ENG519 Glossary by Asfand Yarr

1. Assessment :The process through which the progress and achievements of a learner or learners is measured or judged in compliance with specific quality criteria.

2. Attained

which indicates the knowledge, understanding, skills and attitudes that learners actually acquire as a result of teaching and learning, assessed through different means and/or demonstrated in practice. It may differ from the intended and the implemented curriculum.

3. Backward :In a reverse or contrary direction or way
4. Basic Learning Needs :Needs which comprise both essential learning tools (such as literacy, oral expression, numeracy, and problem solving) and the basic learning content (such as knowledge, skills, values, and attitudes) required by human beings to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully in development, to improve the quality of their lives, to make informed decisions, and to continue learning.
5. Bilingual Education :A language policy in education under which two languages are used as mediums of instruction.
6. Case Study :A process or record of research into the development of a particular person, group, or situation over a period of time is known as case study.
7. Classification :The action or process of classifying something
8. Classroom-Based Assessment (CBA) :Assessment carried out by teachers based on the learning that has taken place within the context of a classroom. It offers feedback to teachers and students on the quality of the learning performance supporting its ongoing improvement. Also referred to as ‘classroom assessment’ and ‘teacher-based assessment’.
9. Competence :Competence is defined as a combination of knowledge, skills and attitudes appropriate to the context. Competence indicates the ability to apply learning outcomes adequately in a defined context (education, work, personal or professional development). Competence is not limited to cognitive elements (involving the use of theory, concepts or tacit knowledge); it also encompasses functional aspects (involving technical skills) as well as interpersonal attributes.

10. Competency :The quality of being competent or capable of performing an allotted function 11. Competency-Based Curriculum :A curriculum that emphasizes the complex outcomes of a learning process (i.e. knowledge, skills and attitudes to be applied by learners) rather than mainly focusing on what learners are expected to learn traditionally-defined subject content. In principle such a curriculum is learnercentered and adaptive to the changing needs of students. 12. Concept-based curriculum :A concept-based curriculum uses concepts to define standards of knowledge and skills associated with a given area of learning. It is focused on the key concepts, principles, and generalizations that are used to organize knowledge and solve problems within and across disciplines. 13. Constraints :The state of being checked, restricted, or compelled to avoid or perform some action. 14. Constructivism :A theory that learning is an active process and that people gain knowledge and understanding through the combination of experiences and ideas: The student actively builds knowledge and skill in a learning process called constructivism. 15. Content :Content area refers to a defined domain of knowledge and skill in an academic program. 16. Core curriculum :The body of knowledge, skills and attitudes expected to be learned by all students, generally related to a set of subjects and learning areas that are common to all students. 17. Cross-curricular approach :An approach to formulating curriculum that favors the dynamic use of learning topics and themes to be covered and skills/competencies to be developed in a number of learning areas across the

18. Culturally responsive curriculum :A curriculum that respects learners’ cultures and prior experiences. It acknowledges and values the legitimacy of different cultures, not just the dominant culture of a society, and encourages intercultural 16 understanding. It incorporates cultural aspects into the curriculum, rather than adding them on as an extra or separate module or course. 19. Curriculum :The subjects comprising a course of study in a school or college 20. Curriculum (plural curricula) :In the simplest terms, ‘curriculum’ is a description of what, why, how and how well students should learn in a systematic and intentional way. The curriculum is not an end in itself but rather a means to fostering quality learning. The term curriculum has many definitions, ranging from a planned ‘course of study’ (derived from the Latin) to an all-embracing view that includes all the learning experiences for which the school is responsible (e.g. “the curriculum is the totality of experiences which are planned for children and young people through their education, wherever they are being educated”. 21. Curriculum adaptation :A process of adjusting the existing curriculum to meet the diverse needs of learners of all abilities. 22. Curriculum aims/goals :Curriculum aims or goals relate to educational aims and philosophy. They are programmatic and normally do not delineate the