Glossary

Professional Bodies #

Acronym	Stands For	Description
ACARA	Australian Curriculum, Assessment, and Reporting Authority	Independent authority responsible for the development of a national curriculum, a national assessment programme, and a national data collection and reporting programme that supports 21st century learning for all Australian school students.
ACECQA	Australian Children's Education and Care Quality Authority	Oversees the implementation of the National Quality Framework for Early Childhood education and care throughout Australia.
AISWA	Association of Independent Schools Western Australia	Provides support, advocacy, representation, and other services including professional learning, school psychology, legal aid, and school registration for independent/non-government member schools.
AITSL	Australian Institute for Teaching and School Leadership	Agency that promotes the development of newly qualified teachers, improving the quality of existing staff and grow leadership in schools. Seven standards are used to assess teacher effectiveness and proficiency.
NICE	National Institute for Christian Education	A postgraduate training institute for the cause of Christian education. Although its key focus is to help school teachers develop their capacity to educate from a Biblical perspective, NICE also works with other members of the school communities (parents, administration staff, boards, students) as well as the wider community. Through a third party agreement with Alphacrucis College, NICE offers fully accredited postgraduate courses to students around Australia and the world. NICE also offers professional learning on the delivery of Christian education.
OECD	Organisation for Economic Cooperation and Development	Provides a forum in which governments can work together to share experiences and seek solutions to common problems. OECD works with governments to understand what drives economic, social, and environmental change. Among other things, OECD compares how the school systems of different countries are readying students for life. OECD is also responsible for the collection of PISA data.
SCSA	School Curriculum and Standards Authority	An independent statutory authority that is responsible to the Western Australian Minister for Education for curriculum, course development, achievement standards, and assessments.
TRBWA	Teacher Registration Board of Western Australia	Body responsible for the registration of teachers from Early Childhood to Year 12 and the accreditation of initial teacher education programmes in WA.

Learning Programmes and Course of Study #

Acronym	Stands For	Description
ATAR	Australian Tertiary Admission Rank	An ATAR ranges from zero to 99.95 and reports a student's position relative to all other students. It takes into account the number of students who sit the WACE examinations in a given year and also the number of people of Year 12 school leaving age in the total population.
HASS	Humanities and Social Sciences	Formerly known as Society and Environment (S&E), Social Studies, or Studies of Society and Environment (SOSE). One of the eight learning areas of the curriculum.
LOTE	Language Other Than English	One of the eight learning areas of the curriculum. As of 2022, Mandarin is taught at Rehoboth.
T&E	Technology and Enterprise	One of the eight learning areas of the curriculum. Covers Materials Design and Technology and Food Science and Technology courses.
VET	Vocational Education and Training	The part of tertiary education and training which provides training in job-related and technical skills. It covers a large number of careers and industries such as trades and office work, retail, hospitality, and technology.
WACE	Western Australian Certificate of Education	The credential awarded to students who have completed their senior secondary Education (Years 11-12) in Western Australia. It is recognised nationally in the Australian Qualifications Framework. It also encompasses the set of final examinations that are completed by the majority of Year 12 students, replacing the Tertiary Entrance Exams (TEE).

Inclusive Education - Support and Extension #

Acronym	Stands For	Description
ASDAN	Award Scheme Development and Accreditation Network	An education charity initially started in the UK that provides programmes and certifications that are widely recognised by educators for providing an engaging curriculum that empowers students through personalised learning and choice. Courses such as Employability Skills Development, Lifeskills, and My Independence: Preparing for Adulthood motivate and enhance student confidence, self-esteem, and resilience. ASDAN provides an alternative pathway for students requiring differentiated learning outside of the WACE or VET scope.
EAL/D	English as a Second Language/Dialect	Formerly known as English as a Second Language (ESL). Recognises students whose first language is not English and qualifies them for support to assist in developing English language proficiency.
ESC	Education Support Centre	Centres that provide early intervention, specialist, or individualised programmes for children with special learning needs. ESCs are typically located alongside primary and secondary schools so that students benefit from interacting and particiapting in programmes with their mainstream school peers.
LBOTE	Language Background Other Than English	Largely replaced by EAL/D, but still used as a classification to identify students for funding and in NAPLAN data. A student is classified as LBOTE if they or their parents speak a language other than English at home.
LEX@R	Learning Extension At Rehoboth	Rehoboth's unique programme for students who requiring extension. LEX@R uses a multidisciplinary and inquiry-based approach to learning.
LS	Learning Support	Covers a range of support for students who are at risk. This can include, but is not limited to, targeted/individualised learning programmes, education assistant support in class, or withdrawal of students out of class for specialised learning. Students receiving learning support may have a disability but most often have learning difficulties or need assistance catching up on missed skills.
NCCD	Nationally Consistent Collection of Data	A national annual collection of information about students with disabilities. The NCCD provides a national definition of students with disabilities and using this data recognises the professional knowledge, practice, and judgments of teachers and school staff who are best placed to know the educational needs of their students. NCCD is also linked to Federal Government funding.
RTI	Response to Intervention	A tiered approach to the early identification and support of students with learning and behaviour needs. Tier 1 includes all students and begins with high-quality instruction and screening of all students in the general education classroom. Tier 2 deals with students who are requiring moderate intervention (approx 20%). Tier 3 students require consistent and intensive interventions (approx 2-3% of the class).

