Digital Media Literacy

Size: px
Start display at page:

Download "Digital Media Literacy"

Transcription

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

2 2 Draft short course: Digital Media Literacy

3 Contents Introduction To Junior Cycle 5 Rationale 6 Aim 6 Links 7 Course Overview 11 Expectations For Students 11 Strand 1 My Digital World 12 Strand 2 Following My Interests Online 13 Strand 3 Checking The Facts 14 Strand 4 Publishing Myself 15 Assessment And Certification 16 Resources 21 Appendix 1: Sample Ongoing Assessment Tasks: 22 Appendix 2: Level Indicators For Level 3 Of The National Framework Of Qualifications 24 3

4 4 Draft short course: Digital Media Literacy

5 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. 5

6 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 studentsʼ ability to use digital technology, communication tools, and the internet creatively, innovatively and safely to support their learning and participate effectively in their communities. 6

7 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 Examples of relevant learning in the course Students work in teams to produce digital content on topics that are relevant to their lives. SOL 24 The student creates, appreciates and critically interprets a wide range of texts SOL 3 Students find, critically appraise, and use digital content. They will learn to navigate and make judgements about the quality and reliability of content online. The student communicates effectively using a variety of means in a range of contexts in L1 Students share, present and publish their stories, ideas and opinions in a personal and creative way using digital technology. SOL 1 7

8 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. 8

9 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 9 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 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 communication tools to keep an online learning diary and

10 my learning. 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 10

11 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. 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. 11

12 Strand 1 My Digital World Students learn about Students should be able to.. My digital life Respectful and responsible use 1.1 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 1.7 create a charter of online rights and responsibilities for the class 1.8 describe appropriate responses to potentially harmful situations. 12

13 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. 13

14 Strand 3 Checking the facts Students learn about Students should be able to Digital media formats Looking for bias The role of digital media in our society 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. 14

15 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 peopleʼs use of social networks 4.2 document young peopleʼs 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. 15

16 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. The learning outcomes below are particularly significant: 16

17 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 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 studentsʼ 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. 17

18 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. 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 studentsʼ 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. 18

19 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 studentʼs 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. 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. 19

20 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 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. 20

21 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. Resources This part of the specification will identify resources that will support teaching and learning in the short course. 21

22 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 maybe be changed to reflect what the school offers; whatʼs 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] 22

23 Strand 4 Document, in a digital format young peopleʼs 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] 23

24 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 24

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE TABLE OF CONTENTS Contents 1. Introduction to Junior Cycle 1 2. Rationale 2 3. Aim 3 4. Overview: Links 4 Modern foreign languages and statements of learning

More information

Politics and Society Curriculum Specification

Politics and Society Curriculum Specification Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction

More information

1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document.

1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document. National Unit specification General information Unit code: HA6M 46 Superclass: CD Publication date: May 2016 Source: Scottish Qualifications Authority Version: 02 Unit purpose This Unit is designed to

More information

MASTER S COURSES FASHION START-UP

MASTER S COURSES FASHION START-UP MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving

More information

HARPER ADAMS UNIVERSITY Programme Specification

HARPER ADAMS UNIVERSITY Programme Specification HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:

More information

BPS Information and Digital Literacy Goals

BPS Information and Digital Literacy Goals BPS Literacy BPS Literacy Inspiration BPS Literacy goals should lead to Active, Infused, Collaborative, Authentic, Goal Directed, Transformative Learning Experiences Critical Thinking Problem Solving Students

More information

Thameside Primary School Rationale for Assessment against the National Curriculum

Thameside Primary School Rationale for Assessment against the National Curriculum Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education.

