Digital Media Literacy. Draft specification for Junior Cycle Short Course

Size: px
Start display at page:

Download "Digital Media Literacy. Draft specification for Junior Cycle Short Course"

Transcription

1 Digital Media Literacy Draft specification for Junior Cycle Short Course October 2013

2 Contents INTRODUCTION TO JUNIOR CYCLE 3 RATIONALE 4 AIM 4 LINKS 5 COURSE OVERVIEW 8 EXPECTATIONS FOR STUDENTS 9 STRAND 1 MY DIGITAL WORLD 9 STRAND 2 FOLLOWING MY INTERESTS ONLINE 10 STRAND 3 CHECKING THE FACTS 11 STRAND 4 PUBLISHING MYSELF 12 ASSESSMENT AND CERTIFICATION 13 RESOURCES 18 APPENDIX 1: SAMPLE ONGOING ASSESSMENT TASKS: 19 APPENDIX 2: LEVEL INDICATORS FOR LEVEL 3 OF THE NATIONAL FRAMEWORK OF QUALIFICATIONS 21 2

3 Digital Media Literacy Introduction to junior cycle Junior cycle education places students at the centre of the educational experience, enabling them to actively participate in their communities and in society and to be resourceful and confident learners in all aspects and stages of their lives. Junior cycle is inclusive of all students and contributes to equality of opportunity, participation and outcome for all. Junior cycle allows students to make a strong connection with learning by focusing on the quality of learning that takes place and by offering experiences that are engaging and enjoyable for them, and relevant to their lives. These experiences are of a high quality, contribute to the physical, mental and social wellbeing of students, and where possible, provide opportunities for them to develop their abilities and talents in the areas of creativity and enterprise. The student's junior cycle programme builds on their learning in primary school. It supports their further progress in learning. It helps students to develop the learning skills that can assist them in meeting the challenges of life beyond school. 3

4 Rationale Young people are becoming very fluent in online communication; for them, posting, linking, sharing, and searching are how they participate in their communities and socialise. This digital media course offers students the chance to build on this by giving them opportunities to explore and discover the information and knowledge accessible online to pursue their interests and solve problems that are relevant to their lives. In studying digital media students learn to use digital technology, communication tools, and the internet to engage in self-directed enquiry. As students develop their digital literacy skills, they improve their capacity to know what they are looking for, what information to ignore or discard, and how to identify what can be useful or significant. They learn to discriminate between the multiple sources of information available online and to challenge the views they find there. Students have an opportunity to express themselves online and reproduce data and images through digital manipulation. Aim This course aims to develop students ability to use digital technology, communication tools, and the internet creatively, innovatively and safely to support their learning and participate effectively in their communities. 4

5 Links Statements of learning (SOL) Statement The student uses technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical manner SOL 24 The student creates, appreciates and critically interprets a wide range of texts SOL 3 The student communicates effectively using a variety of means in a range of contexts in L1 Examples of relevant learning in the course Students work in teams to produce digital content on topics that are relevant to their lives. Students find, critically appraise, and use digital content. They will learn to navigate and make judgements about the quality and reliability of content online. Students share, present and publish their stories, ideas and opinions in a personal and creative way using digital technology. SOL 1 5

6 Literacy and numeracy Literacy includes the capacity to read, understand and critically appreciate various forms of communication including digital media. This course contributes to the development of language and literacy skills through activities where students: search and locate information effectively online critically evaluate and critique digital media texts communicate opinions and ideas using different digital technologies and communication tools use language and broader codes and conventions consistent with different digital media formats read and respond to different digital media texts present and discuss topics with different audiences. This course contributes to the development of numeracy skills through activities where students: gather, read, analyse and present data interpret and or present content graphically engage in problem solving identify patterns which arise in the analysis and editing of digital media texts use logic and algorithmic thinking when searching for information on the internet. 6

7 Other key skills Each key skill has a number of elements which clarify the knowledge, skills and attitudes related to that key skill. The elements and their learning outcomes are set out in Key Skills of Junior Cycle. There are opportunities to support all key skills in this short course but some are particularly significant. The examples below identify the key skills and elements that are related to the learning activities of Digital Media Literacy. Teachers can also build many of the other elements of particular key skills into their classroom planning. Key Skill Key skill element Student learning activity Being Creative Communicating Managing information and thinking Managing myself Stimulating creativity using digital technology Use digital technology to communicate. Using digital technology to access, manage and share content. Using digital technology to manage myself and my Students examine different digital technologies and communication tools to understand how they are used creatively to convey messages. Students use digital technologies and communication tools and the internet to research topics of interest to them and to express, share and present their opinions on these topics, taking into account different audiences. Students search and evaluate content in different digital formats online. Students use digital technologies and 7

8 learning. communication tools to keep an online learning diary and reflection journal. Staying well Being safe Students develop a charter of online rights and responsibilities that define acceptable use of digital technologies in the school. Working with others Working with others through digital technology. Students work collaboratively using digital technologies including providing feedback to peers Course overview Strand 1 My Digital World Strand 2 Following My Interests Online Strand 3 Checking the Facts Strand 4 Publishing Myself Students will develop a greater sense of what it takes to thrive in the digital environment, where they fit in and how to harness the creative and innovative aspects of it. In particular, the course prompts students to examine their own attitudes to their use of social networks and other communication tools; to consider their safety and that of others when using them. Students are also made aware of their online rights and how to assert them effectively. The learning outcomes in this short course are aligned with the Level Indicators for Level 3 of the National Framework of Qualifications (Appendix 2). The course has been designed for at least 100 hours of student engagement. 8

