Introduction: This report will identify the importance, related issues and the people subject to the Duty of Care policy issued by the Government of Western Australia Department of Education 26 June 2007. The report will address three scenarios upon which the policy would have an impact and describes measures that a school and teacher could take to ensure that the requirements of the policy document are met. The first scenario refers to inadequate supervision of students in the morning before the commencement of school. The second scenario refers to unsafe playground equipment. The third scenario refers to inadequate supervision of students on the playground.
CU1533 Georgia Green 1.1 It sets out the legal requirements relating to learning and development (the early learning goals; the educational programmes; and the assessment arrangements) in Section 2 and the legal requirements relating to welfare (safeguarding and promoting children’s welfare; suitable people; suitable premises, environment and equipment; organisation; and documentation) in Section 3. The learning and development requirements are given legal force by the Early Years Foundation Stage (Learning and Development Requirements) Order 2007 made under Section 39 (1) (a) of the Childcare Act 2006. The welfare requirements are given legal force by Regulations made under Section 39 (1) (b) of the Childcare Act 2006. Together, the Order, the Regulations and the Statutory Framework document make up the legal basis of the EYFS. The requirements in this document have statutory force by virtue of Section 44 (1) of the Childcare Act 2006.
Document Analysis on Duty of Care Policy Introduction This document analysis will address the Western Australian Duty of Care for Students Policy. The policy describes the different types of duty the teacher has towards their students and clarifies the point at which a teacher does not have a duty of care.The purpose of the policy is to identify what ‘duty of care’ means, what a teacher’s duty of care towards their students actually are, the ways in which this policy should be applied within the school environment to minimise harmful risks to students, the circumstances where school volunteers and helpers may owe a duty of care and the implications that may arise should duty of care be neglected. This policy is important as it aims to
The behaviour policy is simply a set of guidelines on how school staff should deal with their students’ behaviour. This policy usually includes information such as the code of conduct, rewards and sanctions, how the school deals with conflict and inappropriate behaviour, the anti-bullying policy etc. Most schools have a code of conduct. The code of conduct are a clear set of rules as to how the children should behave in and around schools. These rules are sometimes written in a way that they can be like targets for the children e.g.
As with the educational goals set out in the document, these initiatives provide a good basis for development of the education system as a whole in achieving the right outcomes. However, once looked at in greater length, there are elements in the ‘Commitments to Action’ that lack detail. Many of the actions are also very hard to implement and are at times idealistic and impractical. The current decentralised education framework (as opposed to a national curriculum) is also a barrier to the implementation of these actions. Considerations in relation to funding should be explored throughout the document.
4.1 Summarise the laws and codes of practice affecting work in schools 4.2 Explain how legislation affects how schools work Task 1 There are some laws set in place by government which schools have a duty to follow. A few of these and the main points involved have been stated below. Link the legislation on the left with the correct description on the right. Children’s Act 2004 | Close relationship between agencies and sharing of information between agencies. | Data Protection Act 1998 | Schools are required to keep information secure and it can only be used for the purpose it was gathered for.
The court emphasized that the proper standard of review is to allow the parent the opportunity to argue that there was evidence to justify class certification, and other issues. Ms. Simpson may rely on these cases, as they relate to the current situation. The school districts claim to not have the resources or funds will not support their position, as shown in the Cedar Rapids case. It is clear that the school district is required to provide continuous one on one care, regardless of its cost. Also, as Roncker establishes, Ms. Simpson should be allowed the opportunity to provide evidence challenging the placement of Evan in any situation other than the normal high school
The pedagogical tool of Group Based Learning is one that may successfully employ traditional methods of teaching as it relies on treating students as teachers as they are encouraged to work out the answers to problems themselves and in peer groups (DEET, 2012) and using visual instruction via technology. The pedagogical philosophy Gardner’s Multiple Intelligences draws some similarities to traditional education. This philosophy recognises individual skill and tries to match students to their particular skill and interest (Churchill et al, 2011). The current educational curriculum can also be seen as an impediment to Aboriginal children achieving success in the educational system (Partington, 2002). According to research this can be remedied by a greater curriculum content based on Indigenous values, stories and ideas (Partington, 2002).
There are valid reasons to think that raising content standards is the answer, and there are equally valid concerns about the practice, and some evidence that it may actually be harmful to student progress. As educators, I believe it is our duty to research these ideas fully and make sure that our teaching practices both follow the law and reflect our beliefs about how to best educate the our students. Works Cited CCSSO & NGACenter, (Council of Chief State School Officers & National Governors Association Center for Best Practices) (2015, January 11). About the Standards. Retrieved from http://www.corestandards.org/: http://www.corestandards.org/about-the-standards/ Core Knowledge.
They have explored the concept of the civil disobedience purely from the historical perspective and examine the ramifications and justifications of each of the historical examples. They additionally provide some of the events that are wrongly categorized as the civil disobedience. In conclusion, the authors stress the need for teaching the civil disobedience in secondary schools. They believe that a comprehensive understanding of the concept will allow the students in placing vital historical events in the context while appreciating and understanding the responsibilities of the democratic