More information

University of Toronto Mississauga Degree Level Expectations. Preamble

University of Toronto Mississauga Degree Level Expectations. Preamble University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of

More information

Additional Qualification Course Guideline Computer Studies, Specialist

Additional Qualification Course Guideline Computer Studies, Specialist Additional Qualification Course Guideline Computer Studies, Specialist Schedule D Teachers Qualifications Regulation July 2010 Ce document est disponible en français sous le titre Ligne directrice du cours

More information

Productive partnerships to promote media and information literacy for knowledge societies: IFLA and UNESCO s collaborative work

Productive partnerships to promote media and information literacy for knowledge societies: IFLA and UNESCO s collaborative work Productive partnerships to promote media and information literacy for knowledge societies: IFLA and UNESCO s collaborative work Dr. Maria-Carme Torras IFLA Governing Board Member; library director, Bergen

More information

K 1 2 K 1 2. Iron Mountain Public Schools Standards (modified METS) Checklist by Grade Level Page 1 of 11

K 1 2 K 1 2. Iron Mountain Public Schools Standards (modified METS) Checklist by Grade Level Page 1 of 11 Iron Mountain Public Schools Standards (modified METS) - K-8 Checklist by Grade Levels Grades K through 2 Technology Standards and Expectations (by the end of Grade 2) 1. Basic Operations and Concepts.

More information

Unit purpose and aim. Level: 3 Sub-level: Unit 315 Credit value: 6 Guided learning hours: 50

Unit purpose and aim. Level: 3 Sub-level: Unit 315 Credit value: 6 Guided learning hours: 50 Unit Title: Game design concepts Level: 3 Sub-level: Unit 315 Credit value: 6 Guided learning hours: 50 Unit purpose and aim This unit helps learners to familiarise themselves with the more advanced aspects

More information

We endorse the aims and objectives of the primary curriculum for SPHE: To promote the personal development and well-being of the child

We endorse the aims and objectives of the primary curriculum for SPHE: To promote the personal development and well-being of the child for Holy Family N.S., Newport Holy Family N.S. aims to provide a comprehensive SPHE programme to all children in the school. It is recognised that parents play a huge part in the delivery of such a programme

More information

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained

More information

ABET Criteria for Accrediting Computer Science Programs

ABET Criteria for Accrediting Computer Science Programs ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common

More information

THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02

THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02 THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02 Undergraduate programmes Three-year course Fashion Styling & Creative Direction 02 Brief descriptive summary Over the past 80 years Istituto

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

use different techniques and equipment with guidance

use different techniques and equipment with guidance Stage 3: Course outline / OVERALL Technology SCHEME MYP 1, 2, 3 Sharing interim objectives Term 1 MYP 1 MYP 2 MYP 3 Unit topic Inventing & Inventors Everyday Inventions Design Technology: Product Design

More information

Information System Design and Development (Advanced Higher) Unit. level 7 (12 SCQF credit points)

Information System Design and Development (Advanced Higher) Unit. level 7 (12 SCQF credit points) Information System Design and Development (Advanced Higher) Unit SCQF: level 7 (12 SCQF credit points) Unit code: H226 77 Unit outline The general aim of this Unit is for learners to develop a deep knowledge

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of

More information

To provide students with a formative and summative assessment about their learning behaviours. To reinforce key learning behaviours and skills that

To provide students with a formative and summative assessment about their learning behaviours. To reinforce key learning behaviours and skills that To provide students with a formative and summative assessment about their learning behaviours. To reinforce key learning behaviours and skills that are important for lifelong learning and academic success.

More information

Foundation Certificate in Higher Education

Foundation Certificate in Higher Education Programme Specification Foundation Certificate in Higher Education Certificate of Credit in English for Academic Purposes Certificate of Credit in Study Skills for Higher Educaiton Certificate of Credit

More information

JOURNALISM 250 Visual Communication Spring 2014

JOURNALISM 250 Visual Communication Spring 2014 JOURNALISM 250 Visual Communication Spring 2014 8:00-9:40am Friday MZ361 Professor David Blumenkrantz Office hours T12-2 & F10-12 MZ326 david.blumenkrantz@csun.edu COURSE DESCRIPTION Visual Communication

More information

Unit 7 Data analysis and design

Unit 7 Data analysis and design 2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL

More information

Academic literacies and student learning: how can we improve our understanding of student writing?

