PGDE Programmes Lim Chuan Li

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PGDE Programmes Lim Chuan Li by Mind Map: PGDE Programmes Lim Chuan Li

1. Curriculum Studies (CS)

1.1. Personal Effectiveness, Knowing Self and Others

1.1.1. PE1.1 Tuning into Self

1.1.2. PE1.2 Exercising Personal Integrity and Legal Responsibilities

1.1.3. PE1.3 Understanding and Respecting Others

1.1.4. PE1.4 Resilience and Adaptability

1.2. Professional Practice

1.2.1. PP1 Nurturing the whole child

1.2.2. PP2 Providing quality learning of child

1.2.3. PP4 Cultivating Knowledge

1.2.3.1. PP4.1 with subject mastery

1.2.3.2. PP4.2 with reflective thinking

1.2.3.3. PP4.3 with analytic thinking

1.2.3.4. PP4.4 with initiative

1.2.3.5. PP4.5 with creative thinking

1.2.3.6. PP4.6 wtih a future focus

1.3. Leadership and Management

1.3.1. LM1 Winning Hearts and Minds

1.3.1.1. Understanding the Environment

1.3.1.2. Developing Others

1.3.2. LM2 Working with Others

1.3.2.1. Working in Teams

1.4. Learner-Centred Values

1.4.1. V1.1 Empathy

1.4.1.1. In all micro-teaching lessons, we were reminded to specify the exact nature of the class that we were intending to teach. This reminds us to pitch the teaching and pace at the appropriate level. Personally, I tried teaching high, medium and low ability students in my micro-teaching because I believe that all children can learn and it is the responsibility of the teacher to cater to their different level of learning. The micro-teaching lessons were also a great opportunity for us to experience a diverse classroom setting of different needs.

1.4.2. V1.2 Belief that all children can learn

1.4.3. V1.3 Commitment to nurturing the potential in each child

1.4.4. V1.4 Valuing of diversity

1.5. Teacher Identity

1.5.1. V2.1 Aims for high standards

1.5.1.1. Dr Toh sets a high standard of expectation of our work. He was also very encouraging in helping us achieve these expectations. This gave us many opportunities to learn from him and seeks his professional advice. His vast experience in education also inspires us to not only improve our pedagogical skills, but also triggered us to think of ways to improve and value add the existing system.

1.5.2. V2.2 Enquiring nature

1.5.3. V2.3 Quest for learning

1.5.4. V2.4 Strives to improve

1.5.5. V2.5 Passionate

1.5.6. V2.6 Adaptive and resilient

1.5.7. V2.7 Ethical

1.5.8. V2.8 Professional

1.6. Service to the Profession and Community

1.6.1. V3.1 Collaborative learning and practice

1.6.1.1. We conducted some of the professional sharing sessions in groups. Within the groups, we worked together to design a meaningful 1.5 hour session. We learnt from other groups from their sharing as well.

1.6.2. V3.3 Social responsibility and engagement

1.7. Skills

1.7.1. S1 Reflective skills and thinking dispositions

1.7.2. S2 Pedagogical skills

1.7.2.1. I tried a few approaches such as the Bruner's Concrete, Pictorial and Abstract Approach in my micro teaching. I received valuable feedback on the effectiveness of these approaches.

1.7.3. S4 Self-management skills

1.7.4. S6 Communication skills

1.7.4.1. We conducted several micro teaching lessons and also professional sharing sessions for different topics. This gives the opportunity to practice effective communication and presentation skills.

1.7.5. S7 Facilitative skills

1.7.6. S8 Technological skills

1.7.7. S9 Innovation and entrepreneurship skills

1.8. Knowledge

1.8.1. K1 Self

1.8.2. K2 Pupil

1.8.3. K4 Subject content

1.8.4. K5 Pedagogy

1.8.5. K6 Educational foundation and policies

1.8.6. K9 Global awareness

2. Practicum

2.1. Personal Effectiveness, Knowing Self and Others

2.1.1. PE1.1 Tuning into Self

2.1.2. PE1.2 Exercising Personal Integrity and Legal Responsibilities

2.1.3. PE1.3 Understanding and Respecting Others

2.1.4. PE1.4 Resilience and Adaptability

2.2. Professional Practice

2.2.1. PP1 Nurturing the whole child

2.2.1.1. I always begin my lectures with a motivational quote, which I hope will mould and influence students to adopting a positive attitude.

