By Louis Cohen; et al
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Extra resources for A guide to teaching practice
21 ● ● SOME PERSPECTIVES ON TEACHING AND LEARNING Health and wellbeing Q21 (a) Be aware of the current legal requirements, national policies and guidance on the safeguarding and promotion of the wellbeing of children and young people. Q21 (b) Know how to identify and support children and young people whose progress, development or wellbeing is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support. Professional skills Planning Q22 Plan for progression across the age and ability range for which they are trained, designing effective learning sequences within lessons and across series of lessons and demonstrating secure subject/curriculum knowledge.
In its effects it means that, for students preparing to teach in primary postgraduate programmes, the pressure on non-school-based work taking place in higher education institutions and work in school is immense, in order to cover all the aspects of ITT to meet the standards required for QTS, indeed to be fit to teach a spectrum of subjects and to take on the extended role of teachers. For intending postgraduate secondary school and KS2/3 teachers the pressure is similarly huge, as the amount of time out of school is minimal.
Although the commitment to improving standards is welcome, the main solution seems to be through relatively short-term initiatives that are, in terms of time, related to the political cycle. 38 CHANGING THE NATURE OF TEACHING The effect of many interventions is to change the nature of teaching very considerably. From being a key macro-decision maker, the scope of a teacher’s decision making has been attenuated considerably; teachers are largely the agents of, the implementers of, major decisions taken elsewhere.