Academic literacies and student learning: how can we improve our understanding of student writing? Academic literacies and student learning: how can we improve our understanding of student writing? Mary R. Lea Open University, UK Your challenges What are the problems that you face in supporting student

More information

EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course

EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall

More information

Professional Experience - Mentor Information

Professional Experience - Mentor Information Professional Experience - Mentor Information EDU40006 Ready to Teach Early Childhood: Practicum 5E Required days: 20 days full time. Any missed days must be made up. Required setting: Preschool Early Childhood

More information

Assessment Pack HABC Level 3 Award in Education and Training (QCF)

Assessment Pack HABC Level 3 Award in Education and Training (QCF) www.highfieldabc.com Assessment Pack HABC Level 3 Award in Education and Training (QCF) Version 1: December 2013 Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet 6 Declaration

More information

The Keele University Skills Portfolio Personal Tutor Guide

The Keele University Skills Portfolio Personal Tutor Guide The Keele University Skills Portfolio Personal Tutor Guide Accredited by the Institute of Leadership and Management Updated for the 2016-2017 Academic Year Contents Introduction 2 1. The purpose of this

More information

SOC 175. Australian Society. Contents. S3 External Sociology

SOC 175. Australian Society. Contents. S3 External Sociology SOC 175 Australian Society S3 External 2014 Sociology Contents General Information 2 Learning Outcomes 2 General Assessment Information 3 Assessment Tasks 3 Delivery and Resources 6 Unit Schedule 6 Disclaimer

More information

Unit 3. Design Activity. Overview. Purpose. Profile

Unit 3. Design Activity. Overview. Purpose. Profile Unit 3 Design Activity Overview Purpose The purpose of the Design Activity unit is to provide students with experience designing a communications product. Students will develop capability with the design

More information

Programme Specification. MSc in International Real Estate

Programme Specification. MSc in International Real Estate Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained

More information

Qualification handbook

Qualification handbook Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

Centre for Excellence Elite Sports Program

Centre for Excellence Elite Sports Program Centre for Excellence Elite Sports Program CASUARINA SENIOR COLLEGE ELITE SPORTS PROGRAM Casuarina Senior College has an established Centre for Excellence The program is an opportunity for passionate,

More information

Researcher Development Assessment A: Knowledge and intellectual abilities

Researcher Development Assessment A: Knowledge and intellectual abilities Researcher Development Assessment A: Knowledge and intellectual abilities Domain A: Knowledge and intellectual abilities This domain relates to the knowledge and intellectual abilities needed to be able

More information

Exhibition Techniques

Exhibition Techniques The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Technical Skills for Journalism

Technical Skills for Journalism The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

CELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom

CELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom CELTA Syllabus and Assessment Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications, examinations and

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

TU-E2090 Research Assignment in Operations Management and Services

TU-E2090 Research Assignment in Operations Management and Services Aalto University School of Science Operations and Service Management TU-E2090 Research Assignment in Operations Management and Services Version 2016-08-29 COURSE INSTRUCTOR: OFFICE HOURS: CONTACT: Saara

More information

VTCT Level 3 Award in Education and Training

VTCT Level 3 Award in Education and Training VTCT Level 3 Award in Education and Training Operational start date: 1st April 2014 Credit value: 12 Total Qualification Time (TQT): 120 Guided learning hours (GLH): 48 Qualification number: 601/2758/2

More information

The Curriculum in Primary Schools

The Curriculum in Primary Schools The Curriculum in Primary Schools Seminar on findings from Curriculum Implementation Evaluation, DES Inspectorate Primary Curriculum Review, Phase 1, NCCA May 11 th 2005 Planning the curriculum whole school

More information

EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October 18, 2015 Fully Online Course

EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October 18, 2015 Fully Online Course GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October

More information

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics 5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin

More information

Self Study Report Computer Science

Self Study Report Computer Science Computer Science undergraduate students have access to undergraduate teaching, and general computing facilities in three buildings. Two large classrooms are housed in the Davis Centre, which hold about

More information

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering

More information

Teachers Guide Chair Study

Teachers Guide Chair Study Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln

