Appendix 1: Statements from Guidance Documents Relating to ITET in Wales

Appendices

APPENDICES

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 peopleRespect for cultural diversity

Care for the environmentSocial 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

reflect on their own value systems, development and practices.

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).

Rationality
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

Humility
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 andevaluate active and participative schemes of work which help pupils acquire aglobal 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”

2e) The Curriculum Cymreig (Curriculum Council for Wales Advisory Paper 18, 1989)

Pupils can be given a sense of belonging through being encouraged to:

appreciate the values of the community in which they live, and the circumstances and influences that have shaped these values
celebrate the fact that the cultures, languages and traditions of Wales are distinctive, whilst respecting the values of other cultures.

2f ) Extracts from the consultation document on the Foundation Phase (ACCAC, 2003)

“we need to develop an understanding of their (children’s) roles as future citizens of a bilingual and multi-cultural society.” and that

“It is important therefore that children learn to understand and respect the diversity of different traditions and cultures.” and

“Placing a greater emphasis on the use of the outdoor environment as a resource for learning in Wales, would provide children with opportunities for first hand, experiential learning and real life problem solving. It should also enable children to learn about, to enjoy, and care for their environment and begin to understand issues such as conservation and sustainability so central to their long term futures.

Appendix 3

Timeline of key meetings and activities

Time period / On-going / BEd / PGCE Primary / PGCE Secondary / BSC D&T / Networking in Wales,UK
April 2001 / Sharing of resources etc / Board of Studies Meeting
Course co-ordinators meeting
Staff consultations / Staff consultations / Staff consultations / Staff consultations / Information to: Key educational institutions
Development Education community
Aug
2001 / Mentors letters / Mentors letters / Mentors letters
Course co-ordinators meeting
Sep-01 / Resource exhibitions / Meeting with course director > approval to liaise with rest of team / Meeting with course director / Reports shared
Staff lunchtime seminar
Staff focus group meeting
Information pack to all staff
Individual subject and team discussions / Presentation at DEA ITET group
Introductory seminar Year 1, year 2, year 3, staff present / DFID projects meeting
Sharing of resources, websites etc
Notification of events / Meeting with Course Director - plan formulated
Mar-02
Apr-02 / Informal staff seminar July to discuss progress / Meetings with PGCE tutors / Course director discussion / Report disseminated
Professional Studies planning meeting Meeting with School practice team / Introduction to senior mentors / Introductory seminar Year 3, director present / ITET estab meeting GCWG
Intermediate Technology seminar years 2 / Online discussion forum set up
Presentation to UCET CYmru
Fair Trade events
Aug-02
Sep-02 / Professional studies lecture and seminar year 1 / Re-validation - mention of global dimension in Language and Humanities / Briefing and observation sheets in PS handbook / Year 1 students seminar with their PS tutor / NEWI, Aberystwyth meetings
Spiral input being planned by PS team / Introductory seminar to students, including staff participation / Yr 2 PS visit to Bradford / UCET CYmru September (prev report)
One World Week events / Report disseminated
Meeting with Course Director – / Year 3 students seminar / Sust devl HE conference
?Lesotho visit
Global Ethics conference(One from PS team)
JC to Jamaica
TE, BT to Mauritius
Estyn visit
Meeting with course director re future plans / Jamaica - Wales Project
Global teacher conference (3 staff) / Mentor feedback
Mar-03
Apr-03 / Staff seminar - Visitor from Lesotho (June) / Documents prepared / Mentors’ meeting in June -feedback / Course validated / Report dissminated Wales ITET conference; NEWI presentation
Meeting with course director / PGCE secondary special studies 5 / Assignments assessed on Sustainablity consideration
Meeting with course director> / UWB Sustainability Policy passed
Staff lunch seminar in July to discuss, compare and subject input
Aug-03
Sep-03 / Meeting with course director / Agreement for BEd and PGCE to co-plan PSE, EGC etc / Introductory seminar, member of staff present
Documents prepared / Article in Golwg / Report disseminated
One World Week events
Focus group / UWB Sustainbility task group set up
Board of studies discussion
Meeting with PS co-ordinator- New unit being written for PS
Staff interviews
Re-do audit / UCET task and Finish group set up
Outside lecturer on citizenship studies,
Outside lecturer on citizenship studies YR2; ongoing staff meetiings
Meeting of course directors
Evaluation interviews
Mar-04 / Staff meetings

Appendix 4

BEd documents

a) Audit of Curricular and Core subjects and Professional Studies

b) Map of EGCSD concept coverage in Curricular and Core subjects and Professional Studies

c) Audit of Mains subjects

d) Map of EGCSD concept coverage in Mains subjects

e) Exam question and assignments

Copies of course materials are available from the World Education Centre.

