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Interpreter and Designer of Learning Programmes
and Materials
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Mediator
/ Curriculum Interpreter /
Administrator / Scholar
/ Pastoral /
Assessor / Learning
Area Specialist
Practical competence
- Where the learner demonstrates the ability, in an authentic
context, to consider a range of possibilities for action, make
considered decisions about which possibility to follow, and
to perform the chosen action.)
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| Interpreting and adapting learning
programmed so that they are appropriate for the context in which
teaching will occur. |
| Designing original learning
programmed so that they meet the desired outcomes and are appropriate
for the context in which they occur. |
| Adapting and/or selecting 1earning
resources that are appropriate for the age, language competence,
culture and gender of learning groups or learners. |
| Designing original learning
resources including charts, models, worksheets and more sustained
learning texts. These resources should be appropriate for subject;
appropriate to the age, language competence, gender, and culture
of learners; cognisant of barriers to learning. |
| Writing clearly and convincingly
in the language of instruction. |
| Using a common word processing
programme for developing basic materials. |
| Evaluating and adapting learning
programmed and resources through the use of learner assessment
and feedback. |
| Foundational competence
(where the learner demonstrates an understanding of the knowledge
and thinking which underpins the actions taken.) |
| Understanding the principles
of curriculum: how decisions are made; who makes the decisions,
on what basis and in whose interests they are made. |
| Understanding various approaches
to curriculum and programme design, and their relationship to
particular kinds of learning required by the discipline; age,
race, culture and gender of the learners. |
| Understanding the principles
and practices of the curriculum |
| Understanding the learning area
to be taught, including appropriate content knowledge, pedagogic
content knowledge, and how to integrate this knowledge with
other subjects. |
Knowing about sound practice
in curriculum, learning programme and learning
materials design including: how learners learn from texts and
resources; how language and cultural differences impact on learning. |
Understanding
common barriers to learning and how materials can be used
to
construct more flexible and individualised learning environments. |
| Reflexive competence
- (where the learner demonstrates the
ability to integrate or connect performances and decision making
with understanding and with the ability to adapt to change and
unforeseen circumstances and explain the reasons behind these
actions.) |
Reflecting on changing circumstances
and conditions and adapting existing
programmes and materials accordingly. |
| Critically evaluating different
programmed in real contexts and/or through case studies —
both in terms of their educational validity as well as their
socio-political significance. |
Mediator / Curriculum
Interpreter / Administrator /
Scholar / Pastoral
/
Assessor / Learning Area Specialist
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