9 Expectations for students With the publication of the specification online, examples of student work will be used to illustrate the expectations for students in the short course. These examples will be related directly to a learning outcome or groups of learning outcomes. They will be annotated, indicating whether the work is in line with, ahead of, or behind expectations for students. Strand 1 My Digital World Students learn about My digital life Respectful and responsible use Students should be able to describe how they use digital technologies, communication tools, and the internet in their lives. 1.2 illustrate the advantages and disadvantages of using digital technologies, communication tools, and the internet. 1.3 present examples of the impact of digital technologies, communication tools, and the internet on the creative industries giving reasons for choices 1.4 debate the ethical and legal issues around downloading music and video content from the Internet 1.5 demonstrate an understanding of respectful use of digital media texts including concepts of copyright, fair use, plagiarism and intellectual property ownership 1.6 discuss their personal safety concerns when using digital technologies, communication tools, and the internet 9

10 1.7 create a charter of online rights and responsibilities for the class 1.8 describe appropriate responses to potentially harmful situations. Strand 2 Following my interests online Students learn about.. Students should be able to.. What is digital content? Searching and evaluating Expressing through digital images 2.1 analyse the characteristics of digital media texts that make them different from analogue 2.2 give examples of digital media texts that serve different purposes 2.3 demonstrate how digital media texts are published on the internet 2.4 search the internet to gather information on a specific topic of interest 2.5 find digital media texts illustrating different points of view on an issue of concern to young people in Ireland 2.6 compare information from various sources in order to evaluate its reliability, validity, accuracy, authority, and timeliness 2.7 create a digital image montage from images sourced online 2.8 present examples where image and video manipulation has been used for example in the worlds of fashion and news reporting 2.9 represent information about a topic that is relevant to their lives in a graphical format. 10

11 Strand 3 Checking the facts Students learn about Digital media formats Looking for bias The role of digital media in our society Students should be able to 3.1 discuss how traditional media are converging with new media in society 3.2 analyse a piece of digital media text to identify the theme, purpose and audience 3.3 analyse how the choice of digital media format influences the kind of information accessed/transmitted 3.4 re-present a digital media text from one online format to another e.g. video -> blog 3.5 act as a critical consumer by presenting digital media texts that highlight bias 3.6 research the ownership of major websites and the impact on access and choice 3.7 discuss the business model that allows users to access free services online 3.8 give examples of how digital media texts can support citizenship and inform decision-making 3.9 critique the role of digital technologies, communication tools, and the internet in a democratic society. 11

12 Strand 4 Publishing myself Students learn about Social media and me Following my passion Students should be able to 4.1 outline the opportunities and risks presented by young people s use of social networks 4.2 document young people s online rights the right to information, free expression, protection of minors, and the role of parents, governments and civil society in enforcing their rights 4.3 discuss the concept of privacy and its application by young people on social networks 4.4 examine the general terms and conditions, codes of conduct and privacy regulations of different internet applications used by young people 4.5 experiment with the privacy settings of a social networking website 4.6 demonstrate how best to share personal information, express opinions, and emotions online in a responsible and respectful manner 4.7 publish an item online presenting their views on a subject or topic that is relevant to their lives 4.8 cite and reference online sourced material accurately 4.9 document the planning and research history 4.10 reflect on their learning associated with the task. 12

13 Assessment and certification This short course supports a wide variety of approaches to assessment. Although not all learning outcomes need to be assessed, every learning outcome provides an opportunity for assessment. It is envisaged that students will provide evidence of their learning in a variety of ways including digital media, audio recording and written pieces. Active participation from the student in the evaluation and creation of digital items through online interaction and discussion with peers is an essential component of the learning in this course. In Digital Media Literacy students are provided with many opportunities to reflect on their learning, to set clear goals and targets based on the quality focused feedback they get in support of their learning. When students participate in activities such as critiquing digital content, analysing digital media, creating digital content, sourcing digital content, publishing online self and peer assessment, they can reflect on their learning using the shared features of quality for those activities to identify where they are at in the learning and to plan their next steps. Ongoing assessment tasks Ongoing assessment tasks support the student on their learning journey and also prepare them for the assessment related to the certification of the short course. Students will have opportunities to demonstrate their learning at the end of each strand through assessment tasks based on the learning outcomes in the strand. The tasks require students to provide evidence of the knowledge, understanding and skills that they have gained in the different strands. Sample tasks can be seen in the Appendix 1. The sample assessment tasks draw on learning outcomes from across the course as well as literacy, numeracy and other key skills. These learning outcomes are particularly significant: Strand 1 Strand 2 Strand 3 Strand 4 2,3,4,5,7 2,3,5,6,7,9 4,5,6,7,8,9 1,2,4,5,6,7 13

14 The sample tasks should not be seen as a definitive list. Rather, the assessment tasks are agreed in consultation with students to ensure that they will be seen as being meaningful and relevant to them. The tasks are designed to gather evidence of students learning in relation to selected learning outcomes in the particular strand. Students are encouraged to choose the most suitable format (or formats) in which to complete the assessment tasks; written, digital, visual or audio formats. The completed tasks are referred to as digital artefacts and may be completed individually or as part of a group. Assessment for certification Assessment for certification will be school-based. There are three digital artefacts required to complete the digital portfolio and a reflection on what it means to be a digital citizen. The tasks will be weighted as follows: Digital Portfolio 75% Digital Citizenship Reflection 25% Digital Portfolio (75%) Students compile this digital portfolio by choosing three pieces of work that they have created from strands one, two and three. The selected digital artefacts should illustrate significant personal learning whether completed individually or as part of a group. Digital artefacts completed as a group Many of the assessment tasks in DML can be completed with a partner or in a group. Working with others is important in this short course as it requires that students learn to negotiate how they will plan for and complete the assessment task. The group should include no more than three students to help ensure that every student contributes to the process. The grade awarded for the artefact is the grade that each member of the group receives. 14