Appendix 4

Appendix 4a BEd Core and Curricularstudies Audit 2004Bold: new course content

SUBJECT / Year 1 foundation / core / Year 2 core / Year 3 core
Welsh (core) / Children's literature, Welsh studies / Expressing a opinion - topical issues / Children's literature + Llen ac iaith - Literature with relevance to Wales and PSE
Interviews, role play, dialogues, and short plays.
Promoting the Curriculum Cymreig throughout the school and through cross-curricular activities.
Exam question: PSE through children’s Welsh literature.
English (core) / Children’s literature : Presenting a Global Perspective(Picture Books), Semester 2
Lecture: Multicultural Literature in the Primary classroom;
Supporting bilingual pupils' writing.
Intro to shared reading using various texts including multicultural literature
Core English Exam: Importance of Language Awareness
Exam;
guided reading for L2 learners.
Exam XCE 1061 Reluctant Readers / Assignment: A non-fiction text suitable for use within a PSE/PSHE/Citizenship as a cross-curricular theme
Lecture: Supporting and structuring the writing process using Biographies.
Use of stories and literature from other countries / Sessions:Stories from Other Cultures +
Citizenship and Storytelling (Fiona Collins)
Assignments: Citizenship through children's literature including global citizenship.
XCE 3070 EAL Lectures
' The Specific Needs of BIlingual Pupils';
ESL Support; Literacy Learning Difficulties of EAL pupils; Approaches and Methods for ESL including Chinese lesson.
Exam : NLS and EAL learner
Drama techniques in the classroom.
Mathematics (core) / Two sessions in ‘Maths across the Curriculum’ on ‘Global perspectives iin Maths’, examples from themes, Photo OpportunitiesMaths., Numeracy and GC and GC video
Science (core) / The earth in Space
Spiritual dimension / The body ( create database)
Appreciating diversity in people, and learning to respect others
Ecology
Environmental study e.g. rocky shore
Recognise, appreciate and respect living things.
Interdependence of living things.
Be able to plan a balanced sequence of Science lessons with due attention to risk assessment, and ethical and environmental issues.
Sex and drugs education / The nature of Science and Science education.
Science and key themes: health education.
Geography / Local area (with global links)
Area in an LEDC + environmental change
Environmental change case study in Bangor, meanings of global citizenship and sustainable development
History / Key concepts (e.g., change and continuity, similarity and difference, cause and effect, evidence.
Miscellaneous references to relationship of past happenings to situation today.
Design andTechnology / Textile and food processes (one session each) on India - based on Shompa big book
The contribution of Design and Technology to the whole curriculum, including expressive, aesthetic, linguistic and literary, mathematical, recreational, scientific, social, environmental, and moral elements.
Art / Curricular course year1/2: Landscapes, cultural conventions, creative development in children, cross cultural; why teach art?; what is art? The study of the work of artists, craft workers, and designers: sources of inspiration.
Music
Religious Education / Introduction to beliefs, habits, ways of life, and answers to questions of purpose of life etc of six main religions
The contribution of RE to the spiritual, moral, social, and cultural development of primary pupils.
RE in the contemporary multi-faith, multi-cultural society
Physical Education / Skills of working together, development of self esteem through games, etc
Professional Studies / The Effective teacher:
Lecture + seminar - introduction to education for global citizenship / Understanding and assessing pupil learning and achievement:
Lecture: Child development (moral)
Lecture and group presentation: Inclusion and social class
Professional Studies week: visiting lecturer – global citizenship / Teaching Children Under Five (Foundation Stage)
Planning a curriculum for the Desirable Outcomes for the Foundation Stage, including planning for fostering self-worth, independence, interpersonal skills, and moral understanding.
The EffectiveSchool:
the school ethos;
understand the social, cultural, and political issues that influence education and be aware of national and international educational issues;
National and International Perspectives in Education
A: Cultural Understanding

Pluralistic communities in Britain and their implication for the education system; teachers' legal responsibilities; the Race Relations Act.
Prejudice, stereotype, culture, race, and racism.
The effect of institutional racism and the development of school policies to overcome it.
The role of the education system and the school in a multi-ethnic society in relation to the recommendations of the Swann Report.
Multicultural education as a dimension of the curriculum and appropriate planning strategies.
Teaching resources and methods.

B: Comparative Studies

The value of international comparisons in education and the significance of different contexts e.g. cultural, social, religious and economic, with particular reference to understanding the implications of global issues, such as poverty and war, and their effects on the standard and quality of education in relevant countries.
Understanding education systems in Europe and in some Pacific Rim countries with particular emphasis on teaching methods and standards of attainment;
Appreciate how different countries within Europe develop global citizenship and education for sustainable development in schools;
Develop students’ understanding of what is a global teacher;
Language development in bilingual and multilingual contexts.

Exam Question

Appendix 4b Coverage of Education for Global Citizenship and Sustainable Development concepts