TEACHING AND LEARNING. This component captures institutional strengths in program delivery methods that expand learning options for students, and improve their learning experience and career preparedness. This may include, but is not limited to, experiential learning, online learning, entrepreneurial learning, work integrated learning, and international exchange opportunities.
TEACHING AND LEARNING. The faculty and administration agree that the College will continue to focus on the needs, abilities, and educational goals of students. The diversity of the College’s course offerings and of its students must lead the faculty to embrace a diversity of teaching methods ranging from the most traditional to the most innovative. Whatever the method, the outcome must be observable/measurable student learning.
TEACHING AND LEARNING. In this section the University should refer to: its objectives and/or priorities for teaching and learning its strategies to ensure quality in teaching and learning Through the LIVE the future strategic agenda, Deakin offers committed and capable students a brilliant education where they are and where they want to go to fulfil their personal and professional futures, and particularly for the jobs and skills of the future. The experience includes rich human interaction and streamlined processes at all our campuses, including the Cloud Campus, throughout the student journey from prospective student enquiries, to enrolled students engaged in learning, to successful graduates. Deakin's Student Learning and Experience Plan 2016−2020 aligns with the Learning and Experience offers in LIVE the future and sets out the strategies and priorities for achieving these objectives. Deakin ensures quality in teaching and learning by: effective and regular review of units (subjects) and teaching following each instance of delivery which acts on students’ feedback, retention and success rates ensuring professional development for all teaching staff, including sessional staff aligning all courses with Deakin’s Graduate Learning Outcomes and Curriculum Framework reviewing all courses annually and in-depth every five years annual review of the course policy suite. UNIVERSITY ADMISSIONS TRANSPARENCY how the University selects students for offers without an ATAR score, as part of its admissions process what evaluation strategies are in place for ensuring that students admitted without an ATAR are likely to succeed in their studies. Deakin’s Academic Board determines the minimum eligibility criteria for the admission of students into courses, which may include completion of formal academic qualification/s, or other evidence of equivalent learning or capability that applicants may demonstrate by any of the following: documented work or life experience an aptitude test an audition or interview portfolio references or a personal statement Deakin Professional Practice credential. For those applying on the basis of post-secondary study, work or life experience, Deakin considers each individual’s ability to meet the educational demands of the course, likelihood of success and any relevant adjustment factors (approved by the Academic Board). Policies and processes managing admissions are reviewed annually and supported by cohort analysis of success. Admissio...
TEACHING AND LEARNING. Internet use will enhance learning • The school will provide opportunities within a range of curriculum areas to teach E-Safety, this is adopted from the CEOP learning materials. • Educating pupils on the dangers of technologies that may be encountered outside school is done informally when opportunities arise and as part of the E-Safety curriculum. • Pupils are aware of the impact of online bullying and know how to seek help if these issues affect them. Pupils are also aware of where to seek advice or help if they experience problems when using the Internet and related technologies; i.e. parent/carer, teacher/trusted member of staff, or an organisation such as Childline/CEOP. • The school Internet access will be designed expressly for pupil use and will include filtering appropriate to the age of pupils. • Pupils will be taught what Internet use is acceptable and what is not and given clear objectives for Internet use. • Pupils will be educated in the effective use of the Internet in research, including the skills of knowledge location, retrieval and evaluation. Pupils will be taught how to evaluate Internet content • The school will ensure that the use of Internet derived materials by staff and pupils complies with copyright law. • Pupils should be taught to be critically aware of the materials they read and shown how to validate information before accepting its accuracy. Managing Internet Access Information system security The Internet is an open communication medium, available to all, at all times. Anyone can view information, send messages, discuss ideas and publish material, which makes it both an invaluable resource for education, business and social interaction, as well as a potential risk to young and vulnerable people. • School ICT systems capacity and security will be reviewed regularly. • Virus protection will be updated regularly. • Security strategies will be discussed with Derbyshire County Council. Email • Pupils may only use approved email accounts on the school system. • Pupils must immediately tell a teacher if they receive offensive email. • Pupils must not reveal personal details of themselves or others in email communication, or arrange to meet anyone without specific permission. • Email sent to an external organisation should be written carefully and authorised before sending, in the same way as a letter written on school headed paper. • The forwarding of chain letters is not permitted. Published content and the school web site The c...