2.2.2. PP2 Providing quality learning of child

2.2.2.1. For my stronger classes, I give them questions and extra notes that may be out of syllabus in order to deepen their understanding. For other classes, I create extra worksheets to give them more practice that they need.

2.2.3. PP3 Providing quality learning of child in CCA

2.2.3.1. I was attached to Basketball and Bowling for 5 weeks respectively. For basketball, I brought the IP 1 and 2 students out of school for a friendly match and I encouraged them to try their best even though they were just exposed to the sport a few weeks ago.

2.2.4. PP4 Cultivating Knowledge

2.2.4.1. PP4.1 with subject mastery

2.2.4.2. PP4.2 with reflective thinking

2.2.4.3. PP4.3 with analytic thinking

2.2.4.3.1. SAMPLE: QCC522 Teaching of Chinese Language 3

2.2.4.4. PP4.4 with initiative

2.2.4.5. PP4.5 with creative thinking

2.2.4.6. PP4.6 wtih a future focus

2.2.4.6.1. Although I am not required to set exam questions during practicum, I took the initiative to set questions on the topics my CT was assigned to. My CT went through with me the process of question setting which is invaluable when I set questions in the future.

2.3. Leadership and Management

2.3.1. LM1 Winning Hearts and Minds

2.3.1.1. Understanding the Environment

2.3.2. LM2 Working with Others

2.3.2.1. Working in Teams

2.3.2.1.1. I helped to coordinate the Taiwanese teachers for their classroom observations when they were in TJC for a school visit. I also took them for a college tour.

2.4. Learner-Centred Values

2.4.1. V1.1 Empathy

2.4.1.1. I understand that the competition and SYF period is difficult for many students, and I adapt my tutorial pace to help them cope with their academic work.

2.4.2. V1.2 Belief that all children can learn

2.4.2.1. My students know that I have high and reasonable expectations on their performance and quality of work.

2.4.3. V1.3 Commitment to nurturing the potential in each child

2.4.3.1. As one of my class is a scholar's class, there are some other students who are unable to keep up with the pace. I offer these students extra classes and consultations to bring them up to speed because I have to pitch my teaching in tutorials at the majority.

2.4.4. V1.4 Valuing of diversity

2.5. Teacher Identity

2.5.1. V2.1 Aims for high standards

2.5.1.1. I have very high standards for myself and I expect the same of my students. I commit to producing quality work too.

2.5.2. V2.2 Enquiring nature

2.5.2.1. I seek clarification from my CT and fellow colleagues in the department on pedagogies and student related management issues.

2.5.3. V2.3 Quest for learning

2.5.3.1. I learnt and created Geogebra files to serve as visual aids to teach parametric equations for the department.

2.5.4. V2.4 Strives to improve

2.5.5. V2.5 Passionate

2.5.6. V2.6 Adaptive and resilient

2.5.7. V2.7 Ethical

2.5.8. V2.8 Professional

2.6. Service to the Profession and Community

2.6.1. V3.1 Collaborative learning and practice

2.6.2. V3.2 Collaborative learning and practice

2.7. Skills

2.7.1. S1 Reflective skills and thinking dispositions

2.7.1.1. I constantly reflect on my own attitudes towards different situations because they influence the actions that I will take. I remind myself that the motivation of my actions must be for the benefit of the students.

2.7.2. S2 Pedagogical skills

2.7.2.1. I take the initiative to observe other tutors apart from my CT who are teaching Mathematics in order to expose myself to a variety of possible pedagogies and classroom situations.

