MFLE
Glossary
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| AC (LTS Advisory Council) | The LTS Advisory Council and its Chair are appointed by the Scottish Government to keep under review all aspects of learning, teaching and management in the pre-school and school stages of formal education and provide informed, independent advice to the Scottish Ministers. Details of membership and minutes of meetings are on the LTS website. |
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| ACCAC (Qualifications, Curriculum and Assessment Authority for Wales) | The National Assembly for Wales's principal advisory body on all aspects of the school curriculum, examinations, assessment and vocational qualifications. |
| Accelerated learning | An approach to learning drawn from a wide range of fields such as neuroscience, psychology, and learning theory. The technique is grounded in an understanding of how learning takes place, rather than what is to be learned. The principle is that with the correct teaching and motivation, and a positive learning environment, learners are able to achieve beyond expectations. |
| ACCESS | Programmes of study at Access levels 1, 2 and 3 are unit-based and do not involve national examinations. Particular groupings of units built up by learners at Access levels 2 and 3 lead to cluster awards, e.g. Business, Computing, Media Studies and Social Subjects. |
| ACE (Advisory Centre for Education) | An independent national advice centre for parents. |
| Achievement | Recognises individuals' strengths and progress, and takes into account more than just academic results, including success in activities outwith school. |
| Action plan | Defines and sets out what is needed to take ideas forward. A good action plan includes details of intended outcome, how this might be achieved, the resources that will be needed, and a method of evaluating success. |
| ADES (Association of Directors of Education in Scotland) | Heads of the education service in the local authorities are members of this organisation. It provides a forum for discussion and is a body which can discuss issues with the Scottish Government. |
| AEAS (Association of Educational Advisers in Scotland) | An association of Scotland's education advisers which supports the development of education in Scotland with a particular focus on entitlement and quality. Membership is open to advisers and officers of local education authorities who are mainly employed in advising on matters relating to curriculum and staff development. |
| AH (Advanced Higher) | Advanced Highers are National Qualifications and build upon the work done in the Higher awards. The awards are graded by performance in national examinations and also require candidates to pass all unit assessments associated with the course. The Advanced Higher level is equivalent to and has replaced the Certificate of Sixth Year Studies (CSYS). |
| AHT(S) (Association of Headteachers (Scotland)) | An association which represents the headteachers of primary schools in Scotland. |
| AifL (Assessment is for Learning) | A national initiative for assessment in Scottish schools. The programme seeks to provide a streamlined and coherent system of assessment and to ensure that parents, teachers and other professionals have feedback on pupils' learning and development needs. |
| Analogue | A method of sending data which uses pitch to carry the information |
| Applet | A small java application. |
| ASC (Association of Scottish Colleges) | ASC is the policy and representative voice of Scotland's colleges. |
| ASDAN (Award Scheme Development and Accreditation Network) | ASDAN is an approved awarding body offering programmes and qualifications to develop key skills and life skills. Its purpose is to 'promote the personal and social development of learners through the achievement of ASDAN Awards, so as to enhance their self esteem, their aspirations and their contribution to the community'. |
| ASG (Associated Schools Group) | Any group of practitioners collaborating and working across traditional boundaries with the aim of developing professional practice. Groups vary in size and may consist of teachers working across classes or departments within a school or establishment, across a cluster of schools in an area, or even across authorities in a national context. Working as part of the AifL programme, ASGs have received funding from the Scottish Government to take forward action research focused on assessment practices on the three sides of the AifL triangle. |
| ASN (Additional Support Needs) | Under the Additional Support for Learning Act it is the duty of education authorities to give extra help in school to children and young people with additional support needs. They may need this help because they have a difficulty with reading or writing; they may be disabled; or they may have difficult family or other circumstances, which are holding them back in school. Additional support needs can be short-term or long-term. |
| Assessment | The process of evaluating how effectively learning is occurring. This may be undertaken by teachers, by learners, by learners and teachers collaboratively, or by learners in collaboration with one another. A wide range of activities undertaken by teachers and learners can provide information on learning. |
| Attainment | Within the scope of achievement, this relates to the accomplishment of the planned aims of the curriculum, usually in terms of the 5-14 levels of attainment, or Standard Grade / National Qualifications results. |
| Authentication | A security process that uses digital technology to confirm someone's identity, before giving them access |
| Autistic Spectrum Disorder (ASD) | A continuum of characteristics and disorders displayed by individuals with autism: a lifelong developmental disability affecting the social, communication and imagination skills of individuals. The 'triad' of impairments has different levels of severity and may occur in varying combinations; and there is a wide spectrum of intellectual ability amongst those affected, ranging from people with learning difficulties to those with above average intelligence. There is no known cure; however, early and appropriate intervention can help maximise skills and potential. |
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