Assessment #

Acronym	Stands For	Description
DOTT	Duties Other Than Teaching	Time allowed in the week for teachers to use for classroom prep, lesson planning, identifying resources, professional reading, report writing, etc. DOTT is an industrial requirement for all teachers and is protected under their Award. It can also refer to time that leadership has set aside for things such as teacher mentoring or Learning Support coordination.
Formative Assessment		The practice of gathering and interpreting information about individual student learning as it is happening in the classroom. The goal of formative assessments is to monitor student learning in order to provide ongoing feedback that can be used by teachers to improve their teaching and by students to improve their learning. It assumes a growth mindset as students can identify and work on their strengths and weakness, teachers can intervene early, and they can use the information to adjust and improve their practice. Examples include quizzes, polls, summary writing, self-evaluations, concept mapping.
NAPLAN	National Assessment Programme - Literacy and Numeracy	An annual, national assessment for all students in Years 3, 5, 7, and 9. It tests the types of skills that are considered essential for progressing through school and life. Five areas are tested: reading, writing, spelling, grammar and punctuation, and numeracy.
OLNA	Online Literacy and Numeracy Assessment	A test similar to NAPLAN for students in Years 10-12 who have not already meet the minimum literacy and numeracy standards in their Year 9 NAPLAN necessary to qualify for the WACE.
PISA	Programme for International Student Assessment	A test conducted by the OECD every three years to measures the skills and knowledge of 15 year old students in reading, maths and science.
Standardised Assessment		A test that requires all test takers to answer the same items/questions in the same way and that is scored in a standard or consistent way, making it possible to compare the relative performance of individual students or groups of students. At Rehoboth, a number of standardised tests are used to track student growth, collect data on early interventions, and to identify gaps in learning. Examples include Progressive Achievement Tests, NAPLAN, OLNA, South Australian Spelling Test, Reading Eggs, and YARD Assessments
Summative Assessment		Any method of evaluation performed at the end of a course of study that measures a student's total learning, skill acquisition, proficiency, and knowledge against standardised criteria or benchmarks. Summative assessments are often 'high stakes' and worth a high proportion of grades. Examples include a final project or portfolio, semester exam, major performance or recital, or a substantial piece of writing.

Early Childhood Education #

Acronym	Stands For	Description
ECE	Early Childhood Education	Kindy to Year 2.
EYLF	Early Years Learning Framework	Curriculum covering birth to Year 2 (includes day care).
NQS	National Quality Standards	Benchmarks for early childhood education in Australia. Consists of seven Quality Areas. Educational providers are assessed against the Quality Areas and an overall rating assigned.
QIP	Quality Improvement Plan	A tool developed by each educational provider to assess its performance in delivering quality education and care and to plan for future improvements. Regulatory authorities also use the QIP to assess the quality of the provider.

21st Century Learning #

Acronym	Stands For	Description
4Cs	Collaboration, Creativity, Critical Thinking, Communication	The four 21st century learning skills. Collaboraiton is the ability to recognise the God-given gifts and talents of others and be able to work together to achieved shared goals. Creativity has to do with innovation and invention and is concerned with trying new approaches and resources to achieve solutions. Critical thinking is the ability to interrogate material and knowledge deeply and to look at problems, tasks, and issues in fresh ways by linking ideas and concepts across disciplines to find solutions. Communication is the ability to effectively share thoughts, questions, ideas, and solutions.
Agile Learning		An approach to learning that focuses on incremental steps or short work cycles where the scope of the work unfolds over time. It is adaptable and promotes the 4Cs of 21st century learning. An agile learner is one who combines Habits of Mind and a Growth Mindset, understanding that both concepts are intimately connected. An agile learner understands that they are capable of learning to behave more intelligently and have a roadmap for achieving that.
Growth Mindset		The belief that intelligence and skill can be improved through effort and action. Fundamental to agile learning, growth mindsets asks, 'How do my behaviours change when I believe my intelligence and other basic characteristics are not fixed, but can be developed?'
HOM	Habits of Mind	Describes the sixteen dispositions skilfully employed by characteristically successful people. Be developing these habits, it is possible to learn how to behave more intelligently. The sixteen habits are: persisting; managing impulsivity; listening with understanding and empathy; thinking flexibly; thinking about your thinking; striving for accuracy; questioning and problem posing; applying past knowledge to new situations; thinking and communicating with clarity and precision; gathering data through all senses; creating, imaginging, and innovating; responding with wonder and awe; taking responsible risks; finding humour; thinking interdependently; remaining open to continuous learning.
IBL	Inquiry-Based Learning	An approach to learning that emphasises the student's role in the learning process. Rather than the teacher telling students what they need to know, students are encouraged to explore the material, ask questions, and share ideas.
PBL	Project/Problem-Based Learning	A teaching method that mirrors the way that workplaces function by presenting learning as 'projects'. It is based on the view that knowledge and meaning are best learned from hands-on experience and 'doing' rather than 'telling' only. Students typically work in teams or small groups and are given the structure in which they can work (project inputs) and a problem or challenge to solve (project outputs). Their task is to devise and present a solution within the given scope. Successful PBL typically requires interdisciplinary research, planning, and the 4Cs.
Play-Based Learning		A context for learning through which students explore and make sense of the world around them by engaging with more unstructured or informal activities. Through play, children are able to develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments. Examples include dress-ups, obstacle courses, and playdough.
STEM	Science, Technology, Engineering, Mathematics	An interdisciplinary curriculum based on the idea of educating students in four specific disciplines. Rather than teaching these disciplines as separate, discrete subjects, STEM integrates them into a cohesive learning programme drawing on real-world applications.
STEAM	Science, Technology, Engineering, Arts, Mathematics	As above, but incorporates the fifth discipline of the Arts into the learning programme.