2.7.3. S3 People management skills

2.7.4. S4 Self-management skills

2.7.5. S6 Communication skills

2.7.6. S7 Facilitative skills

2.7.7. S8 Technological skills

2.7.8. S10 Social and emotional intelligence

2.8. Knowledge

2.8.1. K1 Self

2.8.2. K2 Pupil

2.8.2.1. I talk to my students out of class whenever the opportunity arises in order to find out more about them as a person. I believe that this has helped me to establish a good rapport quickly.

2.8.3. K3 Community

2.8.4. K4 Subject content

2.8.4.1. I attempt all tutorial questions in order to familiarise myself with the possible difficulties and misconceptions that students might face.

2.8.5. K5 Pedagogy

2.8.6. K6 Educational foundation and policies

2.8.7. K7 Curriculum

2.8.8. K8 Multicultural literacy

3. Educational Studies (ES)

3.1. Personal Effectiveness, Knowing Self and Others

3.1.1. PE1.1 Tuning into Self

3.1.2. PE1.2 Exercising Personal Integrity and Legal Responsibilities

3.1.3. PE1.3 Understanding and Respecting Others

3.1.4. PE1.4 Resilience and Adaptability

3.2. Professional Practice

3.2.1. PP1 Nurturing the whole child

3.2.2. PP2 Providing quality learning of child

3.2.3. PP4 Cultivating Knowledge

3.2.3.1. PP4.2 with reflective thinking

3.2.3.1.1. In QED529 Educational Psychology, we approached an issue learnt about the Problem Based Learning.

3.2.3.2. PP4.3 with analytic thinking

3.2.3.3. PP4.4 with initiative

3.2.3.4. PP4.5 with creative thinking

3.2.3.5. PP4.6 wtih a future focus

3.3. Leadership and Management

3.3.1. LM1 Winning Hearts and Minds

3.3.1.1. Understanding the Environment

3.3.1.2. Developing Others

3.3.2. LM2 Working with Others

3.3.2.1. Partenering Parents

3.3.2.2. Working in Teams

3.4. Learner-Centred Values

3.4.1. V1.1 Empathy

3.4.2. V1.2 Belief that all children can learn

3.4.3. V1.3 Commitment to nurturing the potential in each child

3.4.3.1. In QED529 Educational Psychology, we learnt about

3.4.4. V1.4 Valuing of diversity

3.4.4.1. In QED529 Educational Psychology, we learnt about the Pygmalion Effect which demonstrates that teachers' effect and expectation is significant to the students' achievement.

