Appendix 1: Statements from guidance documents relating to itet in Wales

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Appendix 1: Statements from guidance documents relating to ITET in Wales

Appendix 2: Extracts from Welsh Curriculum guidance documents

Appendix 3: Timeline of key meetings and activities

Appendix 4: BEd documentation

Appendix 5: Primary PGCE documentation

Appendix 6: Secondary PGCE documentation

Appendix 7: BSc Design and Technology documentation

Appendix 8: MA module outline

Appendix 9: Documents relating to whole School of Education ethos

Appendix 10: Information sent to mentors

Appendix 11: Documents relating to ITET collaboration in Wales

Appendix 12: Resources

Appendix 13: Documents relating to student work

Copies of the following are available from the World Education Centre:

  • Examples of student assignments, Special Studies and Individual Studies

  • Examples of course materials

  • The report of the Wales ITET Conference Global Citizenship and Sustainable development in ITET – the way forward in Wales?

Appendix 1

Statements from documents relating to ITET in Wales

1a Requirements for Courses of Initial Teacher Training, Welsh Office Circular 13/98, (Welsh Office, 1998). Standard B2k, xii states that trainees must demonstrate that they are

exploiting opportunities to contribute to the quality of pupils’ wider educational development including their personal, spiritual, moral, social and cultural development.

1b. Extracts from Qualifying to Teach Handbook of Guidance, Teacher Training Agency, 2003

Promoting positive values: Examples of values:

Respect for other people Respect for cultural diversity

Care for the environment Social responsibility

For evidence….. Assessors will want to draw substantially on their observations of trainees teaching for evidence……

and may also wish to draw on trainee teachers’ time in school when not teaching …for evidence of their engagement with a school’s values and respect for its ethos.

National Curriculum:
Trainee teachers need to know that the National Curriculum is based on a rationale that is linked to set of values and principles, and is much more than a set of subjects …trainee teachers are expected to be familiar with national curriculum for PSHE.

1c. Extracts from Benchmark Standards for Education Studies, QAA, 2000

Subject strands: Knowledge and Understanding, Application, Reflection and Transferable Skills

Knowledge and Understanding includes… cultural and linguistic differences and societies, geographic, historical features of societies and contexts, moral, religious and philosophical underpinnings, issues of social justice, values systems

Application (of the 4 points) Courses should enable students to apply their subject knowledge and understanding through

  • the accommodation of new ideas concerning globalisation on education systems and issues such as social justice, sustainable development, peace education, social inclusion and the knowledge economy

  • provision of well argued conclusions relating to these main global issues

Reflection. Students should

1d. General Teaching Council of Wales (2000) Professional Code of Practice for Teachers;

Teachers … have important and crucial roles in educating, influencing and nurturing pupils to prepare them to become responsible citizens who take a full part in local, national and international society… Teachers acknowledge the need for mutual accountability and commitment from all partners in achieving shared aspirations and goals.

They are committed to providing equal opportunities to pupils, colleagues and others with whom they come into professional contact, having regard to gender, ethnicity, age, religion, special needs, sexual orientation and linguistic background.

1e. A code of Ethical Principles for the Teaching Profession. The Universities Council for the Education of Teachers (UCET and UCET-Cymru).

In those areas of the exercise of reason which concern the quest for truth, however elusive and provisional in a post modern context, teachers must:
1. Respect the nature of knowledge and the canon of knowledge
This involves:
• 'subject' methodology - how the knowledge is derived, the processes of investigation, evidence, tests for truth, etc. which are different in important respects for each domain of knowledge and
• 'subject' record - the accumulated attainments of the exercise of the methodology and a lively scepticism with regard to both.

Shorthand: Have Intellectual Integrity

2. Respect professional knowledge, skills and experience
This involves the requirement to remain current, to extend one's insight and repertoire of skills and to mix and match in order to be pedagogically effective with a range of pupils in varied contexts and settings.
Shorthand: Have Vocational Integrity
3. Show independence of mind and action
This involves willingness to teach subject matter or use methods which are unpopular or officially frowned upon, if intellectual and/or vocational integrity so demand.
Shorthand: Show Moral Courage

Interests of those taught
In those areas which concern the interests of those taught, teachers must:
4. Discern and respect the interests of persons taught
This involves setting those interests ultimately above their own, cultivating appropriate self-esteem in those persons, and recognising that education is an interactive process, dependent on the contributions of learners as well as those of teachers.
Shorthand: Exercise Altruism
5. Acknowledge social interdependence
This involves avoiding and preventing exploitation of one individual or group.
Shorthand: Exercise Impartiality
6. Respect the families and social situation of those being taught
This involves sensitivity to diversity, to multiplicities of influence and the avoidance of stereotyping and seeking to ensure equality of educational opportunity.
Shorthand: Exercise Human Insight
7. Exercise and accept responsibility for influence which may be long term
This means realising that experiences in classrooms are truly formative and taking care to leave a
positive imprint on the lives of those taught.
Shorthand: Assume the Responsibility of Influence