15 Digital Citizenship Reflection (25 %): This piece of work is based on a task associated with strand 4. It is a reflective piece of work that could encompass awareness of how to remain safe online, how to respond to potentially harmful situations, the benefits and risks of social networking, and how to be respectful and responsible online. This can be presented in any format that is deemed suitable by the student and appropriate for capturing the essence of the reflection. Rationale for the assessment tasks: The assessment tasks in DML are designed to capture evidence of students learning throughout the strands. The teacher in consultation with the students can identify other assessment tasks that are meaningful for the students and that can support and deepen their learning in the particular strand. Students can use the features of quality to challenge themselves and each other to respond to the assessment tasks in creative and informed ways. Where students work in pairs or groups, they have an opportunity to learn to collaborate and take responsibility for completing the task. Features of Quality Features of quality related to student work on the portfolio and reflection are set out below. In general terms, these can be used by students and by teachers to support their discussions about and judgements of work generated in response to the assessment task. More specifically, the features of quality are the criteria that will be used by teachers, in the process of marking and at moderation meetings, to assess and discuss the student s work on the assessment tasks. Features of quality for the digital portfolio Achieved with Distinction (90-100%) The digital portfolio demonstrates an excellent understanding of the topics and a high level of creativity in its presentation. The work demonstrates a very positive attitude towards using technology that supports collaboration, learning and productivity. Communication is clear and convincing and shows a comprehensive knowledge of the subject and real flair throughout the work. 15

16 Achieved with Higher Merit (75-89%) The digital portfolio demonstrates a very good understanding of the topics and a moderate level of creativity in its presentation. The work demonstrates a positive attitude towards using technology that supports collaboration, learning and productivity. Communication is clear for the most part, and shows a comprehensive knowledge of the subject and flair throughout the work. Achieved with Merit (55-74%) The digital portfolio demonstrates a good understanding of the topics and a good level of creativity in its presentation. The work demonstrates a mostly positive attitude towards using technology that supports collaboration, learning and productivity. Communication is clear at times, showing some knowledge of the subject and some flair throughout the work. Achieved (40-54%) The digital portfolio demonstrates some understanding of the topics and some level of creativity in its presentation. The work is limited in demonstrating how technology can support collaboration, learning and productivity. Communication is reasonably clear with limited knowledge of the subject throughout the work. Not achieved (0-39%) The digital portfolio demonstrates little understanding of the topics and lacks creativity in its presentation. The work lacks in demonstrating how technology can support collaboration, learning and productivity. Communication is unclear and unconvincing and shows little knowledge of the subject throughout the work. Digital Citizenship Reflection Achieved with Distinction (90-100%) The work demonstrates an excellent level of understanding of leadership for digital citizenship. It includes excellent awareness of the ethical/legal reasons around the respectful use of digital media texts. There is substantial evidence of a capacity to reflect 16

17 on how digital media is influencing attitudes, opinions and behaviour and an appreciation of the importance of this topic for young people generally. Achieved with Higher Merit (75-89%) The work demonstrates a high level of understanding of leadership for digital citizenship. It includes an awareness of the ethical/legal reasons around the respectful use of digital media texts. There is very good evidence of a capacity to reflect on how digital media is influencing their attitudes, opinions and behaviour and an appreciation of the importance of this topic for young people generally. Achieved with Merit (55-74%) The work demonstrates a good level of understanding of leadership for digital citizenship. It includes some awareness of the ethical/legal reasons around the respectful use of digital media texts. There is good evidence of a capacity to reflect on how digital media is influencing their attitudes, opinions and behaviour and an appreciation of the importance of this topic for young people generally. Achieved (40-54%) The work demonstrates some level of understanding of leadership for digital citizenship. It includes a basic awareness of the ethical/legal reasons around the respectful use of digital media texts. There is some evidence of a capacity to reflect on how digital media is influencing their attitudes, opinions and behaviour and some appreciation of the importance of this topic for young people generally. Not achieved (0-39%) The work demonstrates a limited level of understanding of leadership for digital citizenship. It includes limited awareness of the ethical/legal reasons around the respectful use of digital media texts. There is little or no evidence of a capacity to reflect on how digital media is influencing their attitudes, opinions and behaviour and little or no appreciation of the importance of this topic for young people generally. 17

18 Resources This part of the specification will identify resources that will support teaching and learning in the short course. 18

19 Appendix 1: Sample ongoing assessment tasks: Strand 1 Based on a study of the students in your class/school, develop and facilitate a presentation to positively support and promote the ethical and legal issues around downloading music and video from the internet [1.4] Or Discuss, create and publish a charter of online rights and responsibilities for your class [1.7] Strand 2 Research, compile and present, using the digital technology of your choice, your own/group's points of view on an issue of concern to young people in Ireland [2.5] Or Create an infographic to display the digital tools most used by your class [2.9] (This could be changed to reflect what the school offers; what s great about my school/my area etc ) Strand 3 Re-present a digital media text from one digital format to another taking care to cite all references [3.4] Or Research, and using a digital tool of your choice, present on either the influence that the ownership of major websites has on the impact on access and choice [3.6] or the business model that allows users to access free services online [3.7] 19

20 Strand 4 Document, in a digital format young people s online rights the right to information, free expression, protection of minors, and the role of parents, governments and civil society in enforcing their rights [4.2] Or Survey your class/year/school on the use of social media sites with a view to the students' understanding of the general terms and conditions, codes of conduct and privacy regulations of different internet applications used by young people [4.4] 20