3.5. Teacher Identity

3.5.1. V2.1 Aims for high standards

3.5.2. V2.2 Enquiring nature

3.5.3. V2.3 Quest for learning

3.5.4. V2.4 Strives to improve

3.5.5. V2.6 Adaptive and resilient

3.5.6. V2.7 Ethical

3.6. Service to the Profession and Community

3.6.1. V3.1 Collaborative learning and practice

3.6.2. V3.3 Social responsibility and engagement

3.7. Skills

3.7.1. S1 Reflective skills and thinking dispositions

3.7.2. S2 Pedagogical skills

3.7.3. S3 People management skills

3.7.4. S4 Self-management skills

3.7.5. S5 Administrative and management skills

3.7.6. S6 Communication skills

3.7.7. S7 Facilitative skills

3.7.8. S8 Technological skills

3.7.9. S10 Social and emotional intelligence

3.8. Knowledge

3.8.1. K1 Self

3.8.2. K2 Pupil

3.8.3. K3 Community

3.8.4. K4 Subject content

3.8.5. K5 Pedagogy

3.8.6. K6 Educational foundation and policies

3.8.7. K7 Curriculum

3.8.8. K8 Multicultural literacy

4. LEADS

4.1. Personal Effectiveness, Knowing Self and Others

4.1.1. PE1.1 Tuning into Self

4.1.2. PE1.2 Exercising Personal Integrity and Legal Responsibilities

4.1.3. PE1.3 Understanding and Respecting Others

4.1.4. PE1.4 Resilience and Adaptability

4.2. Professional Practice

4.2.1. PP2 Providing quality learning of child

4.2.2. PP4 Cultivating Knowledge

4.2.2.1. PP4.2 with reflective thinking

4.2.2.2. PP4.3 with analytic thinking

4.2.2.2.1. SAMPLE: QCC522 Teaching of Chinese Language 3

4.3. Leadership and Management

4.3.1. LM1 Winning Hearts and Minds

4.3.1.1. Developing Others

4.3.2. LM2 Working with Others

4.3.2.1. Partenering Parents

4.3.2.2. Working in Teams

4.4. Learner-Centred Values

4.4.1. V1.1 Empathy

4.4.2. V1.2 Belief that all children can learn

4.4.3. V1.3 Commitment to nurturing the potential in each child

4.4.4. V1.4 Valuing of diversity

4.5. Teacher Identity

4.5.1. V2.1 Aims for high standards

4.5.2. V2.2 Enquiring nature

4.5.3. V2.3 Quest for learning

4.5.4. V2.4 Strives to improve

4.5.5. V2.6 Adaptive and resilient

4.5.6. V2.7 Ethical

4.5.7. V2.8 Professional

4.6. Service to the Profession and Community

4.6.1. V3.1 Collaborative learning and practice

4.7. Skills

4.7.1. S1 Reflective skills and thinking dispositions

4.7.2. S2 Pedagogical skills

4.7.3. S3 People management skills

4.7.4. S4 Self-management skills

4.7.5. S6 Communication skills

4.7.6. S7 Facilitative skills

4.7.7. S8 Technological skills

4.7.8. S9 Innovation and entrepreneurship skills

4.7.9. S10 Social and emotional intelligence

4.8. Knowledge

4.8.1. K1 Self

4.8.1.1. SAMPLE: QBS521 Assessment and Further Strategies in Teaching Elements of Business Skills

4.8.2. K2 Pupil

4.8.3. K3 Community

4.8.4. K4 Subject content

4.8.5. K5 Pedagogy

5. GESL and the Meranti Project

5.1. Personal Effectiveness, Knowing Self and Others

5.1.1. PE1.1 Tuning into Self

5.1.2. PE1.2 Exercising Personal Integrity and Legal Responsibilities

5.1.3. PE1.3 Understanding and Respecting Others

5.1.3.1. At the start of the GESL journey, I made a point to talk to every member of the GESL group in order to understand them and to facilitate a quicker cohesion of the group.

5.1.4. PE1.4 Resilience and Adaptability

5.2. Professional Practice

5.2.1. PP1 Nurturing the whole child

5.2.2. PP2 Providing quality learning of child

5.2.3. PP4 Cultivating Knowledge

5.2.3.1. PP4.2 with reflective thinking

5.2.3.2. PP4.3 with analytic thinking

5.2.3.2.1. I researched on the different forms of communication that can enable our target audience to engage with their grandparents easily. However, many of the research findings did not address the needs of elderly in Singapore. Hence, our group had to reflect and analyse the findings in order to filter out information that was helpful in the Singapore context.

5.2.3.3. PP4.4 with initiative

5.2.3.3.1. I proposed to my GESL group that the different forms of communication (including physical massages, conversations and simple meals) contributed to a major part of an elderly well being.

5.2.3.4. PP4.5 with creative thinking

5.2.3.5. PP4.6 wtih a future focus

5.3. Leadership and Management

5.3.1. LM1 Winning Hearts and Minds

5.3.1.1. Understanding the Environment

5.3.1.2. Developing Others

5.3.2. LM2 Working with Others

5.3.2.1. Working in Teams

5.3.2.1.1. I was part of the National Day Observance Ceremony Team and Info-Communication Team in GESL.

5.4. Learner-Centred Values

5.4.1. V1.1 Empathy

5.4.2. V1.2 Belief that all children can learn

5.4.3. V1.3 Commitment to nurturing the potential in each child

5.4.4. V1.4 Valuing of diversity

5.5. Teacher Identity

5.5.1. V2.1 Aims for high standards

5.5.1.1. Although our project was not of a very large scale, I still put in my best efforts in the tasks I was assigned to because I did not want the success of our project to be compromised by a lack of effort. I believe that this is being professional as a teacher as well.

