Glossary Of Key Terms
The following definitions may help readers in the proper interpretation of the standards contained in this document:
Technological aids designed to enable people with additional needs to participate more fully and effectively in the learning experience.
The abilities individuals need as active, enterprising, and responsible members of society. The five Core Skills are: Communication, Numeracy, Problem Solving, Information Technology, and Working with Others. The Core Skills framework extends progressively through the Scottish curriculum, starting during the 5-14 age range, continuing through Standard Grade courses and National Qualifications, and carrying on into HNCs, HNDs, degrees and Scottish Vocational Qualifications.
Strategies to take account of the varied needs, abilities and expectations of learners, e.g. provision of course materials in different formats and at different levels.
Extended Learning Support
See 'Learning Support'. Extended form of this resulting from identified additional needs or other special circumstances of the learner.
Oxfam sees a Global Citizen as someone who: is aware of the wider world and has a sense of their own role as a world citizen; respects and values diversity; has an understanding of how the world works economically, politically, socially, culturally, technologically and environmentally; is outraged by social injustice; participates in and contributes to the community at a range of levels from local to global; is willing to act to make the world a more sustainable place; takes responsibility for their actions.
Generic term for any form of support provided to the learner by the college.
Vocational / academic support provided to learners as part of the learning and teaching process.
Shorthand for 'adult literacies'. In the 'Report on the Scottish Adult Literacy and Numeracy Strategy 2004-2005', adult literacies are defined as: 'The ability to read and write and use numeracy, to handle information, to express ideas and opinions, to make decisions and solve problems, as family members, workers, citizens and lifelong learners'.
Is defined as 'cognition about cognition', or 'knowing about knowing'. It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving.
Skills for Citizenship
Skills, often embedded in programmes of education, which may help a learner to become a more engaged, responsible and effective citizen.
Skills for Employability
Skills, often embedded in programmes of education, which may help a learner to become more employable in a general sense. Sometimes referred to as 'Soft Skills' or 'Transferable Skills', although the precise interpretation of these terms may vary across different settings.
'The Reflective Practitioner'
The practitioner who continually reflects on the effectiveness and appropriateness of their approaches and techniques for learning, teaching and assessment with a view to enhancing the learner experience. Such reflection may typically involve the consideration of educational/behavioural theories, institutional/governmental policies and examples of good/best practice from a range of sources.
Is a pattern of resource use that meets the needs of the present without compromising the ability of future generations to meet their own needs (Brundtland). The Scottish Government defines the goal of sustainable development as to enable all people throughout the world to satisfy their basic needs and enjoy a better quality of life without compromising the quality of life of future generations.
Sustainable Development Education
Is the process of acquiring the knowledge, skills, values and attitudes needed to build local and global societies that are sustainable - just, equitable and living within the environmental limits of our planet, both now and in the future.