21 Appendix 2: Level Indicators for Level 3 of the National Framework of Qualifications This short course has been developed in alignment with the Level Indicators for Level 3 of the National Framework of Qualifications. Usually, for level 3 certification and awards, the knowledge, kill and competence acquired are relevant to personal development, participation in society and community, employment and access to additional education and training. NFQ Level 3 Knowledge Breadth Knowledge Kind Know-how and skill Range Know-how and skill Selectivity Competence Context Competence Role Competence Learning to Learn Competence Insight Knowledge moderately broad in range Mainly concrete in reference and with some comprehension of relationship between knowledge elements Demonstrate a limited range of practical and cognitive skills and tools Select from a limited range of varied procedures and apply known solutions to a limited range of predictable problems Act within a limited range of contexts Act under direction with limited autonomy.; function within familiar, homogenous groups Learn to learn within a managed environment. Assume limited responsibility for consistency of selfunderstanding and behaviour 21

Civic, Social and Political Education (CSPE) A Citizenship Course. Draft Specification for Junior Cycle Short Course

Civic, Social and Political Education (CSPE) A Citizenship Course. Draft Specification for Junior Cycle Short Course Civic, Social and Political Education (CSPE) A Citizenship Course Draft Specification for Junior Cycle Short Course For consultation October 2013 Contents Introduction to junior cycle... 3 Rationale...

More information

Short Course. Physical Education. Specification for Junior Cycle

Short Course. Physical Education. Specification for Junior Cycle Short Course Physical Education for June 2014 Contents Page 3 Introduction to junior cycle Page 4 Rationale Page 5 Aim Page 6 Links Page 8 Course overview Page 9 Expectations for students 10 Strand 1:

More information

Short Course. Coding. Specification for Junior Cycle

Short Course. Coding. Specification for Junior Cycle for Contents Page 3 Introduction to junior cycle Page 4 Rationale Page 5 Aim Page 6 Links Page 8 Course overview Page 9 Expectations for students 10 Strand 1: Computer science introduction 11 Strand 2:

More information

Short Course. Coding. Specification for Junior Cycle

Short Course. Coding. Specification for Junior Cycle for June 2016 Contents Page 3 Introduction to junior cycle Page 4 Rationale Page 5 Aim Page 6 Overview: Links Statements of Learning Key Skills Page 9 Overview: Course Page 10 Expectations for students

More information

Programming and Coding. Draft Specification for Junior Cycle Short Course

Programming and Coding. Draft Specification for Junior Cycle Short Course Programming and Coding Draft Specification for Junior Cycle Short Course October 2013 Contents Introduction to junior cycle... 3 Rationale... 3 Aim... 4 Links... 4 Course Overview... 7 Expectations for

More information

A Personal Project: Caring for Animals Level 2

A Personal Project: Caring for Animals Level 2 Short Course for Short Course June 2016 Contents Page 3 Short courses and Learning Programmes Page 4 Introduction to junior cycle Page 5 Rationale Page 6 Aim Page 7 Overview: Links Statements of Learning

More information

A Personal Project: Caring for Animals

A Personal Project: Caring for Animals A Personal Project: Caring for Animals Level 2 Specification for Junior Cycle Short Course Enter Title Here 1 June 2016 Enter Date Here Contents Short courses and Level 2 Learning Programmes 3 Rationale

More information

THE SHORT COURSE IN JUNIOR CYCLE GETTING STARTED LEVEL 3. Draft Short Course Writing Guidelines. Level 3

THE SHORT COURSE IN JUNIOR CYCLE GETTING STARTED LEVEL 3. Draft Short Course Writing Guidelines. Level 3 THE SHORT COURSE IN JUNIOR CYCLE Draft Short Course Writing Guidelines Level 3 GETTING STARTED LEVEL 3 Introduction Welcome to Short Course Development. The short course is a new curriculum component in

More information

CSI: Exploring Forensic Science Level 2

CSI: Exploring Forensic Science Level 2 Short Course for June 2014 Contents Page 3 Short courses and Learning Programmes Page 4 Introduction to junior cycle Page 5 Rationale Page 6 Aim Page 7 Links Page 10 Expectations for students 11 Strand

More information

Junior Cycle Business Studies Draft Specification. For consultation

Junior Cycle Business Studies Draft Specification. For consultation Junior Cycle Business Studies Draft Specification For consultation 1 2 Contents Introduction to junior cycle 5 Rationale 6 Aim 7 Overview: Links 8 Overview: Course 11 Progression 14 Expectations for students

More information

CSI: Exploring Forensic Science Level 2

CSI: Exploring Forensic Science Level 2 Short Course for Short Course June 2026 Contents Page 3 Short courses and Learning Programmes Page 4 Introduction to junior cycle Page 5 Rationale Page 6 Aim Page 7 Overview: Links Statements of Learning

More information

SQA s Skills Framework: Skills for Learning, Skills for Life and Skills for Work

SQA s Skills Framework: Skills for Learning, Skills for Life and Skills for Work SQA s Skills Framework: Skills for Learning, Skills for Life and Skills for Work This framework has been developed for use in the National Qualifications development programme in support of Curriculum

More information

KEY SKILLS OF JUNIOR CYCLE

KEY SKILLS OF JUNIOR CYCLE KEY SKILLS OF JUNIOR CYCLE Key skills of junior cycle Learners need a wide range of skills to help them face the many challenges presented to them in today s world. They develop specific skills in their

More information

Politics and Society. Curriculum Specification. Leaving Certificate. Ordinary and Higher Level

Politics and Society. Curriculum Specification. Leaving Certificate. Ordinary and Higher Level Politics and Society Curriculum Specification Leaving Certificate Ordinary and Higher Level Contents Senior cycle... 3 The experience of senior cycle... 4 Politics and Society... 7 Rationale... 7 Aim...

More information

Reading is a window to the world. Inquiry provides a framework for learning. Ethical behavior in the use of information must be taught.

