1. Graduate Attributes Jackie Campbell, Laura Dean, Mark de Groot, David Killick, Jill Taylor

2. Session Outcomes Participants will have created a shared understanding of the graduate attributes at Leeds Met Participants will have practised embedding graduate attributes into a sample course

3. Where Did The Attributes Come From?

4. A Global Outlook Enabling effective and responsible engagement in a multicultural and globalising world.

5. A Global Outlook Inclusivity Global Relevance A global outlook Enabling effective and responsible engagement in a multicultural and globalising world. Globe picture. Source: Soil-net http://www.soil-net.com/album/Places_Objects/slides/Globe%20Planet%20Earth%20NASA.htmlhttp://www.soil-net.com/album/Places_Objects/slides/Globe%20Planet%20Earth%20NASA.html

6. Inclusivity Meeting diverse needs AND affording others equal respect. Global Relevance The subject is being studied by students who (will) carry out their lives, in a globally interconnected world. Enabling effective and responsible engagement in a multicultural and globalising world.

7. valuing diverse perspectives and experiences building sensitivity, respect and capabilities for different ways of working together locating the discipline and related professions into this rapidly evolving global context; developing attributes of cross-cultural capability and global perspectives Inclusivity Meeting diverse needs AND affording others equal respect. The subject is being studied by students who (will) carry out their lives, in a globally interconnected world. Global Relevance Enabling effective and responsible engagement in a multicultural and globalising world.

8. A Global Outlook explain potential consequences of [this issue or action] in terms of global/local sustainability, social justice, cultural identity, etc. make critical observations on how my own culture represents and values [this issue or action]. adopt appropriate communication strategies to evaluate [this issue] in a multi-cultural group of peers.

9. A Global Outlook Enabling effective and responsible engagement in a multicultural and globalising world.

10. Digital Literacy Enabling the confident and critical use of ICT for work, leisure, learning and communication.

11. ICT Skills Digital Literacy Capabilities Techno-Literacy Use devices, applications and Services Media Literacy Read and communicate in a range of media Techno-Social Practice Participate in digital networks and groups Information Literacy Find, evaluate and use digital information Digital Scholarship Learn and research using digital content, virtual environments, and digital tools

12. Digital Literacy in the Curriculum Integrate across the curriculum and embed within the subject. Integrate capabilities into a specific educational context. Situate in authentic contexts (workplace, community, placement). Design learning opportunities that take advantage of learning networks and professional and scholarly communities. Continually review how technologies are integrated into curriculum tasks. Use digital content and learning objects to design flexible learning opportunities to target different learning styles. Use assessment and feedback strategies that encourage innovative use of technology. Support learners' personal reflection, progression and planning by engaging with e-portfolios. “ “mastering ideas not keystrokes ” Gilster, P. (1997) Digital Literacy. New York: John Wiley.

13. Digital Literacy in the Curriculum access, store, organise, retrieve information and media relevant to [the subject] from multiple digital sources for practical application and integration into existing knowledge. effectively create and publish content in multimedia formats to communicate opinions and ideas of [the subject] through a range of channels. demonstrate creative thinking, construct knowledge, and develop innovative products and processes relating to [the subject] using technology. use models and simulations to explore complex systems and issues relating to [specific areas of practice]. proficiently manage group interactions and engage in online communities and professional [the subject] groups using multiple technologies. confidently use digital technologies to reflect on, record and manage their lifelong learning of [the subject].

14. Being Enterprising Enabling students to be responsive adaptable problem solvers.

15. Being Enterprising Enterprise Social Enterprise - SIFE Entrepreneur Intrapreneur Personal Enterprise

16. Being Enterprising risk taking ownership confidence investigating networking improving things researching making things happen being a self-starter being open to feedback being enthusiastic questioning adaptable seeing opportunities a ‘can- do’ attitude making things better… having a go … innovation thinking creatively reflecting self awareness opportunities development employability

17. Being Enterprising Identify opportunities for improvements in different situations Generate and critically analyse ideas Make a significant positive contribution to a community teamwork project

18. Being Enterprising Enabling students to be responsive adaptable problem solvers.

19. Digital Literacy Global Outlook Enterprising

20. Exercise: Embedding in a Course Semester 1Semester 2 Level 4The History of British Education The Modern British Education System Introduction to Policy in Education Introduction to Learning and Development Introduction to Education research Personal Development Planning Level 5Research methods and Ethics A primer in educational theory and Practice Perspectives on European Education Perspectives in Education Social Perspectives in Education Concepts and Strategies for Inclusive Education Level 6Elective option: Children as Future Consumers Working in the Context of the Children’s and Young People’s Workforce Major Independent Study Elective option: Autism; the needs of Children and Adults Personal Development Planning Elective option: Children Growing up with New Technologies Elective option: Children & Families Britain and the Wider World Generate and critically analyse ideas Reflect upon how this impacts upon lives in a different country Use models and simulations to explore complex systems and issues Identify opportunities for improvements in different situations

22. Session Outcomes Participants will have created a shared understanding of the graduate attributes at Leeds Met Participants will have practised embedding graduate attributes into a sample course

24. Exercise: Develop a Learning Outcome