5.5.2. V2.2 Enquiring nature

5.5.2.1. Through the course of my research, I found many information that were not helpful towards our project. However, they were interesting in their own ways and I learnt a lot from reading them. For example, I read that the elderly in some countries do not expect their children or grandchildren to be concerned about them, which is very different from a typical Asian elderly.

5.5.3. V2.3 Quest for learning

5.5.4. V2.4 Strives to improve

5.5.5. V2.5 Passionate

5.5.6. V2.6 Adaptive and resilient

5.5.7. V2.7 Ethical

5.5.8. V2.8 Professional

5.6. Service to the Profession and Community

5.6.1. V3.1 Collaborative learning and practice

5.6.2. V3.2 Building apprenticeship and mentorship

5.6.2.1. Our tutor Dr Wang was very willing to share his experiences in motivating students. While this is not directly related to our GESL projects, my conversations with him have given me more confidence that I can motivate my students too.

5.6.3. V3.3 Social responsibility and engagement

5.6.3.1. I supported the idea of raising awareness about how we can actively care for our grandparents and elderly because they have paved the way for the success that we as a nation achieve today.

5.7. Skills

5.7.1. S1 Reflective skills and thinking dispositions

5.7.2. S2 Pedagogical skills

5.7.3. S3 People management skills

5.7.3.1. Everyone in the team had assignment deadlines to meet on top of GESL commitments. Understanding each other's needs enabled us to complement each other effectively to meet our objectives. At the same time, it was also important for me to manage my time wisely so that I can always lend a helping hand to those in need. I believe that our group bonded well together because we were willing to help and work beyond our defined responsibilities.

5.7.4. S4 Self-management skills

5.7.5. S5 Administrative and management skills

5.7.6. S6 Communication skills

5.7.7. S7 Facilitative skills

5.7.8. S10 Social and emotional intelligence

5.8. Knowledge

5.8.1. K1 Self

5.8.2. K2 Pupil

5.8.3. K3 Community

5.8.3.1. I was able to share information with my group on how we can take care of bed ridden elderly as my grandmother is half paralyzed with stroke,

5.8.4. K4 Subject content

5.8.5. K8 Multicultural literacy

5.8.5.1. I specifically researched on the effectiveness of physical massage as a means of communicating with the elderly. However, I questioned the validity of the pressure points that were good for massaging. Therefore, I checked with the department of Traditional Chinese Medicine to confirm its accuracy before proposing it to the group.

5.8.6. K9 Global awareness

5.8.7. K10 Environmental awareness

6. Knowledge Skills

6.1. Personal Effectiveness, Knowing Self and Others

6.1.1. PE1.1 Tuning into Self

6.1.1.1. From QKS523 Multidimensional Thinking, I learnt that I am more inclined towards Utilitarianism rather than Kantianism.

6.1.2. PE1.2 Exercising Personal Integrity and Legal Responsibilities

6.1.3. PE1.3 Understanding and Respecting Others

6.1.3.1. From QKS521 Critical Literacy Skills, I learnt that intellectual humility is in fact part of critical literacy. We must respect and understand the context of the points made by another.

6.1.4. PE1.4 Resilience and Adaptability

6.2. Professional Practice

6.2.1. PP4 Cultivating Knowledge

6.2.1.1. PP4.1 with subject mastery

6.2.1.2. PP4.2 with reflective thinking

6.2.1.2.1. In QKS521 Critical Literacy Skills, I thought about why critical literacy was important in the teaching and learning of Mathematics.

6.2.1.2.2. In QKS522 Project Work, I reflected on and evaluated the needs of the different stakeholders (students, teachers and assessors) in PW.

