MFLE
Glossary
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| CCEA (Northern Ireland Council for the Curriculum, Examinations and Assessment) | A non-departmental public body established on 1 April 1994 which reports to the Department of Education in Northern Ireland. |
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| CCT (Cross-Curricular Themes) | These are educational themes that cut across the standard curricular divisions: for example, enterprise, citizenship and creativity. |
| CEC (Catholic Education Commission) | This is the principal advisory body to the Bishops' Conference of Scotland on Scottish education in general and Catholic education in particular. |
| CERES (Centre for Education for Racial Equality in Scotland) | This national centre was set up in 1991 following consultation with minority ethnic representatives, racial equality practitioners, teachers and academics in Scotland. It is funded by the Scottish Government and concentrates on specific project work for the schools sector in Scotland. |
| CHAS (Catholic Headteachers Association of Scotland) | Association of Catholic headteachers in Scotland. |
| Chatroom | An online venue where people who share a common interest can communicate in real time – typing out conversations on their keyboards. |
| CIDREE (Consortium of Institutions for Development and Research in Education in Europe) | A self-managing network of educational bodies that play a recognised national role in the field of curriculum development and/or educational research. |
| CILT (The National Centre for Languages) | The Government's recognised centre of expertise on languages. The organisation's mission is to promote a greater capability in languages amongst all sectors of the UK population. |
| Circle time | A whole school approach to enhancing self-esteem and positive behaviour and relationships, developed by Jenny Mosley. Participants sit in a circle and take equal responsibility for solving problems and discussing issues raised within the group. Individuals talk about their own concerns as well as offering help for the concerns raised by others. The teacher’s role is facilitative, in that authority is devolved to participants, and strategic, in encouraging behaviours such as co-operation and honesty. |
| CME (Children Missing from Education) | 'Children missing from education' refers to all children of compulsory school age who are not on a school role, nor being educated otherwise (e.g. privately or in alternative provision) and who have been out of any educational provision for a substantial period of time (usually agreed as four weeks or more). |
| COLEG (Colleges Open Learning Exchange Group) | COLEG (Colleges Open Learning Exchange Group) provides top quality learning materials for use by Scotland's further education colleges. |
| Comments-only marking | An assessment that makes no reference to grades or marks achieved. Comments advise on how to bridge the gap between present performance and desired goal. The emphasis is on strengths as well as on ways of making the present or future work even better. |
| Competencies | Generic knowledge and skills required to carry out tasks to required standards, or to deal effectively with new challenges, lifelong learning needs, etc. Knowledge competence can be measured by questioning or testing, whereas skills-based competence is usually observed. |
| COSLA (Convention of Scottish Local Authorities) | COSLA, the Convention of Scottish Local Authorities, is the representative voice of Scottish local government and also acts as the employers' association on behalf of all Scottish councils. |
| CPD (Continuing Professional Development) | CPD is concerned with supporting learning throughout a person's career. |
| CRAC (Careers Research and Advisory Centre) | An independent educational charity founded in 1964. Based in Cambridge and Birmingham, it aims to advance the education of the public, and young persons in particular, in lifelong career-related learning for all. |
| Criterion-referenced assessment | Assessment that measures pupils' knowledge and understanding against specific standards, as opposed to the performance of other pupils. With this form of summative assessment, it is possible for all pupils to earn the highest grade, if all meet the established criteria. It can be used formatively to inform next steps. |
| Critical friend | Someone who asks questions about practice or developments in supportive yet challenging ways. This could be characterised as a kind of partnership in investigation of practice that supports the reflective process through dialogue following, for example, observation of lessons or reading feedback comments to pupils. |
| Cross-cutting skills | Generic skills such as communication and problem solving, which are relevant in different curriculum areas. |
| CS (Communities Scotland) | A Scottish Government agency. Its aim is to work with others to ensure decent housing and strong communities across Scotland. |
| Curriculum for Excellence | Curriculum for Excellence sets out the Scottish Government's vision for transforming Scottish education by 2007. It seeks to establish the values, purposes and principles of education in Scotland for children between the ages of 3 and 18. |
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