Reading is a window to the world. Inquiry provides a framework for learning. Ethical behavior in the use of information must be taught. Reading is a window to the world. Reading is a foundational skill for learning, personal growth, and enjoyment. The degree to which students can read and understand text in all formats (e.g., picture,

More information

Key Stage 4 Programme of Study mapping against GCSE ICT Short Course

Key Stage 4 Programme of Study mapping against GCSE ICT Short Course mapping against GCSE ICT Short Course Our GCSE ICT Short Course specification covers the majority of the Programme of Study (with the intentional exception of section 4 Curriculum opportunities which is

More information

July 2014/HS4 QQI

July 2014/HS4 QQI Awards Standards - Generic Higher Education and Training www.qqi.ie July 2014/HS4 QQI Generic Standards The Qualifications (Education & Training) Act 1999 required the Higher Education and Training Awards

More information

Award STANDARDS - Nursing and midwifery

Award STANDARDS - Nursing and midwifery Award STANDARDS - Nursing and midwifery www.qqi.ie July 2014/HS10 QQI Foreword The Qualifications (Education & Training) Act 1999 required the Higher Education and Training Awards Council to determine

More information

Draft Specification for Junior Cycle Visual Art (Proposed new title for Art, Craft, Design) Enter Title Here. Enter Date Here

Draft Specification for Junior Cycle Visual Art (Proposed new title for Art, Craft, Design) Enter Title Here. Enter Date Here Draft Specification for Junior Cycle Visual Art (Proposed new title for Art, Craft, Design) 1 Enter Title Here January 2016 Enter Date Here 2 Reading note: Subject title change Visual Art is the new title

More information

NJ Department of Education Office of Educational Technology Digital Learning NJ (DLNJ)

NJ Department of Education Office of Educational Technology Digital Learning NJ (DLNJ) 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate to create and communicate

More information

Professional Standards for Teachers

Professional Standards for Teachers Professional Standards for Teachers Guidelines for Professional Practice July 2005 Queensland the Smart State The State of Queensland (Department of Education) 2005 Copyright protects this publication.

More information

K-12 Information and Digital Literacy

K-12 Information and Digital Literacy K-12 Information Digital Literacy K-12 Information Digital Literacy It is the goal of the educators of the Burlington Public Schools to foster a dynamic learning environment that promotes engagement, relevant

More information

Information on The Framework for Junior Cycle

Information on The Framework for Junior Cycle A Framework for Junior Cycle Information on The Framework for Junior Cycle Spring 2013 department of education and skills The Department of Education and Skills wishes to thank the schools below for permission

More information

Junior Cycle English

Junior Cycle English Junior Cycle English Contents Page 3 Introduction to junior cycle Page 4 Rationale Page 5 Aim Page 6 Overview: Links Statements of Learning and Key Skills Page 9 Overview: Course Page Page 12 Expectations

More information

Higher Business Management Course Specification (C710 76)

Higher Business Management Course Specification (C710 76) Higher Business Management Course Specification (C710 76) Valid from August 2014 First edition: April 2014, version 1.1 Revised edition: September 2014, version 1.2 This specification may be reproduced

More information

Expeditionary Learning at King Middle School. June 18, 2009

Expeditionary Learning at King Middle School. June 18, 2009 June 18, 2009 King Middle School Expeditionary Learning Planning Group 2009 Planning Steps, June 18, 2009 1. Develop a compelling topic: that targets the content and skills that students need to know at

More information

Mission Statement. Philosophy of Learning. Early Years Core Values and Beliefs

Mission Statement. Philosophy of Learning. Early Years Core Values and Beliefs Mission Statement Bethania Lutheran School is a Christ-centred community supporting the educational journey by providing dynamic, innovative teaching and learning, within a nurturing environment. Philosophy

More information

Computer Technology Standards of Learning for Virginia s Public Schools

Computer Technology Standards of Learning for Virginia s Public Schools Computer Technology Standards of Learning for Virginia s Public Schools February 2013 Board of Education Commonwealth of Virginia Introduction As the new century has unfolded, various studies have postulated

More information

National 5 English Course Specification (C724 75)

National 5 English Course Specification (C724 75) National 5 English Course Specification (C724 75) Valid from August 2013 First edition: April 2012 Revised: September 2014, version 1.2 This specification may be reproduced in whole or in part for educational

More information

REAL LEARNING JOURNEY

REAL LEARNING JOURNEY REAL LEARNING JOURNEY Intro 2 What you ll find in this pack Multiple drafting and critique, student-created final product, significant content and essential question, and authentic audience and public

More information

Citizenship. (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007

Citizenship. (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Citizenship Programme of study for key stage 4 (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum aims Learning and undertaking

More information

Colorado Professional Teaching Standards

Colorado Professional Teaching Standards Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

More information

Elementary and Middle School Technology Curriculum Guidelines

Elementary and Middle School Technology Curriculum Guidelines Elementary and Middle School Technology Curriculum Guidelines Catholic Schools Office Diocese of Erie March, 2007 PHILOSOPHY STATEMENT... 1 TECHNOLOGY CURRICULUM FOUNDATION... 1 TECHNOLOGY FOUNDATION STANDARDS

More information

GLASGOW KELVIN COLLEGE BOARD OF MANAGEMENT LEARNING, TEACHING AND ASSESSMENT STRATEGY

GLASGOW KELVIN COLLEGE BOARD OF MANAGEMENT LEARNING, TEACHING AND ASSESSMENT STRATEGY GLASGOW KELVIN COLLEGE BOARD OF MANAGEMENT LEARNING, TEACHING AND ASSESSMENT STRATEGY 2014-15 1. Introduction Glasgow Kelvin College strives to provide learning which is inclusive, respects learners, is

More information

Llansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy

Llansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy Llansanffraid Church in Wales Primary School Information and Communication Technology (ICT) Policy ICT is changing the lives of everyone. Through teaching children the skills to use ICT we equip them to

More information

Leads pedagogical practice. Promotes professional learning

Leads pedagogical practice. Promotes professional learning Leading teaching and learning 1 Creates a student centred learning environment 4 Builds capacity Developing self and others Leading teaching and learning 2 Leads pedagogical practice Developing self and

