Glossary A-Z





Related terms


When a student makes more than one year's progress in a year. A student's performance is lifted faster than normal as a result of focused teaching. This is done to 'catch up' to expected achievement levels. The aim is to have all students on a pathway to achieve at or above National Standard by the end of Year 8, or an appropriate qualification in the secondary context. Similar terms may be used with the same meaning. E.g accelerated learning, and accelerated progress.



Refers to opportunities to use devices, infrastructure, and the environment, to get learning material online, to tap into experts, reach a range of viewpoints, new knowledge, each other's learning, and advice and guidance.

Devices, Environment, Infrastructure, Online


A result of access, including the availability and presence of teachers and students online. Managing expectations of accessibility is essential in a school and includes considering student and teacher health and well being, and how that is being modelled. Schools should consider balancing between 24:7 accessibility and reasonable expectations. For example: Is it reasonable to expect staff to respond to online inquiries at night? Is it acceptable for students to submit assignments at 11.59pm on the day they are due? It's also important to respond to any concerns of parents if they believe their students are online too much. If students have access to devices all day, should there be a time restriction on their use at intervals?


Active learning

Students are involved in the learning, working on activities that help them to learn, not just sitting 'receiving' wisdom. Such activities might include discussions, working collaboratively on a project, designing a presentation to share findings or performing an experiment. Students may also play a significant role in deciding topics of interest to study and determining the objectives of the learning. When students are actively involved in their learning, they tend to develop more self-management skills than if they were learning passively.

Collaboration, Passive


Adaptable processes are processes, including pedagogy, that can respond to students' culture, diversity, interest, strengths and needs. Adaptable learning situation accommodates changing and emerging patterns and contexts. Adaptable spaces are spaces that can be used in different ways, suiting the learning needs at the time. In the simplest way it can mean just rearranging the furniture in a classroom to allow for group work.

Pedagogy, Flexible space, Diversity

Adaptive capacity

The ability to apply knowledge, resources and skills to different situations anad contexts for learning.


Adaptive devices

Devices that can be used in a range of situations and for a range of purposes to help students learn.


Adaptive expertise

The ability to respond flexibly in complex contexts, recognising when particular rules or principles do not apply (Timperley 2013) and use the appropriate/alternative response. It is about developing students' expertise (and mindset) to be able to choose the right learning strategy for each learning situation.

Mindset, Flexible


When referring to a student it is about the student's knowledge and capacity:

-to act and make a difference

-to have choices and the ability to act on those choices

-to direct learning and take responsibility for their own learning

-to empower self learning

-to contribute to the learning of others and how their learning community operates

-understanding the process of how they learn and how to unlearn.


Agentic learning

Learning that guides and encourages students to seek feedback, learn from their mistakes, and to take responsibility for their own learning. It is about the student being a partner in the learning instead of just receiving knowledge from the teacher.



In the context of education, it is the ability and disposition to respond to changing students' needs - both at the system level and in teaching.



A teaching and learning relationship "where the child is both teacher and learner" (Pere, 1982) and the educator is also learning from the student in a two-way process.

Reciprocal learning

Analysing and synthesising

Analysing and synthesising is a creative process that can enable readers to fully explore the texts they read and the ideas and information in them. As they analyse and synthesise, readers identify ideas, information, or features in a text, reflect on these in relation to their existing knowledge and cultural values (or to ideas from other texts), and form conclusions, interpreting the text's meaning by drawing ideas together. Readers take apart a text they have read, examine it from their own viewpoint, and put the information back together again to create a new web of knowledge.


Anywhere / anytime learning

Learning that can occur anywhere, way or time within or beyond the scope of the classroom or learning activity. This promotes the use of ICT. It usually enhances students taking more responsibility for their learning. (Sometimes referred to as Ubiquitous learning) Most schools set procedures around the expectations -about how available and how quickly teachers are expected to respond and -for teachers to model managing this E.g. sending material or responses to students at a time they can manage and doesn't interfere with a good night's sleep.

Accessibility, ICT, Ubiquitous learning


A major technology company who produce many technology services and products including iPhone, iPads, Ipadtouch, iWatches and Mac laptops and computers.


Applications - Apps

Self-contained programs or pieces of software designed to fulfill a particular purpose. Represented by a small icon on your device that you click on to open the program. E.g. a camera representing the iMovie app

Digital, Online, Game- based



Various forms of digital and online learning in which students learn from prerecorded instructions such as video lessons or game-based learning tasks. The learning is not delivered in person or in real time. Students do not all work on the material at the same time. They work on their own, when it suits them. E.g. Accessing learning material on a Learning Management System.

Learning Management System



Learning that is extended, enriched and challenged to build knowledge and understanding.



Real - something students can relate to.


Authentic assessment

Evaluating how well a student is progressing using real contexts for learning with flexibility in how and when each student is assessed.

Collaboratively 'real-life' contexts

Authentic learning

Learning opportunities that enable students to solve challenging problems in 'real- life' contexts. These can be in or across any learning area and often involves students working collaboratively. Eg instead of applying the formulae for areas and volumes to shapes drawn in a book, students might have to calculate how much paint they would need to paint a kennel they are designing or building. Learning done when it means something tends to 'stick' better.

ICT, Ubiquitous learning


An icon or figure used to represent particular person in a computer game, Internet forum etc. E.g. the non-digital equivalent would be the playing pieces in a game of Monopoly - each one is a different player.



To help or support someone.