More information

Treloar College Course Information

Treloar College Course Information Treloar College Course Information 2017-2018 Treloar s Holybourne Alton Hampshire GU34 4GL T 01420 547 400 E info@treloar.org.uk Charity number 1092857. Introduction This booklet outlines the nationally

More information

Planning a Dissertation/ Project

Planning a Dissertation/ Project Agenda Planning a Dissertation/ Project Angela Koch Student Learning Advisory Service learning@kent.ac.uk General principles of dissertation writing: Structural framework Time management Working with the

More information

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework The ELA/ELD Framework Companion: a guide to assist in navigating the Framework Chapter & Broad Topics Content (page) Notes Introduction Broadly Literate Capacities of a Literate Individual Guiding Principles

More information

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding

More information

Copyright Corwin 2015

Copyright Corwin 2015 2 Defining Essential Learnings How do I find clarity in a sea of standards? For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about

More information

Environmental Science: Earth s Resources (National 3) level 3 (6 SCQF credit points)

Environmental Science: Earth s Resources (National 3) level 3 (6 SCQF credit points) Environmental Science: Earth s Resources (National 3) SCQF: level 3 (6 SCQF credit points) Unit code: H24R 73 Unit outline The general aim of this Unit is to develop skills of scientific inquiry, investigation

More information

Full text of O L O W Science As Inquiry conference. Science as Inquiry

Full text of O L O W Science As Inquiry conference. Science as Inquiry Page 1 of 5 Full text of O L O W Science As Inquiry conference Reception Meeting Room Resources Oceanside Unifying Concepts and Processes Science As Inquiry Physical Science Life Science Earth & Space

More information

Sample from: 'State Studies' Product code: STP550 The entire product is available for purchase at STORYPATH.

Sample from: 'State Studies' Product code: STP550 The entire product is available for purchase at  STORYPATH. Sample from: '' Product code: STP550 STORYPATH The Visitors Center by Margit E. McGuire, Ph.D. Professor of Teacher Education, Seattle University About Storypath 2 Episode 1 The Visitors Center 14 Episode

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

Mandatory Review of Social Skills Qualifications. Consultation document for Approval to List

Mandatory Review of Social Skills Qualifications. Consultation document for Approval to List Mandatory Review of Social Skills Qualifications Consultation document for Approval to List February 2015 Prepared by: National Qualifications Services on behalf of the Social Skills Governance Group 1

More information

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction

More information

STUDENT ASSESSMENT, EVALUATION AND PROMOTION

STUDENT ASSESSMENT, EVALUATION AND PROMOTION 300-37 Administrative Procedure 360 STUDENT ASSESSMENT, EVALUATION AND PROMOTION Background Maintaining a comprehensive system of student assessment and evaluation is an integral component of the teaching-learning

More information

Qualitative Site Review Protocol for DC Charter Schools

Qualitative Site Review Protocol for DC Charter Schools Qualitative Site Review Protocol for DC Charter Schools Updated November 2013 DC Public Charter School Board 3333 14 th Street NW, Suite 210 Washington, DC 20010 Phone: 202-328-2600 Fax: 202-328-2661 Table

More information

Maintaining Resilience in Teaching: Navigating Common Core and More Site-based Participant Syllabus

Maintaining Resilience in Teaching: Navigating Common Core and More Site-based Participant Syllabus Course Description This course is designed to help K-12 teachers navigate the ever-growing complexities of the education profession while simultaneously helping them to balance their lives and careers.

More information

European Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process. 1. Introduction

European Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process. 1. Introduction European Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process. 1. Introduction The Bologna Declaration (1999) sets out the objective of increasing the international

More information

3 of Policy. Linking your Erasmus+ Schools project to national and European Policy

3 of Policy. Linking your Erasmus+ Schools project to national and European Policy 1 2 3 of Policy Linking your Erasmus+ Schools project to national and European Policy 1 2 what is policy? Policy is the set of values and objectives that guide the work of organisations or bodies. This

More information

Position Statements. Index of Association Position Statements

Position Statements. Index of Association Position Statements ts Association position statements address key issues for Pre-K-12 education and describe the shared beliefs that direct united action by boards of education/conseil scolaire fransaskois and their Association.