More information

Common Core Teaching Standards (Maine 2012)

Common Core Teaching Standards (Maine 2012) Common Core Teaching Standards (Maine 2012) Standard # 1 Learner Development The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually

More information

Faculty of Education. School of Educational Partnership and Enterprise. Programme Specification. For. Masters in Teaching and Learning

Faculty of Education. School of Educational Partnership and Enterprise. Programme Specification. For. Masters in Teaching and Learning Faculty of Education School of Educational Partnership and Enterprise Programme Specification For Masters in Teaching and Learning Definitive Course Document: Stage Two Approval Date: December 2009 1 Programme

More information

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based

More information

curriculum for excellence building the curriculum 1 the contribution of curriculum areas a guide to developing professional practice

curriculum for excellence building the curriculum 1 the contribution of curriculum areas a guide to developing professional practice building the curriculum 1 the contribution of curriculum areas a guide to developing professional practice > SUCCESSFUL LEARNERS > CONFIDENT INDIVIDUALS > RESPONSIBLE CITIZENS > EFFECTIVE CONTRIBUTORS

More information

Key skills for developing employability

Key skills for developing employability Key skills for developing employability First published 2001 6.00 Qualifications and Curriculum Authority 2001 ISBN 1 85838 481 8 Reproduction, storage, adaption or translation, in any form or by any means,

More information

Cork Education and Training Board. Programme Module for. Child Psychology. leading to. Level 6 FETAC

Cork Education and Training Board. Programme Module for. Child Psychology. leading to. Level 6 FETAC Cork Education and Training Board Programme Module for Child Psychology leading to Level 6 FETAC May 2012/June 2012 1 Introduction This programme module may be delivered as a standalone module leading

More information

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Appendix D Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Background on the InTASC Model Core Teaching Standards: The Model Core

More information

Padlet Instruction Manual. Incorporating Junior Cycle Key Skills, School Self-Evaluation and suggestions for use

Padlet Instruction Manual. Incorporating Junior Cycle Key Skills, School Self-Evaluation and suggestions for use Padlet Instruction Manual Incorporating Junior Cycle Key Skills, School Self-Evaluation and suggestions for use 1 Padlet Padlet is a free online tool that is best described as an online notice board. Padlet

More information

English sample unit: Online magazine Stage 4

English sample unit: Online magazine Stage 4 English sample unit: Online magazine Stage 4 Focus outcomes: EN4-1A,, EN4-3B, EN4-4B, EN4-5C, EN4-9E Duration: 5 6 weeks Unit overview In this unit students design, develop and publish a class magazine

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

Developing your Graduate Attributes: MA in Marketing

Developing your Graduate Attributes: MA in Marketing Developing your Graduate Attributes: MA in Marketing The MA in Marketing involves studying theory and practice. The programme is distinctive in that it adopts a critical marketing and management studies

More information

Home Economics Education

Home Economics Education Subject Area Syllabus and Guidelines Home Economics Education (Part 2 of 4) Level 4 to Beyond Level 6 Note: The PDF version of this document has been split into sections for easier download. This file

More information

Religious and moral education Principles and practice

Religious and moral education Principles and practice Religious and moral education Principles and practice Why is religious and moral education important for all children and young people? 1 What do children and young people achieve through learning in religious

More information

Professional learning paper: Significant Aspects of Learning Assessing progress and achievement in the Expressive Arts

Professional learning paper: Significant Aspects of Learning Assessing progress and achievement in the Expressive Arts Professional learning paper: Significant Aspects of Learning Assessing progress and achievement in the Expressive Arts The work in progress on Significant Aspects of Learning was reviewed in June and July

More information

2014 New Jersey Core Curriculum Content Standards - Technology

2014 New Jersey Core Curriculum Content Standards - Technology 2014 New Jersey Core Curriculum Content s - Technology Content Area Grade Content Statement Students will: Technology A. Technology Operations and Concepts: Students demonstrate a sound understanding of

More information

Citizenship education in Northern Ireland, Wales, Scotland and England

Citizenship education in Northern Ireland, Wales, Scotland and England Citizenship education in Northern Ireland, Wales, Scotland and England Northern Ireland The Northern Ireland curriculum is described as six Areas of Learning at key stages 1 and 2: Language and Literacy

More information

Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards

Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards Instructions: This self reflection tool is designed to provide a personal profile of classroom performance assets based on the Wisconsin

More information

Australian Curriculum: Technologies with a focus on critical and creative thinking

Australian Curriculum: Technologies with a focus on critical and creative thinking Australian Curriculum: Technologies with a focus on critical and creative thinking Julie King Curriculum Lead, Technologies October 2015 Overview Curriculum development Australian Curriculum: Technologies

More information

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The

More information

Advanced Higher Business Management Course Specification (C710 77)

Advanced Higher Business Management Course Specification (C710 77) Advanced Higher Business Management Course Specification (C710 77) Valid from August 2015 This edition: April 2015, version 2.0 This specification may be reproduced in whole or in part for educational

More information

THE CURRICULUM FRAMEWORK

THE CURRICULUM FRAMEWORK THE CURRICULUM FRAMEWORK 3 THE CURRICULUM FRAMEWORK 3.1 Access Statement CCEA proposes that the statutory requirements should be prefaced by a statement which makes clear that every effort must be made

More information

Advanced Higher Art and Design (Expressive) Course Specification (C705 77)

Advanced Higher Art and Design (Expressive) Course Specification (C705 77) Advanced Higher Art and Design (Expressive) Course Specification (C705 77) Valid from August 2015 This edition: April 2015, version 1.1 This specification may be reproduced in whole or in part for educational