TEACHING AND LEARNING. 3.1 We promote equal opportunities in: course content; teaching and learning methods; course documents; teaching materials; assessment methods; and structure and timetabling of courses of study.
TEACHING AND LEARNING. ● Maintain high effort levels and work hard in lessons to achieve my targets. ● To speak to my teachers if I need support or additional challenging work or super curricular activities. ● Attend subject intervention sessions or Sixth Form meetings, if invited. ● Attend Parents’ Evenings with my parent/carer and review my progress reports. ● Support my child by taking an interest in my child’s learning and listen to their teacher’s advice. ● Encourage my child to speak to their teachers for further support or guidance. ● Ensure my child attends subject intervention sessions or Sixth Form meetings, to support their progress. ● Attend all Parents’ Evenings and review my child’s progress reports. ● Provide timely and regular teacher feedback on progress, including progress reports, to ensure students are on target. ● Support students by providing a well-rounded curriculum which engages and inspires. ● Offer subject intervention sessions or arrange Sixth Form meetings, where necessary. Independent Study ● Meet all deadlines for handing in homework and assignments and complete them to the highest standard. ● Use my study periods to complete assigned work and/or revision, both in-school and at home. ● Provide the right conditions for my child to complete homework successfully and communicate with the school if any problems arise. ● Ensure my child uses private study time effectively and develops mature study routines. ● Regularly set appropriate homework that reinforces and extends lesson objectives ● Ensure homework is regularly marked as per the school policy. Sixth Form Opportunities ● Engage in opportunities which are available to me and participate, where possible. ● Support school events and encourage my child’s participation in extracurricular activities. ● Promote a range of extra and super curricular opportunities for students. Please confirm that you understand and agree to follow the expectations of the Sixth Form Home-School Learning Agreement: Signatures: ………………………...……….… ….……..……………...…………. ….……..……………...…………
TEACHING AND LEARNING. The Association and the committee share a common belief that the education of children in Smithfield is one that provides, to the greatest extent possible, access to regular education classes for all students. A full continuum of delivery/instructional models should be available to students with disabilities. School and district wide efforts to place students in the least restrictive environment, which is their most appropriate educational environment, must be evaluated carefully and regularly to ensure classroom compositions that facilitate maximum success of every child. The educational environment, including appropriate instructional materials and support services, must match the learning needs of all students. When the regular education classroom setting is the recommended placement for students with Individual Education Plans (IEPs), the following conditions must apply:
TEACHING AND LEARNING. The Department of Education will ensure: a. a range of professional support is available in such areas as curriculum, student services and employee performance. The Principal will ensure: a. teachers monitor student learning for purposes of making evidence-based, instructional decisions and provide relevant and timely feedback to students on their progress; b. student performance is lifted, including that of students who require teaching and learning adjustments; c. high expectations of all students are embodied in academic and non- academic improvement targets; d. pathways exist for students to engage in learning programs that lead to meaningful and externally recognised outcomes beyond school; e. collaboration between teachers occurs and opportunities exist for teachers to engage in quality evidence-based practice that helps develop high quality teaching and learning; f. employees participate in an annual performance management process where they receive feedback and support to help improve the quality of the school’s teaching; and g. relevant and specific data and research inform classroom pedagogy. These are provided. Access is not always required on a results basis. Significant executive leadership intent and activity is directed at improving the school, illustrated through better student outcomes. This is both within the curriculum and student wellbeing domains. Staff are expected to have high expectations for students and encourage engagement, commitment and excellence. These are at the heart of the school’s Values. All teachers are required to engage in formal learning area Professional Learning Communities (PLC). The core business of a PLC is student learning and how to improve this through pedagogy - the concept of teaching being an enabler to learning. PLC work entails data analysis and evidence- based planning, considering “what works” in the classroom and reflection on the delivery of instruction. All teacher at the school are engaged in the performance management process. This involves classroom observation, including peer observation and self-reflection and peer-reflection on videoed lessons. Factor Assessment Student Performance Monitoring The Department of Education will ensure: a. the school has access to required national and state assessments including but not limited to National Assessment Program – Literacy and Numeracy (NAPLAN); b. the school has access to academic and non-academic achievement data through the Department’s School Per...