More information

NCFE - Level 3 Award in Education and Training

NCFE - Level 3 Award in Education and Training NCFE - Level 3 Award in Education and Training Assignment Brief Assignment - Group A Roles, Responsibilities and Relationships in Education and Training 1 Roles, Responsibilities and Relationships in Education

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL. An Introduction to the International Baccalaureate Diploma Programme For Students and Families

INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL. An Introduction to the International Baccalaureate Diploma Programme For Students and Families INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL An Introduction to the International Baccalaureate Diploma Programme For Students and Families 2018-2019 The International Baccalaureate Organization

More information

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier.

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier. Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Ohio s New Learning Standards: K-12 World Languages

Ohio s New Learning Standards: K-12 World Languages COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the

More information

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...

More information

Master s Programme in European Studies

Master s Programme in European Studies Programme syllabus for the Master s Programme in European Studies 120 higher education credits Second Cycle Confirmed by the Faculty Board of Social Sciences 2015-03-09 2 1. Degree Programme title and

More information

Arts, Humanities and Social Science Faculty

Arts, Humanities and Social Science Faculty LLB Law For students entering Part 1 in 2013/4 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification: Programme Director:

More information

5 Early years providers

5 Early years providers 5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special

More information

Kentucky s Standards for Teaching and Learning. Kentucky s Learning Goals and Academic Expectations

Kentucky s Standards for Teaching and Learning. Kentucky s Learning Goals and Academic Expectations Kentucky s Standards for Teaching and Learning Included in this section are the: Kentucky s Learning Goals and Academic Expectations Kentucky New Teacher Standards (Note: For your reference, the KDE website

More information

Language Acquisition Chart

Language Acquisition Chart Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people

More information

Dublin City Schools Broadcast Video I Graded Course of Study GRADES 9-12

Dublin City Schools Broadcast Video I Graded Course of Study GRADES 9-12 Philosophy The Broadcast and Video Production Satellite Program in the Dublin City School District is dedicated to developing students media production skills in an atmosphere that includes stateof-the-art

More information

POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013

POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 Contents Page 1. Introduction and Rationale 3 1.1 Qualification Title and Codes 3 1.2 Rationale 3 1.3 Structure of the Qualification

More information

Senior Project Information

Senior Project Information BIOLOGY MAJOR PROGRAM Senior Project Information Contents: 1. Checklist for Senior Project.... p.2 2. Timeline for Senior Project. p.2 3. Description of Biology Senior Project p.3 4. Biology Senior Project

More information

Software Development: Programming Paradigms (SCQF level 8)

Software Development: Programming Paradigms (SCQF level 8) Higher National Unit Specification General information Unit code: HL9V 35 Superclass: CB Publication date: May 2017 Source: Scottish Qualifications Authority Version: 01 Unit purpose This unit is intended

More information

Degree Qualification Profiles Intellectual Skills

Degree Qualification Profiles Intellectual Skills Degree Qualification Profiles Intellectual Skills Intellectual Skills: These are cross-cutting skills that should transcend disciplinary boundaries. Students need all of these Intellectual Skills to acquire

More information

Designing Idents for Television

Designing Idents for Television Unit 32: Designing Idents for Television Unit code: QCF Level 3: Credit value: 10 Guided learning hours: 60 Aim and purpose D/600/6613 BTEC National The aim of this unit is to develop understanding of

More information

COSCA COUNSELLING SKILLS CERTIFICATE COURSE

COSCA COUNSELLING SKILLS CERTIFICATE COURSE COSCA COUNSELLING SKILLS CERTIFICATE COURSE MODULES 1-4 (REVISED 2004) AIMS, LEARNING OUTCOMES AND RANGES February 2005 page 1 of 15 Introduction The Aims, Learning Outcomes and Range of the COSCA Counselling

More information

We seek to be: A vibrant, excellent place of learning at the heart of our Christian community.