More information

Business Plan Community Outline

Business Plan Community Outline An Independent Public School Business Plan 2015 2017 Community Outline Learn and grow together. Overview Winthrop Primary School has a history of academic, musical, sporting and social achievements which

More information

Curricular Requirements

Curricular Requirements The guide contains the following sections and information: Curricular Requirements Scoring Components Evaluation Guideline(s) The curricular requirements are the core elements of the course. Your syllabus

More information

Technology Integration Learning Plan: Fostering Authentic Writing through Blogging in the Classroom

Technology Integration Learning Plan: Fostering Authentic Writing through Blogging in the Classroom Technology Integration Learning Plan: Fostering Authentic Writing through Blogging in the Classroom I. Overview: This unit will address students understanding, performance, and achievement in literacy

More information

Computer/Technology Curriculum 2015-2016 Kindergarten

Computer/Technology Curriculum 2015-2016 Kindergarten Kindergarten K.1 Students will understand BASIC COMPUTER SKILLS. (a) Students will learn how to log onto a computer with their username and password (b) Students will become proficient in using the mouse

More information

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Reading Standards Literacy in Science/Technology

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Reading Standards Literacy in Science/Technology Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Reading Standards Literacy in Science/Technology AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1

More information

Managing National Assessment Report. Hamilton Christian School

Managing National Assessment Report. Hamilton Christian School Managing National Assessment Report 2014 Hamilton Christian School Managing National Assessment Report Hamilton Christian School Introduction The purpose of the Managing National Assessment (MNA) external

More information

ART AND DESIGN. Syllabus for Primary Schools. Curriculum Department, Floriana

ART AND DESIGN. Syllabus for Primary Schools. Curriculum Department, Floriana ART AND DESIGN Syllabus for Primary Schools Curriculum Department, Floriana RATIONALE Curriculum Department, Floriana i THE ART AND DESIGN PROGRAMME For Primary Schools Rationale Art is the visual language.

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

PSHE and Philosophy Policy

PSHE and Philosophy Policy PSHE and Philosophy Policy November 2012 Approved by GB: Nov 2012 Next review due: Nov 2014 PSHE and Philosophy POLICY NOV 2012 FINALVERSION Reviewed by Curriculum Committee Nov 2012 Page 1 of 8 Purpose

More information

New Hampshire Department of Education Special Education Program Approval and Improvement Process

New Hampshire Department of Education Special Education Program Approval and Improvement Process New Hampshire Department of Education Special Education Program Approval and Improvement Process The mission of NHDOE Special Education Program Approval is to improve education results for all learners.

More information

PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications

PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications Faculty of Education, Law and Social Sciences School of Education December 2011 Programme Specification PG

More information

Additional Qualification Course Guideline Special Education, Specialist

Additional Qualification Course Guideline Special Education, Specialist Additional Qualification Course Guideline Special Education, Specialist Schedule D Teachers Qualifications Regulation April 2014 Ce document est disponible en français sous le titre Ligne directrice du

More information

Health and Physical Education, Intermediate and Senior Specialist

Health and Physical Education, Intermediate and Senior Specialist Additional Qualification Course Guideline Health and Physical Education, Intermediate and Senior Specialist Schedule D Teachers Qualifications Regulation July 2011 Ce document est disponible en français

More information

Graduate Profile. DipHE Mental Health Nursing

Graduate Profile. DipHE Mental Health Nursing Graduate Profile DipHE Mental Health Nursing The following information, in conjunction with the graduate's individual practice portfolio and C.V., constitutes the graduate profile for the named award.

More information

The Department of Education and Skills wishes to thank the schools below for permission to use photographs:

The Department of Education and Skills wishes to thank the schools below for permission to use photographs: A Framework for Junior Cycle October 2012 DEPARTMENT OF EDUCATION AND SKILLS The Department of Education and Skills wishes to thank the schools below for permission to use photographs: Bandon Grammar School,

More information

Massachusetts Technology Literacy Standards

Massachusetts Technology Literacy Standards Massachusetts Technology Literacy Standards The Massachusetts Technology Literacy Standards incorporate the Information and Communication Technology (ICT) Literacy skills developed by the Partnership for

More information

Citizenship. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007)

Citizenship. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Citizenship Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum

More information

Primary & Lower Secondary

Primary & Lower Secondary Art Syllabus Primary & Lower Secondary Copyright 2008 Curriculum Planning and Development Division. This publication is not for sale. All rights reserved. No part of this publication may be reproduced

More information

Appendix 1: Detailed evidence examples

Appendix 1: Detailed evidence examples Appendix 1: Detailed examples These examples are not an exhaustive list and serve only as an illustration. They should not be viewed as a checklist. Please note: one quality item can provide for a range

More information

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS Adapted from the AACU LEAP rubrics, the Bases of Competence skills, Ontario Council of Academic Vice-Presidents Graduate Degree Level Expectations,

More information

Australian Professional Standard for Principals

Australian Professional Standard for Principals AITSL is funded by the Australian Government Australian Professional Standard for Principals July 2011 Formerly the National Professional Standard for Principals 2011 Education Services Australia as the

More information

Planning and Programming Guidelines for Teachers. Transition Year 9

Planning and Programming Guidelines for Teachers. Transition Year 9 Planning and Programming Guidelines for Teachers Transition Year 9 2010 Planning and Programming Guidelines for Teachers Transition Year 9 NT Department of Employment and Training Requirements for curriculum,

More information

Self-Assessment VIEWING GUIDE. Assessment for Learning Video Series

Self-Assessment VIEWING GUIDE. Assessment for Learning Video Series Self-Assessment Assessment for Learning Video Series VIEWING GUIDE A resource to support the implementation of GROWING SUCCESS Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering

More information

Higher Computing Science Course Specification (C716 76)

Higher Computing Science Course Specification (C716 76) Higher Computing Science Course Specification (C716 76) Valid from August 2014 This edition: June 2015, version 1.1 This specification may be reproduced in whole or in part for educational purposes provided