Communication and Engagement #

Acronym	Stands For	Description
LMS	Learning Management System	A software platform for the administration, documentation, tracking, reporting, and delivery and education.
Schoolzine		Software platform providing newsflash, newsletter, email, SMS, and app communications.
SEQTA		The LMS used at Rehoboth in Years 3-12. Provides portals for staff, students, and parents.
Storypark		The LMS used at Rehoboth in Early Childhood (K-2).

Staffing and General Edu-Speak #

Acronym	Stands For	Description
8People		An evidence-based teacher development programme that aims to build a culture of continual improvement and accountability. The process begins by ensuring that the learning environment is the best it can be to ensure that deep learning occurs, and then continues to build each teacher's expertise
AE	Academic Executive	Team consisting of the Principals of all schools operated by the Association. The chief decision making body in matters relating to educational programmes and curriculum. It is the role of the AE to ensure that all educational programmes comply with relevant legislation and requirements.
Deep Learning		Learning that goes beyond the acquisition of knowledge, facts, and figures. When students are engaged in deep learning, they are engaging the 4Cs of 21st century learning.
DOTT Specialist	Duties Other Than Teaching Specialist	Employed specifically to teach classes requiring mastery of specialised subject skills, often taught by a specialist teacher, for e.g. Music, Sport, or LOTE.
EA	Education Assistant	A non-teaching staff member who works under the direction of a teacher to help prepare lessons, assist with students with learning needs, monitor behaviour, etc. EAs can work across all years levels or in learning support.
HOLA	Head of Learning Area	A teaching staff member leading a department in the Secondary School.
Pedagogy		Refers broadly to the 'art' of education and how theory and practice influences the growth and development of students. Taken as an academic discipline, pedagogy is the study of how knowledge and skills are exchanged in an educational context and considers the interactions that take place during teaching and learning.
PL	Professional Learning	Any activity that a staff member engages in to continually improve or develop their knowledge, skills, practice, or expertise in their field. PL may be provided internally or by external parties with specialist knowledge or equipment. A staff member may be required to attend certain PL or they may request PL in an area of interest. Formerly known as Professional Development.
PLC	Professional Learning Community	A method of fostering collaboration and professional learning among colleagues within a particular working environment or field. It is often used in schools as a way to organise teachers into working groups of practice-based learning, planning, collegial support, and improvement of student learning and outcomes.
SLT	Senior Leadership Team	The group responsible for leading the operations of the College. Consists of the CEO, Finance Manager, and school Principals.

Christian Education #

Acronym	Stands For	Description
AACS	Australian Association of Christian Schools	Advocacy organisation representing the interests of over a hundred Christian schools across Australia. AACS provides member schools with a voice in the public sphere to ensure they can continue to deliver an authentic Christian education embedded in the teaching and life of the school.
CEN	Christian Education National	An Australia-wide association of Christian schools unified around the common goal of authentic, Bible-based, Christ-centred education. CEN schools tend to be based on a parent governance model. In Western Australia, there are four CEN member schools, including Rehoboth. CEN provides a range of services, training, and resources to schools.
CSA	Christian Schools Australia	An Australia-wide association of Christian schools based primarily on a church governance model of Christian education.
Threads		The specific expressions of what it means to be responsive disciples of Jesus. Threads are action responses, qualities, or characteristics that we desire students to develop in response to the Biblical perspective on any given issue, problem, or learning outcome. The concept is taken from the NICE publication Transformation by Design.
Transformation by Design		A resource published by NICE and designed by a team of expert and experienced Christian educators from around Australia. It is designed to help teachers develop curriculum from a Biblical perspective and provides a model for developing curriculum in direct response to a mandated curriculum while unfolding a transformational, Biblical perspective for students.