6.2.1.3. PP4.3 with analytic thinking

6.2.1.3.1. SAMPLE: QCC522 Teaching of Chinese Language 3

6.2.1.4. PP4.4 with initiative

6.2.1.5. PP4.5 with creative thinking

6.2.1.5.1. In QKS521 Critical Literacy Skills, I proposed some possible pedagogical changes that can help students gain critical literacy skills while learning Mathematics.

6.2.1.5.2. In QKS522 Project Work, I proposed a lesson such that we can equip students with collaborative skill through meaningful learning.

6.2.1.5.3. In QKS523 Multidimensional Thinking, I proposed an activity which aims to integrate the teaching of several subjects together while infusing critical and ethical thinking at the same time.

6.2.1.6. PP4.6 wtih a future focus

6.3. Leadership and Management

6.3.1. LM1 Winning Hearts and Minds

6.3.1.1. Understanding the Environment

6.3.1.2. Developing Others

6.3.2. LM2 Working with Others

6.3.2.1. Working in Teams

6.3.2.1.1. In QKS522 Project Work, the deadline was tight for the group assignment and we had to commit fully and effectively in order to produce quality work.

6.4. Learner-Centred Values

6.4.1. V1.1 Empathy

6.4.2. V1.2 Belief that all children can learn

6.4.3. V1.3 Commitment to nurturing the potential in each child

6.4.4. V1.4 Valuing of diversity

6.5. Teacher Identity

6.5.1. V2.1 Aims for high standards

6.5.1.1. In QKS522 Project Work, my group had to produce a Preliminary Idea within 30 minutes. It was initially difficult to settle on an idea. However, our group was professional in evaluating the ideas and we managed to decide on one to work on. Although it was a tiring process, our group pushed through and we did not let our standards slip by conducting multiple checks.

6.5.2. V2.2 Enquiring nature

6.5.2.1. In QKS523 Multidimensional Thinking, I talked to our tutor Dr Charlene Tan outside of class in order to find out more about philosophy and ethical thinking.

6.5.3. V2.3 Quest for learning

6.5.4. V2.4 Strives to improve

6.5.5. V2.5 Passionate

6.5.6. V2.6 Adaptive and resilient

6.5.7. V2.7 Ethical

6.5.8. V2.8 Professional

6.6. Service to the Profession and Community

6.6.1. V3.1 Collaborative learning and practice

6.6.2. V3.2 Building apprenticeship and mentorship

6.6.3. V3.3 Social responsibility and engagement

6.6.4. V3.4 Stewardship

6.7. Skills

6.7.1. S1 Reflective skills and thinking dispositions

6.7.2. S2 Pedagogical skills

6.7.3. S3 People management skills

6.7.3.1. In QKS522 Project Work, my teammates were trained in different subject domains. I had to understand their thinking process in order to for the team to work well together. Furthermore, since our timetables were different, I had to compromise and meet them at a timing that was inconvenient for me. Therefore, I had to change my plans accordingly in order to maximise the use of my time that day.

6.7.4. S4 Self-management skills

6.7.5. S5 Administrative and management skills

6.7.6. S6 Communication skills

6.7.7. S7 Facilitative skills

6.7.8. S8 Technological skills

6.7.8.1. In QKS522 Project Work, I suggested and volunteered to use PREZI as our mode of presentation because I felt that it was able to portray our idea pictorially.

6.7.9. S9 Innovation and entrepreneurship skills

6.7.10. S10 Social and emotional intelligence

6.8. Knowledge

6.8.1. K1 Self

6.8.2. K2 Pupil

6.8.3. K3 Community

6.8.4. K4 Subject content

6.8.4.1. In QKS521 Critical Literacy Skills, I was convinced that the teacher is empowered and is able to infuse critical literacy skills into our daily teaching practices.

6.8.5. K5 Pedagogy

6.8.5.1. In QKS521 Critical Literacy Skills, I explored ways in which we can infuse Critical Literacy Skills into the teaching of Mathematics.

