The School Curriculum Ten Years Hence - UCET: Universities ...

in schools 1997-1999. (HMI 219). London: OFSTED.
OFSTED (2001a) Extending work-related learning at Key Stage 4.
(HMI 276). London: OFSTED
OFSTED (2001b) New Start Partnerships 1999-2000: learning to
connect. (HMI 244). London: OFSTED.
PART 3: Social Inclusion and Curricular Develoments
Social Inclusion and Curricular Developments
Susan Lewis, ESTYN
Thank you for the invitation to this important symposium. Thank
you too for the warm welcome and introduction.
My purpose here today is to share with you what Wales is trying to
do in the area of social inclusion and in doing so to reflect on what
this means for education and teacher training. I’ll spend a little time
setting the scene, then move on to give some examples of work and
some of the challenges for teacher training and end up with some
thoughts on schools.
The National Assembly for Wales has given high priority to
promoting social inclusion, improving the lot of excluded and
disengaged young people and trying to make sure that everyone
has the chance to fulfil their potential whatever their age, gender or
religious, cultural or ethnic background.
There can be few things then that are so relevant, not only to Initial
Teacher Education and Training, but also to the continued
professional development of all teachers.
Looking around the room today, I would say that perhaps one of
thing that we have in common is that we have all benefited from
our education system. We appreciate and value the power of
education and want to pass this on as a vocational imperative to
trainee teachers.
Thinking back to our schooling, I am sure that we can all remember
a teacher who influenced us deeply. We remember them well. Those
we loathed and learned little from, those we learned regardless of,
and those others who had faith in us, who inspired and supported
us and contributed to our personal and professional development. If
we experienced the latter, we were lucky. But there are many
young people who have not benefited fully from education. There
are many who do not find school a pleasant and rewarding
experience. There are many who have not felt the true pleasure of
achievement.