We seek to be: A vibrant, excellent place of learning at the heart of our Christian community. Homework Policy Our Vision (What we seek to be) We seek to be: A vibrant, excellent place of learning at the heart of our Christian community. Our Mission (What we seek to do) We are committed to providing

More information

VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009

VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Regulation 17/011/2009 Publications 2013:4 Publications 2013:4 Requirements for Vocational Qualifications

More information

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE

More information

Personal Project. IB Guide: Project Aims and Objectives 2 Project Components... 3 Assessment Criteria.. 4 External Moderation.. 5

Personal Project. IB Guide: Project Aims and Objectives 2 Project Components... 3 Assessment Criteria.. 4 External Moderation.. 5 Table of Contents: Personal Project IB Guide: Project Aims and Objectives 2 Project Components..... 3 Assessment Criteria.. 4 External Moderation.. 5 General Guidelines: Process Journal. 5 Product 7 Personal

More information

2013/Q&PQ THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY

2013/Q&PQ THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY 2013/Q&PQ THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY Policy and Criteria for the Registration of Qualifications and Part Qualifications on the National Qualifications Framework Compiled and produced by:

More information

Should a business have the right to ban teenagers?

Should a business have the right to ban teenagers? practice the task Image Credits: Photodisc/Getty Images Should a business have the right to ban teenagers? You will read: You will write: a newspaper ad An Argumentative Essay Munchy s Promise a business

More information

Final Teach For America Interim Certification Program

Final Teach For America Interim Certification Program Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA

More information

Maintaining Resilience in Teaching: Navigating Common Core and More Online Participant Syllabus

Maintaining Resilience in Teaching: Navigating Common Core and More Online Participant Syllabus Course Description This course is designed to help K-12 teachers navigate the ever-growing complexities of the education profession while simultaneously helping them to balance their lives and careers.

More information

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme Name Student ID Year of Graduation Start Date Completion Due Date May 1, 20 (or before) Target Language

More information

Submission of a Doctoral Thesis as a Series of Publications

Submission of a Doctoral Thesis as a Series of Publications Submission of a Doctoral Thesis as a Series of Publications In exceptional cases, and on approval by the Faculty Higher Degree Committee, a candidate for the degree of Doctor of Philosophy may submit a

More information

Cambridge NATIONALS. Creative imedia Level 1/2. UNIT R081 - Pre-Production Skills DELIVERY GUIDE

Cambridge NATIONALS. Creative imedia Level 1/2. UNIT R081 - Pre-Production Skills DELIVERY GUIDE Cambridge NATIONALS Creative imedia Level 1/2 UNIT R081 - Pre-Production Skills VERSION 1 APRIL 2013 INDEX Introduction Page 3 Unit R081 - Pre-Production Skills Page 4 Learning Outcome 1 - Understand the

More information

Kelli Allen. Vicki Nieter. Jeanna Scheve. Foreword by Gregory J. Kaiser

Kelli Allen. Vicki Nieter. Jeanna Scheve. Foreword by Gregory J. Kaiser Kelli Allen Jeanna Scheve Vicki Nieter Foreword by Gregory J. Kaiser Table of Contents Foreword........................................... 7 Introduction........................................ 9 Learning

More information

LEADERSHIP AND COMMUNICATION SKILLS

LEADERSHIP AND COMMUNICATION SKILLS LEADERSHIP AND COMMUNICATION SKILLS DEGREE: BACHELOR IN BUSINESS ADMINISTRATION DEGREE COURSE YEAR: 1 ST 1º SEMESTER 2º SEMESTER CATEGORY: BASIC COMPULSORY OPTIONAL NO. OF CREDITS (ECTS): 3 LANGUAGE: ENGLISH

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course

More information

CERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION. Relevant QAA subject benchmarking group:

CERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION. Relevant QAA subject benchmarking group: CERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION Awarding Institution: The University of Reading Teaching Institution: The University of Reading Relevant QAA subject benchmarking group: Faculty

More information