Glossary

Searchable glossary containing hundreds of definitions and descriptions of education terms, acronyms and abbreviations used by the LTS online service and in Scottish education.

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LAC (Looked After Children)	Local authorities have responsibilities under the Children (Scotland) Act 1995 to provide support to vulnerable young people. These young people are known as 'looked after children'.
LAN	Local area network. A group of computers and other devices, directly connected to allow data to pass between them over a relatively small geographical area.
Lateral thinking	A term invented by Edward de Bono. It involves looking at things in a different, perhaps unorthodox way, and trying out different angles, different perceptions and different ideas.
LCD	Liquid Crystal Display is a viewing screen on a digital camera or other electrical item such as a mobile phone.
LDMT (Learning Development Management Team)	JISC works with further and higher education by providing strategic guidance, advice and opportunities to use ICT to support teaching, learning, research and administration.
leadership continuum	A model of leadership development, showing progress against the Standard for Full Registration and the Standard for Chartered Teacher.
Learndirect scotland	The brand name for the Scottish University for Industry. There are a large number of 'learndirect scotland' centres throughout the country offering information, advice and contacts to individuals and companies wishing to access education and training opportunities.
Learning and Teaching Scotland (LTS)	Learning and Teaching Scotland is an executive non-departmental public body sponsored by the Scottish Government Education Department to help review, assess and support developments in learning and education, including the use of information and communications technology (ICT).
Learning difficulties	Usually refers to pre-school and school-age children who have additional support needs. In more general terms, and according to the Learning and Skills Act 2000, a person has learning difficulties if he/she has greater learning difficulty than people of his or her own age, and that this prevents or hinders their educational prospects. It does not however include difficulties specifically to do with the language being used for teaching being different from that of the learner’s home environment.
Learning intentions	Goals that are set for the outcome of a lesson or series of lessons. They may be related to a process or the final product.
learning journal	A diary, either written or electronic, constructed by individuals to indicate their learning from experiences.
Learning logs	Diaries or journals kept by learners, which are used as tools for problem-solving and progression. The emphasis is on reflection and the self-evaluation of learning, not simply on simply recording dates and lessons.
Learning objective	Similar to learning intentions, in that a target or goal that is set to work towards in a lesson or series of lessons.
Learning outcomes	Broad summary statements in the curriculum guidelines, on areas of attainment for pupils as they move through programmes of study.
learning rounds	Learning rounds is a process that is designed to deliver system-wide improvement across schools and authorities. It involves groups of staff observing and learning about and from school practice. SCSSA and the National CPD Team are currently working together on a pilot project using the learning rounds model.
Learning styles	Refers to the range of preferred methods of receiving information and approaches to learning. These can be divided into three broad categories: auditory, visual, and tactile/kinesthetic. Auditory learners learn best by listening, visual learners through seeing and/or reading, and tactile/kinesthetic learners through touching or moving – what is known as 'hands-on' learning. Learning styles can change through time as the brain develops.
Learning styles pyramid model	A learning styles model developed by Barbara Prashnig that identifies six key elements that determine our unique and preferred learning style: left/right brain dominance; senses; body needs; environment; social preferences; and emotional needs.
LECs (Local Enterprise Companies)	The 22 councils set up to liaise with industry and arrange and provide vocational training in their particular areas, covering the whole of Scotland. Most of the LECs are supported by Scottish Enterprise, the remainder by Highlands and Islands Enterprise.
Levels	Definition of the Curriculum for Excellence levels though which the pupils will progress and into which the experiences and outcomes are grouped.
Levels of attainment	In the curriculum guidelines, they state the Level which pupils should attain at each stage of education. There are six levels, progressing from A to F. Most pupils are expected to achieve level A in P2/P3, level B by the end of P4, level C in P4-P6, level D by the end of P7 and level E by the end of S2. Level F specifies attainment beyond level E reached by some pupils before the end of S2.
Linguistic intelligence	The ability to use words and language, both written and spoken. Such learners have highly developed auditory skills and are generally fluent speakers. They think in words rather than pictures. Their skills include listening, speaking, writing, story telling, explaining and teaching others.
Linkage question	In English language close reading activities, refers to questions designed to show pupils' understanding of aspects of the author's structuring of the passage. Linkage describes the way one section of a piece of text, usually a paragraph, is linked to another. Typical link words might be something like however, or nevertheless; but linkage is often in the form of a phrase or an introductory sentence that refers back to the previous section and introduces what is to follow.
Listening triads	Pupils take on the roles of talker, questioner or recorder. The talker explains his or her own point of view on an issue or problem. The questioner then seeks clarification and asks questions. The recorder takes notes and at the end of the time gives a report of the conversation. For the next discussion, the roles are changed.
Logical intelligence	The ability to reason, apply logic and work with numbers. Such learners think conceptually in logical and numerical patterns, making connections between pieces of information. Their skills include problem solving, classifying and categorising information, thinking logically, questioning, carrying out investigations, performing mathematical calculations and working with geometric shapes.
Long term memory	The final process of memory that follows the initial process of encoding of information. It is a serious of networks in our brains, helping us to create connections between what we already know and what we are trying to learn.
Lower-order question	A question that requires a yes/no or a simple factual answer. It tests learners' recall but does not promote higher-order, independent thinking. Questions like this have also been called 'skinny' or 'closed' questions.