6.8.6. K6 Educational foundation and policies

6.8.6.1. In QKS522 Project Work, we discussed and learnt about the intentions and educational potential of PW, and the challenges that different stakeholders face in the course of implementation.

6.8.7. K7 Curriculum

6.8.8. K8 Multicultural literacy

6.8.9. K9 Global awareness

6.8.9.1. In QKS523 Multidimensional Thinking, it was brought up that real world problems often required a solution that cuts across different domains of knowledge. Therefore, it is important for our students to be equipped and be exposed to different school of thoughts.

6.8.10. K10 Environmental awareness

7. Academic Subject (AS)

7.1. Personal Effectiveness, Knowing Self and Others

7.1.1. PE1.1 Tuning into Self

7.1.2. PE1.2 Exercising Personal Integrity and Legal Responsibilities

7.1.3. PE1.3 Understanding and Respecting Others

7.1.4. PE1.4 Resilience and Adaptability

7.2. Professional Practice

7.2.1. PP1 Nurturing the whole child

7.2.1.1. SAMPLE: QCK522 Pedagogical Approaches to Teaching and Learning Accounting

7.2.2. PP2 Providing quality learning of child

7.2.3. PP3 Providing quality learning of child in CCA

7.2.4. PP4 Cultivating Knowledge

7.2.4.1. PP4.1 with subject mastery

7.2.4.2. PP4.2 with reflective thinking

7.2.4.3. PP4.3 with analytic thinking

7.2.4.3.1. SAMPLE: QCC522 Teaching of Chinese Language 3

7.2.4.4. PP4.4 with initiative

7.2.4.5. PP4.5 with creative thinking

7.2.4.6. PP4.6 wtih a future focus

7.3. Leadership and Management

7.3.1. LM1 Winning Hearts and Minds

7.3.1.1. Understanding the Environment

7.3.1.2. Developing Others

7.3.2. LM2 Working with Others

7.3.2.1. Partenering Parents

7.3.2.2. Working in Teams

7.4. Learner-Centred Values

7.4.1. V1.1 Empathy

7.4.2. V1.2 Belief that all children can learn

7.4.3. V1.3 Commitment to nurturing the potential in each child

7.4.4. V1.4 Valuing of diversity

7.5. Teacher Identity

7.5.1. V2.1 Aims for high standards

7.5.2. V2.2 Enquiring nature

7.5.3. V2.3 Quest for learning

7.5.4. V2.4 Strives to improve

7.5.5. V2.5 Passionate

7.5.6. V2.6 Adaptive and resilient

7.5.7. V2.7 Ethical

7.5.8. V2.8 Professional

7.6. Service to the Profession and Community

7.6.1. V3.1 Collaborative learning and practice

7.6.2. V3.2 Collaborative learning and practice

7.6.3. V3.3 Social responsibility and engagement

7.6.4. V3.4 Stewardship

7.7. Skills

7.7.1. S1 Reflective skills and thinking dispositions

7.7.2. S2 Pedagogical skills

7.7.3. S3 People management skills

7.7.4. S4 Self-management skills

7.7.5. S5 Administrative and management skills

7.7.6. S6 Communication skills

7.7.7. S7 Facilitative skills

7.7.8. S8 Technological skills

7.7.9. S9 Innovation and entrepreneurship skills

7.7.10. S10 Social and emotional intelligence

7.8. Knowledge

7.8.1. K1 Self

7.8.1.1. SAMPLE: QBS521 Assessment and Further Strategies in Teaching Elements of Business Skills

7.8.2. K2 Pupil

7.8.3. K3 Community

7.8.4. K4 Subject content

7.8.5. K5 Pedagogy

7.8.6. K6 Educational foundation and policies

7.8.7. K7 Curriculum

7.8.8. K8 Multicultural literacy

7.8.9. K9 Global awareness

7.8.10. K10 Environmental awareness