In those areas concerning humility, teachers must ultimately embrace a self-denying ordinance, for their most significant measure of success is a pupil who can learn without their aid. In pursuing this teachers must:
8. Recognise their own fallibility
This involves being willing to acknowledge that one may be mistaken in respect of knowledge and of behaviour.
Shorthand: Exercise Humility
9. Respect and work cooperatively with professional colleagues
This entails listening to and learning from others, recognising that disciplines have common as well as separate concerns and accepting a duty to work together for the benefit of those taught.
Shorthand: Exercise Collegiality
10. Recognise and put to work the contribution of those taught and their associates in education
This involves taking account of and making use of, as far as possible, the talents and expertise of those being taught, their families and social situation.
Shorthand: Exercise Partnership
11. Be willing to promote professional values, expertise and interest, by commenting publicly on education policy
This means speaking and writing openly about the implications of public policies for the practice of education.
Shorthand: Exercise vigilance with regard to Professional Responsibilities and Aspirations

1f. Indicators for the global perspective in teacher education (DEA, 2004)

  • Education for an interdependent world

ITE institutions should explore the challenges and opportunities of educating teachers for a world characterised by globalisation and the realities of a global society.

  • Development of political literacy

ITE institutions should seek to develop students’ understanding of political and decision making processes at a local, national and global level.

  • Values and attitudes

ITE institutions should encourage students to explore their own and other people’s values and attitudes.

  • Teaching and learning

ITE institutions should ensure that students know how to plan, deliver and evaluate active and participative schemes of work which help pupils acquire a global perspective.

  • Subject knowledge

ITE institutions should ensure that students have the knowledge and skills to deliver the global dimension through their specialist subject(s).

  • Research and scholarship

ITE institutions should promote action research and other investigations into the theory and practice surrounding the global dimension in teaching and learning.

  • School policy

ITE institutions should encourage and support students to engage in debate about the global dimension and educational policy in the schools where they work
Appendix 2

Extracts from Welsh Curriculum Guidance documents

2a) Education for Sustainable Development and Global Citizenship
(Qualifications, Curriculum and Assessment Authority for Wales (ACCAC), 2002

Education for Sustainable Development and Global Citizenship is about:

  • the links between society, economy and environment and between our own lives and those of people throughout the world

  • the needs and rights of both present and future generations

  • the relationships between power, resources and human rights
  • the local and global implications of everything we do and the actions that individuals and organisations can take in response to local and global issues.

2b) Questions to ask in relation to standards in sustainable development and global citizenship (Estyn Newsbrief, 18/02)

  • Are the statutory requirements for sustainable development and a global dimension in geography being met?

  • Does the PSE provision give enough attention to sustainable development and to global citizenship?

  • Do pupils have enough opportunities to develop and extend their awareness and understanding of sustainable development and global citizenship in other subjects?

  • Do pupils taking examination courses have enough opportunities to consider sustainable development issues?

  • Do pupils show an appropriate level of awareness and understanding of sustainable development and of the knowledge, understanding, skills, attitudes and values necessary to become a global citizen?

  • Are pupils given the opportunity to develop their awareness and understanding of sustainable development and global citizenship through extra-curricular work and projects?

  • Does the school have adequate resources for education for sustainable development and global citizenship?

  • Are the staff sufficiently trained to teach education for sustainable development and global citizenship?

In addition there is a set of questions about the school and sustainable development.

2c) Personal and Social Education Framework, (ACCAC, 2000)

The aims are to:

  • equip pupils to be personally and socially effective by providing learning experiences in which pupils can develop skills, explore attitudes, values and personal qualities, and acquire, evaluate and apply appropriate knowledge and understanding;
  • develop pupils’ self-esteem and personal responsibility;

  • prepare pupils for the challenges, choices and responsibilities of work and employment and lifelong learning;

  • empower pupils to participate in their communities as active citizens and to develop a global perspective;

  • assist pupils to live healthy and fulfilled lives; and

  • foster and encourage positive attitudes and behaviour towards the environment and the principles of sustainable development locally, nationally and globally.

The nine aspects are: Social, Community, Physical, Sexual, Emotional, Spiritual, Moral, Vocational, Learning and Environmental.

Examples of skills for Key Stage 2 include:

  • empathise with others’ experience and feelings;

  • develop decision-making skills

  • work co-operatively to tackle problems

Examples of Values and Attitudes from Key Stage 2

  • Value and celebrate cultural difference and diversity

  • Take increasing responsibility for their actions

  • Feel confident about themselves and be confident in their own values.

  • Take an active interest in the life of the community and the wider environment.

2d) Equal opportunities and diversity in the school curriculum in Wales (Qualifications, Curriculum and Assessment Authority for Wales (ACCAC), 2001)

“One of the Assembly’s three major themes is equal opportunities. It is committed to promoting a culture in which diversity is valued and equality of opportunity is a reality…..

The Assembly believes that pupils’ development, in particular their spiritual, moral, social and cultural development, cannot be properly promoted unless it is built on foundations which respect and value diversity”

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