TEACHING AND LEARNING. In this section the University should refer to: its objectives and/or priorities for teaching and learning its strategies to ensure quality in teaching and learning UNIVERSITY ADMISSIONS TRANSPARENCY how the University selects students for offers without an ATAR score, as part of its admissions process what evaluation strategies are in place for ensuring that students admitted without an ATAR are likely to succeed in their studies. UNIVERSITY RETENTION STRATEGIES strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas) evaluation of these strategies, including follow-up with students who do not continue with their studies to better understand the reasons for this decision. As outlined in our new Strategic Plan, our main Teaching and Learning objective is to significantly improve the quality and flexibility of our qualifications through changes to our course architecture and through extending our online offering to meet market demand. To do this, we are: streamlining the course and subject portfolio with current and likely future student demand; simplifying our course architecture to reduce the burden of administration for our staff and increase flexibility and choice for our students; increasing the use of online and mixed modes of delivery and support (through our Online Only, StudyFlex and Regional Connect programs); ensuring our staff have the capabilities and resources they need to develop quality online courses and measure student experience and satisfaction to drive continuous improvement; expanding our range of short courses (award and non-award) to support those seeking to retrain and upskill, with bundling options that encourage lifelong engagement; co-designing our curriculum in partnership with industry and alumni and include industry-based experiences across all courses; and continuing our efforts to decolonise the curriculum and support embedding of indigenous knowledge and perspectives across our courses Clever Learning The actions which will help the University reach these goals are set out in detail in the Learning and Teaching Plan 2018-2022, and its related Student Success and Retention Plan and are being further advanced through strategic initiatives under Clever Learning -our strategic educational transformational program. Started in late 2019, the three-year program is our ambitious plan to deliver educational transformation across our course portfolio and...
TEACHING AND LEARNING. I will always actively supervise, or arrange for suitable adult supervision of pupils that I have directed or allowed to use the Internet. I will embed the school’s e-safety curriculum into my teaching, using agreed resources and materials. I will ensure I am aware of digital safety-guarding issues so they are appropriately embedded in my classroom practice. I will only use the Internet for professional purposes when pupils are present in an ICT suite, or a classroom with Internet access. Copyright I will not publish or distribute work that is protected by copyright. I will teach pupils to reference online resources when they use them in a report or publication. Data protection I will not give out or share personal addresses (including email), telephone / fax numbers of any adult or students working at the school. I will not take pupil data, photographs or video from the school premises without the full permission of the head teacher e.g. on a laptop, memory stick or any other removable media. I will ensure any confidential data that I wish to transport from one location to another is protected by encryption and that I follow school data security protocols when using any such data at any location. I will respect the privacy of other users’ data, and will never enter the file areas of other staff without their express permission. I understand that data protection policy requires that any information seen by me with regard to staff or pupil information, held within the school’s information management system, will be kept private and confidential, EXCEPT when it is deemed necessary that I am required by law to disclose such information to an appropriate authority. Home Learning protection I will use the collaborative year group inboxes to communicate and respond to pupils’ work. I will not communicate with pupils by personal emails. I Know I can contact the school ICT technician if unsure. When communicating with children via email/collaborative year group inbox, I will be conscious of safeguarding issues around sending and receiving messages and pictures. All of the same awareness and professionalism will be needed as if you were working in school. I will immediately contact the Designated Safeguard Lead (Xxxx, Xx or Xxxxxxxx) if I have any concerns regarding safeguarding. I will make sure not to leave sensitive pupil information unattended whilst working from home. I will make sure I do not leave work emails and blog editing pa...
