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Glossary of Terms
The following definitions may help readers in the proper interpretation of the standards contained in this document:
Assistive Technologies
Technological aids designed to enable people with additional needs to participate more fully and effectively in the learning experience.
Core Skills
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.
Differentiation Strategies
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.
Learner Support
Generic term for any form of support provided to the learner by the college.
Learning Support
Vocational/academic support provided to learners as part of the learning and teaching process.
Literacies
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'.
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 his/her 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.
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