professional development of its staff. This emphasis is reflected in numerous Institute initiatives, including the setting up of its Centre for Excellence in Learning and Teaching (CELT) in 2008, a Master of Arts in Learning and Teaching (2009) and, significantly, the creation of a Student Learning and Development Centre (2009). The MA Programme provides an accredited and modularised professional development pathway incorporating a flexible/blended learning philosophy. MISSION-BASED PERFORMANCE COMPACT