More information

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 8 Use information and communication technology to support pupils learning

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 8 Use information and communication technology to support pupils learning OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools Unit 8 Use information and communication technology to support UNIT SUMMARY Who is this unit for? This unit is for those who work under

More information

Cork Education and Training Board. Programme Module for. Career Planning. leading to. Level 4 FETAC

Cork Education and Training Board. Programme Module for. Career Planning. leading to. Level 4 FETAC Cork Education and Training Board Programme Module for Career Planning leading to Level 4 FETAC May 2012/June 2012 1 Introduction This programme module may be delivered as a standalone module leading to

More information

Travel and Tourism: Skills for Work (National 5) Course Support Notes

Travel and Tourism: Skills for Work (National 5) Course Support Notes Travel and Tourism: Skills for Work (National 5) Course Support Notes This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and

More information

2012 VISUAL ART STANDARDS GRADES K-1-2

2012 VISUAL ART STANDARDS GRADES K-1-2 COGNITIVE & K Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways. The student will

More information

Creative Scotland, Youth Music Initiative. Case Study Young Music Makers in Edinburgh. Helping young people believe in themselves.

Creative Scotland, Youth Music Initiative. Case Study Young Music Makers in Edinburgh. Helping young people believe in themselves. Creative Scotland, Youth Music Initiative Case Study Young Music Makers in Edinburgh Helping young people believe in themselves. About this case study This case study was developed as part of Creative

More information

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G School Self-Evaluation Guidelines for Post-Primary Schools Inspectorate Guidelines for Schools I N S P E C TO R AT E P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G 2 School Self-Evaluation Guidelines

More information

Facilitate Learning, Teaching and Assessment Unit Number DV5K 36

Facilitate Learning, Teaching and Assessment Unit Number DV5K 36 Facilitate Learning, Teaching and Assessment Unit Number DV5K 36 Crown Copyright for The East of Scotland Staff Development Collaborative Group 2007 Acknowledgements The Project Team, comprising staff

More information

THREE-YEAR COURSES VISUAL & MULTIMEDIA DESIGN

THREE-YEAR COURSES VISUAL & MULTIMEDIA DESIGN THREE-YEAR COURSES VISUAL & MULTIMEDIA DESIGN undergraduate programmes three-year course visual & multimedia design 02 Brief descriptive summary Over the past 80 years Istituto Marangoni has grown and

More information

MASTER S COURSES FASHION PROMOTION, COMMUNICATION & MEDIA

MASTER S COURSES FASHION PROMOTION, COMMUNICATION & MEDIA MASTER S COURSES FASHION PROMOTION, COMMUNICATION & MEDIA postgraduate programmes master s course fashion promotion, communication & media 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni

More information

Certificate of Leadership Program.

Certificate of Leadership Program. Certificate of Leadership Program. An initiative with UBC Peer Programs that engages students in a reflective practice through the use of educational technologies with the aims of developing greater awareness

More information

Evidence Guide for the Highly Accomplished Teacher Standards

Evidence Guide for the Highly Accomplished Teacher Standards Evidence Guide for the Highly Accomplished Teacher Standards Board of Studies, Teaching and Educational Standards September 2014 1 Evidence Guide for the Highly Accomplished Teacher Standards Table of

More information

BUSINESS MANAGEMENT AND ENTERPRISE PRELIMINARY COURSE. Year 11 and Year 12 syllabus

BUSINESS MANAGEMENT AND ENTERPRISE PRELIMINARY COURSE. Year 11 and Year 12 syllabus BUSINESS MANAGEMENT AND ENTERPRISE PRELIMINARY COURSE Year 11 and Year 12 syllabus IMPORTANT INFORMATION Users of this syllabus are responsible for checking its currency. Syllabuses are formally reviewed

More information

Performance and Development. toolkit for teachers overview. Performance and Development. Reflection and goal setting

Performance and Development. toolkit for teachers overview. Performance and Development. Reflection and goal setting Performance and Development toolkit for teachers overview Reflection and reflection and review Performance and Development Reflection and Resources > Getting started survey How do I perceive performance

More information

Common Core State Standards Speaking and Listening

Common Core State Standards Speaking and Listening Comprehension and Collaboration. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly

More information

Quality for All and All for Quality

Quality for All and All for Quality Quality for All and All for Quality The motto above, Quality for All and All for Quality, was designed to represent all we stand for and value. It is the essence of our mission statement which itself encompasses

More information

Framework for Junior Cycle 2015

Framework for Junior Cycle 2015 Framework for Junior Cycle 2015 DEPARTMENT OF EDUCATION AND SKILLS Framework for Junior Cycle 2015 2015 Department of Education and Skills Published by Department of Education and Skills Marlborough Street

More information

ETB TRAINING CENTRE Policy on Assessment Development, Marking and Grading

ETB TRAINING CENTRE Policy on Assessment Development, Marking and Grading Transition Quality Assurance System (TQAS) ETB TRAINING CENTRE Policy on Assessment Development, Marking and Grading Insert ETB Logo Page 1 of 15 Table of Contents About this Document...3 1. Introduction...4

More information

PRESERVICE. PROFESSIONAL STANDARDS FOR QUEENSLAND TEACHERS (graduate level): A guide for use with preservice teachers QUEENSLAND COLLEGE OF TEACHERS

PRESERVICE. PROFESSIONAL STANDARDS FOR QUEENSLAND TEACHERS (graduate level): A guide for use with preservice teachers QUEENSLAND COLLEGE OF TEACHERS PRESERVICE PROFESSIONAL STANDARDS FOR TEACHERS (graduate level): March 2009 INTRODUCTION The Professional Standards for Queensland Teachers underpin all stages of teachers professional learning throughout

More information