Initial Teacher Training - Trainers Pack and Programme



Teaching and Learning issues particular to Art Craft and Design
Planning and Target Setting
Classroom Management

Teaching and Learning issues particular to Art Craft and Design

Issues centre on (conception and construction of):

  • the role and nature of the learner - recipient / participant / initiator etc. on a passive to active continuum - learners as resource - the role and nature of the trainee - (e.g. Atkinson - Teacher Identities in Teacher Education - in 'Issues')
  • the role and nature of the teacher - instructor / facilitator / guide / model etc.
  • the role and nature of the subject - modernist / postmodernist / imitative / reproductive / investigative / experimental / cultural studies / essentially contested / consensual / essentialist / contextualist etc. ( e.g. Addison and Burgess - Challenging Orthodoxies - in 'Issues')

Leading to:

  • Styles / 'positions' / curriculum rationales in art, craft and design education - (e.g. - skills-based / 'expressive' / issues-based / visual literacy / cultural studies / etc.)

Leading to:

  • Assessment (of pupils) issues

Planning and Target Setting

  • Knowledge of QTT standards
  • Auditing your students skills
  • Individual target setting for your ITT students
  • Planning appropriate activities for your ITT students including examples of a variety of ITT courses with reference to:
    • Knowledge of the principles of assessment in art and design education and the work of the Qualifications and Curriculum Authority (QCA)
    • Continuity and progression
    • Knowledge of examination systems and national curriculum levels
      In particular trainees should understand the role of examination boards, the breadth of provision and how examinations in art and design are administered including:
      What examinations the various Boards offer, the significance of the various specifications, syllabi and requirements;
      The significance and importance of standardisation meetings and the distinction between area moderation and centre moderation;
      The role of coursework advisers and the importance of administrative information relevant to the courses being offered;
      The procedures for internal marking, recording of marks, and submission of marks to moderators;
      How best to present candidates work in a way that is appropriate to the centre facilities, indicating the various elements such as assignments, contextual activities and controlled test, preparation and final outcome;
      Having an awareness of the examination board’s Chief Examiner’s report.
  • Examination Boards
    Assessment and Qualifications Alliance
    Welsh Joint Education Committee
    Oxford, Cambridge and RSA examinations
  • Career Entry and Development Plan
    Guidance for Wales on Career entry profiles
    Guidance for England
  • Differentiation - English as an Additional Language
    SEN Gifted and Talented
    English as an Additional Language
    Special Educational Needs
    Gifted and Talented Initiative
  • Gender issues
  • Knowledge of KS3 strategies
  • Use of inspection evidence - OfSTED etc.
  • Observation and monitoring the progress and achievement of your ITT students
    • Content and structure of courses

      Those awarded Qualified Teacher Status (QTS) must understand and uphold the professional code of the General Teaching Council (GTC) for England by demonstrating all of the Standards’. This means, that to complete a course of Initial Teacher Training (ITT) successfully and to be eligible for QTS a trainee must be assessed against and achieve all of the Standards. The Standards are in two parts, ‘Professional Studies’ and ‘Subject Method Studies’. All courses in England will address the Standards

      OfSTED Inspection outcomes

      Example of an ITT OfSTED Inspection Report

      Quality assurance and assessment of courses

      The general aim of any assessment process for ITT courses is to support the trainees learning, provide evidence on which to base judgements about the quality of knowledge, understanding and skills in relation to the Standards, and to encourage critical thinking about educational issues.


      The objectives of the assessment process are what the students should be able to demonstrate, and include: their knowledge and understanding of the nature of learning (particularly their own), success in meeting the Standards, awareness of their own and others professional values attitudes and perspectives in relation to educational issues, their ability to identify their own professional achievements and development needs and, lastly, show progress towards achievement of personal development targets.
      Your course handbook and those of other institutions should be able to provide you with a range of approaches to quality assurance and assessment of courses.
      You should be aware of the internal QAA procedures of the institution and the OfSTED inspection regime relating to Initial Teacher Training.

      External Examiners

      Universities appoint external experts in the subject field to play an important part in the assessment and moderation process of PGCE courses. The role of external examiners is to help Universities ensure that comparable standards are being applied across subjects and that general standards of initial teacher training are comparable with the standards held by other training institutions. External examiners are normally provided access to course documentation, selected samples of students work and tutor feedback. External examiners also visit students in school and it is likely that they will see students who are deemed to be in danger of not achieving the Standards. External Examiners are normally expected to see a cross section of students, sometimes from other subject areas, in order to be able to make a report to the PGCE course director and tutors regarding the standards being achieved by the whole student group.
      The External Examiner’s role focuses mainly on reviewing the extent to which students are achieving the Standards required for QTS.
      At the end of a course it is normal for samples of student work to be submitted to the Chief External Examiner for review and comparison across the various subject specialisms as part of a University Quality Assurance procedure.

      Communication, Empathy and Sensitivity

      Health and Safety

      Everything you may want to know (but were afraid to ask) about health and safety in art and design can be found at:

Classroom Management

  • Understanding a range and the appropriateness of pedagogic styles
  • Ability to teach adults through tutorials, small groups, seminars and block lectures
  • Enabling learning in a range of contexts which will include galleries, museums, youth clubs and outdoor contexts within and outside recognised curriculum time
  • Managing artists in residence
  • Behaviour management
  • Disability management

Behaviour management issues specific to the area

Issues centre on the relationships / appropriateness between / of,

  • the physical environment for art activities - design and management of spaces / rooms (including Health and Safety requirements / factors)
  • negotiated establishment of and agreement about the demands (discipline) of the specific art activity
  • a knowledge and recognition of learners' needs (artistic development)
  • effective planning and associated issues
    (relates strongly to Teaching and Learning issues - e.g. (in Sec.) department philosophy and associated strategies, ethos, style, etc.)
    (e.g. Atkinson - Forming teacher identities in teacher education, in, 'Issues')
  • Classroom organisation
  • Resource management
  • Health and Safety in Art and Design (UK)
    The most comprehensive guide for teachers of art and design can be found at:
    Any further enquiries should be made to the NSEAD on Tel: +44(0)1225 810134

    Sources of further information

    • Management of Health and Safety

    • The Management of Health and Safety at Work Regulations (1992) SI 1992 No2051, ISBN 0 11 025051 HMSO

    • HSC Managing Health and Safety in Schools (1994), ISBN 0 7176 0770 4